Industrial training programme curriculum alignment and competency development of the construction workforce in Uganda

Christine Nyiraneza; Wamalwa Chrispinus Mukoche; John Simiyu

doi:10.51867/AQSSR.3.4.21

Auteurs-es

Christine Nyiraneza University of Eldoret, Kenya Auteur-e https://orcid.org/0000-0002-7734-8852
Wamalwa Chrispinus Mukoche University of Eldoret, Kenya Auteur-e https://orcid.org/0009-0006-5063-1048
John Simiyu University of Eldoret, Kenya Auteur-e https://orcid.org/0000-0002-6682-2723

DOI :

https://doi.org/10.51867/AQSSR.3.4.21

Mots-clés :

Competency Development, Construction Workforce, Curriculum Alignment, Industrial Training, Technical and Vocational Education, Uganda

Résumé

This study examined the relationship between industrial training programme curriculum alignment and competency development among Uganda’s construction workforce. The study was motivated by concerns about the alignment of industrial training with changing construction industry requirements, particularly in relation to practical skills, modern technologies, and workplace competencies. A pragmatist philosophical approach and mixed-methods design were adopted. The study focused on National Diploma in Building and Civil Engineering (ND-BCE) graduates from five public technical colleges in Uganda. The target population comprised 2,760 individuals, including graduates from 2020–2023, principals, and employers. A planned sample of 347 participants was determined, while quantitative analysis was based on 309 usable responses and qualitative data were obtained through interviews with nine key informants. Quantitative data were analysed using descriptive statistics, Pearson correlation, and linear regression, while qualitative data were analysed thematically. The findings showed that respondents generally perceived the industrial training curriculum as aligned with industry skill requirements. However, lower ratings were reported regarding access to advanced equipment and software and keeping pace with technological advancements. Curriculum alignment was positively and significantly associated with construction workforce competency (r = .312, p < .001). Regression analysis further showed that curriculum alignment significantly predicted competency (β = .312, p < .001), explaining 9.7% of the variance in workforce competency (R² = .097). Qualitative findings revealed persistent implementation gaps, including outdated curriculum content, inadequate practical exposure, limited access to modern construction technologies and equipment, insufficient instructor capacity, slow curriculum review processes, and inconsistent integration of soft skills. The study concludes that curriculum alignment is an important component of construction workforce competency, but formal alignment alone may not ensure adequate workplace competence. The study recommends regular curriculum review with stronger industry participation, improved practical training and access to modern technologies, continuous instructor professional development, and systematic integration of technical and soft skills into industrial training programmes.

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