Abstract :

The purpose of this study was to investigate the influence of institutional factors on access to County Vocational Education and Training institutions in Makueni County, Kenya. The study was informed by the existence of a large number of youths in the County who have not enrolled in CVETIs hence leading to high population of idle youths with low or no relevant employable skills which contributes to increased dependency ratio, high unemployment rates, engagement in drug and substance abuse and other social-evils. The study sought to investigate whether, the career guidance services influence access to County Vocational Education and Training Institutions in Makueni County, Kenya. The study was guided by Human Capital Theory (HCT). The study employed descriptive research design. The study targeted 28 registered Public Vocational institutions in Makueni County. The study used stratified simple random sampling and purposive sampling techniques to obtain a random sample of 21 managers, 87 instructors and 316 trainees drawn from 21 randomly selected Vocational institutions. Questionnaires, interview schedule and an observation check list were used to collect data.  Data were processed and analyzed qualitatively and quantitatively. Descriptive statistics that is, frequency distributions, percentages, means and standard deviations were generated and used in describing and discussing the research findings. Statistical tests were done using a T-test and one-way analysis of variance (ANOVA) at 95% Confidence Interval of the difference (α=0.05). An independent sample t-test was conducted to compare mean difference between if career guidance influence access to county vocational education as well as training institutions and professional qualification of the managers. The findings of the study revealed that, Most of the vocational institutions have no organized and functional career guidance departments to provide in-depth information on individual courses, inadequate career guidance services has an influence on access to CVETIs and trainees’ career progression. Based on this findings the study recommended that the institutions should establish functional career guidance departments to provide in-depth information on individual courses and career guidance on vocational education to be introduced at the lower level of basic education.

---

Keywords :

Access, County Vocational Education and Training Institutions, Institutional Factors, Prospective Trainees.

---

References :

1. Andiema, N., & Manasi, E. (2021). Female students participation in Technical, Vocational Education and Training in west Pokot County, Kenya. East Afrcan Journal of Education Studies, 60-69.
2. Carnevale, A. P., Smith, N., & Strohl, J. (2013, December Tuesday). Recovery: Jobs growth and education requirements through 2020. Retrieved from https://cew.georgetown.edu/cew-reports.
3. Cathleen, S., Raffe, D., Georg, H., Ammerman, P. J., & Watters, E. (2014). Attractiveness of initial Vocational Education and Training; Identifying what works. Luxembourg: European Centre for Development of Voctaional Training (Cedefop)..
4. County Government of Makueni. (2016). Government of Makueni Vision 2025 Our County our future. Makueni: Government of Makueni.
5. Crocker, R. (2006). Human Capital Development and Education. Atlanta: Canadian Policy Research Networks.
6. Eleanor, D. (2015). Transition from second level and futher education to higher education. Dublin: University of Limeric.
7. ENESCO-UNEVOC. (2020). TVET Country Profile Singapore. UN Campus: International centre for Technical and Vocational Education and Training .
8. Farid, S. (2019). Factors that influence student’s decision to enroll in intial Vocational Education and Training IVET Lyceum inTajikistan. Doctor of Philosophy (PhD),dissertation, STEM and professional studies. Tajikistan: Old Dominion University.
9. Garcia, M. M., Toledo, D. L., & Rodrizguez, H. L. (2020, June 5). Equal Opportunities in an inclusive and Sustainable Educatin System: An Explanatory Model. sustainability.
10. Gonvernment of Kenya. (2013). Technical Vocational Education and Training Act . Nairobi: Goverment printer.
11. Kothari, C. R., & Gaurav, G. (2014). Research Methodology 3rd Edition . New Dheli: New Age International Publishers..
12. Ministry of Education. (2019). Sessional paper No 1 of 2019 on A policy Framework for Reforming Education and Training for Sustanable Development in Kenya. Nairobi: Government printer.
13. Ministry of Education Singapore. (2016). Overview of Education and Career Guidance (ECG) Implementation in Singapore Schools; Preparing our children for their future. singapole: Student Development Curriculum Division.
14. Mumtaz, M. K., Abdul, B., & Asma, T. (2018). The impact of career counselling and vocational guidance on employment in TVET sector. International journal of Human Resource studies, 274-289.
15. Orodho, J. A., Khatete, I., & Mugiraneza, J. P. (2016). Concise Statistics An illustrative Approach to problem solving. Nairobi: Kanezja happyland enterprises.
16. Otero, J. P. (2019). UNESCO-UNEVOC trends mapping innovation in TVET. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training.
17. Parsons, F. (1909). Choosing a vocation. Boston: Houghton.
18. People’s Republic of China. (2018). Technical Vocational Education and Training Country Profile. Shanghai: UNESCO-UNEVOC.
19. Psachoropoulos, G., & Woodhall, M. (1997). Education for development. An analysis of investment choice. New York: Oxfort University press.
20. Republic of Kenya. (2012). A policy framework for Education. Alinging Education and Training to the Constitution of Kenya (2010) and Kenya vision 2030 and beyond. Nairobi: Government printer.
21. Republic of Kenya. (2012). Sessional paper No 14. of 2012. A policy framework for Education and Training. Reforming Education and Training in Kenya. Nairobi: Government printer.
22. Republic of Kenya. (2014). Technical and Vocational Education and Training (TVET) policy 2014. Nairobi: Goverment printer.
23. (2013). Revisiting global trends in TVET. Reflection on theory and practice. UN Campus: UNEVOC.
24. UNESCO-UNEVOC. (2018). Improving the image of TVET. German: UNESCO-UNEVOC.
25. UNESCO-UNEVOC. (2018). TVET Country Profile Australia. Australia: UNESCO-UNEVOC.
26. UNESCO-UNEVOC. (2020). Boosting gender equality in science and Technlogy . A challenge for TVET programmes and careers. German: UNESCO-UNEVOC.
27. UNESCO-UNEVOC. (2020). TVET country profile Lao People’s Democratic Republic. German: UNESCO-UNEVOC.
28. United Nations. (2015). The 17 Sustainable development goals (SDGs) to improve our world. New York: United Nations.
29. Watters, E. (2009). Making initial Vocational Education and Training more attractive for learners. The European Network on quality Assurance in Vocational Education and Training (ENQA-VET). Retrieved from /-media/TG-Report-MIVMA.: www.deqa-vet.de
30. Watters, E. (2009). Making initial Vocational Education and Training more attractive for learners. The European Network on quality Assurance in Vocational Education and Training (ENQA-VET). Retrieved from /-media/TG-Report-MIVMA.: www.deqa-vet.de
31. Watts, A. G., & Fretwell, D. (2004). Public policies for career development . Washington D C: World Bank.