EFFICACY OF REMOTE LEARNING IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS IN BUNGOMA COUNTY, KENYA

Abstract

TVET programmes typically involve a combination of classroom and workplace-based training. The hallmark of TVET, its focus on practical skills and work readiness, makes remote learning particularly challenging. Remote learning approaches are a weak substitute for practical exercises when they require the use of equipment or materials not usually found inside home setting. Most providers are unable to deliver or assess practical skills training remotely. This research aimed to assess the efficacy of remote learning in Technical and Vocational Education and Training (TVET) institutions in Bungoma County, Kenya. The specific objectives of the study were; to determine trainers’ competence towards remote learning, to determine trainees’ competence towards remote learning, to assess trainers’ attitude towards remote learning, to assess trainees’ attitude towards remote learning and to identify the remote learning tools used in technical training in TVET institutions in Bungoma County, Kenya. Mixed methods were adopted in this study by use of descriptive survey design. To test the validity of the instruments used in the study, the instruments were availed to a panel of University of Eldoret research experts together with the supervisors to review the instruments. To determine the reliability of the instrument, trainee questionnaire was piloted at Ol'lessos Technical Training Institute. Qualitative data from interview schedule was transcribed, thematically classified, and arranged before they were reported in narrations and quotations. The study found that only 33.4% (n=79) of the trainers’ found it easy to train learners remotely while 83% (n=195) agreed that teaching theory courses online was easy. The study established that despite many trainers finding it easy to teach theory remotely, there was negative attitude among the majority of trainers on training practicals remotely. The study recommended that TVET institutions should blend remote learning with physical sessions to allow practical training to take place. Institutions should look for ways to mitigate challenges associated with remote learning.