Abstract:
This paper sought to explore the integration of VE in the secondary school curriculum as a means of transforming communities in Uganda by determining the vocational subjects taught at the secondary education level; to establish factors that influence students‟ choice of vocational subjects; and to highlight the challenges to the integration of vocational and academic subjects. A cross sectional survey research design guided the collection of both quantitative and qualitative data from teachers, students and parents and data was analysed using descriptive statistics and content analysis. It was established that out of the ten approved vocation subjects, only five are commonly offered. Secondly, students selected subjects basing on expediency other than on the vocational utility of the subjects. Lastly, poor attitudes of parents and students towards VE and limited resources are the key challenges to effective integration of academic and vocational subjects. The paper concludes that integration of vocational and academic subjects is not likely to transform communities. In this regard, the relevant authorities should re-examine the set strategies and use appropriate tools at their disposal to ensure that the integration yields the intended results
