Increased levels of literacy and numeracy, increased labour productivity, decreased skills gap in the market

Development of new opportunities resulting from highly educated staff, increased incomes and wages, increased access to education, increased chances for new innovations, discoveries or patents

Increased pace of growth in gross domestic product (GDP), increased employment opportunities for women, improved human capital

Some technical and vocational education and training (TVET) courses, despite their high costs, provide just certification instead of concrete skills.(2)

High cost of education often requires taking loans and increasing indebtedness of households.

Offer educational and training opportunities for professional self-development to promote more stable livelihoods.

National Development Plan III (NDPIII) 2020/21 – 2024/25: This plan incudes the following goals: increase the proportion of labour force transitioning into gainful employment and enterprise development from 34.5% to 55%; increase average years of schooling from 6.1 to 11 years; and increase learning adjusted years of schooling from 4.5 to 7 Years.(III)

Technical Vocational Education and Training (TVET) Policy: This policy aims to create an enabling legal framework, increasing people's awareness of TVET benefits, raising involvement of stakeholders and expanding support for continuous learning.(2)

National ICT Policy: This policy recognises the importance of information and communications technology (ICT), emphasising both ICT education and the use of ICT in education.(7)

Fiscal incentives: All educational articles and materials are tax exempt.(8) Exercise books are value added tax (VAT) exempt.(8) Mathematical sets, textbooks are VAT and import duty exempt.(8) Sewing machines and woodworking machines (frequently used for training) are VAT and import duty exempt.(8)

Other incentives: Taxpayers receive a 100% deduction for scientific research expenditures, as do employers who train permanent resident or provide tertiary education not exceeding 5 years.(8)

The Business, Technical and Vocational Education and Training (BTVET) Act 2008: This Act is the general regulatory framework for BTVET. It defines the scope of education programs, their criteria and requirements for service providers.(1) It also introduced the Uganda Business and Technical Examinations Board (UBTEB), which establishes certification and examination standards.(1)

Education Service Act 2002: This Act specifies the functions of the Education Service Commission. It is responsible, among other things, for reviewing and formulating national standards for education services.(3)

The TVET Policy introduces the TVET Council, two-thirds of whom are industry employers. The council regulates the sector by implementing standards, qualifications, registration and accreditation of institutions. It also recommends beneficiaries of the Skill Development Fund.(2)

National Curriculum Development Centre (NCDC) Act Cap 135: This Act established the National Curriculum Development Centre, which supports curriculum development for TVET institutions.(2)

African College of Commerce (ACC Kabale), Kabale Institute of Technology and Applied Sciences (KITAS), Agape International Children Ministries (AICM) Vocational Training College

Ministry of Education and Sports (MoES), Directorate of Business, Technical and Vocational Education and Training (BTVET)

World Bank

German Corporation for International Cooperation (GIZ), Japan International Cooperation Agency (JICA), Korea International Cooperation Agency (KICA), GIC, Irish Aid, Industrial Training Council (ITC), Uganda Association of Private Vocational Institutions

The Northern regions are lagging behind in terms of accessibility to and quality of education.(5) The lowest penetration of secondary education was reported in Karamoja and Bunyoro regions.(6)

Historically, the unemployment in urban areas tends to be significantly higher than in Uganda's rural areas.(13) This indicates the unemployed urban population could benefit greatly from upskilling and training, because it could help them find employment. Significant regional disparities exist in terms of wealth in Uganda. The majority of the wealthiest districts are located in the Central region, while most of the poorest ones are in the North.(16)

Significant regional disparities exist in terms of wealth in Uganda. The majority of the wealthiest districts are located in the Central region, while most of the poorest ones are in the North.(16) Disparities in wealth translate directly into productivity scores and access to quality education and skills development. The wealthiest districts tend to generate the larger proportion of the country's gross domestic product (GDP), and therefore attract more investment and develop faster. (16)