| dc.description.abstract | Amidst the global pressure on education systems to harness youth employability and transition to the world of
work, there is increased interest in vocational placements.
It is evident that Uganda's tertiary education sector, like
others in similar context, is struggling to optimise vocational placements for better students’ learning and labour
market outcomes. This article explores the “educative” potential of vocational placements offered as a component of
study programmes by a public tertiary agricultural training
institution in Uganda. It draws on data generated from a
qualitative case study that engaged 70 stakeholders namely
students, graduates, lecturers, administrators and workplace supervisors. Undertaken between 2016 and 2019,
the study reveals the complexities and prospects associated
with the design and delivery of vocational placements in
stressed education and labour market contexts. From a social constructivist perspective, we make contextual pedagogical propositions for unleashing the educative power of
vocational placements in Uganda and similar contexts. | en_US |
