Amidst the global pressure on education systems to harness youth employability and transition to the world of work, there is increased interest in vocational placements. It is evident that Uganda's tertiary education sector, like others in similar context, is struggling to optimise vocational placements for better students’ learning and labour market outcomes. This article explores the “educative” potential of vocational placements offered as a component of study programmes by a public tertiary agricultural training institution in Uganda. It draws on data generated from a qualitative case study that engaged 70 stakeholders namely students, graduates, lecturers, administrators and workplace supervisors. Undertaken between 2016 and 2019, the study reveals the complexities and prospects associated with the design and delivery of vocational placements in stressed education and labour market contexts. From a social constructivist perspective, we make contextual pedagogical propositions for unleashing the educative power of vocational placements in Uganda and similar contexts.

中文翻译：

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回收职业教育的力量：乌干达农业教育实践的经验

在全球范围内对教育系统施加压力，以利用青年的就业能力和向工作世界的过渡中，对职业的兴趣日益浓厚。显然，乌干达的高等教育部门，与其他类似情况的机构一样，也在努力优化职业布局，以改善学生的学习和劳动力市场成果。本文探讨了乌干达一家公共第三级农业培训机构作为学习计划的组成部分提供的职业安置的“教育”潜力。它利用了定性案例研究生成的数据，该案例研究吸引了70个利益相关者，即学生，毕业生，讲师，管理人员和工作场所主管。于2016年至2019年进行，该研究揭示了在紧张的教育和劳动力市场环境下，与职业安置的设计和交付相关的复杂性和前景。从社会建构主义的角度来看，我们提出了上下文教学命题，以释放乌干达和类似情况下职业安置的教育能力。