Aims: To establish if there exist any Technical and Vocational Education and Training (TVET)-industry collaborative practices to aid electronics laboratory training in TVET institutions in Nairobi County, Kenya. Study Design: Qualitative research design. Place and Duration of Study: Electrical and Electronics Departments of public Technical and Vocational Education and Training institutions in Nairobi County Kenya, between September 2019 and March 2020. Methodology: Qualitative phenomenological research design was employed. The target population comprised of eight (8) Head of Departments (HODs) and eight (8) electronics experts drawn from electrical and electronics departments in the 8 public TVET institutions in Nairobi County. All HODs were selected for an interview while purposive sampling was used to select experts for a focus group discussion. An interview schedule and a focus group discussion guide were developed and administered face to face. Qualitative data obtained was analyzed using thematic analysis. Results: Sample sizes for Focus Group Discussion (FGD)and HODs was 8 each. The response rate was 100% and 75% respectively. The findings of study revealed that TVET institutions were aware of the skills needed in the industry although the institutions did not have collaboration with the industry. The institutions had tried to incorporate industry skills in laboratory practice on their own without input from the industry. Conclusion: It was concluded that TVET institutions had little interest in seeking out collaborations with the industry. It was therefore recommended that TVET institutions should develop collaborations with specific industries for purposes of supporting laboratory instruction.
Aims: This study sought to establish the extent of influence of guidance and counselling on choice of Home Science education programme in universities. Study design: This study adopted the Convergent Parallel mixed method design employing both quantitative and qualitative approaches at the same time. Place and Duration of Study: University of Eldoret and Kenyatta University, Kenya, between October 2020 and October 2021. Methodology: Purposive sampling was used to select the two Universities where Two (2) Heads of Department were purposively selected and 254 students were conveniently selected and took part in this study. Results: This study established that guidance and counselling played a key role in choice of Home Science education programme. Majority of the respondents were aware of the many career opportunities in the field and the availability of career information resources. Home science teachers were the key persons offering guidance and counselling. A small number of respondents revealed that they did not benefit because the schools they had attended did not offer guidance and counselling services. Conclusion: Guidance and counselling offered to students played a key role and this made them choose Home Science Education programme at the University.
This study sought to find out the effect of management of ICT infrastructural resources on the implementation of TPAD Policy in Public Secondary Schools in Trans Nzoia County, Kenya. The study was guided by ‘goal-setting theory. Concurrent triangulation design was used to sample 342 Principals and teachers from a target population of 2340 respondents comprising of 242 principals and 2098 teachers from 242 public secondary schools. Stratified and random sampling methods were used to select respondents. Questionnaires were used to collect information and opinions from Principals and teachers. Expert judgments from supervisors were used to improve content validity. Data was analyzed using descriptive and inferential statistics. The results of the study were presented using frequency tables and percentages. From the linear regression model, the study revealed a positive significant effect of teachers’ perception on implthe ementation of TPAD policy. From linear regression model, (R2 = .206) showed that ICT infrastructure resources account for 20.6% variation in the implementation of TPAD policy. There was a positive significant effect of ICT infrastructure resource (β3=0.700 and p value<0.05) on implementation of TPAD policy. Therefore, an increase in ICT infrastructure resources leads to an increase in the implementation of the TPAD policy. The null hypothesis (Ho1) was rejected. ICT infrastructure resoresources a significant influence on the implementation of TPAD policy. This implies that for each increase in the ICT infrastructure resource, there was more implementation of the TPAD policy. The study concluded that the management of teaching staff affects the implementation of TPAD in public secondary schools in Trans Nzoia County. Head teachers with better staff management skills helped teachers to shift to the new paradigm of an appraisal system which has openness, reliability, and accountability as its hallmarks. The Ministry of Education and TSC should improve ICT infrastructure especially in sub-county schools and continuously capacity build teachers and school administrators on emerging trends in education management information systems. There is a need for the ministry of education to provide ICT infrastructural resources in every public secondary school in Trans Nzoia County in order to enhance the implementation of TPAD policy.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0994/a.php" alt="Hit counter" /></p>
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