Influence of Training Programmes on Access to County Vocational Education and Training Institutions in Makueni County, Kenya

Onesmus Mutuku Ngulu; Dr. Andrew Riechi; Dr. Rose Obae

doi:10.18535/ijsrm/v10i12.el01

Abstract

The purpose of this study was to investigate the influence of training programmes on access to County Vocational Education and Training institutions in Makueni County, Kenya. The study was informed by the existence of a large number of youths in the County who have not enrolled in CVETIs hence leading to high population of idle youths with low or no relevant employable skills which contributes to increased dependency ratio, high unemployment rates, engagement in drug and substance abuse and other social-evils. The study sought to investigate whether, the career guidance services influence access to County Vocational Education and Training Institutions in Makueni County, Kenya. The study was guided by Human Capital Theory (HCT). The study employed descriptive research design. The study targeted 28 registered Public Vocational institutions in Makueni County. The study used stratified simple random sampling and purposive sampling techniques to obtain a random sample of 21 managers, 87 instructors and 316 trainees drawn from 21 randomly selected Vocational institutions. Questionnaires, interview schedule and an observation check list were used to collect data. Data were processed and analyzed qualitatively and quantitatively. Quantitative analysis used descriptive and inferential statistics computed using a computer programme (SPSS version 23 computer package). Descriptive statistics were generated and used in describing and discussing the research findings. Statistical tests were done using a T-test and one-way analysis of variance (ANOVA) at 95% Confidence Interval of the difference (α=0.05). The finding of the study revealed that, vocational training courses have not kept the phase of advancing technology in the industry and they less meet the labour market requirements, hence not attracted prospective trainees who meet the minimum admission requirements. Based on this findings the study recommended that, there is need to re-plan the Vocational Education and Training curriculum in Kenya with the KCSE graduates in mind as opposed to their historical establishment as village youths polytechnics.

Keywords

Training programmesCounty vocational education and training institutionsaccessprospective trainees

References

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[refR-2] Carnevale, A. P., Smith, N., & Strohl, J. (2013, December Tuesday). Recovery: Jobs growth and education requirements through 2020. Retrieved from https://cew.georgetown.edu/cew-reports.Google Scholar ↗

[refR-3] Cathleen, S., Raffe, D., Georg, H., Ammerman, P. J., & Watters, E. (2014). Attractiveness of initial Vocational Education and Training; Identifying what works. Luxembourg: European Centre for Development of Voctaional Training (Cedefop).Google Scholar ↗

[refR-4] Chun, H.-M., & Kyu, C. E. (2012). Paper commissioned for the EFA Global Monitoring Report 2012, Youths and Skills putting education to work. Paris: UNESCO.Google Scholar ↗

[refR-5] County Government of Makueni. (2016). Government of Makueni Vision 2025 Our County our future. Makueni: Government of Makueni.Google Scholar ↗

[refR-6] UNESCO-UNEVOC. (2020). TVET Country Profile Singapore. UN Campus: International centre for Technical and Vocational Education and Training .Google Scholar ↗

[refR-7] Farid, S. (2019). Factors that influence student's decision to enroll in intial Vocational Education and Training IVET Lyceum inTajikistan. Doctor of Philosophy (PhD),dissertation, STEM and professional studies. Tajikistan: Old Dominion University.Google Scholar ↗

[refR-8] Garcia, M. M., Toledo, D. L., & Rodrizguez, H. L. (2020, June 5). Equal Opportunities in an inclusive and Sustainable Educatin System: An Explanatory Model. sustainability.Google Scholar ↗

[refR-9] Gonvernment of Kenya. (2013). Technical Vocational Education and Training Act . Nairobi: Goverment printer.Google Scholar ↗

[refR-10] Gopinathan, S. (2011). The Education system in Singapole. The key to it's success. Madrid, Spain: National Institute of Education.Google Scholar ↗

[refR-11] Ifeyinwa, M. C., & Serumu, I. (2016). Constrrains and remedy to quality vocational skill development among vocational education students in Nigeria as perceived by vocational educators. . Journal of innovative practice in vocational and technical education, 016-023.Google Scholar ↗

[refR-12] Kenya National Bureau of Statistics. (2019). Economic Survey. Nairobi: Government printer.Google Scholar ↗

[refR-13] Kothari, C. R., & Gaurav, G. (2014). Research Methodology 3rd Edition . New Dheli: New Age International Publishers.Google Scholar ↗

[refR-14] MacDonald, S., Nink, C., & Duggan, S. (2010). Principles and strutegies of a successiful TVET program. North Marketplace Drive: Management and Training Corporation (MTC).Google Scholar ↗

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[refR-16] Ministry of Education. (2017). Education for Sustainable Development Policy for the Education Sector. Nairobi: UNON Publishing Services Section.Google Scholar ↗

[refR-17] Ministry of Education. (2019). Competency Based Education and Training Policy framework. Nairobi: Government printer.Google Scholar ↗

[refR-18] Ministry of Education. (2019). Sessional paper No 1 of 2019 on A policy Framework for Reforming Education and Training for Sustanable Development in Kenya. Nairobi: Government printer.Google Scholar ↗

[refR-19] Ministry of Education Singapore. (2016). Overview of Education and Career Guidance (ECG) Implementation in Singapore Schools; Preparing our children for their future. singapole: Student Development Curriculum Division.Google Scholar ↗

[refR-20] Oduor, C., Kubutha, B., Tabuche, C., & Masese, P. (2017). Youth polytechnic students' perception on Vocational Training in Nakuru County. Nairobi: Institute of Economic Affairs.Google Scholar ↗

[refR-21] Orodho, J. A., Khatete, I., & Mugiraneza, J. P. (2016). Concise Statistics An illustrative Approach to problem solving. Nairobi: Kanezja happyland enterprises.Google Scholar ↗

[refR-22] Otero, J. P. (2019). UNESCO-UNEVOC trends mapping innovation in TVET. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training.Google Scholar ↗

[refR-23] People's Republic of China. (2018). Technical Vocational Education and Training Country Profile. Shanghai: UNESCO-UNEVOC.Google Scholar ↗

[refR-24] Psachoropoulos, G., & Woodhall, M. (1997). Education for development. An analysis of investment choice. New York: Oxfort University press.Google Scholar ↗

[refR-25] Republic of Kenya. (2010). The Constitution of Kenya. Nairobi: National Council for Law.Google Scholar ↗

[refR-26] Republic of Kenya. (2012). A policy framework for Education. Alinging Education and Training to the Constitution of Kenya (2010) and Kenya vision 2030 and beyond. Nairobi: Government printer.Google Scholar ↗

[refR-27] Republic of Kenya. (2012). Sessional paper No 14. of 2012. A policy framework for Education and Training. Reforming Education and Training in Kenya. Nairobi: Government printer.Google Scholar ↗

[refR-28] Republic of Kenya. (2012). Technical and Vocational Education and Training (TVET) policy DRAFT. Nairobi: Government printer.Google Scholar ↗

[refR-29] Republic of Kenya. (2013). SECOND MEDIUM TERM PLAN 2013 - 2017. Nairobi: Government printer.Google Scholar ↗

[refR-30] Republic of Kenya. (2014). Technical and Vocational Education and Training (TVET) policy 2014. Nairobi: Goverment printer.Google Scholar ↗

[refR-31] UNESCO. (2013). Revisiting global trends in TVET. Reflection on theory and practice. UN Campus: UNEVOC.Google Scholar ↗

[refR-32] UNESCO-UNEVOC. (2018). Improving the image of TVET. German: UNESCO-UNEVOC.Google Scholar ↗

[refR-33] UNESCO-UNEVOC. (2018). TVET Country Profile Australia. Australia: UNESCO-UNEVOC.Google Scholar ↗

[refR-34] UNESCO-UNEVOC. (2020). Boosting gender equality in science and Technlogy . A challenge for TVET programmes and careers. German: UNESCO-UNEVOC.Google Scholar ↗

[refR-35] UNESCO-UNEVOC. (2020). TVET country profile Lao People's Democratic Republic. German: UNESCO-UNEVOC.Google Scholar ↗

[refR-36] United Nations. (2015). The 17 Sustainable development goals (SDGs) to improve our world. New York: United Nations.Google Scholar ↗

[refR-37] Watts, A. G., & Fretwell, D. (2004). Public policies for career development . Washington D C: World Bank.Google Scholar ↗