Exploring the Alternative Training Options for A Level Learners in Uganda

Seezi Bogere; Gregory Tweheyo; Enid Kamwine

doi:doi:10.11648/j.ijvetr.20230902.12

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Exploring the Alternative Training Options for A Level Learners in Uganda

Seezi Bogere, Gregory Tweheyo, Enid Kamwine

Published in International Journal of Vocational Education and Training Research (Volume 9, Issue 2)

Received: 12 July 2023 Accepted: 31 July 2023 Published: 17 August 2023

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Abstract

The Higher School Certificate (HSC) or Advanced level in Uganda is a two-year program aimed at preparing students for higher education. However, the current system does not adequately equip graduates with the necessary 21st-century skills required in the workforce and for lifelong learning. There is a growing demand for these skills, and the current A' level system is falling short in meeting this demand. This study examines alternative training options for A' level learners in Uganda, considering the challenges posed by the traditional face-to-face classroom-based mode of education. The research follows a cross-sectional survey design with a mixed methods approach. The population includes stakeholders such as teachers, headteachers, students, parents, employers, and education officials, with a total of 6,343 respondents across the country. The study explores five potential alternatives: home schooling, open schooling, accelerated learning, blended learning, and differentiated A' level. The findings indicate that while home schooling is not a favored option, open schooling, accelerated learning, blended learning, and differentiated A' level are seen as valuable approaches by the majority of participants. These alternatives offer increased flexibility, personalized learning experiences, and enhanced accessibility, making them potential solutions to improve A' level education in Uganda. The study recommends adaptation of open schooling, accelerated learning programs, blended learning, differentiated education at A’ level in Uganda. These changes can benefit academically challenged learners, improve student learning outcomes, and prepare students for the world of work and lifelong learning.

Published in	International Journal of Vocational Education and Training Research (Volume 9, Issue 2)
DOI	10.11648/j.ijvetr.20230902.12
Page(s)	33-40
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

21 Century Skills, Home Schooling, Open Schooling, Accelerated Learning, Blended Learning and Differentiated Learning

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APA Style

Seezi Bogere, Gregory Tweheyo, Enid Kamwine. (2023). Exploring the Alternative Training Options for A Level Learners in Uganda. International Journal of Vocational Education and Training Research, 9(2), 33-40. https://doi.org/10.11648/j.ijvetr.20230902.12

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ACS Style

Seezi Bogere; Gregory Tweheyo; Enid Kamwine. Exploring the Alternative Training Options for A Level Learners in Uganda. Int. J. Vocat. Educ. Train. Res. 2023, 9(2), 33-40. doi: 10.11648/j.ijvetr.20230902.12

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AMA Style

Seezi Bogere, Gregory Tweheyo, Enid Kamwine. Exploring the Alternative Training Options for A Level Learners in Uganda. Int J Vocat Educ Train Res. 2023;9(2):33-40. doi: 10.11648/j.ijvetr.20230902.12

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@article{10.11648/j.ijvetr.20230902.12,
  author = {Seezi Bogere and Gregory Tweheyo and Enid Kamwine},
  title = {Exploring the Alternative Training Options for A Level Learners in Uganda},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {9},
  number = {2},
  pages = {33-40},
  doi = {10.11648/j.ijvetr.20230902.12},
  url = {https://doi.org/10.11648/j.ijvetr.20230902.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20230902.12},
  abstract = {The Higher School Certificate (HSC) or Advanced level in Uganda is a two-year program aimed at preparing students for higher education. However, the current system does not adequately equip graduates with the necessary 21st-century skills required in the workforce and for lifelong learning. There is a growing demand for these skills, and the current A' level system is falling short in meeting this demand. This study examines alternative training options for A' level learners in Uganda, considering the challenges posed by the traditional face-to-face classroom-based mode of education. The research follows a cross-sectional survey design with a mixed methods approach. The population includes stakeholders such as teachers, headteachers, students, parents, employers, and education officials, with a total of 6,343 respondents across the country. The study explores five potential alternatives: home schooling, open schooling, accelerated learning, blended learning, and differentiated A' level. The findings indicate that while home schooling is not a favored option, open schooling, accelerated learning, blended learning, and differentiated A' level are seen as valuable approaches by the majority of participants. These alternatives offer increased flexibility, personalized learning experiences, and enhanced accessibility, making them potential solutions to improve A' level education in Uganda. The study recommends adaptation of open schooling, accelerated learning programs, blended learning, differentiated education at A’ level in Uganda. These changes can benefit academically challenged learners, improve student learning outcomes, and prepare students for the world of work and lifelong learning.},
 year = {2023}
}

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TY  - JOUR
T1  - Exploring the Alternative Training Options for A Level Learners in Uganda
AU  - Seezi Bogere
AU  - Gregory Tweheyo
AU  - Enid Kamwine
Y1  - 2023/08/17
PY  - 2023
N1  - https://doi.org/10.11648/j.ijvetr.20230902.12
DO  - 10.11648/j.ijvetr.20230902.12
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 33
EP  - 40
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20230902.12
AB  - The Higher School Certificate (HSC) or Advanced level in Uganda is a two-year program aimed at preparing students for higher education. However, the current system does not adequately equip graduates with the necessary 21st-century skills required in the workforce and for lifelong learning. There is a growing demand for these skills, and the current A' level system is falling short in meeting this demand. This study examines alternative training options for A' level learners in Uganda, considering the challenges posed by the traditional face-to-face classroom-based mode of education. The research follows a cross-sectional survey design with a mixed methods approach. The population includes stakeholders such as teachers, headteachers, students, parents, employers, and education officials, with a total of 6,343 respondents across the country. The study explores five potential alternatives: home schooling, open schooling, accelerated learning, blended learning, and differentiated A' level. The findings indicate that while home schooling is not a favored option, open schooling, accelerated learning, blended learning, and differentiated A' level are seen as valuable approaches by the majority of participants. These alternatives offer increased flexibility, personalized learning experiences, and enhanced accessibility, making them potential solutions to improve A' level education in Uganda. The study recommends adaptation of open schooling, accelerated learning programs, blended learning, differentiated education at A’ level in Uganda. These changes can benefit academically challenged learners, improve student learning outcomes, and prepare students for the world of work and lifelong learning.
VL  - 9
IS  - 2
ER  -

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Author Information

Seezi Bogere

Department of Research, Evaluation and Consultancy, National Curriculum Development Centre, Kampala, Uganda
Gregory Tweheyo

University Secretary, Mountains of the Moon University, Fort Portal, Uganda
Enid Kamwine

Department of Research, Evaluation and Consultancy, National Curriculum Development Centre, Kampala, Uganda

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APA Style

Seezi Bogere, Gregory Tweheyo, Enid Kamwine. (2023). Exploring the Alternative Training Options for A Level Learners in Uganda. International Journal of Vocational Education and Training Research, 9(2), 33-40. https://doi.org/10.11648/j.ijvetr.20230902.12

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ACS Style

Seezi Bogere; Gregory Tweheyo; Enid Kamwine. Exploring the Alternative Training Options for A Level Learners in Uganda. Int. J. Vocat. Educ. Train. Res. 2023, 9(2), 33-40. doi: 10.11648/j.ijvetr.20230902.12

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AMA Style

Seezi Bogere, Gregory Tweheyo, Enid Kamwine. Exploring the Alternative Training Options for A Level Learners in Uganda. Int J Vocat Educ Train Res. 2023;9(2):33-40. doi: 10.11648/j.ijvetr.20230902.12

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@article{10.11648/j.ijvetr.20230902.12,
  author = {Seezi Bogere and Gregory Tweheyo and Enid Kamwine},
  title = {Exploring the Alternative Training Options for A Level Learners in Uganda},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {9},
  number = {2},
  pages = {33-40},
  doi = {10.11648/j.ijvetr.20230902.12},
  url = {https://doi.org/10.11648/j.ijvetr.20230902.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20230902.12},
  abstract = {The Higher School Certificate (HSC) or Advanced level in Uganda is a two-year program aimed at preparing students for higher education. However, the current system does not adequately equip graduates with the necessary 21st-century skills required in the workforce and for lifelong learning. There is a growing demand for these skills, and the current A' level system is falling short in meeting this demand. This study examines alternative training options for A' level learners in Uganda, considering the challenges posed by the traditional face-to-face classroom-based mode of education. The research follows a cross-sectional survey design with a mixed methods approach. The population includes stakeholders such as teachers, headteachers, students, parents, employers, and education officials, with a total of 6,343 respondents across the country. The study explores five potential alternatives: home schooling, open schooling, accelerated learning, blended learning, and differentiated A' level. The findings indicate that while home schooling is not a favored option, open schooling, accelerated learning, blended learning, and differentiated A' level are seen as valuable approaches by the majority of participants. These alternatives offer increased flexibility, personalized learning experiences, and enhanced accessibility, making them potential solutions to improve A' level education in Uganda. The study recommends adaptation of open schooling, accelerated learning programs, blended learning, differentiated education at A’ level in Uganda. These changes can benefit academically challenged learners, improve student learning outcomes, and prepare students for the world of work and lifelong learning.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Exploring the Alternative Training Options for A Level Learners in Uganda
AU  - Seezi Bogere
AU  - Gregory Tweheyo
AU  - Enid Kamwine
Y1  - 2023/08/17
PY  - 2023
N1  - https://doi.org/10.11648/j.ijvetr.20230902.12
DO  - 10.11648/j.ijvetr.20230902.12
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 33
EP  - 40
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20230902.12
AB  - The Higher School Certificate (HSC) or Advanced level in Uganda is a two-year program aimed at preparing students for higher education. However, the current system does not adequately equip graduates with the necessary 21st-century skills required in the workforce and for lifelong learning. There is a growing demand for these skills, and the current A' level system is falling short in meeting this demand. This study examines alternative training options for A' level learners in Uganda, considering the challenges posed by the traditional face-to-face classroom-based mode of education. The research follows a cross-sectional survey design with a mixed methods approach. The population includes stakeholders such as teachers, headteachers, students, parents, employers, and education officials, with a total of 6,343 respondents across the country. The study explores five potential alternatives: home schooling, open schooling, accelerated learning, blended learning, and differentiated A' level. The findings indicate that while home schooling is not a favored option, open schooling, accelerated learning, blended learning, and differentiated A' level are seen as valuable approaches by the majority of participants. These alternatives offer increased flexibility, personalized learning experiences, and enhanced accessibility, making them potential solutions to improve A' level education in Uganda. The study recommends adaptation of open schooling, accelerated learning programs, blended learning, differentiated education at A’ level in Uganda. These changes can benefit academically challenged learners, improve student learning outcomes, and prepare students for the world of work and lifelong learning.
VL  - 9
IS  - 2
ER  -

Copy | Download