An Empirical Evaluation of Technical, Vocational, Education and Training (Tvet) Processes In Kenya

Ngure, Susan Wanuri

doi:10.14738/assrj.212.1724

Cited by 2 publications

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“…Using the historical dialectical materialism approach, the study found out that weak primary and secondary school curriculum and admission of weak students to technical education programmes was the main course of skills gap in Tanzania. Similar findings in regard to low-quality input among them low entry grades that make it difficult for the training institutions to respond adequately to the industry's needs were established by Alsaaideh (2020) in Jordan, Alshamsi (2020) in United Arab Emirates, Anindo (2016) in Nairobi County Kenya, Barasa and Kwisira (2019) in Kakamenga County Kenya, Bogonko (2018) in Nyamira County Kenya, Koboonye (2020) in in Botswana, Mwila (2016) in Malawi, Ngure (2015) in Kenya, Sakamba in Zambia. These finding emphasize the fact that open admission policy is a challenge to skills development globally hence requiring further investigation.…”

Section: Related Literature Reviewmentioning

confidence: 99%

Influence of Academic Admission Qualifications on Student Skills Development in Public Technical Training Institutions in Kenya

2023

JEP

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Technical education skills development is one of the strategies Kenya needs for the achievement of sustainable transformative development. The role the technical institutions play in the achievement of this goal cannot be significant without relevant academic admission qualifications. The objective of the study was to examine the influence of academic admission qualifications on student skills development in public technical training institutions in Kenya. Focusing on Diploma final year 2021 students Clothing Technology and Building and Construction Technology, the study population included 49 technical institutions recognized by Technical Vocational Education and Training Authority, Kenya National Examination Council, and Higher Education Loan Board (HELB) not later than 2018, 49 principals, 348 lecturers and 4,999 students from which a sample of 11 principals, 100 lecturers and 100 students was determined using Fisher (1998) and Bartlett et al, (2001) sample determination formulae. Simple random sampling method was used in sample selection. Contacted participants included 8 principals. 80 lecturers and 80 students. response rate included 100% for principals, 69(86.25%) for lecturers and 70(87.5%) for students. The study was anchored to the Convergence parallel mixed research design.Data was collected by means of questionnaires, document analysis guide and interview schedules. Qualitative and quantitative methods were used in collecting, analyzing and reporting the findings. Hypothesis test results revealed that (H1) there is a statistically significant relationship between academic admission qualifications and student skill development in which P= ≤0.001, Alpha 0.05. Qualitative results supported these findings as there were several referrals and fails at the KNEC technical results and student grievances over challenging course work content, inadequately trained lecturers and challenging national examinations. The study concluded that Kenya cannot entirely rely on the approved academic admission qualifications in the achievements of sustainable transformative development. The study recommended a review of the open admission policy to diploma level of learning, investment in technical education research, involvement of subject lecturers in the selection of students to TTI with KUCCPS and proposed a perceptual model of TTI curriculum implementation suitable for addressing academic admission qualification issues related to skills development inherent in the TTIs in Kenya.

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Section: Related Literature Reviewmentioning

confidence: 99%

Influence of Academic Admission Qualifications on Student Skills Development in Public Technical Training Institutions in Kenya

2023

JEP

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Technical and Vocational Education and Training Skills: An Antidote for Job Creation and Sustainable Development of Nigerian Economy

Edokpolor

Owenvbiugie

2017

PEC

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The research is aimed at assessing the important role of TVET on job creation and sustainable development of Nigerian economy. Two research questions were answered using mean and standard deviation statistics, while two hypotheses were tested using t-test statistic. A survey method was employed for the research. A four-point scale questionnaire was employed as the instrument for collection of data. The population consists of 332 TVET lecturers in 3 universities and 4 colleges of education in Edo and Delta States. There was no need to adopt sampling technique, nor select any sample size, since the entire population is of a manageable size. The instrument was validated by two experts and its reliability coefficient value using Cronbach alpha method was 0.81. The research revealed that TVET can equip students with skills for job creation and sustainable development of Nigerian economy. It also revealed that there was no significant difference between the mean ratings of TVET lecturers in Edo and Delta States on the extent to which TVET can equip students with skills for job creation. It further revealed that there was no significant difference between the mean ratings of male and female TVET lecturers on the extent to which TVET can equip students with skills for sustainable development of Nigerian economy. Optimizing sufficient amount of financial resources, regular supplies of state-of-the-art facilities, sourcing for qualified manpower, and organization of advocacy programme, that would help in effective management delivery of TVET were further recommended. Keywords: job creation, Nigerian economy, sustainable development, social skills, TVET skills.

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An Empirical Evaluation of Technical, Vocational, Education and Training (Tvet) Processes In Kenya

Cited by 2 publications

References 0 publications

Influence of Academic Admission Qualifications on Student Skills Development in Public Technical Training Institutions in Kenya

Influence of Academic Admission Qualifications on Student Skills Development in Public Technical Training Institutions in Kenya

Technical and Vocational Education and Training Skills: An Antidote for Job Creation and Sustainable Development of Nigerian Economy

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