Masaka Vocational Training Institute (MVTI) is a leading BTVET institution that prepares learners for employment, self-employment, and independent living. Our accredited programmes (DIT & UVTAB) focus on hands-on training in real work environments, ensuring learners gain practical, market-relevant skills.

Through strong industry linkages, mentorship, and an emphasis on discipline and values, MVTI equips learners not just with certificates—but with competence, confidence, and career readiness.

Masaka Vocational Training Institute (MVTI) was established in direct response to Uganda’s Technical and Vocational Education and Training (TVET) Policy (2019) and the Competence-Based Curriculum under UNEB.

Masaka Vocational Training Institute (MVTI) was conceived and established in direct response to national education and labour market reforms in Uganda, particularly the Technical and Vocational Education and Training (TVET) Policy (2019) and the introduction of the Competence-Based Curriculum (CBC) assessed by the Uganda National Examinations Board (UNEB).

For many years, Uganda’s education system placed heavy emphasis on academic theory, memorisation, and examination performance, often leaving young people without the practical skills required to earn a living. As a result, many school leavers—especially those who did not progress to university—found themselves unemployed, underemployed, or unable to translate schooling into real economic opportunity.

The Government of Uganda, through the TVET Policy, recognises that technical and vocational skills are essential for self-reliance, productivity, and inclusive economic growth. The policy calls for:

• practical, workplace-oriented training,
• strong linkages between training institutions and industry,
• increased participation of private institutions through Public–Private Partnerships, and
• expanded access to skills training for vulnerable groups, including persons with disabilities and out-of-school youth.

At the same time, Uganda introduced the Competence-Based Curriculum, which fundamentally changed how learners are taught and assessed. Under the new UNEB grading system, learners are evaluated not only on examinations but also on continuous assessment and project work, focusing on what a learner can do in real-life situations, rather than what they can memorise.

MVTI was therefore established to provide a natural next step for learners completing school under this new system — a place where competence, practical ability, and employability are central.

Masaka Vocational Training Institute (MVTI) was established in direct response to Uganda’s Technical and Vocational Education and Training (TVET) Policy (2019) and the Competence-Based Curriculum under UNEB.

Masaka Vocational Training Institute (MVTI) was conceived and established in direct response to national education and labour market reforms in Uganda, particularly the Technical and Vocational Education and Training (TVET) Policy (2019) and the introduction of the Competence-Based Curriculum (CBC) assessed by the Uganda National Examinations Board (UNEB).

For many years, Uganda’s education system placed heavy emphasis on academic theory, memorisation, and examination performance, often leaving young people without the practical skills required to earn a living. As a result, many school leavers—especially those who did not progress to university—found themselves unemployed, underemployed, or unable to translate schooling into real economic opportunity.

The Government of Uganda, through the TVET Policy, recognises that technical and vocational skills are essential for self-reliance, productivity, and inclusive economic growth. The policy calls for:

• practical, workplace-oriented training,
• strong linkages between training institutions and industry,
• increased participation of private institutions through Public–Private Partnerships, and
• expanded access to skills training for vulnerable groups, including persons with disabilities and out-of-school youth.

At the same time, Uganda introduced the Competence-Based Curriculum, which fundamentally changed how learners are taught and assessed. Under the new UNEB grading system, learners are evaluated not only on examinations but also on continuous assessment and project work, focusing on what a learner can do in real-life situations, rather than what they can memorise.

MVTI was therefore established to provide a natural next step for learners completing school under this new system — a place where competence, practical ability, and employability are central.