Stakeholders perceptions on technical and vocational education and training in Trans-Nzoia County, Kenya

Abstract

This study explored the stakeholders’ perceptions on Technical and Vocational Education and Training (TVET) Education. The study aimed at determining the perceptions of students on TVET Education, also to explore the perceptions of county government on TVET Education, lastly to probe the perceptions of trainers on TVET education in Trans-Nzoia County, Kenya. The study adopted human capital theory which suggests that education or training raises the productivity of workers by imparting useful knowledge and skills, hence higher returns. The study embraced a qualitative approach. In order to achieve its goal the study utilized a Phenomenological design and purposive and convenience sampling were applied. A sample of 60 trainees was drawn from five (5) TVET centers in the five (5) sub-counties of Trans-Nzoia County and twelve (12) from the national technical institute in Kitale town. One (1) TVET instructors in each of the institutions was selected. A further 6 principals were sampled. Focus group discussion guide and interview guide were used to collect data. The data was thematically analyzed. The study findings pointed out that trainees had concerns about the resources, trainers and the industrial attachments while stakeholders had concerns on funding and HR of the TVET. The trainers were concerned of the curriculum and their salaries which they noted demotivated them. The study concluded that trainees’ perceptions on resources was that more needs to be done to improve their state, curriculum need to be aligned to practice through attachments and trainer qualification and numbers need to be enhanced. The county government’s perceptions leaned towards increase in funding of the TVETs, enhanced marketing of TVETs and that despite TVETs being objective the negative perceptions towards TVET Institutions impacted on youth employment and slow economic development. Finally the trainers’ perceptions were concluded to include lack of motivation and opined that more can be done to improve the curriculum of the TVETs. The study recommendations included a proposal for more funding of TVETs, recruiting qualified and sufficient personnel, revising the curriculum to make it more relevant and providing supervision and guidance to TVETs in the county by the two levels of government. The study also recommends policy revision at the county government ministry of Gender, sports, Youth Affairs and social services and ministry of education in formulating appropriate mechanisms that would ensure a change of attitude leading to improved operations and uptake in the various courses offered in TVET centers.