Institutional Factors Influencing Acquisition Of Employable Skills By Students In Public Technical And Vocational Education And Training Institutions In Nairobi County, Kenya.
Abstract
TVET training is an avenue to empower the youth to be self-employable, to
have employable skills and to boost economic development. The main
purpose of the study was to investigate the institutional factors influencing
acquisition of employable skills by students in TVET institutions in
Nairobi County ,Kenya. Four objectives guided the study: to establish the
establish the influence of academic qualification of TVET teachers on
acquisition of employable skills, establish the extent to which availability of
training equipment influence acquisition of employable skills, establish the
influence of teaching methods on acquisition of employable skills, establish
the influence of adequacy of TVET teachers on acquisition of employable
skills. The study adopted descriptive survey design. The study targeted three
TVET institutions in Nairobi County.The research instruments used were
questionnaires’ for teachers and students and an interview guide for
principals. The data was analyzed using both descriptive and quantitative
statistics. Data was presented in frequency tables and percentages. The key
study findings were that teachers had prerequisite academic qualification to
teach in TVET institutions, the TVET teachers do not have any professional
development program or industrial attachment, academic qualification of
teachers’ influences acquisition of employable skills by students. There is
inadequate provision of training equipment, institutions do not have modern
equipment that are relevant to those used in the industries, relevance of
training equipment influences acquisition of employable skills, workshops
were not well equipped , teachers mainly use lecture, demonstration, workbased
learning and discussion teaching methods due to large class sizes,
inadequate training equipment and their influence on skills acquisition, the
institutions have inadequate teaching staff hence are forced to hire part-time
teachers or merge classes in order complete syllabuses. The study concluded
that the four institutional factors investigated significantly influenced the
employable skills acquired by students. It was recommended that industries
should support TVET institution by providing industrial attachment
programs for teachers, all stakeholders; parents, industries, government and
donors should contribute in providing mode rn adequate training
equipment, TVET teachers should use practically-oriented teaching methods
like field trip, project work, simulation and work-based teaching often
methods in order to achieve the desired result of imparting the employable
skills necessary for the world of work and the government should support
TVET institutions in hiring of more trained teachers to curb inadequacy of
teachers and merging of classes
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
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