As registration of 2026 Uganda Certificate of Education (UCE) continues in schools, officials in the education sector are urging Senior Four candidates and their parents to look beyond the traditional A-level pathway but also consider Technical and Vocational Education and Training (TVET) institutions as a viable option after O-Level.
While most students continue to aspire to join Advanced Level studies, and fill in their best schools options for A-Level during registration, officials say that technical and vocational training offers opportunities for employment, entrepreneurship and further education, especially at a time when the government is investing heavily in skills development. Mr Narasi Kambaho, the head of communications at the Uganda Vocational and Technical Assessment Board (UVTAB), says candidates registering for UCE should use this period to begin thinking about the education pathway they intend to pursue after completing O-Level.
‘At Senior Four, S.6 and P.7 learners have an opportunity to choose different pathways. Some may proceed to A-Level, while others pursue technical and vocational training’ Mr Kambaho said. ‘What is important is that learners and parents understand that TVET is not a second option but a pathway to successful careers and employment.’
However, Mr Kambaho insists that TVET training remains open to any one regardless of their academic qualifications.
‘TVET is open for anyone at any one time you want. We look at the flexibility and access, as well as the equity, ‘ Mr Kambaho said.
Mr Kambaho explained that learners who fill vocational institutions have an opportunity of government sponsorship that supports learners pursuing skills-based training. ‘When they are making choices, they select TVET institutions, whether at P7, after Senior 4, Senior 6, so they are able to be admitted on government sponsorship scheme under the student arrangement,’ he said. Over the years, the government has increased investment in TVET institutions across the country through the construction of technical schools, vocational institutes and training centres aimed at producing a skilled workforce to support Uganda’s industrialisation agenda.
The government also provides scholarships and sponsorship opportunities in public TVET institutions, enabling learners from different backgrounds to access skills training. However, school administrators note that such opportunities remain underutilised, as many students and parents continue to prioritise the academic route leading to university without adequately considering labour market demands. Mr Evaristo Ngabirano, the Deputy Headteacher of St Barnabas Secondary School in Kabale District, said the challenge remains the perception that vocational education is only for learners who perform poorly in academic examinations.
‘A big number of my students register for TVET but, by the end of the day, they opt for A-Level when the results are released. They look at technical training as a dirty job. Most of them do not like working for long hours; they prefer sitting in offices,’ Mr Ngabirano said. Mr Ngabirano emphasised the need for continuous sensitisation and promotion of vocational training. Mr Kambaho agrees, adding that UVTAB is running promotional campaigns and providing career guidance in schools to educate students about vocational opportunities. ‘We need learners to appreciate that skills are marketable. Whether it is electrical installation, welding, building and construction, automotive technology, agriculture or information technology, these are areas where the country requires trained professionals,’ Mr Kambaho said.
‘TVET produces people with skills for the right occupations.’ The push for TVET comes as Uganda seeks to address youth unemployment through skills development. The government has repeatedly identified skilling as a key pillar in transforming the economy and creating jobs for the country’s growing youth population. Mr Kambaho argues that as UCE candidates prepare for their final examinations, schools should strengthen career guidance programmes to help learners make informed decisions about their future. According to Mr David Akope, the deputy headteacher of Wera Seed School in Amuria District, the current trend is for students to make their choices during the placement period for the next cycle of education.
He explained that while some students view TVET as a pathway to acquiring skills that can secure self-employment, it has long been overlooked because of the enduring preference for white-collar jobs. ‘There has, however, been a recent surge in the number of students transitioning to A-Level due to favourable government policy towards science education. Most learners now take mainly science combinations at A-Level as a result of the lucrative benefits and earnings associated with science-oriented jobs,’ Mr Akope said.
He added: ‘I look at this rush for A-Level studies as somewhat disadvantageous to the country because some students who would not ordinarily qualify for the science combinations they choose are taking them due to pressure. In the end, we may have a workforce that is ill-equipped.’ Mr Akope urged schools to place students according to their abilities to ensure quality outcomes, particularly through effective career guidance for both parents and students. He emphasised that, in order to increase enrolment, TVET institutions are expected to play a critical role in producing the skilled workforce needed to drive industrial growth, reduce unemployment and support national development. Over the years, there has been an increase in the number of students joining TVET institutions in Uganda. As perceptions towards vocational training gradually change, enrolment continues to rise.