THE FACTORS CONTRIBUTING TO UNEMPLOYMENT AMONG THE YOUTH

IN ACHOLI QUARTERS KAMPALA DISTRICT.

BY

PANDRO

A RESEARCH PROPOSAL SUBMITED TO THE DEPARTMENT OF

……………………….AS A REQUIREMENT FOR THE PARTIAL FULFIMMNET
OF THE REQUIREMENT FOR THE AWARD OF A BACHELORS DEGREE OF
………………. OF BUSITEMA UNIVERSITY

OCTOBER 2021
 CHAPTER ONE

1.1 Background of the study.

Unemployment is the situation of actively looking for employment but not being currently
employed. The unemployment rate is a measure of prevalence of unemployment and it is
calculated as a percentage by dividing the number of unemployed individuals by all
individuals currently in the labor force (Wikipedia). The United Nations has defined the term
“youth” as a person between the ages of 15-24 years; however, the definition of youth varies
from country to country based on customs, traditions, behaviours, and location (Msigwa &
Kipesha, 2013).

The unemployment rate in Malaysia until October 2019 was 3.2% with a total of 512,100
unemployed people (3.2%) (DOSM, 2019c). Meanwhile, the unemployment rate in Malaysia
in 2018 is 514,200 people (3.3%). This figure shows a decrease of (0.1%) unemployment rate
in 2019 compared to 2018. From that amount, youths aged between 20 to 24 represent 11.9%
and between 25 to 29 years old by 4.5% (MoF, 2019). Recent statistics show various factors
contributing to unemployment among youth in Malaysia. According to the Ministry of
Finance (2019), unemployment among youth is due to i) lack of work experience, ii) lack of
skills, iii) insufficient education levels, and iii) skills incompatibility to compete in the labor
market. Instead, employers place communication as the most important skill in the hiring
process followed by work experience, interpersonal skills as well as passion and
commitment. The factors of youth unemployment are not new but have become major issues
that need to be looked at.

Jordan is no exception in the unemployment situation, the situation there is particularly

worrying against the background that youths represent a large population. By 2020, the youth
unemployment became a pressing issue in Jordan, where the unemployment rate reached
(19%) during 2019, according to a report released by the Department of statistics (DOS). The
situation for youths is even more challenging, as Jordan has almost two-thirds of the
population younger than (30) years and thirty-two percent of youth aged (15-30) are
unemployed every year, more than (100,000) young people in Jordan start looking for work.
However, by 2021 end, the figure is expected to rise sharply as the country has been under
total lockdown since March 2020, after just a few COVID-19 cases appeared around the
country in March 2020 (Alawad, et al, 2020).
Among many African countries like Ethiopia, unemployment in general, and youth
unemployment in particular, is still a daunting socioeconomic challenge for the country. The
incidence of youth unemployment is higher than any other group of the population in urban
areas, which is confirmed by various studies and official reports. According to the national
survey, the youth unemployment rate for the country stood at 25.3% in 2018, which is higher
than the national average of total unemployment. This means that about 26 persons are
unemployed out of 100 economically active youth persons (Central Statistical Agency, 2018).
Moreover, lack of jobs in the formal sector frequently leads some youths to engage in the
informal sector, which is characterized by low productivity and earnings (Berhe, 2021).

A study by Mgaiwa, (2021) examined the factors determining youth unemployment in

Tanzania using (MLM) and revealed that the unemployment rate was 9.7% in 2018 and 61%
of these were graduates who failed to find a Job. The study's findings show that gender,
geographical location, education, skills, psychological factors. Covid-19 situation and marital
status are all significant factors in explaining the causes of youth unemployment in Tanzania.

In Rwanda, Ndagijimana et al., (2018) shed light on the determinants of youth employment
status using the multinomial logit model, after analysis of the data used, the study suggested
that youth employment in Rwanda is influenced by gender, age, education, and geographical
location and based on its findings it provided policy recommendations to promote youth
employment.

In Uganda, the unemployment rate for the youth aged 18–30 that stood at 4.5% in 2013 and
4.9% in 2015 has since more than doubled to 13.3% in 2016/17 compared to the decline in
the national unemployment rate to 9.2% in 2016/17 from 11.1% in 2012/13 (Uganda Bureau
of Statistics (UBOS), 2017). The report stresses that almost one-half of the youths (48%)
were undereducated for the jobs in the market. But since then, this rate of employment has
increased drastically driven by effects of covid-19 where many workers have been cut off
from their Jobs plus negative attitudes towards attending to work has driven some off their
Jobs more so in crowded places (Egessa, et al., 2021).
1.2 Statement of the problem

Despite the increasing efforts by the government of Uganda to reduce the levels of
unemployment in the country, the situation has been getting worse with time for example
Youth unemployment in Uganda increased from 12.7% in 2012/13 to 13.3 in 2016/17 which
continued to 13.3 in 2019/2020, despite a decline in the overall national unemployment rate
from 11.1% to 9.2%. Available data shows that the situation is even worse for the youth in
slummy areas such as Kisenyi, Banda, Makindye and Bwaise recorded at 90% (Nakirijja, et
al, 2020).

Among the factors that have been highlighted by some studies to contribute to this
unemployment are the low education levels of the youth in slummy areas, lack of connections
to the Job market, negative attitudes towards work while others mention laziness among some
youth yet all these factors are unconfirmed. In light of the above, it is noteworthy that a
persistently increasing youth unemployment status can have adverse repercussions, and is an
interplay of diversified factors many of which have not been ascertained in Uganda, whereas
their knowledge is admittedly critical for efficient youth employability. This study will
therefore examine the factors contributing to unemployment among the youth in Acholi
quarters Kampala district.

1.3 Research questions

1. How does laziness contribute to unemployment among the youth in Acholi Quarters?
2. How does attitude towards work among the youth lead to unemployment in Acholi
Quarters?
3. How does education levels contribute to unemployment among the youth in Acholi
quarters?

1.4 General objectives

The general objective of the study is to find out the factors contributing to unemployment
among the youth in Acholi quarters Kampala district.

1.5 Specific objectives.

1. To find out how laziness contributes to unemployment among the youth in Acholi
quarters in Kampala district.
 2. To find out how attitude towards work lead to unemployment among the youth in
Acholi quarters in Kampala district.
3. To find out how education levels contribute to unemployment among the youth in
Acholi quarters in Kampala district.

1.6 Scope of the study

Acholi quarters is located in Banda one of the parishes of Nakawa division. The Banda
Acholi Quarters just outside of the capital city of Kampala in southern Uganda has been a site
of refuge for many of the displaced Acholis. They are squatters on this public ground, with an
estimated 50,000 people living on 30 acres. Banda’s Acholi quarters is bordered by
Kiwaatule to the north, Kireka to the east, Kinnawattaka to the southeast, Mbuya to the south,
Nakawa to the southwest, Ntinda to the west and northwest. The location is approximately 11
kilometres (6.8 mi), by road, east of Kampala's central business district. The coordinates of
Banda Hill are:0°21'14.0"N, 32°37'57.0"E (Latitude:0.353889; Longitude:32.632500).

The study will use both descriptive and descriptive research design designs with both
qualitative and quantitative methods.

The study will focus on the the factors contributing to unemployment among the youth in
Acholi quarters Kampala district. The dependent variable is youth unemployment while the
independent variable factors for the youth unemployment which include laziness, attitude
towards work and education levels.

1.7 Significance of the study

The study is significant to the following;

The researcher

The study will benefit the researcher since it is one of the essential basic requirements for the
award of a Bachelors Degree in …………………………………..which will be enable her to
obtain successful after completing this study.

The Government of Uganda:

The findings may inform the government about the need to set up campaigns aimed at
attitude change, improving education and eliminating laziness in both public and private
domain to curb the youth unemployment.
The parents

The parents to realize that their support is a vital role to ensure employment opportunities
through acquiring education and quality learning of the youth in schools.

1.8 Conceptual framework

Conceptual framework of unemployment among the youth in Acholi quarters.

Independent variables. Dependent
variables.

Attitude towards work Unemployment

Laziness
Educational levels

Figure 1: conceptual framework

1.9 Operational definitions of terms.

Youth.

This is period where a person is between 18-45years.

Unemployment.

Situation where someone of working age is not able to get a job, but would like to be full
time employed. Unemployment is often used as a measure of the health of the economy.

Attitude towards work.

Is the set of evaluation of one’s job that constitutes ones feelings towards belief about and
attachment of one’s job?

Laziness.

This is a situation where a person feels like he/she does not want anything which is
productive to his/her life. One does not want to use his/her brain.
Educational levels. This is a situation of education one belongs to and they are of different
levels and that is primary, secondary, tertiary, and university.
 CHAPTER TWO
LITERATURE REVIEW

This chapter examines and presents different literature according to the variables of the study.
The literature was extracted from different sources such as library books, journals, internet,
newsletters, reports, community dialogue, newspapers and magazines where the knowledge
gaps were identified.

2.1 How laziness contributes to unemployment among the youth.

Given the high population and widespread poverty in Uganda, some parents are lazy and
have not taken up full responsibility of their obligations to nurture their families offering
career and general guidance to their children. Not only parents but also schools have not
wholly assumed the position to offer career guidance to students in preparation for their
future responsibilities (Delvin, 2013).

According to Haslack (2017), in his book youth unemployment, he looks at unemployment

being caused by population in urban areas. He contributes by explaining that the rate of
unemployment among the young people is almost double the overall rates in most urban care
areas. He added that central reason for high rates of youth unemployment laziness which is
manifested in idleness and sluggishness which do not generate enough additional
employment.

Namutebi (2016) laziness is another factor responsible for youth unemployment, people just
do not want to work they expect illiterate people lack knowledge due to a lot of money
required especially at college level, also many people are not aware of the importance of
going to school and therefore they do not go.

There is common perception that some jobs in industries require a lot of commitment and
inputs in terms of work ability. This has on many occasions affected the turn up for such Jobs
where the youth will desert such a job because they feel it will take much of their time.

A study by Kyamulabi (2012) revealed that some youth have on many occasions turned down
Jobs that do not give them day offs, she described a big population to be females who
articulated that they wanted free time to focus on their homes and domestic chores. The study
considered this as part of laziness since youthful women are considering having free time
instead of dedicating their time to work activities.
Wilde & Leonard, (2018) noted that on some occasions, many youths do not want to turn up
for work which has increased turn overs. Some of these youth focus on other entertainment
activities thereby deserting work duties assigned to them. This has consequences as it results
into increased cases of unemployment.

A study by Dawson & Fouksman (2020) revealed that some of the youths were simply not
trying hard to get employment. They revealed that many youth after their education simply sit
back and relax and do not put in effort to apply for jobs which suit their skills. This laziness
increases cases of youth unemployment in the country.

There was a strong trend among employers that the youth today is lazy and not willing to
work hard. They lack a vision, motivation and interest in life, and all they think about is
money (FF, 2011b). Being a professional employee or doing a good job is not motivation
enough for the youth, they lack an intrinsic motivation, and the employers have to find other
ways (mostly monetary one’s) to motivate their young staff.

Many people can’t decide for themselves and they just wait for others to decide for them.
This leads to indecision and laziness. Some of the youth become too dependent on other
people to decide for them. They wait for their parents to connect them to a job opportunity
and when there is connection, this further worsens youth unemployment (Haslack, 2017).

In addition, some youth lack self confidence and shy away from many opportunities. Some of
them believe they are not special and un deserving of the present jobs in many industries that
are advertised. The thinking that they worthless bleeds laziness and many do not apply for
any opportunity. This leads to laziness because they opt to instead just stand their ground and
do nothing (Kanyamurwa, 2020).

Another study pointed out that some youths are fed on poor diet, many of whom hail from
unmotivated homes or underpaid jobs, these lack the required body build energy to perform
duties. Proper diet and nutrition are important if one wants to become productive. Having a
poor diet makes one easily stressed. And what happens when they’re tired? they become lazy.
They just don’t have enough energy to complete tasks (Dawson & Fouksman, 2020).

Lack of interest; Some youths are not even interested in getting jobs since many of them
prefer as activities like leisure. Not being interested in what one is doing makes them lazy.
This is a given because they don’t have the driving force to work on it. On the other hand,
some youths are not passionate about what they doing and this also makes it hard for them to
invest their full knowledge and commitment to it (Petterson, 2017).

According to Stuth and Jahn (2020), lack of work experience is one of the major obstacles
that prevent young people from getting a job. In this regard, there is a stream of youths
leaving their studies to seek work experience. Longhi and Taylor (2013) stated that in hiring,
employers cannot see the productivity of potential job applicants as they can only interpret
unemployment as a sign of weak productivity or laziness. When an employer receives
applications from a job seeker with work experience and a job seeker who is unemployed, the
employer will prefer a job applicant with work experience (Lindstrom et al, 2019). Work
experience is important and will influence the employer’s preference to hire such candidates
as their staff.

Hussain et al, (2015) mentioned some laziness also comes from breeds fear of failure which
promotes unemployment. What usually happens is that people are too scared to try things
that’s why they just end up doing nothing. This promotes timid behavior and makes them
lazy. Some people might reject their proposals, while others might find their outputs wrong.
Don’t worry because there’s always the next time. Just make sure they do it right the next
time they work on it.

In addition, laziness also arises from illusions. Hopelessness is a wrong illusion that makes
you think there’s no way around the problem. There might be times when the task is too
complex that one isn’t sure whether they can do it or if they can work on it right. But they can
overcome this doubt if they only have hope (Kanyamurwa, 2020).

Taremwa (2019) noted that from the speech of Betty Kamya where she stated that the ‘so-
called’ educated Ugandans are the hardest to govern because they are lazy; they despise work
and celebrate mediocrity. Africans relish bad luck because they get loads of pity and time off
work. They wallow in self-pity at losses and must be seen to mourn because everybody is on
high-alert to smother them with pity and understanding.

2.2 How attitude towards work lead to unemployment among the youth.

Poor community attitudes about vocational education is still a challenge, leading to low
enrollment rates. Indeed, many BTVET institutions run below capacity. Although
improvements in the investment climate and building of skills are crucial to jobs creation,
there is a need for an effective strategy for industrial development (Kasujja, 2019).
Fred Muwema, a popular and successful lawyer in Kampala, Uganda, is not only accusing the
youth of this negative behaviour, but the overall population of Uganda. He claims that
“unfortunately, this negative attitude is deeply ingrained in our socio-cultural mind-set”
(Daily Monitor, 2011, Youth require attitude change more than money). According to him, a
positive attitude towards work is as important for productivity as other economic factors like
capital, raw materials or technical capabilities. Merely equipping youth with technical
business skills and capital will not create jobs for the youth unless they gain a proper attitude
towards the efficient management of time, resources, expectations and failure (Petterson,
2017).

On the one hand, there are a lot of youth with this “being given” or begging mentality instead
of trying and make their own living, especially when interacting with white people. But on
the other hand, the author experienced a lot of youth that is hard working and is trying
desperately to find a job and therefore a way out of unemployment. A lot of youth would
even offer their labour for free in the form of volunteering or an internship just to acquire
some work experience (Kasujja, 2019).

The poor attitude towards certain jobs that both young people in employment and
unemployed ones exhibit is also partly responsible for the youth problems. Gasper Mbowa,
MTN’s company youth segment manager says that on average, about 70 percent of the young
people the company employs to man their call centers show commitment to the work but 30
percent will care less about their output at work since this is not a permanent placing for them
in the company. The 30 percent will therefore be slow and strictly work within the specified
working hours (8am to 5pm).

Another cause of the high unemployment rate in Uganda is the societal and cultural aspect
that generally encourages young people, particularly the girl child to continue depending on
parental support even at an old age. The end result is that many of Uganda’s youth do not
have the capacity to think for themselves or let alone find creative ways of earning a living
(Haslack, 2017).

Another attitude challenge is derived from cultural ties where in some families, the ladies are
not allowed to work. Instead, they are only availed for marriage activities, this makes it hard
for the females to have a positive attitude towards work. This can be witnessed in many
homes in the African society where the women are left to do home chores and attend to
marriage (Abba & Abdullahi, 2019).
Lack of emotional support; some youth have the “I gave up attitude” and don’t feel like
attending to work. This is a result of demoralization and lack of self-esteem; some are not
cheered and walk a path of a negative attitude which makes it hard for them to acquire
employment. This leaves them in the unemployment world (Petterson, 2017).

Hatibu & Hafidh, (2021) suggested that few industries perceive attitude on the part of the
employers on local employees having high probability of causing youth unemployment in
EAC countries. An attitude of the employers on local employees represents the preference of
the employers towards local employees as compared to the foreign employees. Employers,
especially in private organizations and international organizations, seem to prefer outside
experts than the local youth graduates. It is argued that preference of foreign workers and
negative attitude on local workers causes unemployment to domestic workers including youth
(Mohamed, et al., 2012). Local youth employees are considered to be incompetent,
inexperienced, lack work culture and are sometimes lazy and inefficient. This may lead to
structural unemployment of the potential educated youth forcing them to youth
underemployment.

Hatibu & Hafidh (2021) suggested that workers preference and opportunity costs arising from
attitudes and perceptions are not very important factors determining youth employment in the
EAC countries. In these cases, the reservation wages for unemployed youths are very low.
The reservation wage is the lowest wage rate at which a worker would be willing to accept a
particular type of job at a particular point in time and place. Youth may set a higher
reservation wage when considering an offer of an unpleasant or undesirable job than when
considering a type of job, the individual likes. That means, workers have limited job choices
or preferences. Worker’s preference describes the tendencies of the workers or job applicants
to have job selectivity where they tend to prefer formal jobs and likely in urban areas.
Moreover, selectivity and workers preference among youth with disability by depend on the
type and extent of disability. Youth with disability may themselves perceive they don’t suit in
certain job but suit in another job due to the type and extent of the disability (Lindstrom et al,
2019).

Employers’ preference describes the tendency of the employers to choose/ select the job
applicants based on origin, age and experience hence shaping a positive attitude (Semboja,
2017). The older and the more experienced is the job applicant, the more the probability of
being employed. This means that when a less experienced and younger job applicant
competes with the older and experienced job applicant, the former has lesser chances of being
employed and this drives the attitude of employment (Kuhn, et al. 2018). Preference for older
and experienced workers delays employment of youth. Kuhn indicates that many of the study
participants in Tanzania revealed that employer preferences for older and experienced
workers significantly caused unemployment among youth with and without disability.

Additionally, the studies by Semboja (2017) and Mumbe (2020) indicate that employers’
preference for experienced and older workers in the EAC countries results to unemployment
for indigenous youth including youth with disability. If these employers’ preferences for
older and experienced workers persist will exacerbate the problem of unemployment for the
youth with disability and increase their dependency on family members and will plunge them
into poverty. Moreover, there are fears and social exclusion feelings among the youth with
disability (Bell and Heitmueller, 2009)

Magelah and Ntambirweki, (2014) noted that negative attitudes of having specified job
preferences have resulted into being employed in informal sector for there are limited
employment systems and opportunities in the formal jobs. Another effect of the workers’
preference and opportunity cost is the increasing unemployment rate among youth with
disability as the selection of jobs by youth with disability may in some cases be hindered by
the type and severity of the disability.

Similar to Tanzania, workers’ preferences and opportunity cost among youth have resulted to
unemployment in Kenya, Uganda and Rwanda. Youth have been selective and see
agricultural sector and informal sectors as lower-class employment activities. They rather
prefer to work in industrial sector and in high paying jobs where they can find jobs because
job opportunities are limited (ICLR, 2014). It is observed that youth with disability despite
having the preference of doing certain jobs depending on the type and extent of the disability,
they do not get any employment even in low paying jobs such as gardening (Namuggala,
2017; Semboja, 2017).

2.3 How education levels contribute to unemployment among the youth.

ILO (2010) reported that the Ugandan education system presents a mismatch between the
employers’ expectation and the actual output of the youth employees in the job market. It was
reported that the Ugandan education system is more theoretical than practical and thus not
able to adequately prepare students for the challenging work environment because majority
lack appropriate employable skills despite the jobs falling within their field of study.
Pletscher (2015) asserted that the outdated education system in Uganda has significantly
contributed to skills mismatch and insufficiency of youth seeking employment. Furthermore,
the National Development Plan II confirms the mismatch between the curriculum of tertiary
institutions and requirements of the labour market (NDP II 2015 – 2020). ILO (2010)
revealed that unemployment is wide spread among individuals with high education
achievements in Sub-Saharan Africa.

Adegoke (2015) postulated that upon the gaps created by lack of guidance, youth do not get
opportunities to develop and thus practice their abilities to expedite the talents and skills in a
more productive way. Often, parents tend to make decisions for their children by dictating the
courses and careers they should take as this is commonly manifested in Uganda where
parents force their children to take up selling courses such as ICT, medicine, law or business,
etc. Such trends have been found to be in contradiction with the children’s interests and this
has been a great avenue leading to unemployment in Uganda and the world at large (Action
Aid, 2012).

The mismatch of the education system in Uganda results into skill gaps among the population
since the relationship between the two factors determines employability. Adegoke (2015)
shared that in Nigeria, the national education system does not fully prepare youth who
formally go through the system for challenging skill demanding tasks after school. Lack of
necessary employable skills because of the deficient education system has led to high rates of
unemployment which in turn has increased crime rates and wide spread poverty among
youth.

Playfoot and Hall (2009) found out that a 70 percent estimate of people going through the
South African education system are said to lack adequate numeracy and literacy skills to
compete in the job market as this poses high need to address the basic education system to
streamline the skills of the labour force. In Uganda, 85 percent of the Ugandan labour force is
based in the rural setting where subsistence agriculture is the dominant income earning
activity. The agriculture and informal sector employ most of illiterate class of youth
(Ahaibwe & Mbowa, 2014).

Apart from experience, skill factor is also one of the major causes of unemployment rates for
university graduates. A study by the World Bank and the Talent Corporation shows that less
than 10% of companies have experience in developing a university curriculum or program
(MoF, 2019). According to Kruppe and Lang (2018), several types of public sponsorship
training programs were introduced for job seekers that aimed at increasing participants’
human capital, thus supporting reintegration into the labor market. The job seeker involved in
this training will decide which job is best for them. Next, job seekers who are still
unemployed should focus on job and industry characteristics to increase demand for skilled
labor, so that participants will get a new job once completing their courses.

According to Tåhlin and Westerman (2020), low-skilled jobs are important for youths who
need them to enter the labor market. In terms of finding a job, job seekers who are
unemployed and job seekers with working experience will have the potential to enter the
labor market with a wealth of knowledge, skills and abilities called ‘skills’. It is combined
with the results of individual choice in terms of education, training and work experience
(World Economic Forum (WEF), 2014). The demand for skill is being commercialized by the
labor market to be more intensive not only in the private sector but also in the government
sector in addressing employment challenges (Pheko and Molefhe, 2017).

Lack of work experience for youth in the East Coast. The shortcoming is that employers play
limited role in enhancing youth employability. There should be a policy to encourage
employers’ organizations and chambers of commerce to make the business case to their
members on their role in promoting youth employability. Employers need to be aware of why
it is important and what they can do to invest in and engage with young people to create their
workforce skills and talents for productivity and competitiveness.

Namutebi (2016) further noted that Uganda’s human resource base is still characterized by
the following: qualitative and quantitative deficits in skilled human resources especially in
technical areas; low school completion rates and limited capacities in vocational and
technical education which ultimately is reflected in low productivity of Uganda’s labour
force; inadequate qualified persons in some sectors. For instance, Uganda has low health
personnel to population ratio with only one doctor for 25,000 patients; and one nurse for
1,630 patients; and inadequate social infrastructure and associated low service delivery with
low health facility to population and high student classroom ratios.

Hatibu & Hafidh (2021) noted that the Ugandan education system, particularly at secondary
school level, has constantly been criticized by different stakeholders because of its
concentration on the theoretical rather than the practical aspects. In addition, lack of skills
that can be used to universities lack graduate Development Programmes that enhance the
employability of their graduates by providing them with job preparation information, for
example, work related life skills, computer literacy, Curriculum vitae preparation, interview
readiness et cetera.

Another cause of youth unemployment is the long transition time from learning institutions to
labour market describes the times taken by youth to move into labour market after graduating
from learning institutions. Very few get their jobs within 6 -9 months of graduation, and
many are in long term absence of jobs for few years. Few respondents in the study by
Lindstrom et al, (2019) perceived that long transition time causes youth unemployment. The
long-term transition may be due to long time used for searching for decent jobs, inadequate
and timely labour market information, ineffective and inefficient institutional arrangement
between learning institutions and labour market, and low quality of the education and training
provided in learning institutions (Lindstrom, et al, 2021).

Other factors include lack of institutional capacities and poor coordination. The length of the
school-to-work transition varies across countries. Mumbe (2020) indicate that there is a
variation among countries with respect to the duration taken by the disabled and non-disabled
youth to get employed after schools or just getting job for youth who didn’t attend at all.
They further noted that the length of the transition in Kenya is 5.3 years, while in Uganda the
length of the transition period is 3.3 years. On the other hand, transition period is 1.9 years in
Burundi. This implies that it takes more time (years) for a youth in Kenya to get employed
than in Uganda and Burundi.

It has been found that there is skill mismatch among youth with and without disability
making it one of the key causes of youth unemployment in Rwanda. It has been noted that the
core causes of skills mismatch are centered towards education curricula and its system
whereby absence of proper linkages between the theoretical knowledge and the reality in the
society cause the skills mismatch in Rwanda (Ansoms et al, 2012). Other causes include lack
of professional trainings to cutter for the needs of today’s labor market and inadequate
supporting infrastructures specifically for youth with disability, inadequate scientific,
technical and vocational training (TVET), and lack of career guidance and planning (Ansoms
et al, 2012).
 CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter presents the procedures and techniques to be used in this research. It covers the
locale of study, research design, sample size, sampling technique, data collection methods,
reliability, validity, data processing and statistical method of data analysis.

3.1 Locale of the Study

The study will be carried out in Acholi quarters is located in Banda one of the parishes of
Nakawa division. The Banda Acholi Quarters just outside of the capital city of Kampala in
southern Uganda has been a site of refuge for many of the displaced Acholis. They are
squatters on this public ground, with an estimated 50,000 people living on 30 acres. Banda’s
Acholi quarters is bordered by Kiwaatule to the north, Kireka to the east, Kinnawattaka to the
southeast, Mbuya to the south, Nakawa to the southwest, Ntinda to the west and northwest.
The location is approximately 11 kilometres (6.8 mi), by road, east of Kampala's central
business district. The coordinates of Banda Hill are:0°21'14.0"N, 32°37'57.0"E
(Latitude:0.353889; Longitude:32.632500). The reason why the researcher chose that area is
because its has very many youth from humble backgrounds who are not participating in any
productive activities.

3.2 Research Design

The study design that will be cross sectional since there is not enough to go deep into the
various research variables and hence will serve to explain the variables as will be captured at
the particular instant of time. The study will also involve both qualitative and quantitative
methods. This will assist the researcher to find data which is rich, insightful and easy to
understand. This study will involve both quantitative and qualitative research designs that
explain presentations and descriptions. This enables the researcher to collect information
which is first hand using different methods like questionnaires. Quantitative method was
used to summarize the data collected in form of frequency, tables and percentages for easy
understanding while qualitative methods involve the use of verbatim and direct responses of
respondents.
3.3 Study Population

According to the Uganda National Bureau of Statistics, UBOS, (2016), the number of youths
estimated to be living in Acholi quarters are over 400 in number. The study will however
focus on those with some primary education and not engaged in any production. These are
over 80% of the present population amounting to 320 youth.

3.4 Sample size

The sample size will be got according to the formula of Yamane Taro (1970) of calculating
the sample size.

N
n= 2
N + N (e)

Where; N = total Population [320]

n= total sample
e=desired margin error [0.05]
320
n= 2
320+ 320(0.05)

n=176

3.5 Sampling procedure

Random sampling procedure will be used because the number of respondents is big and the
research purposive sampling procedure is used because the researcher will target a specific
category of people that is to say the youths in Acholi quarters.

3.6 Data Collection Methods

The researcher will use a self-administered questionnaire as a tool during data collection. The
questionnaire will comprise of both closed and open-ended questions which are drawn in
accordance with the set objectives of the study. The questionnaire will contain simple
structured questions where the respondents is able to fill in by writing short answers in which
included questions required the respondents to answer by choosing one alternative from the
four point Likert Scale Strongly Disagree (SD), Disagree (D) Strongly Agree (SA) Agree
(A).

3.7 Validity of the Instrument

Validity is the degree to which the results that are obtained from analysis represent the
phenomenon. To ensure the validity, the questionnaire will be designed in consultation with
the research supervisor who will ensure that items in the questionnaire measure adequately
the possible items necessary to meet the objectives of the study and check the clarity and
consistency of items in it.

3.8 Reliability of the Instrument

Reliability refers to the degree of consistency and precision in which the measuring
instrument must demonstrate. The instrument, whose validity first had to be assured, is used
to ensure reliability. The instrument will first be pre-tested on many friends in Banda who are
unemployed hence having similar characteristics in terms of demography, culture, physical
features and economic activities. The researcher will make sure that the 30 questionnaires are
fully answered and are analyzed using Statistical Package for Social Scientists (SPSS)
computer software.

3.9 Data Collection Procedure

The researcher will first secure an introduction letter from the university which will be
presented to the to the authorities to seek for permission to carry out research in the area then
the researcher will carry out selection where different youth will be selected including their
local leaders. Once the permission is secured, the researcher will make a field activity
calendar and data collection plan. Once all these are done, the researcher will start collecting
data from respondents (youth).

Data Processing and Analysis

Data processing will be done using Statistical Package for Social Scientists (SPSS) whereby
data will be tabulated in form of percentages and frequencies so as to determine the level of
responses on variables under investigation.

Editing: This is a process of examining the collected data to detect errors and omissions and
to correct them where possible. Editing will involve a careful scouting of the completed
questionnaires. Editing will be done to ensure that the data is accurate, consistent with other
facts gathered, uniformly entered as completed as possible and well arranged to facilitate
coding and tabulating.
Coding: This refers to `the process of assigning numerals or other symbols to answers so that
the responses are put in a limited number of categories and classes. Such classes are
appropriate to the research problem under consideration. This will be done to categorize
information according to variables. The frequency of respective codes will be changed into
figures and percentages.

Tabulation: After grouping and tallying the information, the researcher constructed tables
where the information will be tallied `in response to each question. Thus, tabulation is the
process of summarizing data and displaying the same in compact form. It gives the
information concerning one or more sets of inter-related questions.
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