An Evaluation of Access to Technical Training in Tvets Using Technology in Marginalized Kenya. A Focus of West Pokot and Trans – Nzoia

Abstract

This study is particularly concerned with how technology can be used to enhance educational access among TVETs in Kenya’s marginalized areas. A comparison of available ICT educational resources has been evaluated. The study was guided by the following objectives: Identify the ICT challenges affecting vocational educational access in the marginalized areas of Kenya, identify a technological solution for vocational educational access in the marginalized areas of Kenya and evaluate how the identified technological solution has improved vocational educational access in marginalized areas of Kenya. This study used a longitudinal study design, where variables were compared as of March 2020- Pre-COVID (baseline) and in May 2021 - Post Covid. The target population was 650 respondents and a sample of 130 respondents was employed. However, 80% (105) respondents took part in the study. The study findings indicated that educational Access challenges were shown to negatively impact improved access (β = 0.121, p = 0.049). Pre COVID-19, the level of access was at 12.1% as indicated by the beta coefficient (β=0.121). However post-COVID 19, the educational access was at 95.4% (β=0.954) for the studied institutions. This meant that the system which was put in place during this period improved educational access to that extent. The study concluded that there were ICT challenges affecting vocational educational access in the marginalized areas of Kenya especially Pre-COVID 19. Once the infrastructure for ICT was developed virtual learning systems were developed to promote educational access based on a prescribed educational access. The virtual learning systems incorporated systems such as the google classrooms and other virtual models to ensure that teachers could continue teaching. These technologies improved access significantly. Evidently, technological equipment including computers, laptops, faster internet, and reduced access costs to schools and more online assessment performance for students, teachers and administrative staff was witnessed between the period. The study made the following research recommendation. The public and private sectors should come together in addressing the access challenges. The governments should also develop a universal framework that will ensure implementation of virtual learning systems in TVET institutions.Further studies recommend further studies on the effectiveness of the systems implemented especially with regard to hand-on training.