Effectiveness of Technical Training Interns in Skills Application in Nyeri County, Kenya

E. Waihura, J. Kagema, P. Kimiti

Abstract


Technical, industrial, vocational and entrepreneurship training Institutions (TIVET) are a key component to provide the required human resource to achieve Kenya’s Vision 2030. This study sought to find out the effectiveness of technical training interns in skills application in Nyeri County, Kenya. The study sought to establish the industrial supervisors’ attitude towards competence of technical training interns in the work-place.  The study was guided by Context, Input, Process and Product (CIPP) Theory.  The study adopted a descriptive survey research design with a target population was 10 Heads of Applied Sciences Department, 45 supervisors from the companies within Aberdare’s Region that offers a technical and practical based internship to interns from technical training institutions. The sample used in the study comprised of 73 respondents comprising of 10 HODs and eight supervisors’. Purposive sampling was used to select the HODs and Supervisors’ for the study. The questionnaire and the interview guide were piloted to test for reliability and validity. The reliability coefficient for the TIVET Heads of Department Questionnaire was 0.767. Inferential and descriptive statistics was applied to analyse data with aid of SPSS computer program. The study established a mean of 1.62 and standard deviation of 0.774 to the statement. The findings show that the supervisors’ thought the TIVET curriculum was theoretical to some extent. 25% and 37.5% indicated that they strongly disagreed and disagreed respectively to the statement that TIVET curriculum was in line with the current technology in the country. The study concludes that technical and vocational education is the core driver for countries the world over to achieve envisaged steps in economic and technological development. Ensuring that curriculum of TIVET education be more practical based will make this education effective. The authors recommend that the attachment period should be extended to enhance the interns’ effectiveness and application of knowledge through hands-on experience in real production work.

Keywords


technical training interns, skills application, experience in work place

Full Text:

PDF

References


Ayuba, A. (2000). The role of Technical and Vocational Education and Training in Human Resource Development. The Case of Turba Village of Technology.

Bunning, F. (2006). TIVET Teacher Education on the Threshold of Internationalisation. Bonn: Internationale-Weiterbildung und EntwicklungGgmbh.Rwanda.

Dasmani, A. (2011). Challenges facing Technical Institute Trainees in Practical Skills Acquisition in the Upper East Region of Ghana. Asia-Pacific Journal of Cooperative Education. 12(2): 67-77.

Felten, P., Gilchrist, L. Z., and Darby, A. (2006). Emotion and learning: Feeling our way toward a new theory of reflection in service-learning. Michigan Journal of Community Service Learning. 12(2):38–46.

Gachie, J. (2013). Technical Education in Kenya. Retrieved November, 10, 2014, from Soft Kenya: http://softkenya.com/technical-education-in-kenya/

Gay, R. L. (2003). Educational Research: Competencies for Analysis and Application (7th ed.) Columbus: Charles E. and Merrill Publishing Company.

Islam, R., and Mia, A. (2007). The role of education for rural population transformation in Bangladesh. Asia-Pacific Journal of Cooperative Education. 8(1):1-21.

Karayan, S., and Gathercoal, P. (2005). Assessing service-learning in Teacher Education. Teacher Education Quarterly. 32(3):79–92.

Kombo, K. and Tromp, A. (2006). Proposal and Thesis Writing. Nairobi: Pauline’s Publications Africa.

Konayuma, G. S. (2008). Achieving Poverty Reduction through Quality Vocational Education and Training in Partnership with Industry. Livingstone: IVETA.

Lauglo. (2005). Cited in Lan Joo. World Bank Institute, extracted on 11th July 2014. Proposal and Thesis Writing. Nairobi: Pauline’s Publications Africa.

Nirmala, M., Karthikeyan, K., Appalabatla, S., and Patharaj, J. (2012). The Role of ICT in the Economic Development of North East Africa: Eritrea. Journal of Emerging Trends in Computing and Information Sciences. 3(3):310-318.

Simiyu, J. (2009). Revitalizing a Technical Training Institute in Kenya. A Case Study of Kaiboi Technical Training Institute. UNESCO.

Tilak, J. (2002). Vocational Education and Training and Asia: The Handbook on Educational Research in the Asia. Pacific Region (eds. John P. Keeves and Rye Watanabe). Kluwer: Academic Publishers.

UNESCO. (2006). Guidebook for Planning Education in Emergencies and Reconstruction (UNESCO/IIEP).

Zang, G., Zeller, N., Griffith, R., Metcalf, D., Williams, J., Shea, C., and Misulis, K. (2011). Using the Context, Input, Process and Product Evaluation Model (CIPP) as a Comprehensive Framework to Guide the Planning, Implementation and Assessment of Service Learning Programs. Journal of Higher Education, Outreach and Engagement. 15(4):57-84.




DOI: https://doi.org/10.17509/invotec.v15i1.16049

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Innovation of Vocational Technology Education

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Lisensi Creative Commons
This work is licensed under a Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.

View My Stats