Curriculum Implementation and Practical Skills Development among Trainees of Agriculture in TVET Institutions in Gulu City and Omoro District

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dc.contributor.authorRwotomiya Victor
dc.date.accessioned2026-11-12T08:38:35Z
dc.date.available2026-11-12T08:38:35Z
dc.date.issued2026
dc.description.abstractThis study examined the relationship between Curriculum Implementation and Practical Skills Development among Agriculture Trainees in Technical and Vocational Education and Training (TVET) institutions in Gulu City and Omoro District, Uganda. The study was guided by three objectives: To Assess the Status of Curriculum Implementation among Agriculture Trainees, to examine the Level of Practical Skills Development, and to establish the Relationship between Curriculum Implementation and Practical Skills Development. The study adopted a Convergent parallel mixed-methods Design that combined Quantitative and Qualitative Approaches. Data were collected from 133 trainees, 10 instructors, and 7 administrators using Questionnaires and Interview Guides. Quantitative data were analyzed using Descriptive and Inferential Statistics, including Pearson Correlation. Qualitative data were analyzed thematically. The findings revealed that Curriculum Implementation in the selected TVET institutions was largely competency-based and practice-oriented, characterized by regular practical sessions, field engagement, and active instructor support. Results further indicated that trainees had attained relatively high levels of practical agricultural skills, particularly in hands-on farm activities, teamwork, problem solving, and workplace readiness. However, gaps were identified in specialized technical competencies, especially in the operation and maintenance of agricultural machinery and equipment. Correlation analysis established a statistically significant moderate positive relationship between curriculum implementation and practical skills development (r = .464, p < .01), indicating that improvements in Curriculum Implementation were associated with higher levels of practical skills acquisition among trainees. The study concluded that effective Curriculum Implementation plays a critical role in enhancing practical skills development in agricultural TVET institutions. It recommends increased investment in instructional resources, modern training equipment, instructor capacity development, and stronger partnerships between TVET Institutions and industry to strengthen competency-based learning and improve graduate employability.
dc.description.sponsorshipself
dc.identifier.urihttp://hdl.handle.net/20.500.14270/1179
dc.language.isoen
dc.publisherGulu University
dc.titleCurriculum Implementation and Practical Skills Development among Trainees of Agriculture in TVET Institutions in Gulu City and Omoro District
dc.typeThesis

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