Quality of trainers at public technical, vocational, education and training institutions: The missing link in Kenyas skill development

Chepkoech, Selina; Khatete, Ibrahim; Wanjala, Genevieve

doi:10.5897/unijerps2021.0001

Cited by 1 publication

(1 citation statement)

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“…The quality of trainers however ought to be in line with the current demands in order to realize the objectives of a changing society (Chepkoech S., 2021).Using a correlational study, TVET institutions are incapacitated in producing a human resource worthy attaining the Kenya vision 2030 due to staffing and skill gap issues among trainers. (Chepkoech S., 2021).In addition, Ilokanulo.S.N., 2021 opines that gender disparity is significant in contribution in this under development in africa as a continent.…”

Section: Policy Issues and Challenges In Tvet Institutionsmentioning

confidence: 99%

TVET Trainers Involvement in Attaining Kenya Vision 2030: Issues and Challenges

Simiyu,

Injendi,

Mukonyi

2023

IJLTEMAS

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The Kenya vision 2030 is the country’s new development blueprint for the period 200 to 2030.it aims at transforming Kenya into a newly industrializing middle income country providing social development and a high quality of life to its citizens. the vision has 3three pillars: economic, political and social. The social pillar identifies education and training as key in investing in the Kenyans and thus need to improve quality of training. the government’s agenda aims at improving quality of education and training without improving on teacher education and addressing key teacher training aspects for effective curriculum implementation. This paper sought to investigate the issues and challenges TVET trainers are facing in implementing curriculum for attaining Kenya vision 2030. The target populations TVET trainers in Western region, Kakamega, Vihiga, Bungoma and Busia Technical Training Instituions. They were purposely sampled through non-probability sampling. The philosophical paradigm used was constructivism. it adopted qualitative research design where data was collected through semi open questionnaire, document analysis of government policy documents, and commissions were transcribed, theme development observed and interpreted. Content and construct validity was observed. Data analysis was done through thematic coding; content, narrative, discourse and framework analysis. The following were recommendations for policy makers: TVET teacher training in Kenya to embrace both pedagogical and andragogical training approach in preparing trainers who shall embrace the critical elements for the world of work, TVET trainer to be frequently exposed to machines and equipment in industry towards skill empowerment for effective delivery during training, government and stakeholder’s collaboration in TVET funding and provision of attachment opportunities. The study contributes to the body of knowledge on the challenges and issues TVET trainers face in curriculum implementation towards realizing the social pillar of the Kenya vision 2030

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Section: Policy Issues and Challenges In Tvet Institutionsmentioning

confidence: 99%