FACTORS INFLUENCING THE ADOPTION OF FLEXIBLE TEACHING APPROACHES IN TECHNICAL TRAINING INSTITUTIONS IN KENYA

Abstract

The goal of training in technical training institutions is to produce technicians with competencies to handle various challenges in technology oriented fields. The continuing need to improve the quality of education in TVET is ever present. Therefore, effective teaching at these institutions is important to enhance quality of its graduates. Currently, flexible open and distance learning approaches are being used to enhance quality and access to programs around the world. The aim of this study therefore was to determine the factors influencing the adoption of flexible approaches to teaching in technical training institutions in Kenya. The specific objectives were to: establish how the syllabus content influences the adoption of flexible approaches to teaching; determine how the availability of teaching materials influence the adoption of flexible approaches to teaching; evaluate how institutional factors influence the adoption flexible approaches to teaching and establish how the perception of the instructors influence the adoption of flexible approaches to teaching in technical training institutions in Kenya. The study was guided by a conceptual framework developed by the author. This study was conducted through descriptive research design. Data were collected from seven technical training colleges in Western Kenya. The method of data collection was through open and closed-ended structured questionnaires, interview schedules and document analysis. Collected data were coded in SPSS 17.0, (2008) and analysed using descriptive statistics. The study established that institutional managers had no authority to develop their own courses tailor made to suit specific needs in the market. The teaching resources that influence the adoption of flexible learning and teaching were also found to be unavailable in classrooms. Most institutions however had put in place strategic objectives to improve the quality of learning and teaching. The perception of the teachers on the adoption of flexible learning process was positive. There is no doubt that the current technical teacher is willing to adopt a more innovative and flexible approach to teaching. Outputs from this study are expected to enhance the adoption of flexible learning in technical training institutions. In light of the findings of the study, it was recommended that the government of Kenya should establish a clear policy aimed at greater adaptability to flexibility. Institutions need to be granted authority to develop or reorganise syllabi for provision of industry specific solutions while being regulated to meet set international standards.