Challenges Facing Techinical Training in Kenya

Sang, A.K.; Muthaa, George M.; Mbugua, Zacharia K.

doi:10.4236/ce.2012.31018

Cited by 12 publications

(6 citation statements)

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“…Despite viewing Lecturer Industrial Attachment (LIA) as important and therefore wishing to attend LIA, more than a third of the participants indicated that they had never attended LIA. The finding agrees with an earlier finding that TVET teachers in Kenya rarely have the opportunity to participate in Lecturer Industrial Attachment (Sang et al, 2012) and aligns with the theoretical framework that teachers in a given context use the learning methods that they are aware of and are able to access and use.…”

Section: Discussionsupporting

confidence: 90%

How do Vocational Teachers Learn? Formal and Informal Learning by Vocational Teachers in Kenya

Njenga

2023

IJRVET

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Context: Participation in Continuing Professional Development (CPD) supports the development of vocational teacher competencies. However, it is often not clear what learning methods vocational teachers use in their CPD. This study therefore investigated the CPD practices of vocational teachers in Kenya, with a specific focus on the formal and informal learning methods used. Approach: The study used a questionnaire survey to collect data from TVET teachers randomly drawn from six Technical and Vocational Colleges in Kenya's Nairobi Metropolitan Area. Descriptive and inferential analysis of the data was used to determine how frequently different learning methods are used and to identify associations between CPD practices and teacher characteristics.Findings: TVET teachers in Kenya were found to use different learning methods depending on the availability of the learning methods and the learning goals teachers have. Formal academic learning and discussions with colleagues are frequently used while collaborative learning methods and practice-based learning activities are less frequently used. Rarely used are written reflections about practice and its outcomes. Despite viewing Lecturer Industrial Attachment (LIA) as important and therefore wishing to attend LIA, more than a third of the participants indicated that they had never attended LIA. The use of professional literature is restricted to text books with limited use of primary and secondary literature. CPD activities such as mentoring, supervising other teachers, and school visits were found to form a unique category of CPD activities that is more frequently used by teachers with administrative responsibilities. Conclusion: The limited use of active learning methods that involve critical evaluation of practices and their outcomes risks limiting the ability of vocational teachers in Kenya to transform and adopt better practices. It is recommended that vocational teachers in Kenya are encouraged to adopt a broad conception of teacher CPD that embraces collaborative, reflective, and practice-based learning.

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Section: Discussionsupporting

confidence: 90%

How do Vocational Teachers Learn? Formal and Informal Learning by Vocational Teachers in Kenya

Njenga

2023

IJRVET

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“…This calls for further training through nonformal education initiatives, which include equivalent education training activities to prepare those who join the field of work with limited education or a different educational background. However, though nonformal equivalent education programs are good for human resources, experience shows that many graduates of nonformal education institutions do not gain the required training in life skills [20], and they at times have limited knowledge and understand less regarding new concepts because of the poor human resources that train them. This signifies the need for quality human resources for better equivalent education programs.…”

Section: Quality and Its Relevance In Providing Equivalent Education ...mentioning

confidence: 99%

Agriculturally based Equivalent Education: Insights on Nonformal Education Human Resources and Program Quality

Safuri,

Muhyiddin,

Nurhayati

2022

J. Hum. Earth Future

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This study provides an overview of the role of nonformal education human resources in supporting the quality and delivery of agriculturally based equivalent education programs aimed at enhancing adult learner competences in modernized agriculture in Karawang City. The objectives of the study were to assess the condition of the program's implementation, analyze the quality of human resources, identify gaps and challenges, and propose improvements. The study employed a quantitative research approach, utilizing descriptive analysis and documentation strategies. A descriptive statistical analysis was conducted to comprehensively examine the collected data. The findings reveal several important insights. Firstly, educators involved in the program possess the necessary experience and skills, indicating their competence in guiding participants. Secondly, learner participation in equivalent education seminars contributes to the improvement of subject-specific competencies, suggesting the effectiveness of hands-on learning approaches. However, there is a shortage of teaching staff in some institutions, which hampers performance and service quality. Lastly, there is a significant gap between student participation and achievement targets, emphasizing the need for increased support and resources to bridge this disparity. The novelty of this study lies in its focus on nonformal education human resources and their impact on the quality and effectiveness of agriculturally based equivalent education programs. The findings highlight the importance of skilled educators, the value of equivalent education seminars, and the need for adequate staffing and support to enhance student achievement. The study contributes to the existing literature by providing insights and recommendations to improve the implementation and outcomes of agriculturally-based equivalent education programs, particularly in Indonesia. Doi: 10.28991/HEF-2022-03-04-04 Full Text: PDF

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“…In a study carried out in Ghana, Dasmani [7] found out that there was a weak link between the training institutions and the industry hence whatever skills trainees received fell short of the industrial expectations. In Kenya, Sang, Muthaa, and Mbugua [8] found out that there was a weak link between TVET institutions and industries. This led to a disconnection between what is taught in colleges and what is needed in the industry.…”

Section: Introductionmentioning

confidence: 99%

TVET Institutions and Industry Collaborative Practices on Electronics Laboratory Training for Skill Acquisition among Technician Trainees in Kenya

Ferej

Wanami

2022

JSRR

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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.

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Challenges Facing Techinical Training in Kenya

Cited by 12 publications

References 1 publication

How do Vocational Teachers Learn? Formal and Informal Learning by Vocational Teachers in Kenya

How do Vocational Teachers Learn? Formal and Informal Learning by Vocational Teachers in Kenya

Agriculturally based Equivalent Education: Insights on Nonformal Education Human Resources and Program Quality

TVET Institutions and Industry Collaborative Practices on Electronics Laboratory Training for Skill Acquisition among Technician Trainees in Kenya

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