Racheal’s story: changing the face of vocational education in Uganda

Through courage, skill, and persistence, Racheal Manake is changing the face of vocational education. She is a one of a kind motor vehicle instructor at Lugogo Vocational Training Institute in Uganda – in a field full of men, she’s one of the very few women and the only one in her department. 

“When I first joined the motor vehicle course, I didn’t like it,” Racheal recalls. “But when I saw what I could build with my hands, I fell in love with it.” Despite being the only girl in a class of over 200 men, she pushed forward. “I didn’t see any other women, but I knew I wanted to be skilled.” Her determination helped her stand tall in a field where women are rarely seen—or expected.

Breaking down stereotypes

During her diploma studies, she was again one of just two women in a class of 100. The isolation could have broken her, but it didn’t. “I knew this was what I wanted,” she says. In 2017, she became an assistant instructor. Today, she teaches full time. “Every time I walk into class, I remind myself—if I stop, what example do I set for the girls coming after me?”

Racheal knows the expectations are different for women. “Most male leaders look to undermine. They think females can’t lead,” she says. But she doesn’t back down. “Even the students—when they see you’re a woman, they test you. But when you prove yourself, they respect you.” She’s not just teaching car engines—she’s dismantling stereotypes, bolt by bolt.

As a new opportunity, Racheal wishes to improve her use of digital tools in teaching. That’s why she joined Mondo’s training. Mondo, together with partners from Estonia – Tallinn University, and with the support of the Estonian Centre for International Development (ESTDEV) – and from Uganda, is developing solutions to enhance the quality of vocational education in Uganda, particularly in the field of digital competence. Racheal is one of those who will benefit from this by improving her own digital skills and, in the future, teaching her colleagues as well.

Her journey into digital learning began with surprise. “I didn’t know my phone could be a school,” she says. “But now I can host Zoom lessons, record classes, earn money—even translate with it.” The mobile phone became her classroom, her studio, her connection to the world. “It changed how I see teaching. I can reach students even if they’re far.”

Going digital is not an option

Still, digital access is unequal. “Wi‑Fi is limited to administration,” she says. “If you’re not an administrator, you have no access. Even electricity is sometimes a problem.” She dreams of a time when tools like projectors, stable internet, and laptops are standard. “We adapt, but we could do so much more with support.”

She believes change starts from the top. “If the Ministry said digital is mandatory, everyone would adjust,” Racheal insists. “Right now, people think it’s optional, so they don’t invest time in it.” Her hope is for more structure, more investment, and policies that treat vocational education as vital—not secondary.

Being the only woman in the workshop comes with pressure—but also pride. “Sometimes it’s hard. But then a girl comes to me and says, ‘I didn’t know a woman could do this,’ and I feel strong again.” Her goal is not just to fix engines but to open doors. “Girls need to see someone like them doing this work. That’s how the cycle breaks.”

Racheal Manake is not just an instructor—she is a pioneer. “I want the girls who come after me to find things better than I found them,” she says. In dusty workshops and digital spaces, she’s proving what one woman can do—and why it matters.