An Empirical Evaluation of Technical, Vocational, Education and Training (Tvet) Processes In Kenya
DOI:
https://doi.org/10.14738/assrj.212.1724Abstract
This paper examines key stakeholders evaluations of the Technical, Vocational, Education and Training (TVET) processes in Kenya. The paper responds to on-going debate in the business community, media and training practitioners to the perceived mismatch of the skills required in the industry and those produced by the TVET program. Data for this paper were collected from government documents, previous research papers, and business reports and editorials. In addition, primary data were collected by using semi-structured questionnaires, focus group discussions and observations. Respondents included education officers, business employers and employee and trainers and trainees of four TVET institutions.
Findings: Most stakeholders were happy with TVET objectives and its contribution in furnishing the industry with requisite skills. However, they enumerated various challenges that make it difficult for TVET to respond adequately to the industry’s skill needs. Discussion was guided by the Kirkpatrick’s evaluation model that has four levels: reaction, learning, behaviour and results
Recommendations:
Addressing the mismatch of skills in TVET institutions: through a current skills’ inventory, tracer studies of TVET graduates, regular program evaluation, creating linkages with the industry, enhancing industrial attachments and a flexible TVET curriculum.
Quality of training: Accredit Business owners as trainers, introduce short trainer competency courses and TVET institutions equally.
Recognition of prior learning: recognise prior learning methods, create validation mechanisms, integrate of formal and informal trainings and addressing numerous certificates and training levels.
Funding TVET: Offer training loans to TVET students, introduce a training levy to businesses
Getting value for money. Analyse all training inputs and judge whether the training is worthwhile.
Enhancing the status of TVET. Enhance workplace competencies for survival in self-employment and communicate the benefits and successes of TVET training.
References
Armstrong, M. (2009). Armstrongs handbook of human resource management practice(11th ed.). London: Kogan Page Limited.
Arthur, W., Jr., , Tubre, T. C., Don, S., & Edens, P. S. (2003). Teaching effectiveness: the relaGtionship between reaction and learning criteria. Educational Psychology (23), 275G285.
African Union [AU]. (2007, May). Strategy to revitalize technical and vocational education and training (TVET) in Africa. In Meeting of the Bureau of the Conference of Ministers of Education of the African Union (COMEDAF II+) 29G31.
Baker, M. J., & Foy, A. (2008). Business and management research: how to complete your research (2nd ed.). Westburn: Scotland.
Barber, J. (2004). Skill upgrading within informal training: lessons from the Indian auto meGchanic. International Journal of Training and Development, 8(2), 128G139.
Bennell, P. (2000). The Impact of Economic Liberalisation on Private Sector Training Provision in Zimbabwe. Assessment in Education: Principles, Policy & Practice, 7(3), 439G454.
Bishop, D. (2008). The small enterprise in the training market. Education + Training, 50(8), 661G673.
Bowen, M., Morara, M., & Mureithi, S. (2009). Management of business challenges among small and micro enterprises in NairobiGKenya. KCA Journal of Business Management 2(1).
Budría, S., & TelhadoGPereira, P. (2009). The contribution of vocational training to employGment, jobGrelated skills and productivity: evidence from Madeira. International Journal of Training and Development, 13(1), 53G72.
Ngure,'S.'(2015).'An'Empiricall'Evaluation'of'Technical,'Vocational,'Education'and'Training'(Tvet)'Processes'in'Kenya.)Advances)in)Social)Sciences)
Cascio, W. (2010). Managing human resources: productivity, quality of work life, profits (8th ed.). New York: McGrawGHill/Irwi.
Cooney, R. (2002). The contingencies of partnership: Experiences from the training reform agenda in Australian manufacturing. Employee Relations, 24(3), 321G334.
Cooney, R., & Long, M. (2008). Labour pains? Monash Business Review, 4(3), 40G42.
Ehrenberg, R. G., & Smith, R. S. (2003). Modern labor economics; theory and public policy, 8th ed. Massachusetts: AddisonGWesley.
Fretwell, D. (2003). A framework for evaluating vocational education and training (VET). EuroGpean Journal of Education, 38(2), 177G190.
Government of Kenya [GoK]. (1989). National Development Plan (1989G1993). Nairobi: GovGernment Printer. Government of Kenya [GoK]. (1992). Small Enterprise and Jua Kali Development in KenGya.Nairobi: Government Printer.
Government of Kenya [GoK]. (1988). Sessional Paper No. 6: Education and manpower trainGing for the next decade and beyond. Nairobi: Government Printer.
Government of Kenya [GoK]. (1999). National MSE baseline survey. Nairobi: Government Printer. Government of Kenya [GoK]. (2002). National Development Plan (2002G2008). Nairobi: GovGernment Printer. Government of Kenya [GoK]. (2003a). Economic recovery strategy for wealth and employGment creation 2003G 2007. Nairobi: Government Printer.
Government of Kenya [GoK]. (2003b). A rapid appraisal on the status of technical and vocaGtional education and training (TVET) in Kenya. Nairobi.Government Printer.
Government of Kenya [GoK]. (2007). Kenya Vision 2030. Nairobi: Government Printer. Government of Kenya [GoK]. (2008a). The National Technical, industrial, vocational and enGtrepreneurship training (TVET) strategy. Nairobi: Government Printer.
Government of Kenya [GoK]. (2008b). MoHEST strategic plan 2008G2012. Nairobi: GovernGment Printer. Government of Kenya [GoK]. (2010). Economic survey. Nairobi: Government Printer.
Groot, W., & van den Brink, H. (2000). OverGeducation in the labour market: a meta analysis. Economics of Education Review, 19, 131G158.
Halpern, D. F., & Hakel, M. D. (2003). Applying the science of learning to the university and beyond: teaching for longGterm retention and transfer. Change (JulyGAugust), 2G13.
Kaskustas, V., Dale, A. M., Lipscomb, H., Gaal, J., Fuchs, M., Evanoff, B., &Carpenters' joint apprenticeship program instructor team. (2010). Changes in fall prevention training for apprentice carpenters based on a comprehensive needs assessment. Journal of Safety Research, 41(3), 221G227.
Kirkpatrick, D. (1959). Techniques for evaluating training programs. Journal of American SociGety of Training Directors, 13(3) 21G26.
Kirkpatrick, D., & Kirkpatrick, J. (2005). Evaluating training programs. (3rd ed.). San FrancisGco, CA: BerretG Koehler Publishers.
Kitainge, K. (2003). Voices of the stakeholders: A case of power mechanics in Kenya. InternaGtional Journal of Training Research, 1(2), 21G39.
Ladzani, W. M., & Vuuren, J. J. (2002). Entrepreneurship training for emerging SME's in South Africa. Journal of Small Business Management40(2), 154G161.
McGuiness, S. (2006). OverGeducation in the labour market. Journal of Economic Surveys, 20(3), 387G418.
Mndebele, C. B. S., & Mkhweli, D. (2007). Vocational entrepreneurship education in a developGing country: SelfG reported performance of male and female vocational instructors in Swaziland. International Journal of Vocational Educational and Training, 14(1), 7G20.
Mun, C. T. (1997). The cost of vocational training. International Journal of Manpower, 18(1/2), 63G89.
Munro, J. (2007). Fostering internationally referenced vocational knowledge: A challenge for international curricula. Journal of Research in International Education, 6(1), 67G93.
Myers, M. D. (2009). Qualitative research in business & management. London: Sage.
O'Toole, S. (2009). Kirkpatrick on evaluation: Not crazy after all these years. Training & DeGvelopment, 36(4), 23G
Praslova, L. (2010). Adaptation of Kirkpatrick’s four level model of training criteria to assessGment of learning outcomes and program evaluation in Higher Education. Educational Assessment, Evaluation and Accountability, 22(3), 215G225.
Prentice, C. M. (2001). Integrating academic and occupational instruction. Community College Review, 29(2), 80G
Smidt, A., Balandin, S., Sigafoos, J., & Reed, V. A. (2009). The Kirkpatrick model: A useful tool for evaluating training outcomes. Journal of Intellectual & Developmental Disability, 34(3), 266G266..
Sonobe, T., Akoten, J., & Otsuka, K. (2011). The growth process of informal enterprises in SubGSaharan Africa: a case study of a metalworking cluster in Nairobi. Small Business Economics,
Szamosi, L. T. (2006). Just what are tomorrow's SME employees looking for? Education + Training, 48(8/9), 654G
Theuri, C. K. (2012). SmallGscale enterprises and the informal sector in Kenya. African NewsGletter on Occupational Health and Safety, 22, 32G34.
UNDP. (2010). Skills gap analysis for graduates of youth polytechnics, vocational training cenGtres and out of school youths. Nairobi: Government Of Kenya.
United Nations Educational, Scientific, Cultural Organization [UNESCO] (2009). United NaGtions Educational.Global Education Digest. Abuja, Nigeria.
Wachira, N., Root, D., Bowen, P. A., & Olima, W. (2006). An investigation into informal craft skilling in the Kenyan and South African construction sectors. In 5th post graduate conGference on construction industry development (p. 300G341).
Walker, E., & Redmond, J. (2008). A new approach to small business training: community based education. Education and Training, 50(8/9), 697G712.
Yin, R. K. (2004). Case study methods. COSMOS Corporation. Washington DC.
Yin, R. K. (2008). Case study research: Design and methods (Vol. 5). Sage Publications, InGcorporated.
YunGTsan, L., ShuiGChuan, C., & HsiangGTa, C. (2011). The effect of organizational commitGment on employee reactions to educational training: An evaluation using the Kirkpatrick fourGlevel model. International Journal of Management, 28(3), 926G931
