Effectiveness of supervised industrial attachment programme in technical and vocational education training (TVET) institutions in the North Rift Region, Kenya.

Abstract

There is no training that can prepare individuals for employment for the rest of their lives. Additional and continuous training in needed to make acquired skills more adaptable to the changing work environment. In an effort to bridge theory and practice, Technical and Vocational Education Training (TVET) institutions have incorporated a work-based learning (Industrial attachment program) where students get attached to firms and industries. The expected outcomes include acquisition of conceptual and dispositional occupational knowledge that has a practical orientation and a wide application of generic skills that are vital in the modern workplace. The implementation of this program is however faced with limited attachment places, delayed placement, and low collaborative and linkage programs between training institutions and the industry. This study sought to assess the effectiveness of supervised industrial attachment programme (IAP) within TVET institutions in the North Rift Region, Kenya. The objectives of the study were to establish the influence of IAP on students’ problem solving skills, to examine the effect of IAP on students’ work ethics and social skills, to assess the effect of IAP on students’ ability to exhibit work ethics and culture, to determine the various forms of collaboration between TVET institutions and industry/employers and finally to establish the ratings by students and trainers on the challenges of supervised IAP. The study focused on TVET institutions in the North Rift Region, Kenya. The study adopted descriptive research design. Three TVET institutions were purposively sampled forming the strata of the study. Stratified proportionate sampling was applied to select a sample of 208 students and 29 lecturers. 12 work-based supervisors and 3 Industrial liaison officers were purposively sampled. The research instruments for data collection were; the structured questionnaire and interview schedule. Qualitative data were thematically analyzed and presented as narrations. Descriptive statistics were analyzed through frequencies and percentages. Inferential statistics employed paired sample t-test. The findings show that 87.9% of students attended the IAP program out of which 94.5% were assessed by lecturers. Further, 88% of the lecturers had not received any industrial attachment exposure. IAP significantly contributed to individual student’s problem-solving skills (t=-10.409, p=0.000) but did not contribute to group problem solving skills (t= 0.849, p= .0137). IAP contributed significantly to students’ ability to exhibit appropriate attitude and social skills in responding to constructive criticism and working independently (t=-5.143, 0.00 and t= 5.340, p= 0.000) respectively. IAP significantly contributed to student’s ability to practice appropriate work ethics and culture in exhibiting team work (t= -4.074, p= 0.000) but did not significantly contribute to their communication skills (t= 0.861, p= 0.390. The time it takes for students to find placement places is a significant challenge (t= 2.537, p = 0.012). The study recommends that lecturers should have regular exposure to the industry in order to update themselves with current trends in the industry. TVET institutions should have a component of training in soft skills entrenched in the curricula and be more strategic in linkage programs with the industry. The study concludes IAP that timely assessment and timely assessment and strong collaborative linkage programs between TVET institutions and the industry can improve the efficiency of industrial attachment program. The study recommends that training institutions need to place emphasis on the acquisition of work ethics and culture including appropriate attitude and social skills that form a critical aspect of the modern workplace requirement.