Tag Archive for: Technical Vocational Education and Training

The purpose of this study was to investigate the individual and institutional determinants of trainee enrolment in public, technical vocational, education and training (TVET) institutions in Nakuru County, Kenya. The study was informed by the large number of secondary school graduates idling in the community and efforts of government of Kenya to raise enrolment in TVETs for skill training to actualise vision 2030. The study sought to investigate whether trainees’ attitude had influence on enrolment in public TVETs in Nakuru County, Kenya. The study was guided by the Social Learning Theory of Career Decision Making (SLTCDM) by John D. Krumboltz (1976). The theory focuses on developing career readiness through implementation of learning theory in school-to-work programs. This study employed descriptive survey research design. The sample size consisted of 12 TVETs, 30 trainers and 331 trainees drawn from the target population of 24 public TVETs, 150 trainers and 2385 trainees from entire Nakuru County. Data was collected by use of interview schedule for the TVET principals, questionnaires for trainers and trainees and document analysis. Data were processed and analysed qualitatively and quantitatively. Descriptive statistics which included frequencies, percentages, means and standard deviations were generated and used in presenting research findings. Statistical tests were done using correlation coefficient and one-way analysis of variance (ANOVA) at 95% confidence interval of the difference (ά=0.05) to be sure true mean is used.  The findings of the correlation between trainees’ attitudes and enrolment in TVETs showed that, P value was 0.3883 > P=0.05, therefore HO₄ was accepted and a conclusion made that there was no significant relationship between trainees’ attitudes and enrolment of trainees. Based on the findings, the study concluded that, trainees’ attitudes do not negatively influence enrolment in TVETs since the trainees willingly chose to enroll in TVETs regardless of the negative publicity towards TVETs. The researcher recommended that, these trainees who have experienced the benefits of enrolling in TVET, to be good ambassadors in their communities so as to change the image of TVETs’ negative publicity so that more prospective trainees enroll which could result to increased enrolment.