Trainers’ and Trainees’ Attitude towards Remote Learning in Technical and Vocational Education and Training institutions in Bungoma County, Kenya

Abstract

TVET programmes involve school-based and workplace-based training. TVET focuses on practical skills and work-readiness making remote learning challenging. Remote learning is a weak substitute for practical exercises as they require equipment or materials not found at home. Most providers are unable to deliver or assess practical skills training remotely. This study aimed to assess the trainers’ attitude towards remote training. The research explores trainers’ perception, tools and challenges in delivering technical training remotely. The theory of Diffusion of Innovations (DIT) guided the study. The study employed explanatory research design targeting trainers in 8 TVET institutions in Bungoma. The target population was 376 trainees and 242 trainers. Questionnaires were designed and used for data collection. Descriptive statistics (frequency and percentages) were used and data was presented in tabular form. 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 is negative attitude among 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.