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Workforce Development Ratings and Data

A description of the Workforce Development scoring methodology and the meaning of categorical ratings displayed below are available in evidence-based frameworks.

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	Uganda Country Report 2012 (data available upon request)
Strategic Framework	Emerging
Setting a Strategic Direction	Emerging
	Uganda
Advocacy for WfD to Support Economic Development	N/A
Are there visible champions advocating for WfD to support economic development?	N/A
Who are the champions of WfD in government?	N/A
Which of the following best describes the advocacy exercised by the above champions?	N/A
Who are the non-government champions of WfD?	N/A
Which of the following best describes the advocacy exercised by the non-government champions?	N/A
How do the champions for WfD engage in dialogue on the WfD policy agenda?	N/A
Has advocacy and dialogue among the champions led to collaboration on the WfD policy agenda?	N/A
Strategic Focus and Decisions by the WfD Champions	N/A
Which of the following broad areas for WfD have the champions emphasized as priorities to support economic and social development:	N/A
Which of the following more specific areas for WfD have the champions emphasized as priorities to support economic and social development:	N/A
Regarding the more specific areas, have the champions for WfD made strategic decisions over the last five years?	N/A
What did the strategic decisions consist of?	N/A
How are the WfD champions monitoring implementation progress of the above strategic decisions?	N/A
Fostering a Demand-Driven Approach	Latent
	Uganda
Overall Assessment of Economic Prospects and Skills Implications	N/A
Has there been a formal assessment(s) of the country's economic prospects and their implications for skills?	N/A
What is the nature of the studies and assessments?	N/A
What is the scope of the assessment(s):	N/A
Please indicate all sources of data that informed the assessment(s):	N/A
Please select all parties that sponsor or conduct these studies and assessments:	N/A
Critical Skills Constraints in Priority Economic Sectors
List below three of the country's priority economic sectors:
Have the government or WfD stakeholders identified critical skills constraints in these priority sectors?
How were the skills constraints identified in these priority sectors?
What describes the key measures being taken to address skills constraints in these priority sectors?
Are the previously identified WfD champions closely associated with the above key measures to address skills constraints in the priority sectors?
Role of Employers and Industry
Do employers and industry have a role in defining strategic WfD priorities for the country or region?
How do employers and industry provide inputs in setting strategic WfD priorities?
List two major policy or investment decisions with WfD implications in the past three years that have benefitted from employer and industry input:
In what ways are employers and industry helping to address the skills implications of the above two policy/investment decisions?
What best describes the depth of engagement by employers and industry in the areas selected above?
Skills-upgrading Incentives for Employers
Does the government provide incentives for formal sector employers to develop and upgrade skills?
Does the country have a levy-grant scheme for training for formal sector employers?
Is an annual report publicly available on the operations of the levy-grant scheme?
What other government incentives for skills upgrading exist for formal sector employers?
Identify two major programs benefitting formal sector employers that feature the incentives listed above:
Does the government provide support for informal sector businesses to develop and upgrade skills?
What government support for skills upgrading is provided for informal sector businesses?
Identify two major programs benefitting informal sector businesses that feature the government support listed above:
Notes, if any, on this topic:
Monitoring of the Incentive Programs
Name of Program 1:
Date started:
Has this program been reviewed for impact on skills and productivity?
Is the review process systematic and routine?
Please provide the date of the last review below:
What best describes the follow-up to the review?
Notes, if any, on this program:
Name of Program 2:
Date started:
Has this program been reviewed for impact on skills and productivity?
Is the review process systematic and routine?
Please provide the date of the last review below:
What best describes the follow-up to the review?
Strengthening Critical Coordination	Emerging
	Uganda
Roles of Government Ministries and Agencies
Which of the following have legally-defined roles and responsibilities for WfD?
What best describes the degree of overlap in the mandates of the above entities?
Do mechanisms exist to ensure coordination of WfD strategies and programs across ministries and agencies?
Roles of Non-Government WfD Stakeholders
Do non-government WfD stakeholders have legally-defined roles and responsibilities?
Which of the following non-government WfD stakeholders have legally-defined roles and responsibilities?
Do mechanisms exist for coordination between government entities and non-government WfD stakeholders?
Coordination for the Implementation of Strategic WfD Measures
Please list two major initiatives or programs closely associated with the previously identified WfD champions that address skills constraints in the priority economic sectors
Please answer the following questions for the more important of the above two measures.
Is the above measure accompanied by an implementation plan?
Is the above measure accompanied by a budget allocation?
Indicate below all key entities with responsibility for implementing the above measure:
How do the above entities coordinate the implementation of the above measure?
How is implementation progress for this measure monitored?
Have the most successful features of this measure been mainstreamed into the formal WfD system?
System Oversight	Latent
Ensuring Efficiency and Equity in Funding	Latent
	Uganda
Overview of Funding for WfD
How does the government mobilize funds for WfD?
Which of the following types of training receive financial support from the government?
For decisions on capital investments by the government, which ministry(s) is directly responsible?
Initial Vocational Education and Training (IVET)
Continuing Vocational Education and Training (CVET)
Training-related active labor market programs (ALMPs)
For decisions on spending on salaries (including hiring decisions), which ministry is directly responsible?	N/A
Initial Vocational Education and Training (IVET)
Continuing Vocational Education and Training (CVET)
Training-related active labor market programs (ALMPs)
For decisions on non-salary operational spending to deliver training services, which ministry is directly responsible?
Initial Vocational Education and Training (IVET), if relevant
Continuing Vocational Education and Training (CVET), if relevant
Training-related active labor market programs (ALMPs), if relevant
What is the main mechanism used by the government to provide recurrent funding for training?
Initial Vocational Education and Training (IVET), if relevant
Continuing Vocational Education and Training (CVET), if relevant
Training-related Active Labor Market Programs (ALMPs), if relevant
Recurrent Funding for Initial Vocational Education and Training (IVET) [*]
Which of the following best describes the ministry's budget process for funding IVET institutions and programs?
What criteria are used to determine funding allocation to IVET institutions and programs?
Are the criteria for allocating WfD funding to institutions and programs subject to periodic review?
Provide two examples of major reforms in the last five years to improve efficiency and equity in funding allocations:
Notes, if any, on this topic:
Recurrent Funding for Continuing Vocational Education and Training Programs (CVET)
Indicate below the ministries or agencies responsible for CVET, listing the lead entity first:
How is recurrent funding for CVET programs decided?
Are training providers provided with incentives to seek and to retain accreditation?
Does the ministry or agency produce an annual report?
What is the latest year for which the report is available?
Please name two on-going or recent government-supported programs to foster on-the-job training (OJT) in small and medium sized firms (SMEs):
Have these programs been reviewed for their impact?
Have the reviews led to changes in program funding or design?
Please name two on-going or recent programs to support individual career or professional development (e.g. reskilling or upgrading skills):
Have these programs been reviewed for their impact?
Have the reviews led to changes in program funding or design?
Recurrent Funding for Training-related Active Labor Market Programs (ALMPs)
Indicate below the ministries or agencies responsible for training-related ALMPs, listing the lead entity first:
Who are the beneficiaries of training-related ALMPs supported by government funding?
Please indicate two major training-related ALMPs supported by government funding:
How is funding for the above two programs decided?
Who is involved in this process?
How is training provision implemented?
Have these programs been formally reviewed for their impact?
Have the reviews led to changes in program funding or design?
Notes, if any, on this topic:
Equity in Funding for Training Programs (IVET)
In the last five years, has there been a formal review(s) of the impact of WfD funding on the beneficiaries of training programs?
Please provide two examples of reviews conducted in the last five years:
Which of the following outcomes by socioeconomic group did the review(s) consider?
Which of the following parties participated in dialogue on the findings of the above review(s) and their implications:
What has been the follow-up to the above review(s)?
Equity in Funding for Training Programs (CVET)
Continuing Vocational Education and Training (CVET)
In the last five years, has there been a formal review(s) of the impact of WfD funding on the beneficiaries of training programs?
Please provide two examples of reviews conducted in the last five years:
Which of the following outcomes by socioeconomic group did the review(s) consider?
Which of the following parties participated in dialogue on the findings of the above review(s) and their implications:
What has been the follow-up to the above review(s)?
Notes, if any:
Equity in Funding for Training Programs (ALMPs)
Training-related Active Labor Market Programs (ALMPs)
In the last five years, has there been a formal review(s) of the impact of WfD funding on the beneficiaries of training programs?
Please provide two examples of reviews conducted in the last five years:
Which of the following outcomes by socioeconomic group did the review(s) consider?
Which of the following parties participated in dialogue on the findings of the above review(s) and their implications:
What has been the follow-up to the above review(s)?
Partnerships between Training Providers and Employers
Does the government facilitate such partnerships through formal arrangements?
At what levels have the partnerships been institutionalized?
What benefits do the participating employers get from partnerships with training providers?
Please name below two major employers, and the resources that they provide for WfD:
Name of Employer 1, please indicate below:
What resources does this employer provide?
Name of Employer 2, please indicate below:
What resources does this employer provide?
Assuring Relevant and Reliable Standards	Latent
	Uganda
Competency Standards and National Qualifications Frameworks
Indicate below the ministries or agencies, if any, with oversight responsibility for competency standards and/or the national qualifications framework (NQF), listing the lead entity first
Have competency standards for occupations been defined?
Is a national qualifications framework (NQF) in place?
What is the occupational coverage of the NQF?
What range of skill levels does the NQF cover?
Which of the following parties are involved in policy dialogue on competency standards and/or the NQF?
What best characterizes the policy dialogue on competency standards and/or the NQF?
Competency Standards for Major Occupations
Please indicate two major skilled or semi-skilled occupations (i.e. dominant or fastest-growing):
Occupation 1:
Who is involved in setting the competency standards?
Do training providers for this occupation utilize competency-based curricula aligned to the standards formally agreed upon by the above stakeholders?
Occupation 2:	N/A
Who is involved in setting the competency standards?	N/A
Do training providers for this occupation utilize competency-based curricula as defined by standards formally agreed upon by the above stakeholders?	N/A
Occupational Skills Testing
Is competency-based testing used to certify qualifications in skilled and semi-skilled occupations?
Which of the following describes the system for competency-based testing?
Indicate below the ministry(s) or agency(s) with oversight responsibility for competency-based testing, listing the lead entity first:
Which of the following best describes the volume of testing administered by the lead entity?
Has the above entity taken measures in the last three years to manage the cost of skills testing and certification?
Notes, if any, on this topic:
Skills Testing and Certification
List below two of the most common certificates (exclude those required for licensing):
What best describes the public's confidence in the above certificates?
Certificate 1:
Certificate 2:
Notes, if any, on this topic:
Skills Testing for Major Occupations
List two major skilled or semi-skilled occupations (i.e. dominant or fastest-growing):
Occupation 1:
What best describes the focus of the tests?
Is a certificate awarded upon successful completion of the tests?
Is a certificate required for practitioners of this occupation?
Does having a certificate improve employability and earnings in this occupation?
Notes, if any, on skills testing for occupation 1:
Occupation 2:
What best describes the focus of the tests?
Is a certificate awarded upon successful completion of the tests?
Is a certificate required for practitioners of this occupation?
Does having a certificate improve employment and earnings in this occupation?
Notes, if any, on skills testing for occupation 2:
Government Oversight of Accreditation
Accreditation of Training Providers
Is a system in place to accredit training providers?
Please indicate the government ministries or agencies that exercise this function:
Accreditation of Training Programs
Is a system in place to accredit training programs?
Please indicate the government ministries or agencies that exercise this function:
Notes, if any, on this topic:
Establishment of Accreditation Standards [*]
What entity establishes the accreditation standards for training providers?
How does the above entity establish accreditation standards for training providers?
Are accreditation standards periodically reviewed?
Do these protocols involve formal input from external bodies?
Notes, if any, on this topic:
Accreditation Requirements and Enforcement of Accreditation Standards [*]
What types of providers are required to obtain accreditation?
Are accredited providers required to renew their accreditation status on a regular basis?
Are accreditation standards publicized?
Are accreditation standards enforced?
Why are accreditation standards not enforced?
Incentives and Support for Accreditation [*]
Are training providers provided with incentives to seek and to retain accreditation?
What types of incentives are provided to training providers?
Are training providers provided with support to seek and to retain accreditation?
What type of support is provided to training providers?
Diversifying Pathways for Skills Acquisition	Latent
	Uganda
Learning Pathways [*]
Are separate academic and vocational/technical streams offered at the secondary level?
In what year of schooling does the streaming begin?
What are the options for technical and vocational education and training at the post-secondary level?
Can graduates of secondary vocational/technical streams progress to post-secondary levels of study?
Can graduates of post-secondary vocational/technical programs (e.g. polytechnics, community colleges) progress to university programs?
Public Perception of Pathways for TVET [*]
Has the government taken action to improve public perception of TVET?
What do these actions consist of?
Regarding diversifying pathways, has the government taken major actions in the last 10 years?
List two of the most important of these government actions to diversify pathways:
Have these actions been monitored or reviewed for their impact on diversifying learning pathways?
What best describes the review process?
Has the above review led to changes in policies to diversify learning pathways?
Notes, if any, on this topic:
Articulation of Skills Certification [*]
Are certificates awarded for completing technical/vocational training programs recognized in the national qualifications framework?
Do training providers under ministries other than Education offer programs leading to the award of formal qualifications?
Are the qualifications awarded by non-Education ministries recognized for admission into formal education and training programs under the Ministry of Education?
List below five common qualifications awarded by non-Education ministries that are recognized for admission into formal education and training programs under the Ministry of Education:
List below the qualifications from above that are recognized with the granting of credit:
Notes, if any, on this topic:
Recognition of Prior Learning [*]
How have policy makers addressed issues pertaining to the recognition of prior learning (RPL)?
Does a national organization exist dedicated to adult learning and related issues (e.g. recognition of prior learning)?
Is recognition of prior learning (RPL) integrated into the national qualifications framework (NQF) or the framework for occupational competency standards?
What best describes the government's outreach to inform the public about the recognition of prior learning?
Notes, if any, on this topic:
Support for Further Occupational and Career Development [*]
Indicate below the ministries or agencies that provide or fund services to support further occupational and career development:
What describes the scope of publicly-sponsored further occupational and career development services?
What describes the organization of the above services?
In the last five years, has the government reviewed its policies or programs for further occupational and career development?
Was the above review part of a routine and institutionalized process?
Has the above review led to changes in policies, funding, or the design of services for further occupational and career development?
Notes, if any, on this topic:
Training-related Provision of Services for the Disadvantaged [*]
Are publicly-funded training programs available for disadvantaged populations?
Indicate below the ministries or agencies that oversee the above programs, listing the lead entity first:
How does the lead ministry or agency support publicly-funded training programs for disadvantaged populations?
Please indicate below the nature of the systematic support:
Indicate below two major programs addressing the training needs of disadvantaged populations:
Have these programs been monitored and reviewed for impact?
Are these reviews part of an institutionalized and routine practice?
Following these reviews, have the programs been adjusted in light of the findings?
Notes, if any, on this topic:
Service Delivery	Latent
Enabling Diversity and Excellence in Training Provision	Latent
	Uganda
Scope and Formality of Non-State Training Provision [*]
Are non-state providers allowed to offer training? (e.g. IVET, CVET, training-related ALMPs)
What types of non-state providers are allowed to offer training?
What best describes the composition of training providers?
Does an association of private training providers exist?
Briefly describe this association's membership, governance structure, and its role in policy dialogue with the government:
What best describes the registration status of non-state training providers?
Are non-state providers required to renew their registration on a regular basis?
What best describes the licensing status of non-state training providers?
Are non-state providers required to renew their license on a regular basis?
Notes, if any, on this topic:
Incentives for Non-State Providers [*]
Does the ministry or its agencies use non-financial incentives to encourage non-state training provision?
What do these non-financial incentives consist of?
Does the ministry use financial incentives to encourage non-state training provision?
What do these financial incentives consist of?
Notes, if any, on this topic:
Quality Assurance of Non-State Training Provision [*]
Are measures in place to assure the quality of non-state training provision?
Please indicate the features of these measures for quality assurance:
Are measures taken to address quality issues in lagging institutions?
Please indicate the specific measures for the lagging institutions:
Notes, if any, on this topic:
Review of Policies towards Non-State Training Provision [*]
Has the government reviewed its policies regarding non-state training provision?
What is/was the nature of the review(s)?
Please provide an example of a recent review:
Following the above review, have the policies been adjusted in light of the findings?
Notes, if any, on this topic:
Targets and Incentives for Public Training Institutions [*]
Are training institutions expected to achieve specific targets for desired WfD outcomes?
What specific targets are training institutions expected to achieve?
Is a reward system in place for public training institutions that achieve agreed targets?
What does the reward system consist of?
Do institutions or programs that fail to achieve agreed targets face consequences?
How does the ministry respond to institutions or programs that persistently fail to achieve agreed targets?
Notes, if any, on this topic:
Autonomy and Accountability of Public Training Institutions [*]
Over which of the following functions does the management of public training institutions have authority?
Are public training institutions allowed to generate and retain revenues?
Are public training institutions governed by a board to which management is accountable?
How are complaints regarding the management of training institutions addressed?
Notes, if any, on this topic:
Introduction and Closure of Public Training Programs [*]
Introduction of Programs
What best describes the ministry's or agency's process for approving new programs?
Which of the following influences or informs decisions on the introduction of major programs?
Please indicate two major new programs that were introduced within the last five years: (Select the most recent major programs)
Notes, if any, on introducing programs:
Closure of Programs
Does the ministry (or relevant agency under the ministry) conduct system-wide assessments to identify publicly-funded programs for closure?
Which of the following informs decisions on the closure of major programs?
Please indicate two major programs that have been closed within the last five years:
Notes, if any, on closing programs:
Notes, if any, on this topic:
Fostering Relevance in Public Training Programs	Latent
	Uganda
Links between Training Institutions and Industry [*]
What links exist between training institutions and industry to improve training relevance and quality?
What is the scope of the formal links?
In what areas have significant links been established?
Notes, if any, on this topic:
Industry Role in the Design of Program Curricula [*]
Do industry experts provide inputs into the design of the curricula of publicly-funded training programs?
To what extent do industry experts exercise this role?
Notes, if any, on this topic:
Industry Role in the Specification of Facility Standards [*]
Do industry experts provide inputs into the specification of facility standards for publicly-funded programs?
In what areas do industry experts have a role in the specification of facility standards?
Notes, if any, on this topic:
Links between Training and Research Institutions [*]
What links exist between training and research institutions?
In what areas have links led to significant collaboration?
Notes, if any, on this topic:
Recruitment and In-Service Training of Heads of Public Training Institutions [*]
Do explicit standards exist for the recruitment of the heads of these institutions?
Please indicate the criteria that heads must satisfy:
Do heads have opportunities to participate in in-service training or professional development?	N/A
What types of in-service or professional development opportunities are available to heads?
Notes, if any, on this topic:
Recruitment and In-Service Training of Instructors of Public Training Institutions [*]
Do explicit standards exist for the recruitment of the instructors of these institutions?
Please indicate the criteria that instructors must satisfy:
Do instructors have opportunities to participate in in-service training or professional development?
What types of in-service or professional development opportunities are routinely available to instructors?
Notes, if any, on this topic:
Enhancing Evidence-based Accountability for Results	Latent
	Uganda
Administrative Data from Training Providers
Are public training providers required to report specific data?
What data are public training providers required to report?
Do public training providers produce annual reports?
Are non-state training providers required to report administrative data (enrollments, staffing, etc.)?
What best describes the completeness of reporting by non-state training providers?
How are data from training providers organized and maintained?
What is the latest year for which system-wide data are available?
Notes, if any, on this topic:
Survey and Other Data
Does the ministry or agency conduct or sponsor periodic surveys of special topics or issues?
Provide two examples of major surveys conducted or sponsored by the ministry or agency in recent years:
Does the ministry or agency conduct or sponsor impact evaluations of major programs?
Provide two examples of impact evaluations conducted or sponsored by the ministry or agency in recent years:
Notes, if any, on this topic:
Use of Data to Monitor and Improve Program and System Performance
What best describes how the ministry or agency uses the administrative data reported by training providers?
How has the ministry or agency used the results of the special surveys and impact evaluations listed above?
Does the ministry or agency publish information on the employment and earnings of the graduates of training programs?
Is the above information available online to all users, including potential trainees?
Notes, if any, on this topic:

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