Perception of stakeholders on dual vocational education and training at selected Tvet institutions and Companies In Western Region, Kenya

Abstract

The Dual Vocational Education and Training (VET) model is a training program that methodically integrates the benefits of in-company training with vocational school education to train skilled workers. Despite the significance of dual instruction programs in improving the job placement of graduates, TVET data have shown that the dual instruction model's implementation suffers from the unwillingness of relevant stakeholders and their lack of involvement in the process. This study aimed to assess stakeholders‟ perceptions of the dual training model‟s implementation in TVET institutions and companies in Western Kenya. The following research objectives guided the study: to determine the perception of trainers on the introduction of the dual VET model; to assess the perceived involvement of companies in the implementation of the dual VET; to examine the perception of trainees on the introduction of dual training; and to establish the stakeholders‟ perception of government involvement in dual training. This study was based on the social cognitive learning theory approach. The target population was drawn from TVET institutions and companies in Busia, Bungoma, Kitale and Kisumu counties. The choice of study area was informed by the selected institutions‟ involvement in the piloting phase of the dual training model by the Ministry of Education. The sample size of 144 respondents was determined using Slovin‟s formula, and the study adopted a quantitative research approach using a cross-sectional survey design. Purposive sampling was used to select the relevant respondents. Data were collected using a self-administered, closed-ended questionnaire. Data were analyzed using descriptive statistics to determine frequencies, percentages, means, and standard deviations, and inferential statistics using multiple linear regression analysis, which is suitable for testing the relationship between independent and dependent variables. This study found that trainees reported generally positive perceptions (m = 3.91) of the dual training model's introduction. The trainees (m = 4.23) and trainers and supervisors (m = 3.53) expressed positive views on company involvement in the training process. Government involvement received moderately positive views from the trainees (m = 3.72) and trainers/supervisors (m = 3.78). Regression analysis revealed potential links between respondents' demographics and perceptions, with varying significance. For instance, older trainers and supervisors were less likely to believe that training followed the plan (p = 0.009) but more likely to believe that the training matched industry needs (p = 0.032). The study concludes that while trainees, trainers, and supervisors generally hold positive views on the introduction of the dual VET model, continued engagement and collaboration among stakeholders is necessary for effective implementation of dual instructions. Based on the results, this study recommends developing policies and regulations that foster accountability among all relevant stakeholders of Dual VET in the Kenyan TVET system.