LABOUR MARKET DYNAMISM: IMPLICATIONS FOR TRAINING DIPLOMA IN ENGINEERING GRADUATES FOR SELF-EMPLOYMENT IN KENYA

Abstract

This study investigated how graduates of Diploma in Engineering from TVET institutions are prepared for self-employment in a labour market dynamics. The study was grounded on a constructivist research paradigm which claims that a research problem has multiple realties that need to be exposed under investigation of participants’ view of the world they live in. The study was based on human capital theory and supported by push – pull theory. The study sought to: establish how existing training equipment in TVET institutions prepares trainees for self-employment; establish how acquisition of technical content in TVET institutions prepares trainees for self-employment; examine how acquisition of generic content in TVET institutions prepare trainees for selfemployment and to establish how available support systems in TVET institutions prepare graduates to be self-employed. The study adopted both quantitative and qualitative approaches in an effort to sought answers to research questions. The study targeted diploma in engineering graduates who graduated in 2011 who had been out in the world of work for at least five years. The study used stratified and snow ball sampling techniques to select 268 graduates while purposive sampling technique was used to select 35 trainers. The quantitative data were collected using questionnaires while qualitative data were collected using interview and focus group discussion. The validity of instruments for qualitative data was considered credible after intensive scrutiny by experts in the department Technology Education of University of Eldoret. While the validity of quantitative instruments were taken through piloting which thereafter the findings were subjected to statistical analysis where Cronbach’s alpha of 0.7 was attained and used. The data obtained by the questionnaires were presented and analyzed quantitatively as frequencies and percentages as per the research questions. While qualitative data was transcribed and organized into themes to check on their frequencies based on the research questions. The study found that the training strategies, technical content, soft skills content and experiences used in TVET institutions did not give graduates adequate skills and confidence to engage in self-employment. The study also found that graduates were not given support as they transited into self-employment hence could not identify and exploit business opportunities. In conclusion TVET institutions do not actually prepare their graduates for self-employment but for paid employment. The study recommends that TVET graduates need to be assisted as they transit to selfemployment by having competence based curriculum, guided on the choices they make, and connecting them to funding sources. The researcher suggests for a creation of an institution that can mentor graduates in innovative skills, business startups and link them to existing market niche for their products.