MAKERERE UNIVERSITY

THE IMPACT OF CAREER PROGRAMS ON YOUTHSUNEMPLOYMENT IN UGANDA- A CASE OF CAREER IMAGINATION

PROGRAM

BY:MUHOOZI MICHAEL

REG.NO: 12/U/8871/EVE

A DISSERTATION SUBMITTED TO MAKERERE UNIVERSITY IN PARTIALFULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF A DEGREE

OF BUSINESS ADMINISTRATION OFMAKERERE UNIVERSITY

JULY, 2015

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DECLARATION

I, MUHOOZI MICHAEL, do hereby declare that this dissertation is my

original work, sourced from both primary and secondary sources and to the best of my

knowledge has never been presented to any Institution or University for any academic

award or publication.

Signed…………………………..on this ……………….day of………………….2015

MUHOOZI MICHAEL

12/U/8871/EVE

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APPROVAL

This dissertation has been submitted with our approval as University supervisors.

Signed...................................................Date………………………………………….

Dr.

(Supervisor)

Signed……………………………….

Date ……………………………………………

PROF.

(Supervisor)

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DEDICATION

This dissertation is dedicated to my father and Mother, who struggled and sacrificed a lot for my

education. Special dedication goes to my supervisors who helped in correcting mistakes and the

continuous supported in every aspect of writing the research paper. I am happy for my family’s

unconditional love, patience, trust, support and inspiration was paramount to the successful

completion of this research.

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ACKNOWLEDGEMENT

I would first and foremost thank God for His guidance throughout this study. It is also the

opportunity to say a word thanks to Professor and Doctor for their support in this research

, but filled with deep respect and gratitude and true emotions for your unique supervision,

guidance and encouragement. You have supported me through critical contributions that were

instrumental to the successful completion and quality of this study. I feel profoundly indebted to

you for unwavering support. The successful completion of this study was a result of the

encouragement, support and co-operation of colleagues, friends and organization to which I feel

greatly indebted.

Special thanks go to my course mates Kaganzi Allan and Kirungi Atwooki who were a real

advising team that helped me to deliver to the expectations of the supervisors. Staff of Career

Imagination Programme(CIP) in particular, Kato Jonan, Joseph Kigozi , Juliet Nassali Kakumba,

brothers and sisters for the frequent journeys I made to your offices and all respondents all

schools who contributed to this research, I say thank you.

I also extend my sincere appreciation to my friends for the financial support to me at the time

when it was most trying in my life, indeed I feel most indebted to you. Finally, I wish to convey

special gratitude to my family for their moral and financial support and endurance throughout

this study.

In God I trust.

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TABLE OF CONTENTS

TABLE OF CONTENTS................................................................................................................v

LIST OF TABLES........................................................................................................................vii

CHAPTER ONE: INTRODUCTION..........................................................................................1

1.1. BACKGROUND.....................................................................................................................1

1.2 Statement of the problem...........................................................................................................2

1.3 Justification of the study............................................................................................................4

1.4 General Objective/Aim /Purpose..............................................................................................4

1.5 Scope of the study......................................................................................................................5

1.6 Theoretical framework...............................................................................................................5

1.7 Conceptual framework...............................................................................................................7

CHAPTER TWO...........................................................................................................................9

LITERATURE REVIEW.............................................................................................................9

2.1. Introduction...............................................................................................................................9

2.2. Relationship between schools mentorship program and youth unemployment.......................9

2.3. Relationship between skills training clinics and youth unemployment..................................10

2.4 Relationship between Agricultural program and youth unemployment..................................10

CHAPTER THREE.....................................................................................................................13

3.0. Methodology 3.1. Introduction...........................................................................................13

3.4. Population...............................................................................................................................13

3.5. Sample size.............................................................................................................................13

3.6. Sampling and procedure.........................................................................................................14

3.9. Measure of Research Variables..............................................................................................14

3.10. Reliability.............................................................................................................................15

3.11. Data Analysis........................................................................................................................15

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CHAPTER FOUR.......................................................................................................................16

4.0. PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS 4.1. Introduction..................................................................................................................................16

4.2. Descriptive Statistics..............................................................................................................16

Table 2:4.2.2. AGE OF THE RESPONDENTS............................................................................17

4.2.3 Region of origin....................................................................................................................18

Table 5:4.2.5 Location of the school or business..........................................................................20

4.3. UNIVARIATE ANALYSIS...................................................................................................21

4.4. BIVARIATE ANALYSIS......................................................................................................22

4.5. TESTING THE HYPOTHESES USING MULTIVARIATE ANALYSIS...........................24

4.6. Qualitative analysis.................................................................................................................25

CHAPTER FIVE.........................................................................................................................27

Discussions, Conclusions and Recommendations 5.1.Introduction........................................27

5.2 Discussion of Study Findings.................................................................................................27

5.3 CONCLUSIONS AND RECOMMENDATIONS.................................................................29

5.4. AREAS FOR FURTHER STUDY.........................................................................................30

5.5 LIMITATIONS OF THE STUDY.........................................................................................31

REFRENCES...............................................................................................................................32

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LIST OF TABLES

Table 1: 4.1: Sex of the respondents.............................................................................................16

Table 2: 4.2.2. AGE OF THE RESPONDENTS..........................................................................17

Table 3: 4.3: Region in Uganda where the respondent resides.....................................................18

Table 4: 4.2.4 Level of education of the respondents..................................................................19

Table 5: 4.2.5 Location of the school or business.........................................................................20

Table 6 4.3.1: UNIVARIATE ANALYSIS..................................................................................21

Table 7: 4.4.1: Relationship between employment status and area of interest in business..........23

Table 8: 4.4.2: Relationship between employment status and program attended........................23

Table 9: 4.5.1: Predictors of self employment..............................................................................24

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ABBREVIATIONS AND ACRONYMS

CIP Career Imagination Program

FAO Food and Agricultural Organization

CTA Technical Centre for Agricultural and RURAL Co-operation

IFAD International Fund for Agricultural Development

ILO International Labour Organization

IMF International Monetary Fund

NDP National Development Plan

CNN Cable News Network

UN United Nations

MSC Manpower Services Commission

NGO Non Government Organization

ESCWA Economic and Social Commission for Western Asia

OECD Organization for Economic Cooperation and Development

PEAP Poverty Eradication Action Plan

PMA Plan for Modernization of Agriculture

UIA Uganda Investment Authority

DISP Development Investment Strategic Plan

UBOS Uganda Bureau of Statistics

AAIU Action Aid International Uganda

DRT Development Research Training

ALMP Active Labour Market Polivies

GDP Growth Domestic Per Capita

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CHAPTER ONE: INTRODUCTION

1.1. BACKGROUND High quality career guidance can help the youths make better informed decisions in future in

education and work. Interestingly, the ILO reports of 2012 notes that unemployment increases

with the level of education attained. With less experience and fewer skills than the adults, the

young people often encounter particular difficulty in accessing work which has increased

unemployment according to the UN World Youth Report, 2009.

According to the Uganda National Household Survey trend analysis, there is an increase in

literacy rates over the years for persons ten years and above from 70% in 2002/2003 to 73% in

2009/ 2010. However Uganda’s unemployment rates have been increasing over time from 1.9%

in 2005/2006 to 3.6% in 2009/2010 and to 5.1% in 2011/2012. The ILO report on global

employment trends for youth 2013 shows that two thirds of young population is under utilized in

some developing economies, meaning they are either unemployed or in irregular employment

(most likely in the informal sector) or neither in labor force nor in education or training.

Various theories and types of unemployment have been developed by different scholars that try

to explain the unemployment phenomena and a number of these are in relation to the skills.

Structural unemployment occurs when a labour market is unable to provide everyone who wants

one because there is a mismatch between the skills of the unemployed workers and the skills

needed for the available jobs.

Peter Coy 2014, the mismatch theory of unemployment essentially says that people are out of

work because they do not have the skills for the jobs that are available. However, the skills

hypothesis has received greater scrutiny as economists have examined the skills mix of

occupational skills needed in industries that are growing.

Unemployment, according ILO occurs when people are without work, currently available for

work and are actively seeking for work in a specified reference-normally in the past four weeks.

The UBOS Report 2014, a youth is a person who is aged eighteen to thirty (18 to 30) years.

The youth unemployment problem is contextually seen from different perspectives that try to

relate to various programs which can influence youth employment. Agriculture is the

predominant sector of employment in Uganda providing to about 60% of the workforce. Despite

the bulk youth employment in agriculture, less than 5% of those in agriculture are in wage-

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paying jobs. The majority are engaged as subsistence family workers with no wages accruing to

them. Similarly, informal employment accounts for the highest proportion of employed youth

outside agriculture. In addition, the youth engaged in agriculture lack relevant and adequate

skills to modernize it and add value. They thus keep earning less than they put in.

Skills training clinics also look to have an impact on youth unemployment. Having a university

degree from Uganda is one of the greatest pleasures foreign students fancy. But the economic

question remains; how effective does the university degree live to the demands of the job trend

today? Graduates of today have purely academic and bookish knowledge which is not job

oriented (Mohamood,2011). Thus, there must be sufficient technical training institutions, bodies

and other skills training programmes to address the youth unemployment phenomenon.

Schools mentorship programmes are another measure that looks to have an influence on the

youth unemployment problem. Employers can partner with schools to improve the quality and

delivery of career services for young people in schools at a time when they are making important

career decisions in the future. The OECD/ILO 2011 REPORT -“Giving the youth a better start,’’

it stipulates that high quality career guidance can help the youth make better informed decisions

about their future- including the selection of academics / vocational programs, decision to

complete high school and an optimal combination of education and work. It further recommends

that such guidance begins earlier in lower secondary level (ages of 13-15). All these programs

look to have a considerable positive impact as the youth unemployment is concerned.

1.2 Statement of the problemMany people think the problem of unemployment can be fixed through educating a child or

having a university degree to enable them qualify for higher wage work. However, this is not the

case. Unemployment is mostly affecting the youth in developing countries like Uganda.

According to the study “lost opportunity by Action Aid International Uganda (AAIU), Uganda

National NGO Forum and Development Research Training (DTR) (2013), puts youth

unemployment in Uganda at 62% which poses a serious threat to the well being of the society.

Even though Uganda’s youth unemployment rate of 5.0% is below the ILO region average of

12.4%, it is youth under-employment that represents a major challenge to Uganda in economic,

political and societal terms. (Elder and Kone, 2014).

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According to the African Development Indicators report 2008/2009, 83% of the Ugandan youth

are unemployed and statistics from the Ministry of Gender show that around 400,000 youths are

annually released into the job market to compete for 9,000 available jobs- yet the World Bank

2012 statistics show that Uganda has the youngest population in the World at 83%, after Niger.

Unemployment at an early age threatens an individual’s future employment prospects and

frequently leads to undesirable labour market outcomes over long periods (ILO, 2012). The

World Bank 2013 World Development report analyses the connection between jobs and social

cohesion showing that people lose social status and access to social networks and may feel

disempowered due to unemployment . The unemployment among the youth may result into

lower health and job satisfaction. (Kletzer and Fairlie 2003).Unemployment among the youth

further necessitates crimes and also under employment.

The government has, through various interventions like youth livelihood programme tried to

reduce youth unemployment in Uganda. A total of Shs.53 billions is to be provided in the budget

every financial year to support the programme according Pius Bigirimana. The programme

covers five financial years from 2013 and a total sum of 265billions Uganda shillings was

disbursed in a measure to reduce the unemployment scourge.

Other policies that have been put forward to answer the job question include the Poverty

Eradication Action Plan (PEAP), the Uganda Investment Authority (UIA), the Plan

Modernization of Agriculture (PMA) and Agriculture Development Investment Strategic Plan

(DISP) and Youth Empowerment Skills Programme. These policies and measures aim at

reducing unemployment in Uganda which the youth must take advantage of.

In most African countries, including East African Countries, unemployment and under

employment levels have continued to increase and have remained at extremely high levels

despite the considerable efforts to promote sustainable development by National governments,

private sector and International agencies.

According to a series of OECD studies / ILO 2011, the government intervention programmes

have not been concrete for their purpose due to various challenges like poor funding the career

guidance programs face, under-qualified instructors and lack of access to timely and relevant

labour market information.

Through proper and adequate funding of the career programs, using qualified instructors and

providing access points for timely and relevant labour market information, unemployment will

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be greatly reduced and the programs, policies and measures put in place will achieve their

desired or anticipated results. This research, therefore, intends to find out the possible impacts of

the career programs of CIP on youth unemployment in Uganda.

1.3 Justification of the studyEven though Uganda’s youth unemployment rate of 5.0 % is below the ILO region average of

12.4%, it is youth under employment that represents a major challenge to Uganda in the

economic, political and societal terms (Elder and Kone 2014). In the 2012-2013budget of

Uganda, the government allocated $10 million to the youth venture capital fund to supply young

people with startup capital. The state has also entered into partnerships with private companies to

help train young people to set up business but efforts seem futile as the unemployment vice

continues to deepen in the country.

This therefore, creates a need to carry out this research to evaluate the impacts of the career

programs in reducing and curbing down unemployment among the youth. The study was meant

to find out the insights of the benefits youth get from career programs to ensure the future is

bright for them in the employment market. The World Bank report of 2008 warns that unless

Uganda scales her efforts to create jobs, the youth would be more involved in crime and armed

conflicts.

Clear assessments of the attitude of the youth of Uganda towards work are necessary to

understand to clearly understand why there is unemployment among the youth. The study seeks

to find an outstanding solution, focus and approach of the career programs to help them

neutralize the vice of the youth unemployment. This study is therefore done to establish the

impacts of the programs done by Career Imagination Program (CIP) on youth unemployment in

Uganda.

1.4 General Objective/Aim /PurposeTo find out the impact of career programs on youth unemployment in Uganda

Specific Objectives

1. To find out the impact of CIP agricultural training project on youth unemployment.

2. To find out the impact of skills training clinics on youth unemployment.

3. To find out the impact of schools’ mentorship programs on youth unemployment.

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Other objectives

To establish the relationship between camera work and entrepreneurship business

and Self employment.

To establish the relationship between phone repairs and sound designing and

recording for film businesses and self employment.

1.5 Scope of the studyGeographical Scope

The study covered the impact of career programs undertaken by Career Imagination Program

(CIP) on Youth Unemployment in Uganda.

Subject Scope

The study covered six schools, a number of beneficiaries and officials from Career Imagination

Program. The schools included: St. Mary College Kisubi, Kololo S.S, Rubaga Girls, Kawempe

Muslim, Buddo S.S, City View S.S among others, and other beneficiaries who were business

owners.

1.6 Theoretical frameworkMarxists, such as Andy Friend and Andy Metcalf (Slum City; the politics of Mass

Unemployment, Pluto press 1981), unemployment reveals the unequal nature of modern

Capitalists societies and the process by which inequality is reproduced. John Horne (1987)

firstly, Capitalism is seen as an inherently unstable economic system which requires surplus

populations for prosperity. In Uganda, rapid population growth and rural- urban migration has

seen the increasing unemployment rate mostly among the youth- “survival for the fittest.” John

Hone(1987) secondly, Marxists view the state as a Capitalist state which acts in such a way to

sustain and reproduce the society as the economy is restructured as a way of solving youth

unemployment. This was adopted by United Kingdom and Uganda may draw similar lessons

from such theories to curb down the ever increasing rate of unemployment.

Several scholars have made interesting analyses in the developments in education and training

programs that help reduce unemployment. Inge Bates (1984) gives insights of proper usage of

new vocationalism to alleviate unemployment. D.N.Ashton (1987) Institutional regulation of

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labour markets in different countries explains the various patterns of youth unemployment in the

advanced Capitalists countries.

ESCWA(2001) suggests that youth of the 21st century need to acquire life skills, social skills,

inter-cultural skills, economic skills and skills for the information age. John Horne critizes Paul

Thompson (“The New Vocationalism; the Trojan Horse of the MSC”) which argues that the new

vocationalism marks a new stage in the “restructuring of the education in the image of the

capitalists labour process” and argues for education, practical training and career guidance of

young people. OECD/ ILO report of 2011- “Giving the Youth a Better Start,” recommends such

programs to begin as early as in lower secondary level of ages (13-15 years). Uganda has and is

trying to restructure the education system by putting in place a new curricula and vocational

training facilities to tackle the problem of youth unemployment. However, necessary reviews and

enforcements to ensure such programs start early need to be made to effectively ensure that

youth unemployment is curbed down. ESCWA(2001) recommends active participation of NGOs,

schools, Universities, Education, labour, technology and information ministries, Government,

Parliament, human resource officers, businesses, unions, students, teachers, parents,

administrators and all citizens.

The CNN report (2014), new IMF report shows that the working age of the Sub-Saharan Africa

is projected to triple to 1.25billion by 2050. These statistics have caused the ILO to call for a

focus on this region. Uganda’s population is dominated by the young under 30 years i.e. 78%

according to the 2012 State of Uganda Population report by the UN Population Fund. The

increase in population that does not match the available jobs puts unemployment levels high.

Programs from the private sector, government, Non Governmental Organizations and individuals

need to be put in place to plan for the population increase and match it to the opportunities

available.

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NGOs, schools, Universities, Education, labour, technology and information ministries, Government, Parliament, human resource officers, businesses, unions, students, teachers, parents, administrators and all citizens

Schools Mentorship ProgramCareer Guidance Vocational GuidanceEnable Self discoveryGoal settingCritical thinking

Skills clinicsHands on practice and experienceTechnological and innovation supportPlanned intake for the beneficiaries

Agriculture and Entrepreneurship Creativity and innovationGoal orientationFinancial and business skillsValue addition

Skills AcquisitionLife skillsSocial skillsInter-cultural skills Economic skillsSkills for the information age

Youth unemploymentSelf employment and employmentIncrease in GDPMore incomeReduced VulnerabilityInvestmentPoverty reductionReduced mismatch between labour market and the products of the educational and training system.

1.7 Conceptual framework

.

SOURCE: (ESCWA(2001); Kapsos(2011); Ajufo(2013), Card(2011)

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The conceptual framework is adopted from the works of ESCWA(2001), Kapsos(2011),

Ajufo(2013) and Card(2011).Schools Mentorship program, skills clinics, agriculture are

independent variables. The dependent variable is unemployment. When the career programs are

put in place, beneficiaries are in position to acquire relevant skills to enable them to be out of the

vicious cycle of unemployment.

Schools mentorship program majorly entails Career and Vocational Guidance. This helps the

youth to be inspired and have their career goals and ambitions nurtured. This enables self

discovery, goal setting and critical thinking among the youth.

Skills training clinics helps youth to get hands on practice and experience, technological and

innovation support and Plan for intake for the beneficiaries to ensure the acquired skills are put

to rightful use.

Agriculture and Entrepreneurship gives the youth an opportunity to realize opportunities in

Agriculture which is the largest employer through giving youth skills of creativity and

innovation, goal setting and orientation, financial and business skills, value addition and

modernization in Agriculture.

Youth unemployment is influenced by schools mentorship programs, skills training clinics,

agriculture and entrepreneurship programs. These may have either positive or negative effects on

youth unemployment. Effective implementation and participation in these programs will have a

positive contribution towards reducing unemployment among the youth whereas; weak

implementation and low participation will have a limited impact on youth unemployment.

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CHAPTER TWO

LITERATURE REVIEW2.1. Introduction The literature on labour turnover for young workers has been growing fast. Since John Horne

(1987), in the late 1970s, with only a small and unregulated sector of labour market, young

people increasingly found it difficult to get jobs. This paper looks at the recent literature and

studies if the youth targeted programs affect the career prospects of the young workers in terms

of job placements or jobs created by the youth themselves.

The CNN report on unemployment (2015) suggests that in the Sub-Saharan Africa in 2035, there

will be an extra 100million people reaching the working age and the IMF suggest that growth is

projected to be at least than 1% a year in 2020s, compared with 1.7% annually during 1990s.

Onyekpe (2007)argues that youths occupy a prominent place in any society. They are one of the

greatest assets any nation can have and apart from being the leaders of tomorrow, they out-

number the middle aged and aged.

Urzua and Puentes (2010) discussed evidence that youth- targeted programs tend to have better

results in Latin American countries (developing countries) than in the developed countries.

Caliendo et al (2011) investigated the effectiveness of the youth-targeted programs implemented

in Germany and found positive effects of most of the several programs on employment

probabilities of participants. Larsson(2003) argues that many training programs, for instance

have positive effects only two or three years after the program; which underlines the advantage

of using data that allows one to follow workers for a long period after intervention.

2.2. Relationship between schools mentorship program and youth unemploymentThe OECD/ILO 2011 REPORT -“Giving the youth a better start” suggests that employers can

partner with schools to improve the quality and delivery of career services for young people in

schools at a time when they are making important career decisions in the future.,

Schools’ mentorship programs mainly focus on giving the youth career guidance to ensure their

future is brighter. The term career guidance is generally replacing the concept vocational

guidance. Vocational guidance is focused upon the choice of occupation and is distinguished

from educational guidance, which focuses upon choice of courses of study. Career guidance

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brings the two together and stresses the interaction between learning and work (Bezanson &

Turcotte, 2004). The Organization for Economic Cooperation and Development (OECD, 2004)

defines career guidance as services and activities intended to assist individuals of any age and at

any point throughout their lives, to make educational, training and occupational choices and to

manage their careers. Career guidance has been identified as a key focus in addressing this

mismatch between the needs of labour market and the products of the educational and training

system thereby dealing with unemployment and improving labour mobility (Balasuriya &

Hughes, 2003). This it does through development of the key skills of self discovery, confidence,

financial literacy, communication, goal setting and critical thinking.

2.3. Relationship between skills training clinics and youth unemploymentSkills training clinics also look to have an impact on youth unemployment. When those young

people who have pursued a course of study with a specific career in mind often find themselves

with general or theoretical knowledge that does little to prepare them for the actual tasks they

will encounter on the job. This is partly the fault of school curricula and poor connections

between employers and the educational system. Manpower group (2012), young people also lack

specific 21st century workplace skills” such as cooperation, communication, critical thinking,

creativity, and a focus on the needs of the enterprise. Having a university degree from Uganda is

one of the greatest pleasures foreign students fancy. But the economic question remains; how

effective does the university degree live to the demands of the job trend today? Graduates of

today have purely academic and bookish knowledge which is not job oriented (Mohamood,

2011). Thus, there must be sufficient technical training institutions, bodies and other skills

training programmes to address the youth unemployment phenomenon. According to Oni (2006),

technical and vocational education gives individuals the skills to learn and become productive

citizens and for advancement in the workplace. The mission of technical and vocational

education is to promote the production of skilled, technical and professional manpower to

revitalize and sustain the national economy and reduce unemployment and poverty.

2.4 Relationship between Agricultural program and youth unemployment The youth unemployment problem is contextually seen from different perspectives that try to

relate to various programs which can influence youth employment. Agriculture is the

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predominant sector of employment in Uganda providing to about 60% of the workforce. Despite

the bulk youth employment in agriculture, less than 5% of those in agriculture are in wage-

paying jobs. Davis et al (2007), the majority are engaged as subsistence family workers with no

wages accruing to them. .Younger household heads who are engaged in Agriculture tend to

derive a higher from Agricultural activities than the older households. This is probably because

the younger generations is more open to new crops and technologies that produce higher yield

Similarly, informal employment accounts for the highest proportion of employed youth outside

agriculture. In addition, the youth engaged in agriculture lack relevant and adequate skills to

modernize it and add value. They thus keep earning less than they put in.

Hussmans et al (1990: 121) distinguish two types of underemployment: visible and invisible.

Visible underemployment refers to “insufficiency in the volume of employment” (measured in

time units), while characteristics of invisible underemployment are “low income, under

utilization of skills and low productivity.”

Visible underemployment in agriculture occurs principally when there is a strong seasonality

in the agricultural cycle. In such farming systems, labour demand peaks only at certain

periods in a year. During the slack season the labour resources of a large part of the rural

population remain underutilized. Seasonal migration and in situ occupational mobility are

important strategies to combat seasonal idleness. Such livelihood adaptations have existed for

centuries, but do change over time. Visible underemployment may also be common in land

scarce areas where people have very small farms that do not require full-time attention. Kees van

der Geest(2010),invisible underemployment in agriculture is a large problem in the poorest

countries. This mainly results from low agricultural productivity (see below). Due to unfavorable

agro ecological conditions, low levels of technology, poor market access and lack of investment

capital, the returns to farm labour are often low in developing countries.

From an economic perspective, it is usually a good sign when the proportion of the population

involved in agriculture decreases (World Bank 2007). Historically, agricultural development has

preceded a more general economic take-off. Kees (2010) when returns to agricultural labour

increase and less agricultural workers are needed to produce the same output, more people can be

employed in non-farm activities that usually generate a higher income. The transition is not

always smooth, however, especially when the agricultural population lacks the education and

skills that are required for industrial and service jobs. Moreover, when demand for agricultural

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labour decreases, it does not automatically mean that demand for non-agricultural labour

increases at the same time.

Research questions

1. What is the impact of CIP agricultural training project on youth unemployment?

2. What is the impact of skills training clinics on youth unemployment?

3. What is the impact of schools’ mentorship programs on youth unemployment?

4. What is the relationship between camera work and entrepreneurship business and Self

employment?

5. What is the relationship between phone repairs and sound designing and recording for film

businesses and self employment?

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CHAPTER THREE

3.0. Methodology 3.1. IntroductionThis chapter presents the methods that were used in carrying out the study. It analyses the

research design, survey population, source of data, methods of data collection, reliability and

validity of the instruments, data analysis and, limitations of the study.

3.2. Research Design

The study used a cross sectional research design and it was both qualitative and quantitative in

nature. This design was preferred because the study involved elements of quantitative and

qualitative research and the time scope for less than one year (1).

3.3. Research Approach

The study used a quantitative analysis which was performed on three levels i.e. univariate

analysis level where the use of frequency tables was employed, at the bivariate level where the

use of Chi-square was employed because P-value was at 5% level of significance and at a

mulitivariate level where logistical regression was used as the dependent variable data was

categorical. This is expressed as shown below:

Employment status= β0+ β1 Programs attended+ β2 Area of interest

The qualitative analysis was also used to analyse information obtained by structured questions

and opinions from interviews and observations. This was the methodology used to establish the

results of the research in the area of employment.

3.4. PopulationThe study population comprised of over 1000 students in schools within reach of CIP

programmes, CIP officials, and the beneficiaries of CIP programmes.

3.5. Sample size

A sample size of 140 respondents was selected. The selection of the sample was based on the

fact that qualitative studies typically use small numbers because of their intensive nature (Uma

Sekaran, 2003). A simple random sampling method was used to select the number respondents

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(140) because this method produces more precise estimates than other methods (Mutai K. B,

2000).

3.6. Sampling and procedureA sample of 120 students was determined based on simple random sampling procedure.

Purposively the CIP officials and the CIP beneficiaries were selected based on their relevant

valuable information about the subject matter to freely give answers to questions at their

convenience.

3.7. Data source

Data was collected from primary sources

Primary data

Primary data was obtained from respondents using self administered questionnaires

served to 120 students and interviews of 10 CIP officials and 10 beneficiaries.

3.8. Data collection instruments

Questionnaire

Close and open ended and self administered structured questionnaire was developed out of

literature review of the independent and dependent variables. A structured questionnaire

consisting of three distinctive but related sections was designed for this investigation. The first

part consisted of demographic profile of the respondents; the second part covered the construct

of an assessment of the impact of career programmes on youth unemployment.

Interview

Key informant interview was used where information was sought from CIP officials and

beneficiaries. This was so because they had expert important information about the activities.

3.9. Measure of Research VariablesThe questionnaire was used to measure the research variables. The questionnaire was self

administered and provided to respondents basing on the five point likert scale for some issues

ranging from strongly agree as response 5 to strongly disagree as response 1.Other issues were

measured using different scales and this assisted the respondents to rate their perceptions

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accordingly. Unemployment was measured basing on the individual mindset, the willingness to

work, the current unemployment status, the skills possessed by individuals and so on. Career

programmes were measured basing on their effectiveness in changing students’ attitudes towards

unemployment.

3.10. ReliabilityThe research instrument was reviewed in harmony with the guidelines of Ulrich Kohler and

Flauke Kreuter and pre-tested to check for reliability so as to minimize on ambiguity of the

results generated. A parallel form reliability test was used to measure the reliability of the

research instrument. Standardized and self formulated questionnaires were administered to a

sample of participants and the scores of responses obtained from the two instruments were

correlated to measure reliability.

3.11. Data AnalysisData was analyzed statistically using Microsoft excel and Stata version 11. The results of that

analysis were presented in form of tables, graphs for interpretation. Schools mentorship

programmes, skills clinics and CIP agricultural programmes data was transferred to stata. To

ascertain relationship, data was classified into career programmes and unemployment. Model

summary was performed to group the variables and predict their effect on unemployment in

Uganda.

15

CHAPTER FOUR

4.0. PRESENTATION, ANALYSIS AND INTERPRETATION OF FINDINGS4.1. IntroductionThe chapter presents the analysis and interpretation of findings. It includes both descriptive and

inferential statistics and were presented in form of tables, graphs for easy interpretation. The

presentations and analysis in this chapter show the results as tested according to the objectives of

the study using several tests. Data collected was checked and edited for completeness and

accuracy. Data was then analyzed using stata version 11.

4.2. Descriptive StatisticsThis section presents the general characteristics of the respondents specifically highlighting

distribution of sex, age, region of origin, education level and location of the schools.

4.2.1. SEX OF THE RESPONDENTS

Table 14.1: Sex of the respondents

Frequency Percent

MALE 66 50.77

FEMALE 64 49.23

Total 130 100.00

Source; Primary Data

Table 4.1 shows the sex of the respondents. Total count of all respondents was 130. Of the 130

respondents, 66 were males, constituting 50.77% of the total count. Females constituted 49.23%

16

of the total count and these were 64.This implies that male respondents were more involved in

career programmes than the females.

Table 2:4.2.2. AGE OF THE RESPONDENTS4.2 Age of the respondent

Frequency Percent

12 AND

BELOW3 2.31

12-15 39 30.00

15-18 51 35.23

18-22 30 23.08

22-25 7 5.38

Total 130 100.00

Source; Primary Data

The table above shows the age of respondents. The total number of respondents was 130. Of the

total number, 3 respondents were 12 and below accounting for 2.31% of the total count. 39 were

in the age bracket of 12-15 and these accounted for 30.00%. In the 15-18 age bracket, there were

51 respondents implying 35.23% of the total percentage. 30 respondents were in the bracket of

18-22 constituting a percentage of 23.08%. In the age bracket of 22-25, there were 7 respondents

accounting for 5.38% of the total.

In the age bracket of 15-18 that is more of secondary age, there are more respondents than the

other age brackets. This could be because at this age, the youth are more inquisitive, willing to

learn, anxious and self discovery.

17

The researcher finds the smallest number of respondents in the age bracket of 12 and below and

this could be because, at this age, there is lack of interest, less anxiety and more of infancy.

In the age bracket of 22-25, the number of respondents is low. This could be because at this age,

some individuals have started working, changed life styles and others could have joined tertiary

institutions where the focus of the research could not span. This is the percentage that comprised

of some of CIP beneficiaries out of school.

4.2.3 Region of origin.Table 3:4.3: Region in Uganda where the respondent resides

Source; Primary Data

The table above shows the region in Uganda where the respondents originate or come from. Of

the total number, 56 respondents reside in the Central region, constituting 43.08% of the total

percentage. 29 of the respondents are from the Western region accounting for 22.31%, 19 are

from the Northern region accounting for 14.62%, 15 are from the Eastern region adding up to

11.54%, whereas those in the southern region are 11 constituting 8.46%. The central region has

got a bigger number of respondents than respondents from other regions and this could be

because they are more acquainted with information and have a higher access to technology than

18

Frequency Percent

CENTRAL 56 43.08

WESTERN 29 22.31

NORTHERN 19 14.62

EASTERN 15 11.54

SOUTHERN 11 8.46

Total 130 100.00

those in other regions still yet the programs is more concentrated in the central region where the

schools are located.

Table 4:4.2.4 Level of education of the respondents

Table 4.4: Level of education of the respondents

Frequency Percent

O' LEVEL 52 40.00

A'LEVEL 68 52.31

UNIVERSITY 7 5.38

GRADUATE 3 2.31

Total 130 100.00

Source: Primary data

Table 4.4 presents the level of education of the respondents. O’level has a total of 52 respondents

giving it a percentage of 40.00%. 68 respondents were in A’level accounting for 52.31% of the

19

total percentage. The university level had 7 respondents implying a 5.38% of the total

percentage. The graduate respondents were three accounting for 2.31%. A’ level has the highest

number of respondents because at this level, students are interested in self discovery, engaging in

ventures and have the burning passion and desire to start up something new. The graduate level

had the lowest number of respondents and this is explained by the fact that they are employed

and they are busy at work and have learnt enough from the programmes.

Table 5:4.2.5 Location of the school or business

Table 4.5. Location of the school or business

Frequency Percent

RURAL 6 7.69

URBAN 114 92.31

Total 120 100.00

Source: Primary data

The table above presents the location of the school or business. The schools or businesses located

in the rural areas had a total of 6 respondents accounting for 7.69%. Urban areas had the highest

number of respondents (114) accounting for 92.31%. The reason for this is that the programmes

are more concentrated in the urban areas than the rural areas. This is because CIP programmes

are limited by funds to extend to rural areas according the officials.

20

4.3. UNIVARIATE ANALYSISTable 64.3.1: UNIVARIATE ANALYSIS

Variable Frequency Percent

Attendance

Yes

No

130

0

100.0

000.0

Program attended

Skills training clinics

Schools mentorship programs

Agriculture programs

All

None

47

30

6

47

0

36.15

23.08

4.62

36.15

0.00

Benefited

Yes

No

86

44

66.15

33.85

21

Area of interest in Business

Camera work

Entrepreneurship and business planning

Phone repairs

Jewelry

Sound designing and recording for film

Animation and motion graphics

17

26

13

37

18

19

13.08

20.00

10.00

28.46

13.85

14.62

Current employment status

Searching

Employed by company

Self employed

Both self employed and employed by company

Student

23

27

41

32

7

17.69

20.77

31.54

24.62

5.38

Reasons for being unemployed

Low qualification

Lack skills

Lack connections

Don’t know

29

27

45

49

24.17

22.50

37.50

15.83

From the table above, all the interviewed individuals attended the programs (100%), indicating

that most of them attended all the programs trained (36.15%). The analysis further indicates that

majority of the individuals benefited from the programs (66.15%). The table also shows that

jewelry was the most liked area of business by the individuals interviewed (28.46%).

The analysis above also indicates that majority of the individuals interviewed are employed with

a percentage sum of 76.93%. The individuals unemployed pointed out that lack of connections

was the most cause of their unemployment status (37.50%)

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4.4. BIVARIATE ANALYSISIn order to test the hypotheses, bivariate analysis was carried out to determine the significance of

the program attended and the area of business each individual had chosen on their employment

status. Chi square test was used at this level and the significance was tested at 5% level of

significance.

Table 7:4.4.1: Relationship between employment status and area of interest in business

Area of interest

in business

N Searching

(%)

Employed by

company (%)

Self employed

(%)

Both self employed

and employed by

company (%)

Student

(%)

Camera 17 17.65 11.76 58.82 5.88 5.88

Entrepreneurship 26 19.23 3.85 34.62 26.92 15.38

Phone repair 13 7.69 23.08 30.77 38.46 0.00

Jewelry 37 24.32 8.11 29.73 35.14 2.7

Sound designing 18 0.00 55.56 16.67 22.22 5.56

Animation 19 26.32 42.11 21.05 10.53 0.00

Chi square value=47.3035 p-value=0.001

23

Table 8:4.4.2: Relationship between employment status and program attended

Program N Searchin

g (%)

Employed by

company (%)

Self

employed

(%)

Both self employed

and employed by

company (%)

Student

(%)

Skills training

clinics

47 10.64 2.13 61.70 25.53 0.00

Schools

mentorship

programs

30 36.67 30.00 23.33 6.67 3.33

Agriculture 6 0.00 0.00 0.00 100.00 0.00

All 47 14.89 36.17 10.64 25.53 12.77

None 0 0.00 0.00 0.00 0.00 0.00

Chi square value=72.6602 p-value=0.000

At the bivariate level as shown above, program attended and area of interest in business are

significantly related with employment status (p<0.05) indicating that status of employment is

influenced by the program attended and the specific area of business the individual picked

interest in. Since both variables were significant at the bivariate level, they were carried for

further analysis at the multivariate level.

4.5. TESTING THE HYPOTHESES USING MULTIVARIATE ANALYSISThe objectives of the study were to establish whether the programs attended which included

skills training clinics, schools mentorship and agriculture programs had significant influence on

the employment status. A logistic regression model was run and the results were as shown

below.

Table 9:4.5.1: Predictors of self employment

Self employed Odd ratio p-value

Skills training clinics 18.700 0.000

Schools mentorship 3.359 0.078

Camera work 6.253 0.041

Entrepreneurship 1.754 0.049

24

Phone repairs 1.347 0.761

Jewelry 0.836 0.820

Sound designing and recording for film 0.884 0.899

Pseudo R2= 0.2482 p-value=0.000

The analysis above indicates that the model is a good fit (p=0.000<0.05).The model was run with

self employment as the dependent variable because the programs trained are majorly meant to

help individuals create their own employment.

Table 4.4 indicates that there is a significant relationship between skills training programs and

self employment at 5% level of significance which implies that individuals who attended skills

training program are more likely to get self employed compared to individuals who attended

agriculture programs.

Similarly, there is a significant relationship between camera work and entrepreneurship business

and self employment at 5% level of significance (p=0.041, 0.048<0.05). This indicates that

individuals who are self employed are more likely to take up both camera and entrepreneurship

business compared to animation and motion graphics.

Therefore the analysis reveals that skills training clinics is the major program that determines the

employment status of the individuals that were trained by CIP.

4.6. Qualitative analysis

This analysis gives an insight on the impact of career programmes of CIP on youth

unemployment from the observations and interviews from the CIP officials and the other

beneficiaries of the programme.

As quoted by the co-founder of CIP, “Skills is the Currency of the 21st Century,” it is evident that

skills training program is the major programme and its focus seeks to solve the problems created

by the loopholes in the education system which he termed as one of the “colonial system.” From

the interaction with the CIP officials, skills are effectively conveyed or imparted on to the

students and they come in a “ripe” package. Every student is given freedom to choose whichever

activity to engage in (interest in activity drives the students). This enables the staff to handle the

25

students who are willing and eager to take up the skills in question. This method looks rather

fruitful because the youths get hands on and practical experience and are able to put the skills

into practical use after the training.

One of the beneficiaries confessed that CIP visited his school and he learnt skills of public

relations and marketing. He was later offered an internship with NBS TV and he started learning

on job. He is now proud to be hired by different organization and individuals for events

management and other related items.

In a similar development, another beneficiary is profiting from the skills she learnt from a CIP

trainer who took her through practical skills of Jewelry making. She now expresses happiness

that she can earn a living through selling the produce and is grateful to CIP for giving her hope

and a second chance in life.

CIP is however, faced with some drawbacks when it comes to staff to deliver the skills who are

unable to meet the high demand from the youth effectively. In addition, some schools are still

having a rigid culture where they still appreciate the theoretical style of conveying knowledge.

In a bid to control some draw backs, CIP has been privileged to acquire volunteers which has

increased the staff numbers and reduced the costs.

CIP in addition, focuses on schools mentorship program as one of the ways of curbing down the

unemployment scourge. Various important people in the corporate World, politicians and artistes

are invited to talk and encourage students as far as their careers are concerned to ensure that the

employment in the future is assured. This acts as an inspiration and motivation for the youth to

concentrate on their career dreams at an early stage. This is confirmed by OECD /ILO 2011

report – Giving Youth a Better Start, which recommends such guidance to begin earlier, in the

lower-secondary level (ages 13-15). With this, the youth’s career choices are well nurtured. One

of the beneficiaries of this program is highly grateful for she was mentored in school in

leadership and Human resource Management. She was inspired and motivated and is proud to

have been elected as a vice guild President in her university.

26

CIP has also ventured in Agriculture as a way of dealing with the unemployment among the

youth. According to the interaction of some of the officials, the agriculture program is in its

initial stage. It however looks to support the youth in giving them the skills and necessary

information that will enable them to venture in agriculture as a form of employment.

It is however faced by some challenges by some youth respondents who took it up ranging from

limited access to land, financial services, insufficient knowledge and information.

Entrepreneurial and business skills were also an area of assessment in the research that was

carried out. Majority of the respondents agreed that they had abilities to generate funds for their

business without borrowing, identify unexploited areas for investment, forecast customer

demand, making new unique products, organize the resources required for a new business,

negotiate appropriate interest for my loans, improve the conditions in which they live by

undertaking a business activity, have the courage and resilience to continue with business

even after experiencing shocks, know how to draw a business plan to present to lender, record

financial transactions of their businesses, budget, prepare the income statements and balance

sheet for the various activities of my business. These skills of entrepreneurship and business

enable the respondents to carry out business with other entities that ensures employment

CHAPTER FIVE

Discussions, Conclusions and Recommendations5.1.IntroductionThe chapter presents the discussion, conclusion and recommendation arising out of the

findings observed and inferred from the data presented in chapter four in respect to the

objectives of the study and review of related literature. It also has the suggested areas for

further study. The study has generated findings several of which are in line with the

existing literature and previous research findings.

5.2 Discussion of Study Findings

27

Objective one: Relationship between CIP Agriculture training project and Youth

unemployment.

From the multivariate analysis, respondents who attended CIP Agriculture training project are

less likely to be engaged in employment than respondents who attended skills training programs.

The analysis reveals less respondents participating in CIP Agricultural training project than in

other programs. This is because Agriculture is predominantly in rural areas where research found

few respondents to the programs based in rural areas. Respondents in urban areas are limited by

less access to land and financial services.

Agriculture is predominantly in rural areas where there is insufficient access to knowledge and

information about Agriculture and limited involvement in policy dialogue. Respondents in urban

areas are limited by less access to land, financial services and information. They also set their

expectations so high and have a strong desire for white collar jobs. This is confirmed by the

FAO, CTA and IFAD report of Youth and Agriculture –Key Challenges and Solutions(2014).

This is more evidenced in the book “African Renewal” by Franisca Ansha(2014), the image of

the “poor ragged and weather beaten farmers” puts off young people and they usually have

second thoughts about Agriculture as a source of jobs.

Objective two: To find out the impact of skills training clinics on youth unemployment

The multivariate analysis revealed a significant relationship between skills training programs and

self employment at 5% level of significance. This is because the beneficiaries are in position to

acquire practical and hands on experience that helps them to be self employed. This is further

emphasized by John Horne (1987), that there are jobs waiting for those that are suitably trained

or and willing to take them up. This is further shown in the ESCWA report of 2001 which shows

the fact that there is increasing number of graduates caught up in the vicious circle of

unemployment and poverty due to inability to acquire necessary skills to ensure suitable

employment.

Objective three: To find out the impact of schools mentorship programs on youth

unemployment.

The analysis shows that respondents who attended the schools mentorship programs are likely to

take up entrepreneurial ventures as a form of employment. This is due to the fact that the

28

program inspires and motivates respondents, giving them zeal to work towards achieving their

career goals and objectives hence gaining employment.

Schools mentorship programs focus on giving the youth career guidance which stresses the

interaction between learning and work. (Bezanson and Turcotte, 2004). Career guidance focuses

on addressing the mismatch between the needs of labour market and the products of the

educational and training system there by dealing with unemployment and improving labour

mobility. (Balasuriya and Hughes, 2003).

Objective four: To establish the relationship between camera work and entrepreneurship

business and Self employment.

The multivariate analysis shows that there is a significant relationship between camera work and

entrepreneurship business and self employment at 5% level of significance. This indicates that

respondents who are self employed are more likely to take both camera work and

entrepreneurship business. This is explained by the growth in media and film industries which

serves as a source of employment. Youth find these areas interesting and hope to reap from them

more money compared to the other programs.

Objective five: To establish the relationship between phone repairs and sound designing

and recording for film businesses and self employment.

From multivariate analysis, it is evident that phone repair and sound designing and recording for

film activities were the least activities engaged in. This is because phone repair is assumed to be

a local and low income earning activity. Sound designing and recording for film was rather

unfamiliar to the Ugandan youth as they did not understand their applicability and certainty in

the film industry. This is supported by an article from daily monitor where an official from

African Magic who suggests that Ugandan films lack quality sound production.

5.3 CONCLUSIONS AND RECOMMENDATIONSThis section in this chapter gives the researcher’s view about the study variables basing on the

research carried out and the analysis of the findings:

More awareness should be created as far as the Agricultural program is concerned so as to

ensure that there is more interest and enthusiasm among the youth. This is because Agriculture

29

contributes employment to about 60% of the work force according to www.brookings.edu/blogs

which is unfortunately, not realized by the youth. Many youth who are willing to engage in

Agriculture fear to do so because of lack of start capital and finances. However, these youths

need to be sensitized about starting small with the potential of growth in their jobs as Agriculture

is a paying job. In addition more efforts are required by CIP to partner with the Government and

other various programs like NAADS to ensure that the youths in schools are introduced to the

programs as a way of reducing youth unemployment. With such partnerships, CIP can acquire

finances, equipment and valuable information as far as Agriculture is concerned so as to help

modernize it. More focus should be directed to rural (far to reach) schools, this is because youths

in such schools are more willing to take up Agriculture and have more access to land as

compared to their counterparts in urban schools. Therefore, a strong action plan needs to be put

in place to ensure a considerable number of beneficiaries are reached.

Considerable efforts in sound design, phone repair and animation should be put in place to

ensure that students understand the industry potentials, context, and trends. This is because the

telecommunications, media and film industries are in fast growth and provide potential

employment opportunities to the youth. Integration of technology in delivery skills through use

of tutorials, teleconferencing and skype can help to effectively impact skills to the youth.

Certification of beneficiaries should be in place to ensure the follow-up sessions and ensure

effective placement in the most appropriate jobs. The skills training programs should further be

extended to the higher institutions of learning. The youth who graduate from schools should be

followed up when they join higher learning institutions and more of the program should be

introduced to those that are there and have no access. This will ensure that the youth who

graduate do not join the unemployed but rather become self employed in addition to having

relevant skills needed by employers.

Mentorship programs need to encourage more diversity in all areas as far as the youths’ careers

are concerned. Mentors from the Political, economic, social, and technological backgrounds

should be invited and brought on board. Furthermore, a platform for connecting mentors to

beneficiaries should be established to ensure constant interface that aims at nurturing the careers

of the youth.

A data base that connects teachers, students, parents, Organization (CIP), mentors and all other

stake holders should be created. This can be eased by use of an application that can notify the

30

stakeholders about the necessary information. Agreements (Memorandum of Understanding)

should be reached between the organization and government through the Ministry of Education

and Sports to ensure the programs are part of all the schools’ curricula. Various languages should

be considered in effecting the programs mainly to beneficiaries who are not fluent in using

English.

5.4. AREAS FOR FURTHER STUDY

The study considered the impact of career programmes on youth unemployment focusing on

skills clinics, agricultural project and the mentorship programme. There is a need to establish

other variables that influence unemployment. This is because career programmes only explain an

average portion of the phenomenon. In this accord, this study could be complimented if more

research is carried out on the education curriculum, the youth’s attitude, government efforts,

cultural beliefs and the underlying family and background issues among other variables.

The research focused on the practical skills aimed at reducing the youth unemployment. Further

study should be made on how the theoretical skills should be imparted in the youth and how they

should be aligned with the practical skills in a bid to reduce the unemployment scourge.

More study can be made on the adaptability of other training programmes besides the ones

discussed that are undertaken by CIP.

The study took into consideration the career programmes and how they strive to reduce

unemployment. Research could be carried out to find out/assess how the personnel/staff involved

in giving out such skills contribute to the effectiveness of the career programmes in serving their

purpose.

5.5 LIMITATIONS OF THE STUDYConduction of the research/study was constrained by lack of effective coordination with some

respondents due to differing reasons. This caused delay in the whole process. The research was

further limited by financial and time constraints which made the process rather long and

challenging. Despite of those challenges, the researcher conducted the study and was able to get

meaningful and reasonable results.

31

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