Vocational and Technical Training of School Leavers: Its Effects on Their Livelihoods in Vihiga County, Kenya.

Abstract

Youth are the future of any nation. To be certain that they have the required knowledge and skills, vocational and technical institutions have been used to impart the necessary training and skills. This study was conducted to determine whether the vocational and technical training of school leavers has an effect on their livelihoods. The focal point of the study was on the effects of vocational and technical training on the livelihoods of school leavers in Vihiga County, Kenya. The main objective of the study was “To examine the significance of technical training in improvement of livelihoods of the youth”. The specific objectives were to: establish the characteristics of youth undergoing training at the technical training centers; examine the vocational and technical training programs of the centers; examine the resources available to the centers; assess performance of the centers; and to assess performance of the trainees and potential for employment. The study used descriptive survey design. The target population for the study was the youths in all the vocational and technical training centers in Vihiga County. Of the 30 centers in the County, five were purposively sampled for this study. From each of the five centers, 20 youths were sampled using cluster and interval sampling techniques total sample of 102 trainees. Other data were collected from the Key Informants as well as from secondary sources. Interview guides and Questionnaires were used to collect quantitative and qualitative data from the trainees and key Informants, respectively. The main findings include: Most of those enrolled in technical training institutions had more than the basic education that was required in the country. They also did not have a source of income and this implied that they needed some form of support from their parents and other sources in order to get through their training. The courses offered in these institutions were mostly two-year courses and this corresponded to the year that most of the respondents joined. Catering was by far the most popular course done by most of the youths in TVETs followed by hairdressing. The courses selected by most of youths had high employability potential. Majority of the students sampled TVETs were struggling to pay fees and meet their daily needs. Therefore, introduction of more financial packages in terms of loans and grants by the National and County Government was essential. The main recommendations include; first, students in TVETs require mentorship since some usually think they cannot make it in life. Secondly, the government needs to provide resources required by the TVETs especially on technical equipment. Thirdly, passing of exams is a key objective of every learning institutions, but TVET needs to focus more on technical skills other than capitalizing only on theoretical concepts. Lastly, governments need to put proper measures of ensuring TVETs are highly appreciated by the labor market as key propellers of technical skills across the country.