Influence of Provision of Technical Skills on Socio-economic Status of College Graduates: a Case of Mully College,machakos County,kenya
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Date
2013Author
Wesonga, Christopher M
Type
ThesisLanguage
enMetadata
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The study sought to analyse the influence of provision of Technical Vocational and
Educational Training (TVET) has on the Socio-economic status of the College graduates. Most
learners, who fail to proceed with formal education, either grow up with no skills or join
Technical Vocational Institutions to acquire skills for gainful income. The study was to
determine what links existed between Technical Vocational skills such as Hairdressing,
Tailoring and dressmaking, Carpentry and Masonry and the socio economic status of those who
acquire them. Whereas, there has been students graduating from Mully College since 2006, there
has been no study to determine if indeed they (graduates) use the acquired skills in getting or
creating jobs. A target population of 65 graduates was studied out of whom using purposive
sampling; Twenty-five respondents were interviewed during the research. The questionnaires
and oral interviews were used to collect data from the respondents with an 86% response rate.
The study established that Technical vocational skills has positive influence on the socioeconomic
status of the college graduates and that 74.% of the respondents pride to use the skills
gained in getting or creating jobs. Findings revealed that College Trainees/youths require certain
form of skills to gainfully and competitively participate in job market. This study demonstrated
that vocational skills training offered goes a long way in alleviating poverty, decreasing families
and individuals suffering, and improving the socio-economic status for those who gain such
skills in society. The Insights from the analysis have informed strategies for strengthening TVET
admitting students who might have dropped out from formal education or did not proceed with
formal education.
Citation
Master Of Arts In Project Planning And Management, University Of Nairobi.2013Publisher
University of Nairobi, College of education and external studies