Assessing the impact of production units on enhancement of training in technical and vocational education institutions, a case of Kiambu County, Kenya

Abstract

Globally, education stakeholders have put great interest on the extent to which Technical and Vocational training institutions contribute to acquisition of relevant skills necessary for producing a skilled, all round developed youth. However, TVETs face a number of challenges ranging from lack of adequately skilled trainers, outdated courses to mismatch of trained skills for the market needs. The study therefore, was to assess the contribution of production units in enhancing training in TVET institutions in Kiambu County, Kenya. The choice for the study area was informed by the presence of well- established and accredited TVET institutions offering similar courses with other TVET institutions within the country thus forming a representation. This study was guided by the following specific objectives: To investigate the extent of integration of production units in training in TVET institutions, to examine the influence of production units on the acquisition of practical skills among trainees, to assess the role of production units in mobilising resources for supporting technical training and to investigate the influence of production units on acquisition of entrepreneurial skills among the trainees in TVET institutions in Kiambu County. The study was guided by human capital theory. The study adopted a quantitative research approach was adopted as it would give precise responses where survey cross sectional design was used. The study was contacted in Kiambu County involving three TVET institutions. The study target population comprised 513 trainers and 8969 trainees. Slovin’s formula was used to calculate the sample size of 76 trainers and 307 trainees. Questionnaires solicited data from trainers and trainees. Random and proportionate sampling technique was employed to select trainers and trainees to participate in the study. The research instruments were validated using Cronbach’s alpha analysis where internal reliability coefficient of 0.74 and 0.73 were ascertained and which were significant as they were close to 1.0, both for trainees and trainers respectively. Quantitative data was analysed using descriptive and inferential statistics using multiple linear regression analysis which is suitable to test the relationship of the independent variables on the dependent variable. The analysed data was presented using tables to obtain mean and standard deviation, and charts to represent frequencies. From the findings, regression coefficient β value for integration of production units was (0.068), this showed that their integration had a positive effect on enhancing training. Acquisition of practical skills showed a regression coefficient β value of (0.227) indicating that production units to a great extent are useful in acquisition of practical skills. Findings on mobilisation of resources for supporting technical training gave a regression coefficient β value of (0.350) revealing that resources availed in production units enhanced training. The regression coefficient value β of (0.141) showed that trainees exposed to production units to a large extent acquire entrepreneurial skills. The positive β values indicated the direction of relationship between independent (Integration of Production units, acquisition of practical skills, mobilisation of training resources and acquisition of Entrepreneurial skills) and dependent (enhancement in training) Variables. The study therefore concluded that all the factors under study significantly contributed to enhancement in training. From the findings, the study recommends that research and consultancy aspects of production units should be developed fully, collaborations with the industries be embraced and adequate policies be instituted in order to contract trainees in production units. This will enable the TVET institutions improve the training within the production units.