The recent directive by Esther Muoria to eliminate academic gowns from TVET graduation ceremonies has sparked conversation across the education sector. While the intention may be to distinguish technical training from university education, the decision raises deeper concerns about identity, inclusivity, and the emotional value attached to graduation.
The Gown Is More Than Fabric
For decades, the graduation gown has symbolized achievement, transition, and pride. It is not merely “academic”—it is ceremonial. It marks the end of a demanding journey and the beginning of a new chapter.
Removing it from TVET graduations risks stripping away a powerful symbol that students deeply value.
Many TVET students already feel like they operate in the shadow of universities. The gown, even without the cap, has been one of the few shared symbols that place them within the broader community of graduates.
The Reality on the Ground
Let’s be honest about what has been happening:
- TVET students do not graduate with caps, unlike their university counterparts.
- Many have gone out of their way to borrow or hire caps and sashes just to feel included.
- Some even spend extra money to recreate a “complete” graduation look for photos and memories.
This behavior is not vanity—it is a reflection of a deeper desire: to feel recognized, equal, and celebrated.
Removing the gown does not solve this problem. It may actually deepen the sense of exclusion.
Prestige and Psychological Value
Graduation is not just a formal event—it is an emotional milestone.
The gown:
- Creates a sense of prestige and dignity
- Provides a uniform identity, regardless of background or course
- Reinforces the idea that every graduate has achieved something significant
When students wear it, they feel part of something bigger than themselves.
Replacing this with work attire risks reducing a once-in-a-lifetime ceremony into something that feels ordinary—almost like a practical demonstration rather than a celebration.
Practical Gaps in the Directive
The proposal raises several unresolved questions:
- What will students in business, ICT, or entrepreneurship wear?
- Will all departments have clearly defined, standardized attire?
- How do you ensure equality when some disciplines have recognizable uniforms while others do not?
Unlike mechanics or chefs, many courses do not have a universally accepted “work uniform.” This creates inconsistency and could lead to confusion or even hierarchy among disciplines.
Academic vs Technical: A False Divide
The argument that gowns are purely “academic” overlooks an important reality:
All education—technical or theoretical—leads to knowledge and accomplishment.
TVET is not inferior to university education. In fact, it is increasingly vital in today’s economy. But removing shared symbols does not elevate TVET—it isolates it.
Instead of redefining TVET by what it is not, the focus should be on strengthening what it is, without discarding meaningful traditions.
A Call for Thoughtful Implementation
Change is necessary, but it must be deliberate.
Before fully implementing such a directive, there should be:
- Consultation with students, who are the most affected
- Clear guidelines for all disciplines, not just a few
- Consideration of a hybrid approach (e.g., gown + discipline-specific elements)
Because at the heart of this issue is not policy—it is people.
Final Thoughts
Graduation is one of the few moments where effort, sacrifice, and achievement come together in a single, powerful experience.
The gown has long been part of that experience. It represents pride, unity, and recognition.
Removing it without fully addressing the emotional and practical implications risks taking away more than just a dress code—it risks taking away a sense of belonging.
TVET students deserve to stand tall, not differently.
