Ubteb Strategic Plan 202021 25 Finalpdf 1679030587242

UGANDA BUSINESS AND TECHNICAL
EXAMINATIONS BOARD
Strategic Plan
(2020/21-2024/25)
DECEMBER 2020
“Setting Pace for Quality Assessment”

EXAMINATIONS BOARD
Strategic Plan
(2020/21-2024/25)
DECEMBER 2020
Strategic Plan (2020/21-2024/25)
Contents
APPROVAL...........................................................................................................................................................................ii
FOREWORD........................................................................................................................................................................iii
STATEMENT OF THE EXECUTIVE SECRETARY....................................................................................................iv
BOARD MEMBERS............................................................................................................................................................v
ACRONYMS....................................................................................................................................................................... vi
EXECUTIVE SUMMARY................................................................................................................................................ vii
1.0 INTRODUCTION.......................................................................................................................................................1
1.1 Background....................................................................................................................................................................................... 1
1.2 Context..................................................................................................................................................................................................2
1.3 Governance and organization structure......................................................................................................................3
1.4 Purpose of the plan.....................................................................................................................................................................3
1.5 Process of developing the Strategic Planning.......................................................................................................3
1.6 Structure of the plan...................................................................................................................................................................4
2.0 SITUATION ANALYSIS............................................................................................................................................5
2.1 Performance Review of SP 2018/19-2019/20.........................................................................................................5
2.2 Institutional capacity.................................................................................................................................................................. 6
2.3 Special needs candidates, Gender and Equity:.................................................................................................... 8
2.4 Key achievements....................................................................................................................................................................... 8
2.5 Challenges........................................................................................................................................................................................ 9
2.6 SWOT Analysis............................................................................................................................................................................... 9
2.7 UBTEB Assessments for UPPET and UPOLET.....................................................................................................11
2.8 Emerging Issues......................................................................................................................................................................... 13
2.9 Lessons Learnt from Implementation the Strategic Plan 2018/19 – 2019/20............................ 14
3.0. STRATEGIC DIRECTION..................................................................................................................................... 15
3.1 Vision, Mission, Goal and Core Values....................................................................................................................... 15
3.2 Strategic Focus Areas, objectives and Interventions......................................................................................16
3.3 Key Assumptions........................................................................................................................................................................19
3.4 Key Outcome Results Framework................................................................................................................................19
3.5 Strategic Plan Implementation........................................................................................................................................ 21
4.0 INSTITUTIONAL ARRANGEMENTS FOR IMPLEMENTING THE PLAN............................................ 23
4.1 The Board........................................................................................................................................................................................23
4.2 Management Team..................................................................................................................................................................23
4.3 UBTEB Stakeholders...............................................................................................................................................................24
4.4 Sustainability arrangements..............................................................................................................................................24
5.0 FINANCING FRAMEWORK AND STRATEGY.............................................................................................. 25
5.1 Resource Mobilization Strategy......................................................................................................................................25
5.2. Strategies for financing the Funding Gap................................................................................................................27
6.0 RISK MANAGEMENT............................................................................................................................................28
7.0 COMMUNICATION AND FEEDBACK ARRANGEMENTS……………………………………………….......................29
8.0 MONITORING AND EVALUATION STRATEGY………………………………………………………...................................30
ANNEX 1: RESULTS FRAMEWORK OUTPUT LEVEL INDICATORS......................................................................... 31
ANNEX 2: RISK MATRIX........................................................................................................................................................................... 39
ANNEX 3: UBTEB ORGANOGRAM.................................................................................................................................................. 46
“Setting Pace for Quality Assessment” i

Approval.
The current youth unemployment in Uganda is a major concern to the government. This is mainly
attributed to the fact that many of these youth lack the requisite skills needed in the world of work.
The Technical and vocational education training and assessment, is the most practical avenue for
acquiring readily employable skills for the world of work.
UBTEB as one of the key TVET agencies has put up strategies which are indeed aligned to TVET key
interventions aimed at contributing to production of appropriate knowledgeable, skilled and ethical
labour force, as envisaged in the Human Capital Development Programme in the NDP III. These
strategies are aimed at addressing the unemployment challenges in the country.
I urge all sectors in the world of work, civil society, policy makers, and the entire education fraternity
to study the content of this strategic plan, embrace the interventions and support UBTEB towards
its success.
This strategic plan (2020/21-2024/25) of Uganda Business and Technical Examinations Board is
hereby
--------------------------------------------
Janet K. Museveni.
FIRST LADY AND MINISTER FOR EDUCATION & SPORTS.
ii “Setting Pace for Quality Assessment”

Foreword.
The aspirations of Agenda 2030 SDGs, The Africa We Want 2063, and EAC Vision 2050 are to have
a holistic approach to achieving sustainable development for all. Uganda Business and Technical
Examinations Board (UBTEB) has exciting aspirations as the Government of Uganda moves into a
new era of program based planning under the NDPIII. Thus, the UBTEB Strategic Plan 2020/21-
2024/25 contributes to the NDPIII Objective 4: To enhance the productivity and social wellbeing of
the population under Program 12: Human Capital Development (HCD).
Our strategic plan defines how we will be successful within a challenging and changing skills training
and assessment environment. The Plan has been devised to enrich the experience of our staff,
training providers, assessors and stakeholders, and has been developed with their involvement and
support through an extensive consultation process that has also engaged government and external
partners.
The 5-year Plan captures three priority areas that will enhance our reputation and position the
institution as a leader in skills assessment practices on the regional and global platforms. The
priority areas are;
• Skills assessment and certification.
• Collaboration and partnerships.
• Organizational capacity strengthening
UBTEB will be Uganda-centric but globally connected, and the experience of our graduates will
be distinctive. The achievement of the Board Mandate in this Strategic lan requires complementary
institutional sustainability, good corporate governance, demand driven TVET skills assessment and
increasing collaboration with the industry to positively impact the economy of Uganda by driving
skills competitiveness.
Dr. Eng Silver Mugisha.

BOARD CHAIRPERSON.
“Setting Pace for Quality Assessment” iii

Statement of the Executive Secretary.

This UBTEB Strategic Plan is the result of a planning process spanning several months. It represents
hard work on the part of a multi-disciplinary team which comprised of staff, Board members, world of
work, skills trainers, students and policy makers. To the largest extent, the process was undertaken
as a result of the growing number of youths interested in skills acquisition to counter unemployment
and the addition of new training programs which have substantially increased opportunities for
public and private sector engagement. The plan is designed to spur UBTEB as a regional skills
assessment centre to drive sustainable development.
The vision and mission emerged as a result of our recognition of the magnitude of the UBTEB’s role
in sustainable development through skills advancement. The strategies laid out here are flexible
and intended to guide the future of
Uganda’s skills development and as a framework for ensuring the long‐term sustainability of TVET
Policy interventions including the TVET reforms initiated for adoption. The plan will be reviewed
periodically by the Board and shall be utilised in the monitoring the Board’s performance, among
other tools.
The Plan therefore, is providing direction and support to the creation of needed employable skills
and competencies relevant for the labour force that enjoys the national, regional and global labour
market on one side; and steers National Transformation on the other. The plan transits the paradigm
of education, certificate acquition to that one of employable skills acquition as targeting Ugandans
for employment and entrepreneurship.
I implore the Ugandans and our Development Partners to support these strategies that are especially
aimed at skilling our youths and securing our future.
Onesmus Oyesigye (CPA)
EXECUTIVE SECRETARY
iv “Setting Pace for Quality Assessment”

Board Members.
S/N NAME CONSTITUENCY
1 Dr. Eng. Silver Mugisha. FoUE
2 Assoc Prof. Umar Kakumba. Public Universities
3 Dr. Moses Twesigye-omwe. PTIs
4 Prof. Maud Kamatenesi Mugisha. Private Universities
5 Mr. Richard Enyomu. PSC
6 Mr. David Mubiru Luyima. MoES
7 Eng. Disan Ssozi. MoWE
8 Mr. Simon Amuku. MoLHUD
9 Mr. Francis Bongonyinge. UNEB
10 Mrs. Grace Baguma. NCDC
11 Mr. Suudi Kizito. MoTTI
12 Mr. Michael Ocero. MoICT
13 Mr. Honey Malinga. MoEMD
14 Mr. Michael Okumu. DIT
15 Yet to be filled. MoAAIF
“Setting Pace for Quality Assessment” v

Acronyms
ACTE/USA Association for Career and Technical Education
AEAA Association for Educational Assessment in Africa
BTVET Business, Technical, Vocational Education and Training
CBET Competence Based Education and Training
DES Directorate of Education Standards
DIT Director of Industrial Training
ESSP Education Sector Strategic Plan
IAEA International Association for Educational Assessment
ICT Information and Communication Technology
IVETA International Vocational Education and Training Association
MoES Ministry of Education and Sports
NCDC National Curriculum Development Centre
NCHE National Council for Higher Education
TVET Technical and Vocational Education and Training
UBTEB Uganda Business and Technical Examinations Board
UGAPRIVI Uganda Association of Private Institutions
UNEB Uganda National Examinations Board
NVQF National Vocational Qualifications Framework
vi “Setting Pace for Quality Assessment”

Executive Summary.
This strategic plan has been developed to aid UBTEB execute her mandate effectively and in
alignment with Third National Development Plan (NDPIII). It draws on the end of term review of
the plan 2018/19-2019/20 which reported 67% achievement of the planned milestones. This new
Strategic plan has therefore been prepared taking into consideration the gains that have been
made over the years and is therefore geared at consolidating them as well as repositioning UBTEB
to further respond effectively and efficiently to the new opportunities and challenges in the TVET
sector over the next five years.
The new plan has a revised vision: “A Centre of Excellence for Competence Based Assessment,
Examinations and Awards for a Skilled and Productive Workforce.” which is consistent with
the priorities ascribed in the Human Capital Development Programme under NDP III and also
complements the programme goal of: “improving productivity of labour for increased competitiveness
and better quality of life for all.”
The mission has been revised to focus on the world of work as well, a slight deviation from the
original mission which only focused on assessment. The revised mission is, “To conduct competence
based assessment and award TVET qualification through collaboration with the world of work.”
The values that underpin our mission include; (1) Integrity, (2) Confidentiality, (3) Professionalism, (4)
Innovativeness, (5) Teamwork and networking, and (6) Transparency and Accountability
All levels of stakeholders were consulted during the strategic plan development process. These
included; internal staff, UBTEB Board members; Ministry of Education and Sports, its departments
and agencies; training institutions and other examining bodies; selected Principals and Instructors
from BTVET institutions, National Planning Authority. Below are three priority focus areas and
objectives agreed on for the next five years;
1. Skills Assessment and Certification: Strategic Objective (I): To: enhance assessment of demand
driven TVET skills for a competent and ethical workforce, and (2): To enhance competitiveness of
TVET graduates in the local, regional and international labour markets.
2. Collaboration and Partnerships: Strategic Objective (3): To promote linkages and partnerships
with stakeholders for achievement of the Board’s mandate.
3. Organisational Capacity Enhancement: Strategic Objective (4): To strengthen organisational

capacity for efficient and effective service delivery.
The outcome and output Results Frameworks provide the Board’s Monitoring and Evaluation
Framework for assessment of the level of attainment of the key result areas for each strategic
objective.
The total financial requirement for implementing the strategic plan over the 5-year period is
estimated at UGX 224.7 Bn (Includes Development and recurrent expenditure). Projected income
to fund this strategic plan is mainly expected to come from Government of Uganda appropriations,
internally generated funds and development partners.
“Setting Pace for Quality Assessment” vii

Projected funds allocation component.
FY FY FY FY FY
Billion Uganda Shillings
2020/21 2021/22 2022/23 2023/24 2024/25
Recurrent - Wage: 4.591 4.895 5.428 5.966 6.509
Recurrent - Non-Wage: 27.855 30.674 29.437 30.428 31.208
Development: 4.435 6.465 14.60 12.701 9.52
Total 36.881 42.034 49.465 49.095 47.237
Annual work plans will be utilised to actualise the implementation of the 5 year strategic plan. Just
as important is the assurance of Government that the resource outlook and commitment to the
Education Sector will be maintained or even increased over the period.
viii “Setting Pace for Quality Assessment”

1.0 Introduction.
1.1 Background
Uganda Business and Technical Examinations Board (UBTEB) is one of the national examination
boards established by the BTVET Act, 2008 and operationalised by Statutory Instrument 2009
No.9 (Establishment of the Uganda Business and Technical Examinations Board). The
Regulations mandate UBTEB to streamline, regulate, coordinate and conduct credible national
examinations and award Certificates and Diplomas in the Business, Technical and Vocational/
specialized education or training in Uganda.
Before establishment of UBTEB, the management and administration of Business, Technical and
Vocational/ specialized education or training examinations was fragmented. Some examinations
were being conducted by Makerere University Business School (MUBS) – Nakawa, others by Uganda
National Examinations Board – (UNEB), while others were conducted by individual institutions dotted
in different parts of the country. As a consequence, there was lack of uniformity in the Awards of
Certificates and Diplomas from these different institutions. This made it very difficult to standardize
qualifications offered by the different institutions offering courses in the Business, Technical and
other specialized fields like Agriculture, Fisheries, Meteorology, Lands and Survey among others.
Hence, the UBTEB was established to streamline, regulate and coordinate examinations and awards
in BTVET in Uganda. The UBTEB Secretariat and Board were set up in January 2011.
The core functions of UBTEB include; conducting business and technical examinations for specialized
training institutions in Uganda; accrediting theory and practical examination centres used for the
conduct of the examinations; establishing and overseeing practical and theoretical question banks;
publishing past examination papers; establishing and maintaining a secured database of examination
results; collaborating with international and inter-governmental organizations and agencies of other
states and the private sector on issues relevant to its functions; providing feedback to training
institutions on examinations and awarding diplomas (and certificates) to successful candidates in
such examinations. The UBTEB Examinations embrace the Vocational Qualifications Framework
(VQF) which follows the principles of Competence Based Education and Training (CBET).
Under the CBET approach, training with production is mandatory, and is part of the competence
Based Assessment and examinations.
UBTEB is governed by an appointed Board that serves a period of 3 years. It has a Secretariat
headed by an Executive Secretary. UBTEB is committed to conduct quality applied knowledge
and skills assessments and examinations with an ultimate goal of enabling the students to access
further upward academic progression and be self-employed or get employment in the world of
work. Assessments and examinations under UBTEB follow the curriculum or programme developed
or accredited by a body recognized by the Uganda Government.
“Setting Pace for Quality Assessment” 1

1.2 Context
This Strategic Plan is guided by the following national legal frameworks and process: -
1.2.1 Vision 2040.
The Vision 2040 encompasses Ugandans living in peace and harmony, prosperity for all, improved
infrastructure with multi- lane paved roads, rail network, and airports, and world-class schools
and hospitals. The oil and gas sector is expected to lead to higher demand for quality skills and
this underlines the investments in education and training planned under Vision 2040. Vision 2040
acknowledges low competitiveness of goods and services and inadequate human resource among
some of Uganda’s key challenges, and thus the need for quality in skills training. The percentage
of the population below the poverty line will decrease from 24.5 per cent in 2010 to 5 per cent
in 2040. A more prosperous Uganda is envisaged with the per capita income going from $506 in
2010 to $9,500 in 2040. UBTEB, as an agency of Government will contribute to these aspirations by
facilitating provision of highly skilled and relevant human resource through ensuring quality applied
knowledge and skills examinations for business, technical and vocational institutions.
1.2.2 National Development Plan III: 2020/21-2024/25.
The National Development Plan III for the period 2020/21-2024/25 prioritises among others the
Human Capital Development programmes (HCDP). In the development of UBTEB Strategic plan
2020/21-2024/25, the alignment to the aforementioned NDPIII Human Capital Development
Program. HCDP primarily contribute to the NDPIII objective four which is to: enhance the productivity
and social wellbeing of the population. The programme goal is to improve productivity of labour for
increased competitiveness and better quality of life for all. Specifically, the new UBTEB Strategic
plan has been developed to contribute to the aforementioned NDPIII programme, respective key
strategic results and stipulated interventions therein.
1.2.3 Ministry of Education and Sports Strategic Plan: 2020/21-2024/25.
The Revised ministry of Education and sports Strategic Plan calls for a coherent system of standards
and performance monitoring throughout the sector, which should be implemented within actual
logistical and resource constraints. The long-term aim of quality-assurance activities is to develop a
working relationship among the various agencies that have some responsibility for this function so
that it is effective and efficient.
In particular, ESSP 2020/21-2024/25 mentions UBTEB, UNMEB, UAHEB and DIT as key players in
ensuring training contents under the Qualifications Framework are aligned with the skills through
the emphasis of TVET-Led system of assessment for candidates who wish to acquire knowledge,
skills and values to continue in academic ladders or join the world of work.
In the development of UBTEB SP2020/21-24/25, the alignment to the ESSP’s BTVET objectives and
strategies has been fully ensured as well as the interventions stipulated therein.
1.2.4 BTVET Act, 2008.
In 2008, the BTVET Act was passed by Parliament; establishing the institutional framework
needed for a modularised and praxis-oriented vocational training system. The Act provided for
2 “Setting Pace for Quality Assessment”

the formulation of Statutory Instrument No.9 of 2009 (Establishment of the Uganda Business and
Technical Examinations Board Regulations) which guide the operationalisation of interventions in SP
SP2020/21-24/25
1.2.5 TVET policy, standards and guidelines, 2020.
A key strategy in TVET policy, standards and guidelines, 2020 to achieve the objective of “TVET
-LED” is the introduction of better quality assurance systems for public and private BTVET providers
through establishment of an accreditation system for BTVET providers. The BTVET Plan seeks to
introduce modern Quality Assurance systems in line with regional standards and practices. The
UBTEB new 5-year plan is therefore benchmarked on international best practices, and similar
examination boards within and outside Uganda.
1.3 Governance and organization structure.
UBTEB is currently governed by a Board of 15 members and 7 co-opted members, headed by a

Chairperson. The role of the Board to provide effective policy formulation and guidance, strategic
decision making, as well as supervision of the plan implementation. The Board executes its core
business through Board Committees, assisted bt the Secretariat which headed by Executive
Secretary and deputised with two Deputies: Examinations Management, and Finance, Human
Resource and Administration.
1.4 Purpose of the plan
This new 5-year Strategic plan has been prepared taking into consideration the gains that have been
made over the years and is therefore geared at consolidating them as well as repositioning UBTEB
to further respond effectively and efficiently to the new opportunities and challenges in the BTVET
sector over the next five years.
1.5 Process of developing the Strategic Planning.
The Strategic Plan formulation exercise was a consultative and participatory undertaking facilitated
by a consultant working with the UBTEB Task Force. The exercise was conducted for a period of six
months between march 2020 and August 2020 it entailed the following activities: -
• Regular task force working meetings with the consultant to identify key respondents and set
direction for the strategic planning process;
• Evaluation of SP 2018/19-2019/20;
• Review of relevant documents. The key documents that were reviewed included: Vision 2040,
National Development Plan III 2020/21-2024/25; Education Sector Analysis, 2019; Revised
Education Sector Strategic Plan: 2020/21-2024/25; BTVET Act 2008, and BTVET Regulations
2009; statutory Instrument 2009 no.9; UBTEB Annual Reports for 2018/19 and 2020.
• Key informant interviews with key stakeholders of UBTEB including UBTEB Board members;
Ministry of Education and Sports, its departments and agencies; training institutions and other
examining bodies; selected Principals and Instructors from BTVET institutions
• Three (3) planning retreats with UBTEB senior management.

1.6 Structure of the plan
The strategic plan document has eight major components; (i) Introduction and Background, (ii)
Situation Analysis, (iii) Strategic Direction, (iv) Institutional Arrangements for Implementing the Plan,
(v) Financing Framework & Strategy, (vi) Risk Management (vii) M&E Strategy.

2.0 Situation Analysis.

This section describes the external (social, political/legal, economic, technological and ecological)
and internal environmental factors that have changed since 2018 and are likely to impact on the
performance of UBTEB and the Technical Education Sector in general. The section also summarises
the key areas that need to be taken care of during 2020/25.
2.1 Performance Review of SP 2018/19-2019/20
In 2018, UBTEB developed a two-year strategic plan to guide its operations for the period 2018/19
to 2019/20. The plan was shortened to the 2 years’ span in order to align it with the efforts along the
Education Sector reforms. The overall objective of the strategic plan was to streamline, regulate and
coordinate conduct of examinations and award of certificates and diplomas in business, technical
and other specialized professions.
The Plan had three (3) strategic objectives that included; (1) To enhance the regulation, conduct and
coordination of Competence Based Assessment (CBA) for credible awards, (2) To strengthen UBTEB
institutional capacity for efficient and effective service delivery, and (3) To develop and strengthen
partnerships and collaboration for achievement of UBTEB mandate. UBTEB has completed the 2nd
year of implementation of its strategic plan and therefore contracted 3A Strategic Management
Consultants Limited to document the achievements so far realized, identify gaps and challenges as
well as focus areas for the new five-year plan.
Overall performance of the Strategic plan was based on the number of milestones planned and
actually implemented. Under each strategic objective, there were outcomes which were the basis
for development of activities. Each activity had a specific target for the plan period. In order to ensure
a fairly rational assessment of performance of the Strategic Plan as at 30th June 2020, milestones
for each activity were used to establish the extent to which they were achieved at the time of this
review.
From the Strategic Plan Implementation Plan, a set of 69 milestones were identified (See Annex 1).
This number formed the denominator for assessing non-compliance (activities not implemented
and complied (Activities fully implemented or target achieved as at 30th June 2020 in the Strategic
Plan). The overall plan performance was assessed based on compliant milestones which totalled to
46. When divided by the total number of milestones (the strategic plan had a total of 69 milestones
for the period 2018/19 to 2019/20) in the Strategic Plan, the status of implementation averaged at
67%.
It is important to note that some Work in Progress activities whose milestones had not been achieved
by 30 June 2020 were considered Non-Compliant. Similarly, those activities whose milestones were
dropped were considered Non-compliant.
The overall performance score of the Strategic Plan and detailed performance by the strategic
objectives are summarized in the figures below respectively.

Table 1: Performance by strategic objectives
N/S Strategic Objectives. Milestones Milestones Total %age

Complied Not-complied Milestones Compliance
(Yes). (No). based on 69
Milestones.
1 To enhance the regulation, 17 11 28 24.7%
conduct and coordination
of Competence Based
Assessment (CBA) for
credible awards.
2 To strengthen UBTEB 22 10 32 31.9%
institutional capacity for
efficient and effective
service delivery.
3 To develop and 7 2 9 10.1%
strengthen partnerships
and collaboration for
achievement of UBTEB
mandate.
Total Actions 46 23 69 66.7%
YES: NO: Milestones that were not-complied due
Explanations to note: Milestones to:
implemented 1. Work in Progress = 12 (17.4%) of the
to completion. milestones.
2. Not-done/staled = 7 (10.n 1%) of the
milestones.
3. Dropped = 4 (5.8%) of the milestones.
Figure 1: Illustration of the composition of non- compliant milestones.
Situational analysis concluded in September 2020
2.2 Institutional capacity.
(a) Current macro structure of UBTEB.
UBTEB’s current macro functional structure was approved in June 2019. The structure comprises
the Office of the Executive Secretary and two Directorates. The Office of the Executive Secretary
is structured as follows: Communications and Public Relations Unit; Procurement and Disposal
Unit; and Internal Audit Unit. The Directorate of Examinations Management is composed of four
departments and four units as illustrated below:

• Business, Humanities and Social Sciences Department.

• Technical, Agricultural and Biological Sciences Department.
• Vocational Education Department.
• Research, Quality Assurance and Awards Department.
• Examinations Coordination and Management Unit
• Special Needs Unit.
• Examinations Security Unit.
On the other hand, the Directorate of Finance, Human Resource and Administration is structured
around one department and two units as depicted below:
• Finance Unit.
• Human Resource and Administration Department.
• Planning, Budgeting and Investments Unit.
(b) Shortfall in the structure.
The Board is implementing the Examination Information Management System (EIMS) but lacks
an Administrator for the system. It was against this backdrop that the respondents suggested the
creation of the job of a System Administrator to mainly handle the EIMS. There are many fields
without officers yet not catered for in the structure.” On the job roles that are missing on the structure,
including ICT-programmer; Systems Administrator; Quality control; and officer in charge of printer,
fields without specialist include humanities, journalism, cosmetology and French.
(c ) Staff and staffing.
UBTEB’s current functional structure provides for 207 staff. Of these, only 86 staff have been
appointed. It can therefore be inferred that the Board currently operates at 39% staffing capacity
which reflects below average human resource capacity in terms of staff numbers. With the current
staffing levels, the Board cannot achieve 100% of the activities in the work plan(s). This therefore
undermines the efficiency in assessments and examination processes. The major constraint to filling
the approved structure is inadequate funding.
Some of the critical positions have not been filled. For example, the monitoring and evaluation (M&E)
function, though provided for on the approved functional structure, is not operational. The M&E
function is critical as it guides the implementation of activities and reports on the performance of
the Board. Procurement unit function is also understaffed.
(d ) Skills.
UBTEB has both skill assets and skill gaps. The capacity gaps that were unearthed during the review
can be nested into two broad categories: generic (or soft) skills and technical (or job-specific) skills.
• Generic skills are not confined to any specific job but are required essential for all staff:
creativity and innovativeness, critical thinking, high level analytical skills, mentoring skills, ability
to multi-task, computer skills, organization and storage of data, people management skills,
performance management skills, proposal writing skills, supervisory skills, resource mobilization
skills, and ability to use ICT assertive technologies).

• On the other hand, technical skills relate to a particular functional area: Technical competencies
which require enhancement to achieve excellence in the work of the Board: Ability to develop,
moderate, proofread, edit and produce test items; Ability to relate training curriculum with
the assessment, Board has few certified assessors and item writers. This necessitates a long-
term human resource capacity development strategy to ensure that a sizeable proportion of
assessors and item writers obtain certification.
(e) Infrastructure
The capacity gaps relating to infrastructure fall under physical infrastructure (buildings and
office space); technological infrastructure (computers, applications, and management reporting
systems). Regarding the physical infrastructure, the Board does not have a permanent home. As a
consequence, there is inadequate office space (including assessment center and workshops). On a
positive note, the Board has already secured land for construction of a permanent office block. The
limited office space has, in part, militated against recruitment of staff. Similarly, the Board lacks a
warehouse for examination materials, a state-of-the art printery, a resource center, and a studio for
recording and producing audio visual materials for the relevant courses as well as for internal use.
As far as technological infrastructure is concerned, ICT equipment (computers, printers, servers,

scanners, photocopiers, computer softwares) is in short supply. Similarly, braille machines are
inadequate and yet critical for assessment. Relatedly, there are few vehicles for monitoring field
activities and some item testing equipment is lacking. The Board lacks even the basics like cameras
in the printery. Internet connectivity and EIMS were described as “erratic” by some respondents.
2.3 cross cutting issues:
a. Gender and Equity.
There are fewer female candidates than male counter parts in Technical than Business fields. During
the next 5 year planning period, the Board shall iintegrate gender and equity issues in the real-
life projects indiscriminately especially for fields considered to be for male or female candidates.
This shall be achieved through sensitization of public on the benefits of pursuing demand driven
TVET Competence Based training and assessments to ensure increase in the proportion of female
candidates in technical fields and male candidates in Business fields.
b. Environment.
Little has been covered on environmental content in TVET curricula. In this case, the Board put
up a 5 year plan to modularize 63 TVET curricula assessed by UBTEB and to incorporate TVET
assessment into agricultural extension systems, among other programmes. Therefore, the Board
will ensure that all modularize curricula aim at improving on the content on environmental changes.
c. HIV/AIDs.
Productivity levels of staff affected with HIV/AIDs is low, yet UBTEB is associated with field related
activities in almost all assessment activities. In efforts to improve the productivity of the affected
staff, the plan lays strategy of implementation of HIV/AIDS Policy as envisaged in the UBTEB human
resources manual. Among the actions suggested include; providing more counseling services
sessions and availing motivation support like food stuff.

d. Special needs candidates,
UBTEB conducted her first SNE assessments and examinations in 2019 beginning with 19 candidate
(17 Male and 2 Female) for November/December 2019. During Nov/Dec 2020 series, the Board
assessed 143 candidates for the differed May/June 2020 examination. Despite the efforts to increase
female candidates pursuing TVET programmes, it is evident that the numbers are still low compared
to their male counterparts and are in the ratio of 1:3 (Nov/Dec 2020) in the technical programmes.
Lack of data on persons with disabilities, inadequate facilities in training institutions and nature of
industry where industrial training is conducted, are a hiccup for SNE candidates to access appropriate
quality assessment in their communities. To this effect, the Board is yet to review SNE policy and
regulations to streamline; gender, equity, inclusiveness and disabilities in assessment.
2.4 Key achievements.
• National Curriculum Development Centre (NCDC), in collaboration with BTVET, UBTEB and
institutions has revised the Post Ordinary Level Certificate programmes. This helped the Board to
streamline and harmonize these programmes whose circulars have been sent to all institutions.
• Increase in candidature assessed from 71,091 (22,594F & 48,497M) in 2018 to 77,951 (24,534F &
53,417) in 2019.
• The Board’s edge over mobilization and coordination made majority of training institutions to
respond to the Ministry’s call for streamlined national assessments for Post O’level training
programmes. We have accredited and assessed over 95% of the Institutions, save for a few
selected BTVET training institutions and Universities.
• Finalized the Structural designs for UBTEB assessment centre and test workshop.
• Functionalized the Special Needs unit and the Board has so-far assessed 19 (17 Male and 2
Female) candidates.
• 239 Assessors were retooled and developed assessment tools/manuals.
• 15 Board members were inauguration and oriented for 3 year tenure which commenced in July
2019.
• 19 % of the curricula were modularized and 20 new curricula reviewed.
• Conducted the evaluation of Strategic Plan 2018/19-19/20 to pave way for review of strategic
plan 2020/21-2024/25.
• The Board participate in the; Education and Sports Analysis, 2019, review of Ministry of education
and sports strategic plan and NDPIII.
2.5 Challenges
• Reforms emphasize fronting of the industry in the determination of the curriculum delivery and
assessment; and the involvement of the trainee at the centre of continuous practical learning.
This has financial implications on practical assessment, and the capacity building for trainers
and assessors.
• There are fewer female candidates registered in TVET programmes compared to the male
counterparts.
• Community Polytechnics (UCPC) are not retooled in the delivery of Competence Based

Education and Training (CBET) programs. And the current UCPC curricular does not have a
provision to incorporate continuous assessment marks in the final grading.
• Restructuring of the MoES and its implication on the Board.
• Lack of National Qualifications Framework (NQF) to streamline recognition of prior learning,
Vocational Qualifications Framework and High Education Qualifications Framework.
2.6 SWOT Analysis
Strengths are factors which the Board can optimize to deliver on this strategic plan while the
weaknesses should be addressed to minimize their negative impacts on achievement of the desired
outcomes in the implementation of the strategic plan. On the other hand, opportunities are factors
in the external environment to the Board that can be harnessed to support implementation of
the strategic plan while threats are factors that are likely to interfere with the achievement of the
desired outcomes in the implementation of the strategic plan. In both cases, they present changes
in policies, politics, laws, science and technology, economic climate, social trends among others
that directly or indirectly impact on implementation of strategic plan. The table below summarizes
the identified strengths, weaknesses, opportunities and threats.
Table 2: SWOT Analysis
INTERNAL INFLUENCES
STRENGTHS WEAKNESSES
• UBTEB has worked with a number of agencies and Ministries to • Resource constraints
bring reforms in the areas that include; structuring the Ministry • Lack of office space and state of
of Education, reforming the TVET sector and Rationalisation the art printery.
Programme for the Ministry of Public Service. These reforms
• Inadequate number of retooled
have strengthened the existence and mandate of UBTEB as the
UBTEB assessors and verifiers in
sole national assessment Board.
Competence Based Assessment
• UBTEB secured a circular from the Ministry of Education and
• Inadequate involvement of the
Sports compelling all technical training institutions in the
world of work
country to present their candidates for national assessment.
This increased the number of candidates as well as revenue for
UBTEB.
• UBTEB is legally established under the BTVET Act 2008
mandated by Statutory Instrument No.9 of 2009 And TEVT
policy.
• A number of internal policy documents have been reviewed
and approved (Strategic plan, HR Manual, functional structure
and examinations regulations, Board standards and Assessment
standards).
• A new Board was inaugurated and trained.
• UBTEB awards are nationally recognised.
• Competence Based (CBET) system and new skilling approaches;
networking employers through deliberate internship programs.
• Streamlined and harmonised system of conducting examinations
and assessments.
• Influencing upgrade on institutional based skilling facilities.
• Improved use of ICT platforms (WhatsApp, website, online
registration, accessing results online)-there has been
improvement in communication with Heads of Centres. The
WhatsApp group updates always provide timely information.

INTERNAL INFLUENCES
• Ability to organise credible examinations over the years. UBTEB
has ably built and exhibited a commendable level of integrity.
Exams are still “leak-proof.”
• Functional planning unit-always consults and works with
National Planning Authority.
• Good relations and partnerships with stakeholders (USSIA,
NCDC, NCHE, Min of Education and Sports among others). They
invite stakeholders to participate in examination validation,
quality assurance checks and certificate meriting.
• Improved management and timely issuance of transcripts.
• Increased number of centres and also beefed up own fleet (3
brand new Double Cabins and one Station Wagon).
• Expanded management structure and good governance.
EXTERNAL INFLUENCES
OPPORTUNITIES THREATS
• International certification as a result of the new oil and gas • New policies i.e Technical, Vocational
sector. Education & Training Policy which
• Subvention grants from the Ministry of Education. may impact on UBTEB mandate;
conflict of mandate with other entities
• Local and international networks.
like DIT on assessment and NCHE on
• Supportive political environment – vision 2040, NDPIII and examination and accreditation.
Skilling Uganda Strategic Plan. • Historical educational policies and
• Increasing demand for skills training and assessment systems which emphasize lecture
method while disfavoring skills
• TVET policy to streamline TVET.
based training
• Willingness and capacity of TVET to deliver CBET curricula.
• Rented premises which compromise
• Harmonization of TVET curricula in the East African Region security and safety of examinations
• Increased use of ICT to reduce on operational costs and records.
• Institutions admitting students with
no science background
• Disconnect between employers and
UBTEB-some courses that UBTEB is
examining are not compliant
• Fluctuation of exchange rates
• Pandemic outbreak (COVID-19)
2.7 UBTEB Assessments for UPPET and UPOLET.
TVET is the game changer in improving productivity of labour for increased competitiveness and
better quality of life for all. To achieve proportion of labour force transiting into decent employment
from 34.5% to 55%, government needs to enhance enrolment in TVET programs by directly funding
institutions to increase enrolment. This will indeed see the government achieve the reversal of the
current inverted skills triangle.
UBTEB formal examinations and assessment is all-inclusive for candidates presented by private and
government aided institutions. To improve access, Government supported some private institutions
under the UPPET and UPOLET program. The Government aided candidates account for 42%
compared to the private aided candidates about 58%, assessed by UBTEB. Among the candidates
assessed by UBTEB include Post Primary Education and Training (UPPET) and Post O-Level
Education and Training (UPOLET). UPPET include candidates assessed in Community Polytechnics
(CPCE), and UPOLET include both O-level levers assessed in National certificates and A-levels
levers assessed in National Diploma courses.

During 2019 examination series, UBTEB assessed the following from UPPET and UPOLET as
indicated in the table below.
Programmes assessed by UBTEB. UPPET/UPOLET. Candidates examined.

Female Male Total
Community Polytechnic Certificate. Post Primary 939 3766 4,705
Technical National Certificates. Post O-level/CPCE graduates. 8,650 34,440 43,090
Advanced Craft Certificates. Post National certificate 115 756 871
graduates
Technical National Diploma. Post A-level/ 987 6291 7,278
Certificate graduates.
National Business Diploma. Post A-level/
National Certificate 4,221 3,031 7,252
graduates.
Business Certificates. Post O-level. 8,814 12,169
3,355
Departmental Diplomas. Post A-level/ 594 1374 1,968
Certificate graduates.
Departmental Certificates. Post O-level. 214 404 618
TOTAL 24,534 53,417 77,951
The report on Education and Sports Sector Analysis (ESSA), Sept 2019 indicate that there is some
improvement in the UPPET and UPOLET students enrolment in TVET programs and assessed by
UBTEB. The table above exclude candidates that never completed and or those repeated Primary,
O’ level and A’ levels.
Level Enrolment Students that UPPET & UPOLET. UPPET & UPOLET.
Completion Students dropped Joined TVET and assessed
from UNEB academic by UBTEB
progression.
2017 2019
PLE. 623,946 361,889 132,090 students did not Post primary 4,705
completed join S.1 of which 3% (3,960) CPCE.
joined S.1. enrolled for Community
Polytechnics (CPCE) and
where assessed by UBTEB.
O-level 318,463 101,908 sat 216,555 did not join S.4 of Post O-level 56,748
(S.4). UCE. which 24% (51,970) enrolled and those
for National Certificate upgrading
(NC) and where assessed from CPCE.
by UBTEB.
A-levels 93,756 62,541 sat 62,541 did not join S.6 Post A-level 16,498
(S.6). UACE. of which 17% (10,632) and those
enrolled National Diploma upgrading
programs and where from National
assessed by UBTEB. Certificate.
Source Education and Sports Sector Analysis – Sept 2019.

Intervention:
1. For government to provide incentives to increase enrolment in skills-scare TVET programmes

to reverse the currently inverted skills triangle including taking on privately sponsored students,
and in-line with (Objective 2, Intervention 5 of HCDP-NDPIII): To provide incentives to increase
enrolment in skills-scare TVET programmes to reverse the currently inverted skills triangle).
To increase enrolment to atleast 4% for UPPET and UPOLET joining TEVT programmes in
Community Polytechnic (CPCE), National Certificates and Diploma programs. This will result
into overall increase in UBTEB projected candidates from 125000 in FY 2020/21 to 144,700 in
FY 2024/25. Conduct of assessments for this category of candidates, require a unit cost of Ugx
124,000 for courses leading to awards of National certificates, and Ugx 142,000 for awards of
Diplomas.
2. Roll out the modularized TVET curricula for all formal TVET programmes as to attain a flexible
demand driven TVET systems in Uganda. Similarly, to conduct assessments for the modularized
curricula and category of candidates is estimated unit cost reduces (per module) to Ugx 36,000
for courses leading to award of National certificates, and Ugx 40,000 for Diploma awards.
2.8 Emerging Issues.
The assessment and expected changes in the external and internal environmental factors since
2018, and those that are likely to impact on the performance of UBTEB and the Technical Education
Sector in general. UBTEB is operating at 37% (78 staff out of 207 approved establishment) with 0.1%
turnover. The key issues are discussed under the situation analysis sections 2.2 to 2.6 above. These
issues shall be addressed by focusing on following areas:
a) Regulation, conduct and coordination of CBA;
i. Strengthen examination management by; modularising curricula, acquisition of international

certification and finally accreditation, and TVET Qualifications framework.
ii. Improve the quality of assessment by retooling more assessors, Strengthen Systems (EIMS,
transcript management system).
b) Partnerships and collaborations;
i. New policies’ implementation.

ii. Working with the private sector and other key stakeholders.
iii. Improve UBTEB visibility.
c) Institutional capacity;
i. Strengthen resource mobilization and UBTEB facilities (Build own home, procure printery).
ii. Strengthen Human Resource (Recruit more staff, build their capacity and improve remuneration)
to handle the TVET reforms.
iii. Strengthen Systems (ICT, financial management, records management, and monitoring
performances of the Board and strategic plan implementation).

2.9. Lessons Learnt from Implementation the Strategic Plan 2018/19 – 2019/20.
Lessons learnt from the implementation of the past Strategic Plan 2018/19 – 2019/20, include the
following:
(i) The fewer female candidates in the TVET institutions presents serious challenge to ensure
gender and equity in TVET assessments.
(ii) Recently, curriculum implementation has been examination-driven, this has always been
criticized by the world of work for non-enterprising graduates.
(iii) To enable BTVET graduates to fit into the job market, they have to be equipped with soft
skills which include communication, computer literacy, customer care, problem solving, work
attitudes and ethics.
(iv) Non reviewed TVET qualification Framework continues to hinder the efforts to streamlining
assessments and examinations under TVET qualifications nationally and internationally.
(v) Private sector (Sector Skills Councils) involvement in TVET assessment is fundamental towards
improved productivity, quality and relevance of TVET training and assessments.
(vi) To fully bring on Board all TVET SNE learners, requires investment in training institutions to
ensure SNE learning environment, provide equipment and facilitate test item laboratories for
SNE assessments.
(vii) RPL from Non-formal education has become a catalyst for youngsters to progress in academic
ladders.
(viii) Sensitization drive and rebranding TVET is critical in erasing the stigma in the communities
associating TVET programmes to failures.
(ix) Non-formal education and skills training are key in enabling the under-privileged to participate
in national development activities and in the labour market.
(x) A comprehensive Industrial training policy and guidelines are important in addressing TVET
students’ industrial training challenges.
(xi) Management and administration of examinations and assessment businesses under rented
premises is stressful due to sensitivity of the Board’s mandate.
(xii) Under staffing is big constraint towards achieving quality, efficient conduct of examinations and
assessment.

3.0. Strategic Direction.

UBTEB’s strategic identity defines the boundaries within which it does its work to streamline,
regulate and coordinate examinations and awards in business, technical or vocational/specialized
education or training in Uganda. For the next 5 years of this plan, UBTEB will position herself as a
centre of Excellence for Competence Based Assessment, Examinations and Awards for a Skilled
and Productive Workforce. Being regarded as a center of excellence requires putting in place and
sustaining excellence in internal processes and delivery systems as well as producing high quality
TVET graduates. Therefore, this strategic plan and its implementation mechanisms must be seen
to deliver on these fronts. Models of excellence mainly function through their unique, skilled and
highly trained/specialized staff. This requires that UBTEB attracts and retains competent staff and
provides them with career opportunities and competitive remuneration.
UBTEB’s strategic plan is anchored onto the National Development Plan III for the period 2020/21-
2024/25 prioritises, among others the Human Capital Development as one of the programmes.
UBTEB Strategic plan 2020/21-2024/25, is therefore aligned under objectives 2 The Human Capital
Development Program (HCDP) primarily contributing to the NDPIII objective four which is to: enhance
the productivity and social wellbeing of the population. The programme goal is to improve productivity
of labour for increased competitiveness and better quality of life for all. Specifically, the plan contributes
to the NDPIII programme key strategic results and the respective interventions stipulated therein.
The strategic framework is elaborated by a vision and mission statements and a set of values. The
three elements articulate why UBTEB exists, what it intends to achieve and how it does its work.
3.1 Vision, Mission, Goal and Core Values
3.1.1 Vision Statement- “A Center of Excellence for Competence Based Assessment, Examinations
and Awards for a Skilled and Productive Workforce.”
3.1.2 Mission Statement - To conduct competence based assessment and award TVET
qualifications through collaborations with the world of work.
3.1.3 Goal - To contribute to a productive, self-reliant, competitive and employable workforce for
improved quality of life in Uganda and beyond
3.1.3 Values - In pursuit of the above vision, mission and goal, the attitude and conduct of the
Board members, management and all staff of UBTEB will at all times be guided and bound
by the following core values:
i. Integrity: UBTEB undertakes to be honest, truthful, and independent, recognising integrity

as a cornerstone for all its work, and to be accountable for its actions and for the funds it
employs.
ii. Confidentiality: UBTEB is a custodian of students’ examination records and therefore

attaches paramount importance to maintenance of confidentiality for the information
generated internally and that entrusted to us by our key stakeholders.

Consequently,
a) all staff and stakeholders of UBTEB shall respect the confidentiality of any information entrusted
to, or obtained in the course of, our business or professional activities. Consequently,
b) we shall never disclose any confidential information except where we are required to do so by
law.
iii. Professionalism: Professionalism demands, inter alia; a thorough knowledge of one’s field of
endeavour as well as demonstration of skill, high ethical standards, and respect for UBTEB’s
clients and other stakeholders.
iv. Innovativeness: UBTEB recognizes that the key to guide her survival and growth is the
ability to be creative and bring out innovations both in the world of work and service delivery
mechanisms. Consequently, UBTEB shall engage in continuous learning and innovation
not only to keep up-to-date with modern assessment and examination but also to be at the
fore front in modern TVET world of work applications. UBTEB will put in place mechanisms
to ensure that new ideas are shared, adopted and/or adapted so as to contribute to a
productive, self-reliant, competitive and employable workforce
v. Teamwork and networking: The staff of UBTEB respect and cooperate with fellow employees,
stakeholders, and technical training institutions to identify and achieve common goals
regarding TVET and activities that improve the quality of life in areas we operate in. UBTEB
seeks appropriate partners in identifying and addressing priority TVET needs, and actively
collaborates with organizations and individuals who share our goal and standards.
vi. Transparency and Accountability: UBTEB maintains an open-door policy and consults with
its key stakeholders as frequently as possible to ensure their needs are met. Consequently,
we shall:
• Open our operations to internal and external scrutiny;

• Create a working environment where honesty, dialogue and debate are encouraged;
• Accept responsibility for our actions; and
• Provide accurate, timely and relevant information to our key stakeholders.
3.2 Strategic Focus Areas, objectives and Interventions
The following priority areas will guide the new 5-year strategic plan:
i. Skills Assessment and Certification.
ii. Collaboration and Partnerships.
iii. Organizational Capacity strengthened.
The table below summarises the priority areas, strategic objectives and interventions. Outputs
for the Board are linked to the HCD Programme Implementation Action Plan (PIAP) actions to be
undertaken to achieve the Board’s objectives.

Table 3: Priority Areas and Strategies.
Objectives and interventions contributed to sub-programme: Education and Skills Development.

Objectives. Interventions. Outputs. Actions adapt and or adopted from HCD PIAP. Actors.
Priority area 1: Skills Assessment and Certification.
SO.1 To enhance 1.1 Streamline demand driven 80% TVET programmes/curricula Constitute a working group including TVET staff, ES, DES-
assessment of demand TVET Assessment and reviewed and modularized. Employers, and Entrepreneurs to undertake modularization EM, DES-
driven TVET skills for a examinations. and implementation of modular TVET programmes. FHRA
competent and ethical All registered TVET trainees and Assess and certify skills acquired from TVET Institutions
workforce. graduates assessed. and work-based training.
• International equating Develop a complete National Vocational Qualifications

standards. Framework
• A TVET qualifications database
in place.
1.2 Improve ICT orientation in ICT assisted assessment Design new EMIS solution architecture, functionalities
TVET assessment process. conducted online to 30% of the and features to support ICT TVET assessment processes.
curricula.
Establish digital libraries in HEIs that are accessible to all
categories of learners including those with Special Needs.
1.3 Enhance capacity of the Retooled and certified assessors, Identify and retool practitioners, instructors, tutors and
assessors, exam managers practitioners, instructors, tutors examiners on Competence Based Assessment.
and verifiers. and contracted professionals in
Competence Based Assessment.
1.4 Support research and Research findings and Conduct high quality scientific and operational demand
quality assurance to recommendations disseminated driven TVET assessment and examinations research.
inform best practices in and adopted. Conduct the review of the Research agenda/policy.
assessment.
1.5 Integrate recognition of prior Nationally assessed and certified Develop RPL, training and integrate in assessment
learning (RPL) in assessment. beneficiaries of RPL and work- standards for work-based training/learning.
based training.
SO.2 To enhance 2.1 Improved TVET programmes Internationally accredited Equip the selected TVET institutions for international
competitiveness of locally and internationally and acquire ISO 21001:2018 accreditation by providing the necessary Infrastructure,
TVET graduates in accredited. certification. Equipment and materials.
the local, regional and 2.2 Increased participation Innovativeness and TVET-led Undertake innovative science fairs to showcase application
international labour in projects promoting projects in institutions. of science in real life.
17
markets. entrepreneurship.
18
Objectives and interventions contributed to sub-programme: Education and Skills Development.
Objectives. Interventions. Outputs. Actions adapt and or adopted from HCD PIAP. Actors.
Priority Area 2: Collaboration and partnerships.
SO3: Linkages and 3.1 Form and operationalise Incentivized employers to Sign MoUs with employers/world of work and training ES DES
partnerships with TVET assessment working provide TVET Institutions and institutions. FHRA, DES
stakeholders for groups. work-based training. –EM.
achievement of the 3.2 Retain existing partners and Effective communication Engagement meetings through collaborations,
Board’s mandate establish new ones. mechanisms that promote implementations of Mou signed, feedbacks mechanisms
promoted. partnerships relationship reviewed and enforced.
development.
Priority Area 3: Organisational Capacity Enhancement.

SO4: Organizational 4.1 Strengthen organizational Compliance of the MPS to Perform Monitoring and evaluations, enforce Board policies ES,
capacity for efficient financial accountability and Gender and Equity budgeting. on accountability and timely preparation of financial DESFHRA.
and effective execution sustainability. Audited financial statements by statements.
of Board’s mandates. external Auditors. Strategic plan
in place.
1.2 Strengthen Human resource Staff recruitment to 60% Conduct recruitment of staff (permanent, including short-
capacity. establishment. And short-term term contracts competent and credible professionals),
contract competent and credible capacity building to effectively implement the Board’s
professionals. mandate.
1.3 Strengthen Good governance Board reports; Timely meetings; Review strategies, adherence to risk management
and Corporate Visibility Implemented Action points. framework, implement Board charter and standards.
Conduct continuous monitoring of Board businesses.
1.4 Strengthen and infrastructure UBTEB Assessment centre and Contract consultants, procure machinery and equipment,
development. test workshop, machinery and ICT system updated.
equipment in place.

3.3 Key Assumptions
In order to achieve the above goal and targets, the following key assumptions are made;
• Government funding is secured in time to finance the planned activities/ projects

• There shall be a stable macro-economic environment
• Government shall meet all its bill payment and financing obligations
• The education related policies shall be supportive
• There shall be continued political and social harmony in the Country and neighbourhood.
3.4 Key Outcome Results Framework.
The table below shows the key outcomes that need to be monitored by the UBTEB Board.

20
Table 4: Key Outcome Results Framework - Cumulative over 5 years ending 2024/25.
Priority Focus areas and Sub- Outcome Outcome Indicators Baseline Targets
Programme Objective FY2018/19 20/21 21/22 22/23 23/24 24/25
Skills Assessment and Certification.
1. To enhance assessment of 1.1 Streamlined demand 1.1.1 Proportion of Demand driven TVET skills
60% 70% 75% 77% 79% 80%
demand driven TVET skills for a driven TVET Skills assessment and examinations aligned CBA.
competent and ethical workforce. Assessment and 1.1.2 % registered candidates are assessed. 88% 90% 90% 100% 100% 100%
examinations.
1.1.3 % TV Programmes/curricula modularized. 19% 34% 45% 50% 64% 80%
1.1.4 Percentage reduction in the cases of
0.3% 0.25% 0.2% 0.15% 0.1% 0.1%
examination malpractices.
1.2 ICT oriented TVET 1.2.1 No. of modules assessed online. 0 20 35 50 65 80

skills assessment. 1.2.2 TVET qualifications data developed/
0 1 1 0 0 0
reviewed
2. To enhance competitiveness 2.1 Increased TVET 2.1.1 An ISO 21001:2018 Accreditation certificate in
0 0 0 1 0 1
of TVET graduates in the local, programmes locally place.
regional and international labour and internationally 2.1.2 Number of research findings and
markets. accredited recommendation disseminated and
and promote 1 2 2 2 2 2
adopted.
entrepreneurship.
Collaborations and partnerships.
3. To promote linkages and 3.1 Improved role of 3.1.1 Number of MoUs signed with TVET
partnerships with stakeholders Practitioners in TVET assessment working groups/world of work. 5 15 25 35 45 50
for achievement of the Board’s assessment.
mandate. 3.2 Increased participation 3.2.1 % increase of credible, competent
of practitioners contracted professionals engaged in
in assessment preparation, conduct, administration, 30% 35% 45% 55% 65% 70%
and examinations assessment and marking of examinations.
processes.
Organizational Capacity Enhancement.
4. To strengthen organisational 4.1 Good corporate 4.1.1 % compliance of the Ministerial policy
60% 75% 77% 79% 80% 80%
capacity for efficient and effective Governance, efficient statement to Gender and Equity budgeting.
service delivery sustainable resource 4.1.2 Annual external audited financial statements. 100% 100% 100% 100% 100% 100%
utilisation and
accountability. 4.1.3 Improved Ratio of staff to the approved
39% 40% 46% 50% 56% 60%
establishment.
4.1.4 % budget allocated to infrastructure
0 0% 6% 9% 9% 4%
development.
4.1.5 % budget computers, machinery, equipment
3% 3% 8% 7% 8% 11%
and furniture.

3.5 Strategic Plan Implementation.
The plan will be operationalised through a number of strategies as enumerated below:
3.5.1 Skills Assessment and Certification.
The Board will undertake specific strategies that will enable it enhance and deliver CBA for credible
awards. The following strategies will be utilized;
SO.1 To enhance assessment of demand driven TVET skills for a competent and ethical workforce.
Strategies:
1. Streamline Technical Vocational demand driven examinations and Assessment.

2. Strengthen ICT in assessment process.
3. Enhance capacity of the assessors and other exam managers.
4. Strengthen research
5. Integrate recognition of prior learning (RPL) in assessment.
SO.2 To enhance competitiveness of TVET graduates in the local, regional and international
labour markets.
Strategies:
1. Promote competitiveness of TVET awards.

2. Promote entrepreneurship in TVET.
3.5.2 Collaborations and partnerships.
UBTEB will strengthen Linkages and partnerships with stakeholders for improved stakeholder
engagement and service delivery. In this respect, UBTEB will continuously strengthen industrial
training monitoring and assessment, build synergies with other assessment/examination bodies/
universities and other stakeholders. The Board will continuously identify partners whose strategic
intents are aligned to its strategic plan in order to complement one another.
SO3: Promote linkages and partnerships with stakeholders for achievement of the Board’s
mandate.
Strategies:
1. Enhance the role of practitioners in assessment.

2. Retain existing partners and establish new ones.
3.5.3 Organizational capacity Enhancement.
In order for UBTEB to continuously improve on its operation efficiency, efforts will be directed towards
Organizational capacity strengthening. In this regard, UBTEB will strengthen its communication
and feedback mechanisms with stakeholders, ICT application, HR, governance, risk management,
accountability, infrastructure and financial management systems. The legal framework will also be
streamlined in order to continuously align itself to changes in the operating environment.

In order to widen its resource base, UBTEB will develop and operationalise a resource mobilization
strategy as well as an investment plan.
SO4: Organizational capacity for efficient and effective service delivery strengthened.
Strategies:
1. Strengthen organization financial sustainability.

2. Strengthen Human resource capacity.
3. Strengthen governance processes.
4. Strengthen Corporate Visibility.
5. Strengthen infrastructure development.
Details of actions, indicators and milestones for each strategic objective are enumerated in Annex 1.

4.0 Institutional Arrangements for

Implementing the Plan.
The current UBTEB structure was designed to improve effectiveness in implementing this strategic
plan. Whereas UBTEB will aim to fill all the vacant positions, the immediate priority will be to strengthen
the Directorate of Examinations Management and Administration, creation and equipping of the
ICT, M&E and Research/Knowledge management departments. UBTEB organization structure is
attached under Annex 5.
The roles of the different key actors who will be responsible for the plan implementation are detailed
below:
4.1 The Board.
UBTEB is currently governed by a Board of 15 members and 7 co-opted members, headed by a

Chairperson. The role of the Board to provide effective policy formulation and guidance, strategic
decision making, as well as supervision of the plan implementation. The Board executes its core
business through Board Committees.
4.2 Management Team.
The key responsibilities of the members of the management team are indicated below:
The Executive Secretary (ES)
The Executive Secretary is the Secretary to Board, head of the Secretariat and reports to the Board
through its Chairperson. He/she ensures effective coordination of UBTEB’s activities through
the management team. The ES is responsible for working with the Board and staff to ensure that
appropriate liaison is maintained with outside stakeholders. He/she has authority over finances to
run the daily affairs of the Board amounts agreed to by the Board.
Deputy Executive Secretary, Finance, HR and Administration
The Deputy ES Finance, HR and Administration develops and maintain management systems that
support effective and efficient finance, human-resources and administrative, planning budgeting,
investments, monitoring and evaluation of the corporate strategy.
Deputy Executive Secretary, Examinations Management.
The Deputy ES Examinations Management develops and maintain examinations management

processes, quality assurance, research and awards.
The top management listed above superintend the other staff as described in the Organogram
under Annex 3.

4.3 UBTEB Stakeholders.
A number of stakeholders were consulted during the strategic planning process. Successful
implementation of this strategic plan will entail working with these stakeholders who include
government agencies, technical institutes and the private sector.
4.4 Sustainability arrangements.
a) Institutional sustainability arrangements: Strategic plan implementation committee (SPIC) shall

be instituted and enhanced. The planning unit shall be the secretariat to the SPIC. The committee
shall meet quarterly to execute the responsibilities assigned to them by the accounting officer,
which include (i) reviewing and monitoring the quarterly strategic plan performance reports,
(ii) recommend remedial action to be undertaken by the respective departments. Reports
from departments shall be compiled by the planning unit and presented to the strategic plan
implementation committee and onward submission to management.
b) Financial sustainability arrangements: Compliance to PFMA 2015, systems like Integrated

Financial Management System, programme Based Planning & budgeting among other
government automated systems and controls. Develop a Resource Mobilization Strategy for
solicitation of funds required to finance the plan. Effective Project Preparation, appraisal and
implementation. Vise mechanisms to ensure efficiency and effective utilization of resources
allocation and utilization.
c) Partnerships and collaborations: Membership to regional and international education

and assessment bodies to foster research, knowledge exchange and equating of TVET
qualifications across borders. Signing of MOUs with higher education institutions to increase
UBTEB candidature and allow for upward academic progression of graduates. Partnerships
with industry to get participation in curricular review, tripartite assessment and offer placement
industrial training, internship and apprenticeship.
d) Human resource capacity: Development of human resource capacity plans to address the
strategic interventions to ensure the Board achieves her mandate. Through: Recruitment of staff
to fill the existing gaps especially subject specialists; Continue retooling of assessors so as to
have a large pool of examiners in different fields; Continuous CPDs for professionals; and Short-
term trainings and mentorships of staff, among others.

5.0 Financing Framework and Strategy.

5.1 Resource Mobilization Strategy.
Board’s resources and budgets are handled in accordance with Public Finance Management Act
(2015) amended, Budgeting Regulations (2016) and Monitoring and Evaluation policy 2014. UBTEB
Resource mobilization strategy (Draft) is in place to guide the board in mobilizing for her strategic
implementation. UBTEB’s current financing arrangements are mainly Government of Uganda
Subvention Grant through Vote: 013 Education and Sports, Program: 05 Skill Development; under
Output 54: Operational support to Government Technical Colleges.
UBTEB’s current resources are as follows;
1. Internally generated such as: Human resource (Assessors, Examinations Staff, administrators),
fixed/current assets (examinations storage containers, motor vehicles, computers and other
equipment). Non-Tax Revenue (Examinations fees, bid sales, subscriptions, publications, asset
disposal).
2. Appropriation in Aid (Subvention).
3. Donor funding through proposals which normally provided in kind.
During the FY 2021/22 of implementation of the strategy, UBTEB requires about Ushs 42.034 BN
a little higher than the subsequent three years due to a number of reviews and development of
CBA enhancing tools, manuals and assessment standards which one off, qualification frameworks,
among others. Below is an illustration of the oscillation in the resource envelop over the 5 years
ending 30 June 2025. Below is the summary of schedule of resources projected for implementing
the strategic plan.
Table 5. Projected five year Expenditure/Investment.
FY FY FY FY FY
Billion Uganda Shillings
2020/21 2021/22 2022/23 2023/24 2024/25
Recurrent - Wage: 4.591 4.895 5.428 5.966 6.509
Recurrent - Non-Wage: 27.855 30.674 29.437 30.428 31.208
Development: 4.435 6.465 14.60 12.701 9.52
Total 36.881 42.034 49.465 49.095 47.237
Table 6: Projected annualized expenditure by priority focus area
FY FY FY FY FY
STRATEGIC OBJECTIVE.
2020/21 2021/22 2022/23 2023/24 2024/25
Priority Area 1.
Strategic outcome 1: Assessment of demand
driven TVET skills for a competent and ethical 21.303 22.487 22.422 23.371 24.220
workforce enhanced
Strategic outcome 2: Competitiveness of
TVET graduates in the local, regional and 0.375 1.590 0.275 0.140 0.065
international labour markets enhanced

FY FY FY FY FY
STRATEGIC OBJECTIVE.
2020/21 2021/22 2022/23 2023/24 2024/25
Priority Area 2.
Strategic outcome 3: Linkages and
partnerships with stakeholders for
0.14 0.14 0.14 0.14 0.14
achievement of the Board’s mandate
promoted
Priority Area 3.
Strategic outcome 4: Organizational capacity
for efficient and effective service delivery 15.07 17.82 26.63 25.45 22.837
strengthened
Grand Total 36.88 42.034 49.465 49.095 47.237

SOURCES OF REVENUE.
Internal Generation. 11.40 11.61 11.82 12.04 12.26
GoU funding. 25.21 30.01 37.24 35.29 34.517
Development Partners. 0.27 0.42 0.40 1.77 0.48
Total Expected Funding. 36.88 42.034 49.465 49.095 47.237
Full details of the budget are shown in Annex 3
Summary of UBTEB projects under Strengthen Infrastructure Development.
Table 7: Retooling UBTEB.
2021/22 2022/23 2023/24 2024/25

Outputs
Billion. Billion. Billion. Billion.
a. Assessment center Printing Facilities procured.
1 Heavy duty automated printers, Heavy duty shredders,1
Heavy duty embosser and Security documents printers 0.000 0.500 0.500 1.500
procured.
b. Examination storage facilities procured
40 storage containers at police stations, 700 gunny bags
for examination material packaging and 312,000 security 0.630 0.304 0.630 0.304
envelopes for examination question papers procured.
c. ICT facilities and office equipment procured
200 desktop computers for office use with UPS and software;
50 desktop computers for typing pool, 100 laptops, 1 projector
screen, 5 still Projectors, 5 all in one printers, 5 office shredders,
20 tablets for board members procured;
4 Servers (EIMS, Results, Item storage, Back up), 5 Internet 0.694 0.676 1.080 0.980
Routers, 150 Assessment Software, 50 intercom desk
phones, 150 Secure office mobile phones, CCTV cameras, 2
Professional photography cameras, 2 Public address systems,
10 digital recorders; and Office Biometric Scans procured.
d. Motor vehicle and movable equipment procured
1 Standby Generators, 7 double cabin pick-up trucks, 2 (5
tonne) trucks, 1 Coaster bus, 2 motorcycles, 1 Station Wagon 0.530 0.900 0.950 0.705
and 2 Utility vans procured.
e. Furniture and Fixtures for offices procured

2021/22 2022/23 2023/24 2024/25

Outputs
Billion. Billion. Billion. Billion.
200 office desks, 10 white boards, 50 general working tables,
500 conference chairs, 5 conference tables, 100 seater
0.077 0.077 0.284 0.482
cafeteria assemble, 200 office chairs, 100 Filing cabinets, 50
workshop tables and 500 plastic chairs procured.
f. Retooling assessor/examiners and staff.
1,000 assessors in specialized fields at different levels
retooled, 84 subject retooled specialists, 5 staff for exchange
programs, 10 staff for Continuous Professional Development, 0.400 1.000 1.000 0.900
SNE assistive devices procured, PPEs for staff and assessord
purchased
Total 2.331 3,457 4,445 4,872
Table 8: Construction of Assessment centre and item testing works shop.
Output: 2020/21 2021/22 2022/23 2023/24 2024/25

Infrastructure
development:
Construction of Land was Procuring 2nd phase works 2nd phase Completion
Assessment centre acquired and contractors. in progress. works in
and test works structural First phase progress
shop. designs and ground
plans submitted breaking,
to relevant grading,
authorities for preparations
approval. and Initial
works.
Total 0 4.135Bn 7.50Bn 6.50Bn. 4.66Bn
Table 9. Funding gap
Projected resources in Ushs Billion

Billion Uganda Shillings FY FY FY FY FY
2020/21 2021/22 2022/23 2023/24 2024/25
Projected Resource estimates 36.881 42.034 49.465 49.095 47.237
Projected GoU Funding (MTEF
17.235 17.235 17.235 17.235 17.235
commitments).
Projected NTR 10.000 11.800 11.800 11.800 11.800
Funding Gap 9.646 13.000 20.430 20.060 18.202
5.2. Strategies for financing the Funding Gap
1) Retooling and infrastructure development projects is about 21.2% of the BFP. About 36.2% of the
budget (17.2% -Development and 19% -Recurrent) is unfunded. Projects concept notes where
submitted to MoES for technical review and onward submission to Development committee of
the MoFPED for consideration in FY 2021/22 to 2024/25.
2) Resource mobilisations and investment plans including presenting funding proposal to
development partners.
3) Lobbying government for more funding.
4) Review the fees structure to address the Competence Based Assessment and tripartite
assessment approach.

6.0 Risk Management.

The risks have been categorized as operational, strategic and external. Therefore, successful
execution of the Board’s plan requires the identification, mitigation, and monitoring of these risks. Risk
rating are categorized as High (H), Medium (M) and Low (L) and the proposed mitigation measures
and strategies which can be adopted to effectively manage the risks. Annex 3 provides an outline of
the risk matrix;
• Identified risk (Effects of uncertainty on objectives)
• Risk categorised as: (Political, economic, social, technological, Operational, compliance, change
management).
• Risk analysis and causes. Likelihood (Likely, Remote) Impact (Severe/Moderate) and Risk rating
(Major/Minor)
• Mitigation measures.

7.0 Communication And Feedback

Arrangements.
During implementation of the Strategic Plan, the Board shall ensure that internal (permanent
staff, short term professional contract staff, Board members) and external stakeholders (Training
institutions, MDAs, Industries/Employers, General Public) share the plan implementation information
in the following ways;
• Participatory approach during the reviews and evaluation of the performance of the Strategic
Plan (2020-2025).
• Cascading of the Strategic Plan to ensure effective planning and delivery by departments.
• Continuous monitoring of the strategic performance.
• Enforcing Internal controls on accountability, planning and budgeting
• Create public awareness by publishing the Strategic Plan (print and website).
• Feedback mechanism to get insight into what the public expects.
• Participation in policy dialogue at different MDA and national levels.

8.0 Monitoring And Evaluation Strategy.

The monitoring, evaluation and control action framework for UBTEB is anticipated to achieve the
following;
• To track the implementation of scheduled activities;
• To ascertain whether resources earmarked for the implementation of the scheduled activities
suffice and are delivering what they were planned to deliver;
• To establish whether there are any un-anticipated challenges that might have arisen and seek
ways of how best to solve them;
• To evaluate whether planned outputs/outcomes were actually realised; and,
• To ascertain whether the institutional capacity in terms of logistics, human resources and
financial resources are adequate to enable UBTEB realize its vision and goals
Control action within this framework refers to what action should be undertaken in the event of
something going wrong. The routine monitoring and evaluation tools to be used shall entail the
following; (i) Regular Board and Management Meetings, (ii) Annual Retreats of Board, Management
performance reports (iii) periodical evaluations. A mid-term evaluation will be conducted to establish
progress on implementation of this strategic plan during the third year.
The detailed M&E plan for this strategic plan is presented separately. The Board will have to monitor
the outcome indicators for its oversight. The output indicators are continuous traced by management
through M&E function. Regular reviews and valuations on progress will be performed and areas that
require attention or need refocus will accorded priority in order to ensure that the plan is on right
path.
Strategic plan implementation committee (SPIC) shall be instituted and enhanced. The planning unit
shall be the secretariat to the SPIC. The committee shall meet quarterly to execute the responsibilities
assigned to them by the accounting officer, which include (i) reviewing and monitoring the quarterly
strategic plan performance reports, (ii) recommend remedial action to be undertaken by the
respective departments. Reports from departments shall be compiled by the planning unit and
presented to the strategic plan implementation committee and onward submission to management.

ANNEX 1: RESULTS FRAMEWORK OUTPUT LEVEL INDICATORS.
Objective / Strategic Performance Indicators. Baseline Target Means of Assumptions Responsibility

Intervention/Output. 2018/19. 20/21 21/22 22/23 23/24 24/25 Verification. centre.
PRIORITY AREA 1: SKILLS ASSESSMENT AND CERTIFICATION.
Strategic objective 1: To enhance assessment of demand driven TVET skills for a competent and ethical workforce.
Strategic Intervention 1: Demand driven TVET Skills Assessment streamlined.
1.1.1 Develop and implement No of modules aligned • Standards Retooled DES, EM
assessment standards and with assessment 197 160 160 160 160 160 developed. assessors in CBA
tools standards. • Report. are in place,
Revised accreditation • Accreditation tool. Support from DES, EM

1 1 world of work.
tools in place • Report.
1.1.2 Design and implement Tripartite assessment • Tripartite • Government DES, EM
the Tripartite assessment guidelines in place. 1 1 Assessment Policies are fully
approach. guideline. implemented.
Number of modules • Modules assessed • World of work
under the tripartite under support.
0 45 45 45 45 20 • Institutions
assessment approach Tripartite.
• Report. present all
candidates for
Percentage candidates • Examinations assessment.
registered and assessed. and assessment
Results released.
• Academic
88% 100% 100% 100% 100% 100% transcripts and
certificates issued
to candidates.
• Examination
reports.
31
32
1.1.3 Maintain professionalism in Entry criteria for Approved Functional DES, EM/
assessment and examinations. contracted professionals reviewed entry regulations and DESHRFA
to assessment criteria. standards.
1 0 1 1 1 1
programmes and
activities reviewed and Commitment by
updated. the professionals.
Credible contracted Professional in
professionals hired. preparations, Resource to
administration hire adequate
professionals.
100% 100% 100% 100% 100% 100% and marking of

examinations
and practical
assessments.
Competent contracted Trained professionals
professionals developed. in preparations,
administration
100% 100% 100% 100% 100% 100% and marking of
examinations
and practical
assessments.
Continued professional Approved DES, EM/
development framework continuous DESHRFA
1 1 1 1 1 1
reviewed. development
programme.
Evaluation process Reports on
for modules/subject evaluation
matter specialists and processes.
1 1 1 1 1 1
professionals assisting in
test item reviewed and
moderation.
1.1.4 Review guidelines on the Reviewed guidelines for Reviewed Support from SN DES, EM
assessment of persons with persons with disability 1 1 guidelines. groups and SSC.
special needs. (SN).
1.1.5 Disseminate reviewed Percentage reduction in Reports on Stakeholders are DES, EM
examinations regulations. the cases of examination 0.3% 0.25% 0.2% 0.15% 0.1% 0.1% malpractice. receptive.
malpractices.

1.1.6 Incorporate TVET Number of institutions Report on Support from DES, EM
institutions into agricultural incorporated into the assessments. Agriculture
4 6 3 2
extension system. agricultural extension sector and
system. community.
1.1.7 Conduct a needs Programmes Funds available DES, EM
% of Programmes
assessment in TVET sector and 10% 20% 35% 55% 75% 80% Modularised. Competent
modularized.
modularize curricula. facilitator.
Strategic Intervention 2: Strengthen ICT orientation in TVET assessment processes.
1.2.1 Review ICT Policy Reviewed and approved • ICT policy. ICT Function ICT

ICT Policy. 0 1 • Report in place and
enhanced.
1.2.2 Enhance ICT in An integrated system Integrated system. Availability DES, EM
assessment processes. of UBTEB and UNEB in 0 1 of ICTs in
place. institutions.
Number of modules modules developed DES, EM
0 20 35 50 65 80
assessed. and assessed
1.2.3 Catalogue, Geo-reference, Number of centres Profile of the Relevant data DES, EM
0 130 130 130 130 130
and map all exam centres and mapped. mapped centres. and information
exam storage Police stations. Geo-referencing Geo-reference availability, DES, EM
application developed. application report. permanent
0 1 location of exam
centres and
police stations.
1.2.4 Establish and An e-library in place. e-library in use. ICTs function and DES, EM
operationalize an E-library. 0 1 equipment in
place.
Strategic Intervention 3: Enhance the capacity of assessors and other exam managers/professionals
1.3.1 Retool assessors, % of assessors and Profile of: Assessors; Updated Data DES, EM
examination managers/ verifiers retooled. 30% 65% 75% 80% 80% 80% verifiers and on assessors
professionals and verifiers managers. available.
1.3.2 Certify assessors Number of assessors Assessors are DES, EM
238 100 240 240 240 180
certified retooled.
33
34
Strategic Intervention 4: Support research and quality assurance to inform best practices in assessment.
1.4.1 Conduct research on the Number of research Reports. Build Knowledge DES, EM
examination processes and studies conducted per 2 2 2 2 2 2 and Facilitate
disseminate findings annum. Learning,
Number of research • Recommendations Increase UBTEB DES, EM
findings and for action. and stakeholders
recommendations 15 24 30 32 34 36 • Aide-mémoire on Awareness.
disseminated and the agreed action.
adopted per annum.
Number of tracer studies Reports with DES, EM

0 1 1
conducted. recommendation.
1.4.2 Review the research A revised and approved Research agenda/ DES, EM
agenda/policy. research agenda in 1 1 policy.
place.
Strategic intervention 5: Integrate recognition of prior learning (RPL) in assessment.
1.5.1 Develop and implement An RPL framework and 0 1 • RPL framework Supporting DES, EM
the RPL framework and standards in place. • RPL standards. Policies
standards frameworks in
place.
1.5.2 Sensitize stakeholders on Number of stakeholder’s 0 1 1 1 1 1 • Workshop reports. RPL Standards in DES, EM
RPL workshops on RPL • Aide-mémoire on place
conducted annually. the greed action.
Strategic objective 2: To enhance competitiveness of TVET graduates in the local, regional and international labour markets.
Strategic Intervention 1: Increase TVET programmes locally and internationally accredited.
2.1.1 Review TVET qualifications Revised equating 1 1 Report on TVET Supporting DES, EM
equating guidelines. guidelines in place. qualifications. Policies
frameworks in
place.
2.1.2 Develop a database for A TVET qualifications 0 1 Report on TVET Foreign VQFs DES, EM
foreign TVET qualifications. database in place. qualifications information
equating available
2.1.3 Achieve international An ISO 21001:2018 0 1 ISO 21001:2018 Assessment ES
certification. Accreditation certificate certification. systems and
in place. Funds available.
2.1.4 Fast-Track international Accreditation certificate 1 1 Accreditation ES

accreditation of oil and gas. in place. certificate.
Strategic Intervention 2: Promote entrepreneurship in TVET
2.2.1 Develop and implement a Rewards framework in Rewards framework. Gov’t incentives ES
0 1
rewards framework. place. for entrepreneur-
2.2.2 Implement projects Number of Entrepreneurship ship, and public ES
promoting entrepreneurship in projects promoting 0 1 1 1 1 1 reports in agriculture perception.
areas of agriculture. entrepreneurship. areas.
2.2.3 Integrate value addition No of Real life projects 4 10 13 15 • Assessment DES, EM
and marketing for agricultural in TVET institutions in reports.
products in TVET assessment. support of Agricultural • Real-life

value addition and projects
marketing. • Student’s
reports.
Integration of 0 1 1 1 1 1 • Assessment
environment across the reports.
TVET assessments • Real-life
projects
• Student’s reports.
PRIORITY AREA 2: COLLABORATIONS AND PARTNERSHIPS
Strategic objective 3: Promote linkages and partnerships with stakeholders for achievement of the Board’s mandate.
Strategic Intervention 1: Enhance the role of practitioners in assessment
3.1.1 Form and operationalise Number of MoUs signed • MoUs signed. Low bureaucracy DES
TVET assessment working with industry/world of 5 5 5 10 5 5 • Assessment of industry
groups. work. reports. players.
Proportion of sectors with Work groups reports. DES
functional assessment 0 15% 15% 30% 15% 15%
working groups.
Strategic Intervention 2: Retain existing partners and establish new ones.
3.2.1 Implement MoUs with No of stakeholder Reports. Harmonious ES
existing partners. engagement meetings corporate
0 1 1 1 1 1
held with existing governance
partners and feedbacks.
3.2.2 Sign and operationalise No, of MoUs signed with Signed MoUs. ES
5 5 5 10 5 5
MoUs with new partners. new partners.
35
36
No of progress reports on Progress reports on ES
the MoUs implemented the MoUs.
0 1 1 1 1 1
(1 per annum for each
MoU signed).
PRIORITY AREA 3: ORGANIZATIONAL CAPACITY ENHANCEMENT.
Strategic Objective 4: Strengthen organizational capacity for efficient and effective service delivery.
Strategic Intervention 1: Strengthen organization financial sustainability.
4.1.1 Develop and An approved Resource Resource Effective DES-FHRA
operationalize a resource mobilisation strategy in 0 1 mobilisation reports. resource

mobilization strategy. place. mobilisation
Percentage increase in committee.
1% 2% 2% 2% 2% 2%
the resource envelope.
4.1.2 Review Investment plan. An approved Investment Investment Plan. POPBI
1 1
Plan in place.
4.1.3 Provide financial and No. of reports prepared, Performance reports. Timely Principal
management reports. submitted and approved accountability Accountant.
(2 Quarterly performance by user
reports and 2 biannual departments.
4 4 4 4 4 4
Financial performance
reports by 15th day of the
month following end of
the quarter).
4.1.4 Review and operationalize Approved revised fees Fees structure. Stakeholder ES
1 1
a Fees Structure. structure. Improved fees. support
Strategic Intervention 2: Strengthen Human resource capacity.
4.2.1 Attract and retain Staff recruitment plan. 1 1 1 1 1 1 Recruitment plan. Good Corporate DES-FHRA /
competent Human resource. Staff development plan. • Staff development governance and MHRAO
0 1 1 1 1 1 progress change.
plan. Report.
4.2.2 Develop and implement Reward and recognition Recognition scheme Effective reward DES- FHRA/
a reward and recognition scheme in place, report. system and MHRA
scheme. counselling services and 0 1 1 1 1 1 Counselling reports. Funds available.
motivational support for
a category of staff.

4.2.3 Review the HR Manual Reviewed HR manual HR manual and Competent facili- DES- FHRA/
and Functional Structure, HIV/ and functional structure, functional structure, tator, Counsellors MHRA
AIDS policy Reviewed HIV/AIDS 2 2 HIV/AIDS policy hired. HIV/AIDS
policy Reports. motivating facili-
ties availed.
4.2.4 Conduct staff No of staff performance Staff performance Staff DES- FHRA/
1 1 1 1 1 1
performance evaluation. evaluation reports. evaluation reports. commitment. MHRA
Strategic Intervention 3: Strengthen governance processes.
4.3.1 Enhance capacity of the No. of corporate Capacity of the Board ES

Board members. governance trainings 1 1 1 Board. attendance is
conducted. regular
4.3.2 Review and operationalise Approved Board minutes. • Board Charter Good Board ES/PPA
the Board Charter. 1 1 1 1 1 implementation. supervision
Report.
4.3.3 Develop and Developed Internal Audit Good audit Internal Audit
0 1
operationalise the Internal Charter. committee
Audit Charter. No of reports on the • Internal Audit supervision. Internal Audit
implementation of the 1 4 4 4 4 4 Charter. Report.
charter (Quarterly).
4.3.4 Implement the risk No. of risk evaluation Risk evaluation ES/Internal
management framework. reports prepared and 0 1 1 1 1 1 reports. Auditor
presented.
4.3.5 Review of the Strategic No. of Strategic Plan Strategic Plan Mandate DES-FHRA/
Plan (2020/21-2024/25). reviews conducted (Mid 1 1 reviews. streamlined. POPB
and end term).
No. of Ministerial Policy Ministerial Policy VOTE function DES-FHRA/
Statement (MPS) and Statement (MPS) and operationalized. POPB
1 1 1 1 1 1
Budget Framework Budget Framework
papers (BFP). papers (BFP).
4.3.6 Implement the M&E plan. No of M&E reports. M&E reports. Activity reports DES-FHRA
1 1 1 1 1 1
availed.
4.3.7 Compliance with PPDA. % of procurement & Quarterly reports to Functional DES-FHRA/
disposal processes PPDA. PDU in place. PDU
that comply with PPDA Procurement plans. Contracts
1100% 100% 100% 100% 100% 100%
regulations. committee.
37
Users request for
services.
38
Strategic Intervention 4 : Strengthen Corporate Visibility.
4.4.1 Review the Revised Communication 1 1 Communication Staff support and SCPRO
Communication Policy and strategy strategy report. receptiveness
Strategy
4.4.2 Develop and Client Service Charter Client Service Client SCPRO
0 1
operationalize the Client approved Charter. consultation
Service Charter No. of evaluations of the Evaluation report. done
0 1 1
Client Service Charter
4.4.3 Develop and Corporate Social • CSR Strategy. Funds available SCPRO/PPA
operationalize a CSR Strategy. Responsibility Strategy in 0 1 Reports.
place and approved
No. of CSR activity CSR report.
1 2 2 2 2 2
reports
Sensitisation of public Report
on gender and equity
1 1 1 1 1 1
issues in TVET based
assessments.
Strategic Intervention 5: Strengthen infrastructure development.
4.5.1 Construct Assessment % budget allocated • Assessment Plans approved DES-FHRA/
centre. to infrastructure centre. by the KCCA, PDU
0 0% 6% 9% 9% 4%
development. • Completion Funds available,
certificates, reports
4.5.2 retooling of UBTEB % budget allocate to • Assorted materials procurements DES-FHRA/
(Embossa, Gunny bags, computers, machinery procured. processes PDU
3% 3% 8% 7% 8% 11%
polythene envelopes for and equipment, furniture • Project reports. concluded and
Examination question papers.) and fittings. • Project contract. Funds available

ANNEX 2: RISK MATRIX.
S/N Identified risk. Risk category. Risk analysis

(Effects of uncertainty on (Political, economic, Causes Likelihood Impact Risk rating. Mitigation measures.
objectives) social, technological, (Likely, (Severe/ (Major/
Operational, Remote) Moderate) Minor)
compliance, change
management.
A DIRECTORATE OF EXAMINATIONS MANAGEMENT
1 Leakage of exams and other- Operational. • Loss of integrity. Remote Severe Major • Confinement of staff involved.
related materials. • Malice. • Increased security around
• Unconditional access to exams.

exam storage. • Limit IT related gargets around
• Greed for money. exams.
• Improved Remuneration of
examiners.
2 Delays to develop modular Operational • Limited funds. Likely Severe Major Expedite development
CBET curricula for all the • Limited information from processes engage SSC,
fields. the stakeholders. stakeholders.
3 Competition by other Legal • Limited information on Likely Severe Major Acquire international certification
assessment/qualification international assessment and accreditation.
bodies like City & Guilds. standards.
• Limited financial
resources.
4 Limitations in changing Financial • Political influences Likely Severe Major • Engagement with the policy
examination fees due to the • Limited. Understanding makers.
legal/policy requirements of requirements of TVET • Soliciting for Financial
which require extremely high by higher authorities. donations and grants.
levels of approval (MoFPED,
MoES/ Ministers).
5 Loss of information, data Operational Limited data backup and Likely Severe Major • Modern ICT infrastructure,
and access by unauthorized security. • Target hardening (Install
persons; Cybercrimes, Loss high-tech Security system,
of exam results/marks for cloud back-up).
candidates. • Develop operating
procedures for exams results
processing.
• Tight security around EMIS.
39
40
compliance, change
management.
6 Failure to retool assessors to Financial. • Insufficient funds. Likely Severe Major • Lobby for funding and
a reasonable number which is • Limited collaboration BTVET/MoES support.
critical for reforms in TVET. between institution and
world of work
7 Fraud and Forgery of UBTEB Technological. Advancing technology Remote Severe Major • Increase security features
certificates. in Certificates; transcripts,
sensitize staff.
8 Poor quality and inaccurate Operational. • Insufficient informative. Remote Moderate Minor • Thorough data review and
data collected during • Biasness of the research. validation.
Research, baseline surveys • Research outcomes have • Quality control officer is
and reviews. no impact for planning for needed to check for quality.
Board. • Need to adopt action
research to solve problems
in assessment.
9 The possibility that the Judicial risk • Failure to provide for the Remote Severe Major • Stakeholder engagement.
Board is challenged in court conduct of examinations • Engage Legal advisor in
on matters of examination and assessment timely manner to mitigate
malpractice and mandate. regulations. the occurrence of litigation.
• Failure to engage the legal
advisor in timely manner
on possibilities of court
issues.
B OFFICE OF THE EXECUTIVE SECRETARY.
10 Potential change in the BTVET Political/Legal. • Implementation of the Remote Severe Major Engagement, lobbying the
legal framework. TVET reforms. policy makers and legislators.
11 The possibility of adverse Strategic/political. Failure to propose relevant Remote Severe Major Engagement with the Minister
effect on review of the BTVET legal amendments in time. by the Board and legislature.
Act 2008.
12 Stigmatisation attached to Strategic. • The mentality the TVET is Remote Severe Major • Constant regional briefings
TVET in Uganda. for academic failures. and engagements.
• Adverts and newspaper
articles on the TVET.

compliance, change
management.
13 Delays in the development of Strategic/political. • Limited funding. Remote Severe Major Engage MoES to expedite the
the TVQF. • Mandate is vested under process.
TVET.
14 President’s directive to Change management. • Duplication of roles. Remote Severe Major • Engage with policy makers.
merge/scale down various • High rates of corruption. • Derive operations from your
agencies and parastatal. mandate and produce results.

15 Board Meeting cancellations Governance. • Inadequate resources. Remote Moderate Major • Put in place teleconferencing
due failure to obtain quorum • Disruption caused by facilities to facilitate members
at Board and Committee COVID-19 pandemic. unable to reach the meeting
meetings. • Untimely communication venues.
of the Board meeting • Obtain attendance
schedules to members. confirmations before the
• Delays in issuing meeting date.
documents for • Work with Board to ensure
discussions to Board successful transitions.
members.
16 Inefficiencies in public Operational • Inadequacy in the Likely Moderate Major • Review communication
relations and communicating communication strategy. strategy to take care of the
Boards policies. • Low adaptation to new environmental changes.
technological changes. • Recruit communications officer
• Inadequate staff in to support the function.
communications office. • Training.
• Local Languages barrier. • Translation and use of
interpreters.
C DIRECTORATE OF FINANCE HR AND ADMINISTARTION.
17 Un-harmonized organizational Operational • Nonexistence of s Remote Moderate Minor Develop and harmonized
policies to the national harmonized policies to national policies, Health and
policies, Health and safety, national policies, Health safety, and gender policy with
and gender policy. and safety, and gender UBTEB policies.
policy.
• Lack of collaboration
with stakeholders and
implementers of Health
and safety, and gender
41
policy.
42
compliance, change
management.
18 Staff resistance to change Compliance • Lack of exposure by the Remote Moderate Major • Inclusion of staff in strategy
and align their actions and staff other organizations. rollout,
behaviors to the Board • Fear of exposure of their • Implementation, monitoring,
strategic direction and weakness (defense evaluation and reviews;
institutional shifts. mechanism). • Mapping of existing staff
• Selfish interests. competences and skills gaps;
• Trainings and exposure visits

to enhance staff capacity to
implement the strategy.
19 Failure to identify Operational • ICT support not being Likely Severe Major • Creation and implementation
opportunities for utilizing ICT able to fully comprehend of an ICT business plan.
effectively. the Board’s business • Enhance ICT with clear roles
operations. for the:
• Roles and responsibilities • ICT-programmer.
are overlapping. • Systems Administrator.
• Hackers due selfish • Development of Data banks
interests. (cloud) and software for
• Inadequacy in Forensic EIMS servers.
analytical skills. • Acquire forensic analytical
skills.
20 Non-implementation of the Financial/ • Reduction in resource Likely Moderate Major • Identify budget neutral
agreed strategic interventions Compliance. envelop due to; interventions and actions.
and Actions. • COVID-19 disruptions. • Minimize overlaps and
• Lack of M&E staff duplication in activity
directly responsible for implementation.
monitoring performance • ICT be integrated in
of the strategic plan assessment to reduce on
implementation. costs associated with man/
• Prioritization of routine hour and material related.
examination activities and • Recruit M&E staff directly
leaving out other critical responsible for monitoring the
actions. strategic plan implementation.

compliance, change
management.
21 Inadequate funding due Financial. • Lack of VOTE. Remote Severe Major • Identify alternative funding
to budget cuts towards • Marginalization by the sources.
skills development sector Sector. • Engage MoES and MoFPED on
and reliance largely on • Lobbying technicalities. budget increment.
government funding. • Financial proposal to • Engage development
development partners. partners.
• Improve winning funding

proposal writing.
22 The chance that planning is Economic. • Ignorant of all data that Remote Severe Major • Regular periodical review of
based on wrong assumptions. guiding formulation of assumptions.
assumptions. • Develop a business plan
• Sudden or unknown for sustainability under
emerging changes in the the COVID-19 operating
operating environment for environment.
example COVID-19 SOPs
and guidelines.
23 Delays and failure in Financial. Enforcement of Remote Severe Major • Disciplinary action,
accounting for floats/ accountability policies in • Continuous reminders to
Funds advanced to staff for the Board. staff with unaccounted for
implementation of Board advances,
activities. • Not advancing to staff who
have not accounted.
24 The possibility that Financial Financial/Compliance • Inadequacy utilize of the • Ensure accountabilities are
performance reports and and Operational. available Accounting returned on time.
statements are not prepared. system in place. • Training on the use of the
• Inadequate information system.
to prepare the financial • Obtain required competences.
reports.
25 Loss of funds through fraud Financial. Enforcement of resource Remote Severe Major • Quarterly Reporting to
and corruption caused by utilisation policies and Board through the Finance
breakdown in the control adherence to laws. Committee, Quarterly Internal
environment of the Board. Audits as required
43
44
compliance, change
management.
26 Staff turnover and Gaps in the Operational. Appropriate staff Motivation Remote Moderate Minor • Introduction staff retention
recruitment process, Work-life policy and Human resource strategy;
balance issues. capacity development plan. • Conduct job evaluations.
Conduct periodic salary
survey.
• Outsource HR recruitment
process.
• Introduce a work-life balance
policy.
27 Possibility of UBTEB failing Enforcement of Remote Moderate Major • Performance improvement
to effectively hold staff accountability policies in plans.
accountable in respect to their the Board. • Performance agreements.
performance. • Appraisals of staff
28 Failure to follow labour laws Operational. No reviews of policy Remote Moderate Major • Carry out thorough
and internal policies and documents by the Governing investigations and seek
procedures when taking Board and management. legal advice before any staff
disciplinary action against dismissals.
staff. • A disciplinary team and HR
review each case to ensure
all policies and procedures
are followed before taking
action on staff.
• Have lawyers on retainer with
specific expertise in that area
of law.

compliance, change
management.
29 Possibility for the Board to Operational. • Un-reviewed job Remote Moderate Minor • Training/preparing recruitment
recruit unsuitable persons descriptions. panels.
that are unable to support • Lack of appropriate staff • Review job description to fit
the execution of the Boards needs assessment. the needs.
Mandate and this strategy. • Selecting applicants on • Conduct staff needs
basis of a wrong criteria assessment in consultation
(for instance, an improper with the relevant departments.

job analysis document). • Independent background
• Inappropriate background checks on academic and
checks. qualification credentials, and
former employers.
30 Road Accidents during Operational Insurance of staff and Remote Moderate Major • Insurance policy, trainings,
delivery and collection of vehicles. Briefing of drivers.
examination materials from
the field, among others.
31 Asset loss due to theft, Security/Operational • Lack of fire alerts and Remote Severe Major • Target hardening (CCTVs,
negligence, and Fire out alarms Cloud back-up.
breaks. • Lack of a safety policy and • Locks under key.
facilities. • Vehicles track system
insurance.
• Install fire extinguishers.
32 Limited office space may Operational • Too much usage of paper. Remote Severe Minor Acquire more office space, build
result into limited storage own office.
facilities.
45
ANNEX 3: UBTEB ORGANOGRAM.

EXAMINATIONS BOARD

Plot 7, Valley Drive, Ntinda I P.O Box 1499, Kampala - Uganda
E-mail: info@ubteb.go.ug I esubteb@gmail.com
Tel: +256 414 289786 I +256 414289787 I +256 392 002 468

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UGANDA BUSINESS AND TECHNICAL

“Setting Pace for Quality Assessment”

“Setting Pace for Quality Assessment” i

ii “Setting Pace for Quality Assessment”

• Skills assessment and certification.

• Collaboration and partnerships.

• Organizational capacity strengthening

Dr. Eng Silver Mugisha.

“Setting Pace for Quality Assessment” iii

Statement of the Executive Secretary.

Onesmus Oyesigye (CPA)

iv “Setting Pace for Quality Assessment”

1 Dr. Eng. Silver Mugisha. FoUE

2 Assoc Prof. Umar Kakumba. Public Universities

3 Dr. Moses Twesigye-omwe. PTIs

4 Prof. Maud Kamatenesi Mugisha. Private Universities

5 Mr. Richard Enyomu. PSC

6 Mr. David Mubiru Luyima. MoES

7 Eng. Disan Ssozi. MoWE

8 Mr. Simon Amuku. MoLHUD

9 Mr. Francis Bongonyinge. UNEB

10 Mrs. Grace Baguma. NCDC

11 Mr. Suudi Kizito. MoTTI

12 Mr. Michael Ocero. MoICT

13 Mr. Honey Malinga. MoEMD

14 Mr. Michael Okumu. DIT

15 Yet to be filled. MoAAIF

“Setting Pace for Quality Assessment” v

AEAA Association for Educational Assessment in Africa

BTVET Business, Technical, Vocational Education and Training

CBET Competence Based Education and Training

DES Directorate of Education Standards

DIT Director of Industrial Training

ESSP Education Sector Strategic Plan

IAEA International Association for Educational Assessment

ICT Information and Communication Technology

IVETA International Vocational Education and Training Association

MoES Ministry of Education and Sports

NCDC National Curriculum Development Centre

NCHE National Council for Higher Education

TVET Technical and Vocational Education and Training

UBTEB Uganda Business and Technical Examinations Board

UGAPRIVI Uganda Association of Private Institutions

UNEB Uganda National Examinations Board

NVQF National Vocational Qualifications Framework

vi “Setting Pace for Quality Assessment”

3. Organisational Capacity Enhancement: Strategic Objective (4): To strengthen organisational

“Setting Pace for Quality Assessment” vii

Projected funds allocation component.

viii “Setting Pace for Quality Assessment”

“Setting Pace for Quality Assessment” 1

1.2.1 Vision 2040.

1.2.2 National Development Plan III: 2020/21-2024/25.

1.2.3 Ministry of Education and Sports Strategic Plan: 2020/21-2024/25.

1.2.4 BTVET Act, 2008.

2 “Setting Pace for Quality Assessment”

1.2.5 TVET policy, standards and guidelines, 2020.

1.3 Governance and organization structure.

UBTEB is currently governed by a Board of 15 members and 7 co-opted members, headed by a

1.4 Purpose of the plan

1.5 Process of developing the Strategic Planning.

• Three (3) planning retreats with UBTEB senior management.

“Setting Pace for Quality Assessment” 3