Factors Influencing Life Skills Training in Technical and Vocational Education and Training (TVET) Institutions in Kenya. The Case of National Youth Service-institute of Business Studies, Nairobi County, Kenya
The purpose of this study was to investigate the factors influencing life skills training in TVET institutions. It was guided by four research objectives. They included determining the placement of life skills training in the curriculum at NYS-IBS; identifying the training resources used for life skills at NYS-IBS; establishing the training facilitators in life skills training at NYS-IBS and establishing the trainees’ attitude towards life skills training at NYS-IBS. The study used a descriptive case study design. It also used purposive sampling in selecting the respondents for the study. The target population for this study was 1163 comprising of 5 administrators, 23 class lecturers, and 1135 trainees. The study targeted a sample size of 282 respondents. Random sampling was used to select a sample size of 270 trainees from NYS-IBS. Purposive sampling was used to select 5 class teachers who filled in questionnaires. Purposive sampling was also used to select one school administrator who was interviewed as a key informant for this study. A pilot study of 4 respondents was carried out before the main study. They comprised of a school administrator, a class lecturer and 2 trainees in NYS-IBS. This study used a structured questionnaire and an interview guide to collect data. Descriptive statistics and content analysis were used to analyze the data collected. Microsoft Excel was used as an aid for analysis. Results of analyzed data from 228 trainees and 11 class lecturers were presented in frequency tables. Findings show that there was life skills’ incorporated within the TVET curriculum at NYS-IBS. Life skills training was offered as a stand-alone unit among the first years as well as integrated in the other levels of study. The study revealed that there were training resources which were allocated towards life skills training albeit the adequacy. The training facilitators were mostly the from the guidance and counseling department although there were efforts put in place to ensure specific lecturers are assigned life skills training at the institution. The findings also noted the majority of the trainees had a positive attitude towards life skills training at NYS-IBS. Although the institution offered life skills training, more could be done to ensure a robust training which is systematic, well organized and better implemented. The study recommends that the school administrators should ensure that institutions reinforce life skills training and also ensure that more resources are allocated to life skills training in the institutions. In addition, the head of academics should encourage and sponsor lecturers towards life skills training to ensure the facilitators are well equipped in life skills. In addition TVETA should carry out monitoring and evaluation to enhance life skills training in TVET institutions. Future researchers should conduct research on the impact of life skills training in TVET institutions.
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