Journal Articleshttp://41.89.164.27:8080/xmlui/handle/123456789/4182024-03-28T16:19:09Z2024-03-28T16:19:09ZInfluence of TVET training on Implementation of Solar Streetlights project in Kisii County; KenyaNyamwaya, Yucabeth NyabokeOndieki, Stephenhttp://41.89.164.27:8080/xmlui/handle/123456789/20772024-02-01T07:23:50Z2023-06-01T00:00:00ZInfluence of TVET training on Implementation of Solar Streetlights project in Kisii County; Kenya
Nyamwaya, Yucabeth Nyaboke; Ondieki, Stephen
Solar powered streetlights project is increasingly becoming an important source of energy in Kenya due to its renewable nature. The study endeavoured to find out how TVET training affect implementation of solar streetlights project in Kisii County, Kenya. The study investigated the extent to which capacity building, induction and technology-based TVET training influence the implementation of solar streetlights project in Kisii County, Kenya. The study adopted a descriptive research design to describe the existing phenomena. It employed purposive, stratified, and simple random sampling techniques which led to a manageable study sample. Primary data was collected by use of questionnaires, and interview schedules. Secondary data for the study was sourced from print media, journals, books, internet sources and online repositories. The collected data was analysed using both descriptive and correlation analyses. Correlation analysis was conducted to show the direction and strength of the variables in order to determine the relationship existing within the variables. The results of the study were be presented using tables, graphs, and charts. The study revealed that TVET training had a significant influence on implementation of solar streetlights project in Kisii county, Kenya (r=0.398, P<0.000).
2023-06-01T00:00:00ZAn Investigation Of Agricultural Training Competencies Needed In Vocational Colleges In North Rift Region, KenyaOuma, TarusWaswa, P.http://41.89.164.27:8080/xmlui/handle/123456789/19662023-09-25T12:27:44Z2022-09-01T00:00:00ZAn Investigation Of Agricultural Training Competencies Needed In Vocational Colleges In North Rift Region, Kenya
Ouma, Tarus; Waswa, P.
The agricultural industry globally is frustrated by chronic mismatch between competencies and work, often leading to economic downturn and youth unemployment. The objective of the study was to assess the extent to which the capacity of trainers influences the quality of teaching of Agriculture in selected TVET colleges. The research method used was descriptive. A total of 384 students in TVET institutions studying agriculture were selected from a population frame of 5 TVET colleges using simple random sampling, 16 teaching staff (principals & lecturers) and 14 human resource personnel were purposively selected. Structured questionnaires and interview schedules were employed in collecting the research data from students and human resource personnel. Focus Group Discussions and Key Informants interviews were used to collect data from lecturers and principals respectively. Cronbach Alpha was used to determine the reliability of the questionnaires and a reliability co-efficient of 0.7 was adopted. Hypothesis testing was done by use of chi square at 95% confidence level. The study found that there was a statistically significant relationship between the capacity of the trainers and the quality of training of agriculture in TVET colleges. This study therefore concluded that agricultural training should be matched with the competencies required by the agricultural organizations. It was therefore recommended that for quality training to be achieved there was need to retrain TVET trainers on the competencies they lacked.
2022-09-01T00:00:00ZFactors Affecting Female Learner’s Enrolment in Technical Courses, At Karumo Technical Training Institute,Meru- KenyaIrandu, Stephen MugambiKerre, BonaventureKanyeki, Francishttp://41.89.164.27:8080/xmlui/handle/123456789/19582023-09-20T06:35:09Z2023-06-01T00:00:00ZFactors Affecting Female Learner’s Enrolment in Technical Courses, At Karumo Technical Training Institute,Meru- Kenya
Irandu, Stephen Mugambi; Kerre, Bonaventure; Kanyeki, Francis
Technical courses offers hands-on experience to foster a wide array of self-employability skills among the beneficiaries. However, for a long time the enrolment to technical courses is characterised by low female student enrolment than that of their male counterparts. This study sought to investigate the factors affecting female learners’ enrolment in technical courses. The specific objectives in this study were; to determine the effect of financial factors, to establish the effect of cultural factors, to examine the effect of sociological factors, and to assess the effect of role models on female learners’ enrolment choices in technical courses. The study adopted a mixed study research design and a sample size of 107. Questionnaires and interview schedules were used as data collection instruments. The data was managed and analysed using SPSS. The study found that 77% of the respondents agreed that financial factors affected female enrolment in technical courses. Other factors that affected the enrolment of female students in technical courses included 77% cultural factors , 85% role models and 79% Sociological factors.The government should increase funding for women's education in technical courses and efforts to fight against retrogressive cultural practices such as FGM and early marriages.
2023-06-01T00:00:00ZEfficacy of an Online Pedagogy on TVET Practical Skills Training Delivery: A Quasi-Experimental StudyMutebi, RonaldKerre, Bonaventure WanjalaMubichakani, Josephhttp://41.89.164.27:8080/xmlui/handle/123456789/19532023-09-19T06:36:05Z2023-08-01T00:00:00ZEfficacy of an Online Pedagogy on TVET Practical Skills Training Delivery: A Quasi-Experimental Study
Mutebi, Ronald; Kerre, Bonaventure Wanjala; Mubichakani, Joseph
To commit to the ‘everywhere’ access to TVET practical skills (at and away from the training institution), there is
need for empirical evidence that supports the idea of delivering practical skills training through an online pedagogy. As such, the
purpose of this study was to analyse and compare delivery of TVET practical skills training of face-to-face and online pedagogies
in order to determine the efficacy of an online pedagogy on TVET practical skills training. A quasi-experimental design was used
for the study so as to identify a comparison group (face-to-face pedagogy) from which baseline data was captured and compared
with outcomes of the treatment group (online pedagogy). The population sample (N) for this quasi-experimental study consisted
of Instructors (n = 20), and Trainees (n = 69). Observation checklists and questionnaires were the instruments used for data
collection of the study. Descriptive statistics were used to define and explain the characteristics of the data (mean and frequency)
of the data and then inferential statistics (Independent-Samples Mann-Whitney U Test) was used to examine the significance of
the identified difference(s) between the means. The findings of the study demonstrated that the processes of delivering a practical
skill training online was as effective as delivery of the same face-to-face. The study recommends development of an online
training framework and investment in online pedagogy enablers.
2023-08-01T00:00:00ZA Review of TVET Quality Assurance Practice in UgandaMutebi, RonaldFerej, Ahmedhttp://41.89.164.27:8080/xmlui/handle/123456789/19522023-09-19T06:26:35Z2023-07-01T00:00:00ZA Review of TVET Quality Assurance Practice in Uganda
Mutebi, Ronald; Ferej, Ahmed
The movement towards internationalisation of education and training practices to facilitate the global flow of labour, technology, trade, and industry; has brought to the forefront the discussions of national TVET strategies, the issues of credibility of qualifications in regard to national economic growth and graduates’ mobility nationally and internationally in search of employment opportunities. This pressure to internationalise TVET systems and qualifications has mainstreamed the development and implementation of national and regional frameworks for quality assurance through which the comparability of standards and qualifications can be achieved. Document analysis research methodology has been used to review and analyse existing regulatory frameworks on quality assurance of education and training in Uganda so as to establish: 1) Existing quality TVET assurance governance entities, 2) Regulatory frameworks that guide TVET quality assurance, and 3) Progress on future opportunities for quality assurance. The findings showed that: numerous loopholes exist in the quality assurance processes of the education sector as a whole; the TVET sub-sector in Uganda is still being guided by the BTVET Act of 2008 lacks a regulatory structure to oversee quality assurance throughout the entire TVET sub-sector in the country; lack of a policy implementation action plan for the TVET Policy; governance of TVET quality assurance in the country is scattered among many government departments and agencies; and existing quality assurance guiding frameworks never encompassed investment and financing of TVET. The paper recommends that the Government of Uganda prioritises the: establishment of the TVET council as envisaged in the TVET Policy, the development and operationalisation of the TVET qualifications framework and TVET qualifications registry system, and the development of a TVET policy implementation Action Plan.
2023-07-01T00:00:00ZChallenges of an Online Pedagogy as a Method for TVET Practical Skills Training Delivery and AssessmentMutebi, RonaldKerre, Bonaventure W.Mubichakani, Josephhttp://41.89.164.27:8080/xmlui/handle/123456789/19512023-09-19T06:15:01Z2023-08-01T00:00:00ZChallenges of an Online Pedagogy as a Method for TVET Practical Skills Training Delivery and Assessment
Mutebi, Ronald; Kerre, Bonaventure W.; Mubichakani, Joseph
Natural catastrophes and pandemics have disrupted teaching and learning in unexpected ways, forcing educators to carefully contemplate a future in which the majority of training delivery and assessment may have to be online. However, before committing to this pedagogical shift, there is a need to establish, rank in terms of prevalence and thus address related challenges. This paper aims to establish and rank the challenges of online pedagogy as a method for TVET practical skills training delivery and assessment in the context of trainees, instructors, and assessors. A survey method was used to gather participants’ responses using an open-ended post-test questionnaire from a total of sixty-nine (69) trainees, twenty (20) instructors and eight (8) assessors after they had undergone an online training delivery and assessment of practical skills. The collected responses were first processed into operational data that was then clustered into twelve categories of closely related meanings. The clustered data was then statistically (descriptive) illustrated and then graphically presented in terms of the ranked average percentage of participants mentioning the category of challenges. The findings of the survey showed that lack of ICT equipment; poor or no internet connectivity; lack of feedback and realtime interaction; poor course/training design; and electricity outages ranked as the top challenges of an online pedagogy as a method for TVET practical skills training delivery and assessment. The paper recommends that governments, donor agencies and TVET providers should invest in the infrastructure and enablers of online training and assessment.
2023-08-01T00:00:00ZAvailability of Competence-Based Teaching/Learning Materials, Tools, and Equipment at Kenya's Coastal Region TVET InstitutionsMwagunga, Mwashighadi P.Kitainge, Kisiluhttp://41.89.164.27:8080/xmlui/handle/123456789/19222023-06-26T08:29:24Z2023-01-01T00:00:00ZAvailability of Competence-Based Teaching/Learning Materials, Tools, and Equipment at Kenya's Coastal Region TVET Institutions
Mwagunga, Mwashighadi P.; Kitainge, Kisilu
Competence-based programs aim to equip learners with skills, knowledge and attitudes
necessary for actual workplaces, so the development of these skills knowledge and
attitudes takes into account the needs of businesses and industries. Despite the fact that
competency-based curriculum has been introduced in Kenya for over ten years, data
from TVET Authority indicate that the acceptance of Competence Based Education and
Training (CBET) programmes in TVET institutions has been extremely slow (TVETA,
2021). Therefore, this study evaluated the availability of competence-based
teaching/learning materials, tools, and equipment in TVET institutions in the coastal
region in Kenya. The study was conducted in technical institutions in Coast region of
Kenya which involved National Polytechnic, Technical Training Institutes and
Institutes of Technology. This study adopted a descriptive survey research design. The
study target population was 870 which includes Principals, Heads of Departments
(HOD’s), Industrial Liaison Officers (ILO’s), trainers and trainees from the Kenyan
Coast National Polytechnic, Godoma Technical Training Institute and Coast Institute
of Technology. Stratified random sampling technique was used to select trainers (22)
and trainees (94) and census technique was used to select Principals (3), ILO’s (3),
and HOD’s (18). Data collection was carried out using questionnaires, interviews and
observations. The questionnaire was tested for reliability using Cronbach’s Coefficient
Alpha to determine the internal consistency of the items. The Statistical Package for
Social Sciences (SPSS) version 23.0 was used to analyze the quantitative data
descriptively. The study revealed competence-based teaching/learning materials, tools
and equipment is inadequate in our TVET institutions and this impedes the successful
implementation of competency-based curriculum. In order to effectively equip training
institutions, stakeholders, parents, industries, the government, and donors must
contribute to the acquisition of competence-based teaching/learning materials tools
and equipment.
2023-01-01T00:00:00ZPersonal Interest as A Determinant of Career Choice in Home Science Education Programme Offered in Kenyan UniversitiesChelagat, AbigaelWanami, SimonSempele, Catherinehttp://41.89.164.27:8080/xmlui/handle/123456789/19182023-06-23T10:30:40Z2023-04-01T00:00:00ZPersonal Interest as A Determinant of Career Choice in Home Science Education Programme Offered in Kenyan Universities
Chelagat, Abigael; Wanami, Simon; Sempele, Catherine
The process of choosing a career path has been a difficult task to students. Students
pursuing Home Science Education programmes in the universities have faced difficulties of
choosing careers. This study sought to establish whether personal interest is a determinant
on choice of careers in Home Science Education programmes in the Universities in Kenya.
This is because students always face challenges when making their choices. Therefore, this
study specifically sought to determine whether students chose their programme as a result of
their personal interest. The study was guided by the Social Cognitive Career Theory that
explores how career choices are made by self-efficacy, outcome expectations and personal
goals. This study adopted the Convergent Parallel mixed method design employing both
quantitative and qualitative approaches. The study was conducted in Uasin Gishu and
Kiambu counties which have universities with programmes that train Home Science
educators. This study adopted purposive sampling technique to select two universities
offering the Home Science education programmes where 254 students were selected from a
population of 420 students and 2 Heads of Department/Chairs of Department took part in
the study. Data for the study was obtained by using questionnaires, interview schedules and
focus group discussion guides. Quantitative data was analyzed using Statistical Package for
Social Sciences (SPSS) software and then presented using distribution tables and graphs.
Qualitative data was analyzed thematically then used to compare with that of quantitative
data. Respondents in this study chose Home Science Education programme because of their
personal interest in the programme which emanated as a result of its relationship to their
career interests 93.3%, availability of wide careers in Home Science 94.9%, their
background in Home Science subject 85.8% and passion of enrolling in the programme at
the university 85.8%. The study recommends that personal interest among students and in
particular individuals should be cultivated early on in life and in schools right from the
onset of schooling. Home science educationist should be at the forefront in nurturing
students to help them realize their potential thus developing their interests in the course
2023-04-01T00:00:00ZThe Role of TVET Managers in the Implementation of Real-Life Project-Based Learning for Competence Development of TVET Trainees in UgandaTuryatemba, Eddy B.Kiplagat, HoseahWanami, Simonhttp://41.89.164.27:8080/xmlui/handle/123456789/19172023-06-23T10:20:07Z2023-04-01T00:00:00ZThe Role of TVET Managers in the Implementation of Real-Life Project-Based Learning for Competence Development of TVET Trainees in Uganda
Turyatemba, Eddy B.; Kiplagat, Hoseah; Wanami, Simon
Real-Life Project-Based Learning (RLPBL) has long been used especially in developing
countries. Various results of RLPBL related studies have also been found to be
effective and have a positive impact on trainees. The purpose of this study sought to
determine the capabilities of TVET Trainers regarding the implementation of real-life
project-based learning for competence development of Technical and Vocational Education
and Training (TVET) trainees in Uganda. The study aimed at finding out the ideal TVET
Trainer abilities for implementing Competence Based Education & Training (CBET) in
Uganda. The study adopted the descriptive survey design with a mixed methods approach.
The sample size of 488 study participants included TVET trainers, heads of institutions and
Ministry of Education & Sports officials and trainees. Qualitative sampling and simple
random sampling techniques were employed; data collection was carried out using
questionnaires, interview schedule, observation checklist and a Focus Group Discussion
Guide. The data were presented in form of tables employing the use of frequency
distribution and percentages and the data was analysed using descriptive statistics with
Statistical Package for Social Sciences (SPSS). The study revealed the roles of TVET
Managers included initiating mobilization of resources including personnel, funds and
training materials, planning, directing and coordinating the implementation of real-life
project, guiding trainers on the best real-life training strategies, and motivating the trainers
morally and materially in addition to monitoring, support supervision and assessing real life
projects. It was recommended that they also deal with the labour information management
system with required data of trainees and graduates, to tracer studies to reveal where the
TVET graduates are and what they are doing as their major roles
2023-04-01T00:00:00ZInfluence of Management and Utilization of Electronic Laboratory and Equipment on Skill Acquisition among Technician Trainees in TVET Institutions in Nairobi, KenyaOkemwa, K. StellaFerej, AhmedWanami, Simonhttp://41.89.164.27:8080/xmlui/handle/123456789/17162023-02-01T07:22:29Z2022-01-01T00:00:00ZInfluence of Management and Utilization of Electronic Laboratory and Equipment on Skill Acquisition among Technician Trainees in TVET Institutions in Nairobi, Kenya
Okemwa, K. Stella; Ferej, Ahmed; Wanami, Simon
Skill training for Technical and Vocational Education and Training (TVET)
graduates is very important as it prepares them to enter the world of work. Basic
skills in electronics are acquired through regular laboratory practices taken by
trainees. These practices must be done in a suitable environment. The purpose of
this study was to investigate the influence of management and utilization of
electronic laboratory and equipment on the level of skills acquisition among
technician trainees in TVET institutions in Nairobi County. The study adopted
mixed methods research design. The target population was four hundred and forty-
nine (449) from electrical and electronics departments of eight (8) public TVET
institutions in Nairobi County. Census method, purposive and convenience sampling
were used to select the sample size. Data was collected using a self-administered
questionnaire, interview schedules, focus group discussion and an observation
checklist. Qualitative data analysis techniques involved the use of thematic analysis
while quantitative data analysis involved the use of both descriptive and inferential
statistics with the aid of an SPSS computer package version 26.0. The study found
that effective management and utilization of electronic laboratory and equipment
for skill acquisition was neglected and moderately influenced skill acquisition. The
study concluded that management and utilization of electronic laboratory and
equipment on the level of skill acquisition among technician trainees was not taken
seriously. It was, therefore, recommended that TVET institutions with government
support invest in electronic laboratory and equipment to enhance skill acquisition.
2022-01-01T00:00:00Z