An Analysis of Uptake of Information on Tvet Programmes in Kenya: a Case of Technical Training Institutions

Abstract

Education and training are singled out in Vision 2030 as the catalysts for Kenya's transition to a middle-income economy. As a result, the government has increased the size of its institutions in terms of workforce and infrastructure. The Kenyan government invested sh. Five hundred sixty million in the 2010-2011 budget to refurbish the infrastructure of institutes of Science and Technology. Engineered by the 2013 TVET (Technical and Vocational Education and Training) Act, the reforms have resulted in numerous institutions. Despite the government's efforts to improve facilities, TVET enrollment has remained relatively low (Ndugutuson, 2014). Thus, this study aimed to examine the consumption of information on TVET programs in Kenya. The study aims to ascertain the level of awareness regarding the uptake of TVET programs in Kenya, evaluate the communication channels utilized to promote TVET program uptake in Kenya and ascertain the communication flow regarding the uptake of TVET programs in Kenya. The study used a descriptive research design. The study was conducted in the Nairobi Technical Training Institute and Wote Technical Training Institute. The total target population was 10,028 respondents comprising students, principals, deputy principals, dean of students, Heads of departments, and County and Sub County officials. Besides, TVET authorities and KUCCPS officials were part of the respondents. As a result, 328 people were included in the study's sample. This study relies on information obtained directly from the source. A simple random sample approach was used to select 300 quantitative respondents, while a purposive sampling method was used to select 28 qualitative respondents. The descriptive statistics of the Statistical Package for the Social Sciences were used to analyze the data (SPSS). A frequency distribution, mean (a measure of central tendency), standard deviation (another measure of central tendency), and percentages are examples of descriptive statistics. Content analysis was used to assess qualitative data on subject areas, which was then presented in prose and quotations. There were pie charts, graphs, and tables to show the ultimate results. TVET program attendance in Kenya is positively affected by awareness, according to a new study. Furthermore, the study finds that communication channels have a favorable and significant impact on TVET program adoption in Kenya. Furthermore, the study suggests that communication flow has a favorable and significant impact on TVET programs uptake in Kenya. From the findings, this study recommends that technical training institutions' management ensure regular advertisement of their programmes regularly to reach more audiences. In addition, the study recommends that since most people have shifted their attention to social media platforms, the technical training institutions should use these platforms for advertising the courses they offer.