Embed Size (px)
Citation preview
AN EVALUATION OF STRATEGIES INFLUENCING PERFORMANCE OF TECHNICAL
VOCATIONAL AND EDUCATION TRAINING (TVET) INSTITUTIONS IN NYAMIRA
COUNTY, KENYA
BY
MAKORI PETER BOGONKO
BBM (ACCOUNTING OPTION) EGERTON UNIVERSITY
A RESEARCH PROJECT SUBMITTED IN TO THE SCHOOL OF POST GRADUATE
STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS OF THE DEGREE OF
MASTER OF BUSINESS ADMINISTRATION (STRATEGIC MANAGEMENT), SCHOOL
OF BUSINESS AND ECONOMICS, DEPARTMENT OF DEPARTMENT OF HUMAN
RESOURCE AND STRATEGIC MANAGEMENT, KISII UNIVERSITY
NOVEMBER, 2018
DECLARATION AND RECOMMENDATION
DECLARATION BY STUDENT
This Research Project is my original work and has not been previously submitted for the award of
diploma or degree in any other college/ university.
Signature…………………………… Date………………............…
Makori Peter Bogonko
REGISTRATION NUMBER CM11/00332/07
RECOMMENDATION BY SUPERVISORS
This Research Project has been submitted for examination with our approval as the University
supervisors:
Signature……………………………….. Date…………………........…
Dr. Stella Omari, PhD
Senior Lecturer,
Department of Human Resource and Strategic Management
KISII UNIVERSITY
Signature………………………………. Date…………………….......
Prof. Christopher Ngacho, PhD
Associate Professor,
Department of Management Science
KISII UNIVERSITY
ii
PLAGIARISM DECLARATION
DECLARATION BY STUDENT
i. I declare I have read and understood Kisii University Postgraduate Examination Rules andRegulations, and other documents concerning academic dishonesty.
ii. I do understand that ignorance of these rules and regulations is not an excuse for a violationof the said rules.
iii. If I have any questions or doubts, I realize that it is my responsibility to keep seeking ananswer until I understand.
iv. I understand I must do my own work. v. I also understand that if I commit any act of academic dishonesty like plagiarism, my
thesis/project can be assigned a fail grade (“F”)vi. I further understand I may be suspended or expelled from the University for Academic
Dishonesty.
Makori Peter Bogonko............................ Date…………………………....................
REGISTRATION NUMBER CM11/00332/07
DECLARATION BY SUPERVISOR (S)
i. I/we declare that this thesis/project has been submitted to plagiarism detection service. ii. The thesis/project contains less than 20% of plagiarized work.
iii. I/we hereby give consent for marking.
1. Dr. Stella Omari, PhD ……………………...............................Date…………….....................
Department of Human Resource and Strategic Management
KISII UNIVERSITY
2. Prof. Christopher Ngacho, PhD….............................................Date.......................................
Department of Management Science
KISII UNIVERSITY
iii
DECLARATION OF NUMBER OF WORDS
Declaration by the Candidate
I confirm that the word length of:
1) The thesis, including footnotes, is 21,604
2) The bibliography is 2,319
I also declare that the electronic version is identical to the final, hard bound copy of the thesis and
corresponds with those on which the examiners based their recommendation for the award of the
degree.
Signed: …………………………………… Date….........................................................................
Declaration by Supervisors
I confirm that the thesis submitted by the above-named candidate complies with the relevant word
length specified in the School of Postgraduate and Commission of University Education regulations
for the Masters Degrees.
1. Dr. Stella Omari, PhD …………………… ……………….....................
Department of Human Resource and Strategic Management
KISII UNIVERSITY
2. Prof. Christopher Ngacho, PhD ………………… ................................................
Department of Management Science
KISII UNIVERSITY
iv
COPYRIGHTAll rights are reserved. No part of this project or information herein may be reproduced, stored in a
retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying,
recording or otherwise, without the prior written permission of the author or Kisii University on that
behalf.
©pmakori2018
v
DEDICATION
This Research Project Report is dedicated to my wife Josephine and children Martha, Lillian, Faith,
Fred, Charles and Lucy, whose love and encouragement have guided me throughout my Research
Report writing period.
vi
ACKNOWLEDGEMENT
Acknowledgement goes to my Almighty God who enabled me to write this report. My sincere
gratitude goes to my supervisors, Dr. Stella Omari and Prof. Ngacho Christopher for their academic
guidance. I’ m also very sincerely grateful to Mr. Onyango Obel, Mr. Wycliffe Otera and Mr.Zirwel
Maina’s inspiration and checking my academic report. I am also indebted to my colleague Mr.
Ongaga Naftal for joint discussion.
My appreciation goes to the County commissioner and director of education for granting me
research authorization instruments that enabled me access data in the area of study. I also wish to
extend my sincere gratitude to all Managers, HODs and trainers of TVET institutions for their
valuable information that enabled me to obtain vital data and subsequent draft of the report.
This research report could not be complete without extending my appreciation to Ekerubo Gietai
Technical Institute Principal Mr. Daniel Nyariki and the entire staff for their patience and guidance
during my project report writing.
I also wish to appreciate my entire family for their financial support and patience. Most specifically,
my gratitude goes to my wife who helped in typing and initial proof reading of the report.
May the families of all those that contributed to this research project report writing be blessed.
vii
ABSTRACTWorldwide educational institutions have faced several challenges, ranging from low employability ofwork force, access to formal and non-formal TVET, quality of skill development, relevance ofcurriculum and skills, structural linkage, labor market information, lack of mobility and skilldevelopment for the organized sector. The main objective of the study was to evaluate the strategiesinfluencing performance of Technical Vocational Education and Training (TVET) institutions inNyamira County. The specific objectives were to determine the effect of curriculum strategy onperformance of TVET institutions in Nyamira County, to assess the influence of learning resourcestrategy on performance of TVET institutions in Nyamira County, to establish the effect of level ofmanagement knowledge strategy on performance of TVET institutions in Nyamira County, todetermine the influence of staffing strategy on performance of TVET institutions in Nyamira Countyand to determine the effect of trainees’ attitude strategy on performance of TVET institutions inNyamira County. The study adopted descriptive method as research design. The study targeted 561individuals which yielded a sample size of 169. To collect data, questionnaires were used as researchinstruments. Data was analyzed using descriptive and inferential statistical instruments. A multipleregression model was applied in determining the relationship between variables and performance.The study found that the current syllabus requires immediate review and that the management teamwere to be more proactive in the provision of clear strategic plans, motivate and carry out regularstaff appraisal. The study concluded that Technical Vocational Education Authority (TVETA)oversee TVET institutions in bid to offer high quality and relevant skills to be in tandem with labourmarket dynamics. The study recommended for increased budgetary allocations, regular training oftrainers, acquisition of new technologies and innovative skills. It further proposed for linkage of theinstitutions with possible employers in the job market. The study concentrated on TVET institutionsin Nyamira County and the findings can be replicated in other Counties in the country.
viii
TABLE OF CONTENTS
DECLARATION AND RECOMMENDATION...............................................................................ii
PLAGIARISM DECLARATION.....................................................................................................iii
DECLARATION OF NUMBER OF WORDS.................................................................................iv
COPYRIGHT.......................................................................................................................................v
DEDICATION.....................................................................................................................................vi
ACKNOWLEDGEMENT................................................................................................................vii
ABSTRACT......................................................................................................................................viii
TABLE OF CONTENTS....................................................................................................................ix
LIST OF TABLES............................................................................................................................xiii
LIST OF APPENDIXES....................................................................................................................xv
LIST OF ABBREVIATIONS...........................................................................................................xvi
LIST OF ACRONYM......................................................................................................................xvii
CHAPTER ONE
INTRODUCTION...............................................................................................................................1
1.1 Background of the Study.................................................................................................................1
1.2 Statement of the problem.................................................................................................................5
1.3 Objective of the Study.....................................................................................................................6
1.4 Research Questions..........................................................................................................................7
1.5 Significance of the Study.................................................................................................................7
ix
1.6 Scope and justification of the Study................................................................................................7
1.7 Limitations of the Study..................................................................................................................8
1.8 Assumptions of the Study................................................................................................................8
1.9 Operational Definition of Terms......................................................................................................8
CHAPTER TWO
LITERATURE REVIEW..................................................................................................................11
2.1 Theoretical framework...................................................................................................................11
2.1.1 Resource-Based View Theory.........................................................................................11
2.1.2 Strategic theory...............................................................................................................12
2.1.3 Michael Porter’s Generic Competitive Strategies...........................................................13
2.2 Empirical Review..........................................................................................................................15
2.2.1 Curriculum Strategy........................................................................................................15
2.2.2 Learning Resources Strategy..........................................................................................21
2.2.3 Level of Management Knowledge Strategy...................................................................23
2.2.4 Staffing Strategy.............................................................................................................27
2.2.5 Trainee Attitude strategy.............................................................................................................29
2.3 Summary of Research Gaps...........................................................................................................39
2.4 Conceptual Framework..................................................................................................................41
CHAPTER THREE
RESEARCH METHODOLOGY.....................................................................................................43
3.1 Research Design............................................................................................................................43
x
3.2 Study Area.....................................................................................................................................43
3.3 Target Population...........................................................................................................................43
3.4 Sample Size and Technique...........................................................................................................44
3.5 Data Collection Procedure.............................................................................................................44
3.5.1 Instrumentation...............................................................................................................45
3.5.2 Validity of data................................................................................................................45
3.5.3 Reliability of data...........................................................................................................45
3.6 Data analysis..............................................................................................................................................46
3.7Ethical Considerations....................................................................................................................47
CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION.....................................................................................48
4.1 Response Rate................................................................................................................................48
4.2 Demographic information..............................................................................................................48
4.2.1Gender of Respondents....................................................................................................48
4.2.2 Age of Respondents........................................................................................................49
4.2.4 Position Held by Respondents........................................................................................50
4.2.4 Experience of the Respondents.......................................................................................50
4.2.5 Respondents’ Level of Qualification..............................................................................51
4.3 Curriculum Strategy on Performance of TVET Institutions..........................................................52
4.4 Learning Resource Strategy on Performance of TVET Institutions..............................................54
4.5 Level of Management Knowledge Strategy on Performance of TVET Institutions.....................56
xi
4.6 Staffing Strategy on Overall Institutional Performance................................................................57
4.7 Trainees’ Attitude Strategy on Performance..................................................................................59
4.8 ANOVA Results.............................................................................................................................61
4.9 Regression Analysis.......................................................................................................................62
4.10 Model Summary of Regression Analysis....................................................................................63
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS......................................................65
5.1 Summary of Findings....................................................................................................................65
5.1.1 Curriculum strategy on performance of TVET institutions in Nyamira County............65
5.1.2 Learning Resource Strategy on Performance of TVET institutions...............................65
5.1.3 Level of Management Knowledge Strategy on Performance of TVET Institutions......66
5.1.4 Staffing Strategy on Performance of TVET Institutions................................................66
5.1.5 Trainees’ Attitude Strategy on performance of TVET Institutions.................................66
5.2 Conclusion.....................................................................................................................................67
5.3 Recommendations..........................................................................................................................68
5.4 Suggestions for Further Research..................................................................................................68
REFERENCES....................................................................................................................................70
APPENDICES.....................................................................................................................................82
xii
LIST OF TABLES
Table 3.1: Sample size
Table 4.1: Effect of Curriculum Strategy on Performance of TVET Institutions
Table 4.2: Influence of Learning Resource Strategy on Performance of TVET institutions
Table 4.3: Effect of Level of Management Knowledge Strategy on Performance
Table 4.4: Influence of Staffing Strategy on Overall Institutional Performance
Table 4.5: Effect of Trainees’ Attitude Strategy on Institutional Performance.
Table 4.6: ANOVA Table
Table 4.7: Table of Coefficients..........................................................................................................66
Table 4.8: Model Summary
xiii
LIST OF FIGURES
Figure 2.1 Conceptual Framework of the Research Study…………………………………......……45
Figure 4.1: Summary of Gender of Respondents
Figure 4.2: Age of Respondents
Figure 4.3: Position held by Respondents
Figure 4.4: Respondents’ Experience
Figure 4.5: Level of Education
xiv
LIST OF APPENDIXES
APPENDIX I: LETTER TO THE RESPONDENTS
APPENDIX II: QUESTIONNAIRE
APPENDIX III: LIST OF TVET INSTITUTIONS IN NYAMIRA COUNTY.
APPENDIX IV: MAP OF NYAMIRA COUNTY
APPENDIX: V- UNIVERSITY LETTER
APPENDIX VI: LETTER FROM THE DIRECTOR OF EDUCATION
APPENDIX VII: LETTER FROM THE COMMISSIONER
APPENDIX: VIII- NACOSTI LETTER
APPENDIX: IX-NACOSTI PERMIT
APPENDIX: X- PUBLICATION
APPENDIX XI: PLAGIARISM REPORT
xv
LIST OF ABBREVIATIONSERSWC Economic Recovery Strategy for Wealth and Employment Creation
Strategy
TVETA Technical Vocational Education Training Authority
HOD Head of Department
KESSP Kenya Education Sector Support Programme
KICD Kenya Institute of Curriculum Development
MDGs Millennium Development Goals
STI Science, Technology and Innovation
TIVET Technical, Industrial and Vocational Education Training
TVC Technical Vocational Training Centers
TVET Technical, Vocational and Educational Training
xvi
LIST OF ACRONYMUN United Nations
UNESCO United Nations Educational Scientific and Cultural Organization
UNEVOC International Centre for Technical and Vocational Education and Training
VET Vocational Educational Training
VCT’S Vocational Training Centres.
SADC Southern African Development Community
xvii
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Worldwide educational institutions have faced several challenges, ranging from low employability of
work force, access to formal and non-formal TVET quality of skill development, relevance of
curriculum and skills, structural linkage labor market information, lack of mobility and skill
development for the organized sector (Siroh, 2011).
Over the review period and especially following the global financial crisis in 2008, labor markets
across the world experienced structural changes that have influenced the requirement for skills and
TVET. Unemployment worsened and the quality of jobs decreased, especially for youth. Gender
parity in labor force participation placed men ahead of women, and skill mismatches deepened. The
crisis impacted labor markets adversely and led to deepening uncertainty, propensity of employment,
and inequality [ CITATION ILO11 \l 1033 ].
Curriculum strategy is a strategy in TVET involves programs in Nepal were initiated under the
premise that the problem of increased unemployment could be reduced through appropriate skill
development. Skill training program was considered as way of employment promotion and
increasing earning potential of trained graduates. Individuals, society and the government were
seeking feasible ways to promote employment and earning potential of the Nepal labor force.
However, TVET training programs in Nepal were poorly linked with the labor market demands and
were not satisfactorily fulfilling the industry needs and economic development of the Country.
Similarly, every day, about 600 youths are flying to abroad for job and majority are unskilled. Those
1
that go as skilled workers landed as laborers due to inappropriate skills. Therefore, the training
system was inadequate in addressing demand for foreign employment Lamichhane (2011).
UNESCO’s (2015) review on the Pacific framework forum endorsed far reaching resolutions in the
region from (2012-2015). The framework tackled an array of ongoing challenges and gaps facing
TVET sector such as imbalance in demand supply, unclear TVET coordination, lack of demand
driven data, lack of quality assurance and standards, inadequate management pool of TVET
personnel and underfunding. However the forum came up with intervention measures with a focus of
shifting away from supply side to demand oriented (TVET).
In order to strengthen the capacities of Latin America and Asia to develop and improve labour
training systems and protect workers against unemployment, it was important to make learning
resource strategy in terms of training continuously relevant to industry, access training funds, ensure
quality in community-based training and hence improve the image. The study recommended that
TVET institutions should address specific skill needs and important value chains in order to promote
TVET- industry linkages. In order to ensure a continuous flow of input from industry; TVET should
increase the representation of industry in TVET board so as to ensure that the right skills are taught
that are commensurate with industry requirements (PIDS,2016).
According to a recent study by UNESCO in most African countries, though enrolment had increased,
secondary education did not provide enough space nor provide education to guarantee employment.
Hence, in order to respond to growing demand for relevant education it was necessary to adopt
management knowledge strategy to enable the youth to access world of work. However TVET still
remain underdeveloped in most African countries. It’s therefore imperative to change the attitude
towards TVET in all stakeholders, policy makers and service providers, teachers, parents and the
2
public. In this survey it emerged that the curriculum in TVET does not respond industry and
workplace that gears to absorb TVET graduates (UNESCO-IICBA, 2011).
UNESCO-UNEVOC (2010) reveals that the transition rate from primary level to secondary stands at
70%,and remaining 30% of primary graduands and secondary schools dropouts forms a catchment
for Youth Polytechnics. Although there are approximately 817 Youth Polytechnics spread across the
the country in accordance with Ministry Of Education (MOE) report,the institutions are yet to
operate as centers of choice rather than centers of “Last resort” (MOE,2009).
In yet another study by UNESCO-UNEVOC (2015) on Tvet strategy (2016-2021) whose aim was
transform TVET sector so as to realise its full potential by adopting on staffing strategy on
improving performance, which is still need for TVET to adapt this strategy, respond and transform it
self so that it becomes relevant and valuable. In accordance with the study TVET has not resulted in
attaining envisaged benefits but instead offered poor ‘returns’ to individuals ,gorvernment,taxpayers
and further more not contributing adequately to social-economic development in comparison to
academic education. TVETis often seen as “second best” and generally exhibts low status,prestige
and little power. In this case it has not successfully delivered its promise and potential. Hence, this
depicts a gap between its level of potential and performance. This concept is further reinforced by
Thienemann (2014) who asserts that TVET is low compared to secondary education.
Anya (2012) argues that the problem Nigerian education system faces was due to leadership at
diverse levels of the polity. According to him, the Nations’ education policies are unfavorable for
education planning and investment in human capital development because poor leadership and
governance coincides with the fact that despite the countries’ abundance in human and natural
resources-including oil wealth, it was still faced with socio-economic and political challenges. For
decades, Nigeria has been considered to be a country that has not paid proper attention to its
3
education system, particularly in TVET programs and science based technology education. Yet it’s
hopeful to be industrialized nation without overcoming major challenges to actualize its dreams
(Dike, 2013).
Kyarizi (2012) in his study on TVET pedagogy in Uganda argued that learning was impaired due to
inadequate materials and equipments for trainees. The study further revealed that though inadequate
resources was a major challenge, there were other challenges such as outdated curriculum which did
not meet societal and labour market needs, lack of link between the institution and the labour market
leading to a miss match between the skills attained and industry requirements and negative attitude
towards TVET by learners and the community that TVET is meant for academic dwarfs since the
government does not give it due attention more especially its biasness on selection criterion to join
university and tertiary institutions from high school. The study further cited lack of professional
growth as this compromised service quality as most trainers overstay in their grade for a long time.
The Kenya gazette supplement Act ( 2013) enacted Act of parliament for the provision of
establishment of (TVET) systems; to offer for the governance and administration of the institutions
offering (VET) to provide for coordinated assessment examinations and certification to institute
system for promoting access and equity in training to guarantee standards, quality and relevance for
interrelated purposes.
Onderi (2014) In his report on TVET restructuring, highlighted the shortcomings in the TVET
institutions such as poor quality in the delivery of TVET programs, TVET delivery systems are not
well coordinated and at times there are no proper regulations followed in its implementation since
there is no clear laid curriculum with proper monitoring and evaluation procedures. Trainees’ attitude
strategy on skills offered at times do not meet desired standards, funds are inadequate coupled with
poor management and poor organization structures, negative attitude towards TVET as it’s
4
considered by both the public and parents fit for academic dwarfs, disregard of the needs of the
labour market, unemployment rate among TVET graduates and high training costs inherent
Nyamira county is one of the most constrained county in terms of revenue streams, with an average
poverty rate of 48.1% slightly above the national average of 47.1% compounded with an increasing
population, shrinking of land through land subdivisions which is one of the major source of
livelihood for most people in the County. The constraints have led to high unemployment rate among
the youth; drug and crime related incidences are common phenomenon (Nyamira County Economic
Strategic Plan 2013-2018).
Over approximately 60,000 youths graduate from secondary and tertiary institutions in the country,
yet the labor market in Kenya has not been able to accommodate this large group of skilled young
graduates in the absence of opportunities in the formal labour market. Young people turn to self
employment in the sector which is often hazardous due to its labor intensive nature, low payment
and few prospects in the future. The County has currently 33 youth polytechnics which they gear to
turn around to address employment gaps among its youths, yet it is faced with some challenges such
as inadequate staffing, infrastructure, lack of modern training facilities, and negative perception
towards VTC’S (Nyamira County Economic Strategic Plan 2013-2018).
1.2 Statement of the problem
Education is critical in the development of any nation for it acts as both a means and an end to
development in modern society. It is virtually impossible to delink education and development
(Chege, 2015). This is in tandem with the current national, regional and global development which
calls for a review of existing TVET policy and strategy framework. In relation to this, the Kenya
vision 2030 that has been formulated is essential in aligning all education policies to the national
5
Vision (MOEST, 2014). In order to enhance productivity, stimulate competitiveness and bring about
sustainable economic development, it is essential to marshal in Technical, vocational education and
training which plays a vital role in the provision of the required skills, knowledge, attitude and
values needed for development. This has turned to be one of the most effective human resource
development strategies which many African countries need in order to train and modernize their
technical workforce for rapid industrialization and national development (Onderi, 2014). Despite
well framed policies and guidelines to strengthen the system, still TVET sector faces a myriad of
challenges ranging from mismatch of skills between the training institutions and disparity in
accessibility at all levels (Ngure, 2013).
1.3 Objective of the Study
The main objective of the study was to evaluate the strategies influencing performance of TVET
institutions in Nyamira County. The specific objectives were to:
(i) Determine the effect of curriculum strategy on performance of TVET institutions in
Nyamira County(ii) Assess the influence of learning resource strategy on performance of TVET institutions
in Nyamira County(iii) Establish the effect of level of management knowledge strategy on performance of
TVET institutions in Nyamira County(iv) Determine the influence of staffing strategy on performance of TVET institutions in
Nyamira County(v) Determine the effect of trainees’ attitude strategy on performance of TVET institutions
in Nyamira County
6
1.4 Research Questions
(i) What is the effect of curriculum strategy on performance of TVET institutions in
Nyamira County?(ii) What is the influence of learning resource strategy on performance of TVET institutions
in Nyamira County?(iii) What is the effect of level of management knowledge strategy on performance of TVET
institutions in Nyamira County?(iv) What is the influence of staffing strategy on performance of TVET institutions in
Nyamira County?
(v) What is the effect of trainees’ attitude strategy on performance of TVET institutions in
Nyamira County?
1.5 Significance of the Study
The study was meant to evaluate the strategies influencing the performance of TVET institutions on
promotion of technical education in the informal sector. The findings will enable correction of
detected errors, if any, reviewing of strategies and installing mechanisms for smooth
implementation.
1.6 Scope and justification of the Study
Nyamira County is one of the 47 counties in Kenya. The county borders Homabay to the north, Kisii
County west, Bomet County to the south east and Kericho County to the east. It covers a total area of
849.4km2.Administratively it’s subdivided into 5 Sub Counties; Nyamira, Nyamira north, Borabu,
Manga and Masaba North. The study covered 33 public technical institutions in Nyamira County.
For clarity it ought to extend to other parts of the country to bring in a national outlook. It would also
extend regionally and internationally to bring in global perspective in the area. For clarification
7
experience survey was conducted to find out the perspective of other scholar’s view on the topic.
This led to clarity of issues and opinion setting for informed decision.
1.7 Limitations of the Study
Best and Kahn (2006) defines limitations as those conditions beyond the control of the researcher
that may place restrictions on the conclusions of the study. The study was faced with the limitation
of respondents being very busy and not able to give out the required information within time
required. The respondents feared of giving accurate information due to possibility of being
victimized.
1.8 Assumptions of the Study
The study worked on the assumption that TVET institutions in Nyamira County were not faced with
any challenges in service delivery, that its curriculum had no fault, the public gave support, and there
was direct relationship between vocational career choice and job demand in the market.
1.9 Operational Definition of Terms
Strategies: actions or plans that an organization or business unit needs to get right in order to
succeed (graham, 2001).
Curriculum strategy: It deals with alignment of the curriculum to be more closely with institutional
strategies so as to respond the requirements of the international market (Tait, 2010).
Staffing strategy: It refers to recruitment and retaining employees to perform jobs which are in line
with company’s overall goals by identifying various needs before recruiting, developing and keeping
employees. It’s also a process which defines and addresses the staffing implications of strategic and
operational plans (Bechet, 2012)
8
Learning resource strategy: It ensures that learning resources are refreshed and stay current to
meet the teaching learning and research needs and changing subject portfolio, and to ensure learning
resources reflect the needs of the learning process, community and access (Sandhu, 2013)
Knowledge management strategy: Knowledge is regarded as the most significant organizational
asset with companies emphasizing capabilities and intangible resources as competitive tools
(Kiessling and Harvey, 2006).
Trainee’s attitude strategy: It’s a planned process to modify attitude, knowledge, skill or behavior
through learning experience to achieve effective performance in an activity or range of activities.
The purpose is to develop the abilities of the individual so as to satisfy current and future needs of
the organization (Wilson, 1999)
Education: refers to process of acquiring skills for work [ CITATION UNE13 \l 1033 ].
Policy: Business Dictionary(2014), defines policy in management term as the set of basic principles
and associated guidelines, formulated and enforced by the governing body of an organization, to
direct and limit its actions in pursuit of long-term goals. A policy is a practice that has been thought
through, formalized and presented as an expectation of management [ CITATION Coh12 \l 1033 ].
Polytechnic: A multi-disciplinary institution designed to offer courses in technical/vocational
education from National Certificate (NC) to post graduate level [CITATION Mac091 \t \l 1033 ].
Technical and Vocational Education: Defined as “Education which is mainly to lead participants to
acquire the practical skills, know-how and understanding, and necessary for employment in a
particular occupation, trade or group of occupations (Atchoarena, D. & Delluc, A. 2001)”.
Technical Education: refers to structured system aimed at providing recipients with the necessary
knowledge and skills to perform practical and industrial tasks. It is the education designed at
(usually) upper secondary and lower tertiary levels to prepare middle-level personnel (technicians,
9
middle management, etc.) and at university level, to prepare engineers and technologists for higher
management positions. Technical education includes general education, theoretical, scientific and
technical studies and related skills training [CITATION UNE10 \t \l 1033 ].
Technical and Vocational Education Training (TVET): TVET consists of technical education and
training which in addition to its vocational aim cannot neglect the general objectives of education.
Vocational training and education includes training on-the-job and in training centers. The
comprehensive term TVET is used to describe Technical, and Vocational Education and Training as a
whole.[ CITATION UNE13 \l 1033 ].
10
CHAPTER TWO
LITERATURE REVIEW
2.1 Theoretical framework
2.1.1 Resource-Based View Theory
The Resource-Based View Theory was proposed by Wernerfelt in 1984.This theory states that the
ability of organization to achieve its objectives depends on attained value. Borg & Gall, (2009)
Resource-Based View Theory in terms of strategic management change included high competition,
advancement in technology, need for financial and financial measures, board members expectation,
statutory and regulatory bodies requirement and availability resources. This was applied on staff
turnover, inadequate staffs, poor communication with line managers, strict government and
regulatory bodies’ requirements and difficulties in accessing strategic information about competitors
as the main factors that hinders organizational performance (Madegwa, 2014).
According to RB theory, resources are put onto the process of production in a company and are
grouped into three major groups; physical capital, human asset and organizational capital. A
capability is the ability of the given resources to do a range of tasks. Every institution is composed of
a bundle unique resources and abilities which underpins the strategic and competitive advantages
(Currie, 2009).
The resources based theory is widely applied especially on how to attain and sustain competitive
edge over its rivals using the available resources. Nonetheless, the application of this theory is
limited. Accordingly the organization must look for alternative mechanism of remaining in the
industry. It must utilize the most recent technology to exploit and create value out of the available
11
resources. Physical capital, human capital and organization capital must be given the necessary
ingredients for them to deliver expectant results.
This theory is relevance to this study since nearly all companies are endowed with diverse resource
at its disposal. Human capital in terms of human assets and strategic factors are used by these
organizations to create value to its customers. This value becomes strategic tool used to achieve and
improve performance.
2.1.2 Strategic theory
This is theory of strategic management started by Burns and Stalker in 1961. This theory states that
strategic management practices may change in organization comparison. This is related to
organizations operations in different sections. Otley (1980) observed that managers are at top of
strategic management with no specific strategic factor that can be applied to all activities of the
organizations. In this theory, every organization has its own strategic factors (Gichaga 2014).
The assumption of the theory is that strategic factors cut across the organization, but a number of
strategic factors are unique to the specific organizations. The changing of strategic factors has also
been reviewed as the methods of strategic management. The strategic management factors can help
management to improve performance. These strategic factors can change the operations of an
organization. The organization may want to change the technology used to a more modern strategic
use and efficient way of handling processes and providing its services. It may then consider
installing a computer based system that must achieve its performance. However, the type of qualified
staffs that is needed to operate such strategic tools is not identified (Salawu, 2012).
The limitation of the theory is that strategic management has been recognized in business
environment only. The strategic determinant change performance of private hospitals in Nairobi.
12
Waweru (2014) argued the theory that contribution of strategic factor changes does not change
overall success of the organization, which was criticized that some organizations can adopt other
factors and compete successfully with other strategic factors. There is also the concern of using of
strategic management which does not imply good performance throughout the period. The relevance
of the theory is that strategy implementation can improve performance in its adoption because in the
long run will outweigh its efficiency. It assists to identify inefficiency in production. In relevance,
senior management should give their utmost support to the implementation and success of their
organization. From the review, it is clear that the debate on strategic factors on organizational
performance is still ongoing, and there is need to study this strategic theory to analyze key strategic
factors affecting organization (Thanju, 2015).
2.1.3 Michael Porter’s Generic Competitive Strategies
The generic competitive strategies theory was proposed by Michael porter in 1985.The theory states
that competitive advantage arises out of the value created by a firm that is more than the cost
incurred to create it. Further it says that value is what buyers are ready to pay for superior a product
which comes out of offering lower prices than rivals for equal benefits.) Theory of competitive
strategies was adopted in cost leadership strategy, differentiation strategy, and focus strategy. Further
the organization performance can be improved by strategies by producing differentiated products at
low cost for a given market (Kyarizi, 2012).
The assumption of the theory is that cost leadership strategy focuses on efficiency through producing
large quantities of standardized goods and services at low cost and avails the same to many
customers at low prices. It gives a company economies of scale not mentioning creation of strategic
advantages that eliminates or reduces profits margins of competitors who sale at higher prices. On
13
the other hand, observed on the assumption that differentiation strategy is concerned with the broad
market which involves the creating of a product and services that are taken to be absolutely diverse
from those of competitors in the entire market. Differentiation strategy can be attained by using
bizarre designs, brand image, technology, features, dealers, network, or customer’s service.
Differentiation gives a company a competitive advantage as it leads to enhanced loyalty to the brand,
reduces the sensitivity of customers to prices (Micro links2009).
The limitation of the theory is that it is notwithstanding the application, effectiveness and efficiency
of generic model, its application is however limited to strategic factors. Attaining and sustaining a
cost leadership position in the market comes with a cost. It was criticised the theory by taking a low
cost leadership puts severe burden on technological change and inflation. Such limits is ongoing on
the application and benefits, therefore, differentiation also poses greater challenges to the company
as it leads to increase in costs of making goods and services unique. Focus strategy also exposes a
firm to increase of cost differentiation between broad-range competitors and the focus firm might
offset the differentiation achieved through focus and turn the customers towards firms that offer a
broad range of products (Ngure, 2013).
The relevance of the theory is that organization can gain competitive advantage over its rivals in
improving performance. Pursuing provision of competence based training strategies gives an
organization competence to improve performance over its competitors by producing highly qualified
graduands, differentiated services at low cost for a defined customer base. Therefore, this theory is
more applicable to assess the effect of strategic factors on performance.
14
2.2 Empirical Review
2.2.1 Curriculum Strategy
UNESCO (2016) in its study, the main objective was to enhance the relevance of TVET systems and
equip the youths with skills for employability and embrace 2030 agenda for sustainable
development. The rationale of the study was as a result of the soaring youth unemployment taking
the toll in global economy in both developed and underdeveloped countries. In order to ensure the
availability of stable and sustainable TVET strategy, the main concern of UNESCO was to design an
efficient and effective funding strategy and improve proper management of TVET institutions so as
to promote quality. UNESCO’s aim was to review policy in area of funding, access, relevance of
curriculum, professional development of teaching staff and monitoring and evaluation of TVET
strategies.
Ngure (2013) says that even though the curriculum is cost effective, at times it is found to be of
lower quality and often fails to meet Kenya’s specific training demands. The absence of an
autonomous body to specifically examine TVET curriculum has prompted the increase of
questionable certificates flooding the market due to lack standardized modalities. This is supported
by Dieckhof (2008) who says that the current structure where there are countless certificates has not
been successful in achieving recognition of vocational skills due to lack of coherence and
transparency in examination dispensation. The TVET system has ever changed throughout history,
usually in reaction to demands made upon it by the societies it serves. The latest courses that have
been introduced in conjunction with local ones include advanced manufacturing skills, computer
design, machine shop technology, machine ship math tracking, book keeping, accounting and
auditing, veterinary technology, food services, computer support, hair styling and cosmetology
among others [ CITATION Bun06 \l 1033 ].
15
Ngure (2015) examined key stakeholder’s evaluation of TVET process in Kenya by responding to
ongoing debate in business community media and training practitioners to the perceived miss-match
on skills the industry requires and the one produced by TVET programme. The findings of the study
revealed that TVET institutions do face a myriad of challenges that constrains TVET not adequately
address the industry skills need. In bid to respond to these problems, a stock of the current skills was
mandatory because information is needed on the courses that TVET can be able to train, current job
opportunities and emerging skills that are required by the industry. The study in its in-depth findings
suggested that in order to make TVET more competitive and flexible, online holiday and evening
courses should be incorporated to cater for mature learners and those engaged in workplace and
willing to advance their skills.
Kisilu (2016) aimed at establishing whether the training was in tandem with changes in technology
and that of industry. The research findings of the study were that the training programme is not fully
aligned to the requirements of future automotive industry practices. The study recommended that
technical institutions should be designed for flexibility with key stakeholders being involved. The
training skills should be in line with that of the industry. The training institutes should work in cohort
with industry to design what is to be taught. The findings of the study indicated that there should be
a strong collaboration of training providers with the industry. This is due to the fact that when
industry is fully involved in the education curriculum then this will increase employability rate in the
industry.
JICA (2000-2001) implemented a research on the TVET sector along with the regime of Ghana. The
study showed that TVET in Ghana lacked consistency among TVET institutions and did not
correspond to the industry demand. In 2005 Ghanaian Government convened a round table
conference to discuss the guidelines for the introduction of a competency based approach; however,
16
the study didn’t address the challenges on policy implementation strategy for TVET curriculum. The
fundamental design of TVET is to pass on practical skills in technical fields as contrary to
specialized or university training. This has been realized that it lacks the element of soft training,
which is now key in the job market. MOEST strategic plan for 2008-2012, the Kenyan government
calls for excellence and significance in TIVET institutions, citing that skills from universities and
TVET is not consistent with the expectation of the production sector, hence inflicting high expenses
to investors who have to retrain new staff.
According to Fortunate (2011), the Kenya Institute of Curriculum Development (KICD) is
developing latest program of study for TVET to provide students with skills beyond practical
capability in technological area. The new curriculum will be competency-based; the reports being to
enable learners undertake instructions that include the earlier absent soft skills. Under this, students
have to be prepared with all fundamentals of the course study, and will be expected to be all-
rounder’s to allow them fit in this competitive job market. They are supposed to learn marketing
skills, give alternatives to clients, and also seek for a big market and not restrict them to a specific
area, this is in agreement with
Ngerichi (2003) who observed that a regulatory agency be instituted like KIE to assess the
curriculum so to address industry needs and this will go a long way in addressing industry- skill
mismatch.
Munishi (2016) in the study on factors contributing to lack of employable skills about TVET
graduates, revealed that 90 percent of the chief executive officers in Africa and with a focus in
Tanzania, argued that that availability of key competencies among graduates more especially those
from TVET institutions exhibit extremely low technical education. Hence, this lenders higher
education less relevant in the context of labour market (ILO, 2013). This is echoed by the former
17
president of Tanzania Jakaya Kikwete that ‘’many of the Tanzania graduates are unemployable
because they do not have the required skills needed by the markets inside and outside the country”
(Business times, Friday, Sept., 18-24, 2015).
Muya (2016) confirms that TVET sub sector continues to be challenged by inflexible and outdated
TVET curriculum content, mismatch between skills learned and skills demanded by industry,
inadequate mechanism for quality assurance, low participation of private sector in curriculum design
and development. It was noted that quality of TVET graduates has drastically declined in recent
times due to poor instructional methods, outdated and inadequate training equipment and lack of
meaningful work experience and supervision during attachment. The study recommended that
TVETA and KICD to revise the TVET curriculum and content to be in tandem with industry and
labor market demands.
Limboro (2013), investigated the relevance of knowledge and skills acquired at the Institutes of
Technology (IT) to the requirements of the labor market. Contrary to Simiyu (2009), the conclusion
of the study exposed that there was learning and training gap, suggesting that the TVET institutions
did not adequately prepare the graduates with the information and skills required in the industry.
However, in his study he came out with three courses namely: Building and Civil Engineering,
Electrical and Electronics which represents a small portion of the courses offered in TIVETs.
Furthermore, the study did not look into the constraints leading to low enrollment of students into
TIVET institutions.
Maina (2014) argued that TVET institutions should come up with demand –led, competency-based
curriculum development system and industry should be incorporated to guarantee job market for
TVET graduates. It’s under this context that the rate of redundancy can be reduced. This paradigm
shift from supply-side to demand-side is timely in addressing challenges facing TIVET institutions.
18
Majumdar (2011) mentions that, Globalization continues to bring in new competency requirement of
jobs. Curriculum does not effectively meet the necessities of market in an on-going basis. Orang’i
(2014) asserted that the current curriculum should be reviewed to address the question of relevance.
The study further revealed that there was disconnect between curriculum developers and the
examining body and this brought a lot of confusion on trainee entry grades. This is supported by
KESSP (2005) which found that one of the major constraints of successful TVET program was
inflexibility and irrelevance of curriculum for the industry.
Maina (2014) in his report recommended that there is need for a well-developed and systematic
TIVET curriculum and instructional resources so as to prepare a demand led and competency based
occupational profile in Kenya. The said curriculum should be demand driven and capable of
satisfying industry needs. This is supported by Kariuki (2013) who in his study revealed that not all
TVET graduates secured employment upon completion of program and that the curriculum was
outdated and not relevant to the labour industry and suggested intervention measures to reduce
TVET criticism by provision of quality, relevant and adequate skills that match the labour market.
This can be reinforced by Sessional Paper No. 2 of 1996 where Kenya articulates its intent to be
industrialized by the year 2020, regrettably, the TVET system that is anticipated to play a decisive
role in this attempt by providing basic skills that will boost the industrialization processes is in
doubtful state.
Mureithi (2009) says that training alone does not create jobs; skills must be appropriate coupled with
favorable economic conditions. Such economic conditions may involve availability of funding for
those who have completed training. The ability of TVET system to cater for skill needs of the
informal sector remains limited which has constrained job growth and restricted quality against the
wishes of the government. Rural-urban migration is currently causing high levels of unemployment
19
in cities which calls for TVET training in rural set up to cater for the needs of local communities and
ease the migration.
Kitainge and Wosyanju (2009) in their research on Assessment of the relevance of youth
polytechnics programmes towards youth employment concluded that; the TVET institutions had
made serious efforts in their pursuit to offer market relevance courses. However these efforts had
been met with varied challenges such as over-changing job market demands, insufficient training
resources and insufficient feedback from employers. Serumu (2015), in his research on challenges
faced by Nigeria on the implementation of TVET curriculum had the following findings;
Government, schools, students and lecturers posed the biggest challenge in curriculum delivery,
unfortunately the research lacked conceptual framework and conclusion which made it incomplete
and unreliable.
ILO (2010) points out that there is a weak point in the learning chain. The report cited that in some
countries government officials with little or no exposure to the world of work continue to prepare
and set curricula. The worst is that the previously adopted curricula was extended by infusing new
content without removing outdated and irrevant materials. This enhanced the gap between TVET
training system and employment requirements. Too often than not teaching and training material
mismatch promotes difficulties in the learning environment and do not reflect what learners actually
face in really work situation.
Simiyu (2009), in his findings said that the institution offered technical craft and artisan courses
during the early days when the institution was under the management of the missionary and even
afterward, until 1987 when it started offering diploma courses and some craft and artisan certificate
courses. He found that apart from marketing the courses in relation to employability, both in industry
20
and self, the institution seemed to have considered that further advertisement was needed for
attraction of clientele.
2.2.2 Learning Resources Strategy
Sang (2012) in their study on the challenges facing technical training in Kenya reveals that
technical education is important if the country gears to be industrialized by the year 2030. The
focus of their study was on adequacy of training facilities and relevance of facilities. The findings of
the study were; training facilities were inferior and inadequate. In their recommendation, they
suggested that there is need to overhaul training policies so that more resources are availed to curb
the menace.
Amedorme and Fiagbe (2013) conducted a research study in Ghana on challenges facing TVET
ranging from limited number of institutions, lack of facilities and materials for training students,
inadequate staff and negative public attitude and perception toward TVET. The findings of the study
were; the government should build more institutes and intensify promotion strategies, revision of the
curriculum and improve remuneration for TVET graduates. This is complemented by Chichioke and
Tambari (2017) who asserted that the major problem facing TVET was inadequate training facilities
and acute shortage of trained teachers. The research study recommended for the government to
provide adequate funds for procurement of requisite equipment and facilities.
Nyerere (2009) on his research on TVET sector mapping in Kenya, the purpose of his study was;
Involvement of stakeholders in national skills strategy, provision of incentives in the private sector to
increase access to TVET, provision of loans and bursaries to enhance access to TVET so as to
increase access on underprivileged groups such as female students and the physically challenged,
establish a national coordinating body TVETA to provide relevant programs and effective
management and governance and mobilization resources in order to revitalize facilities in public
21
TVET to guarantee equity and quality training. He further said that whereas the Kenya government
has shown commitment towards the TVET sector, it has been slow in its implementation, for
example in 2008 approximately Ksh.3.4 billion budget was set aside for TVET institutions to allow
transition, unfortunately this wasn’t realized because budget planning had always remained at
planning level and hence most of these institutions are dilapidated with dysfunctional systems and
structures.
Simiyu (2012) UNESCO-UNEVOC, according to the national report for Kenya (2008) by the
ministry of education, says that challenges facing TVET include inadequate facilities and capacities
to for the large number of those transiting from primary and secondary to TVET. In addition, he
points out lack of modern technologies in industries leaving the country unable to compete with
others in the world due to outdated TVET curricula.
Murgor (2013) in his study he found out that though TVET system is necessary to provide pertinent
skills the process is still in a sorry state because the existing capacity in TVET institution remains
inadequate. Though the paper is quite relevant to the area of study he didn’t come up with
intervening measures to mitigate the deficiency in TVET resources in order to increase access. Njoki
(2014) complements Murgor’s study in which the findings of the study unveiled that TVET
institutions receive limited funding from the industry and donors hence these institutions have
insufficient funds to support most of the study programs and enable trainer’s career progression.
Gandi (2013) says in his report that the responsibility for financing VET and academic school
education in general rests with the township and local governments. The government should offer
stipend for vocational students in order to encourage student access TIVET training. The study
lacked an abstract, methodology and conclusion.
22
Chukwumaijem (2015) conducted a study on the quality of TIVET program in Nigeria and
challenges and improvement strategies. The study revealed the challenges of attaining quality
TIVET programs and some of them were lack of required facilities and poor funding. However the
study didn’t focus on other attributes such as stakeholder influence e.g. community support, learner
attitude, level of management knowledge and the curriculum as these influence quality.
Asian Development Bank (2014) agrees that human resources are one of the major binding
constraints to sustain high economic growth in South Asia. His findings shows that South Asia
countries need to invest significantly in human capital to reap the benefits available from the limited
window of demographic dividends available in the next 3-4 decades and move up the value chain.
Such findings remind nations that competitiveness and ability to move up the value chain in the
long-run will come from improved innovation, knowledge and skills but not from cheap labour
which is short-lived. These citation looks applicable to Kenya which needs to settle in developing
human capital and physical resources so as to enhance quality in human resource development for
social economic and national development.
2.2.3 Level of Management Knowledge Strategy
Tara (2016) focused on the need for quality in Vocational Training Institutions in India by integrating
Quality Management Principals in Vocational schools. The findings of the study highlighted lack of
application of quality principles in these in TVET institutions, problem of infrastructure and
equipment and the recruitment of qualified staff. The study revealed that the quality of Vocational
Education imparted was a matter of great concern among policy makers. One of the greatest
challenges was to facilitate Vocational Education and Training to keep in tandem with fast growing
technological demands for the industry and this is made possible through curriculum development
and capacity building of TVET managers so that it equips them with requisite skills of strategic
23
leadership necessary to drive and deliver value in VET institutions. According to the survey done on
the managers of VET institutions, there was great concern on motivation aspect and adequacy in
managerial knowledge. The study also revealed that though latest curriculum was in use, it was too
vast with a lot of theory and only contained basic skills.
Osei- Asibey (2015) examined the challenges from the perspective of school leaders in Ghana.
Among these challenges include; limited funding, inadequate facilities, lack of trained staff to handle
the program and negative attitude on TVET. Because of the challenges inherent in these institutions,
this demanded a paradigm shift in management. The emerging trend in educational development in
the new era calls for a paradigm shift in institutional management. This is due to the fact that there
has been evolution in the challenges of copping with changes because organizational needs keep on
changing and theories of transformational and transactional leadership have emerged and demands to
embrace them if the challenges facing TVET institutions have to be tackled most effectively.
Robertson (2015) asserts that in order for colleges to change radically in order to meet social and
economic needs, the leaders have to be equipped with the requisite leadership skills and attitudes to
lead colleges into the future. This is echoed by (Muijs, 2006) who said leadership development is
key to effectiveness of educational organization. Most of the researches conducted internationally
indicate that there is high correlation between leadership and performance. For instance Drodge
(2002) found out that leadership styles of a community college in the USA affects the ethos of
colleges, which could in turn affect performance. On the same note Cloud (2010) indicated that
effective leadership improved performance of education in an institution. The findings of the study
asserted that in order to have a more effective transformation in TVET colleges, leaders should
embrace collaborative and integrated leadership styles.
24
There is need for leaders to build relationships and good interpersonal communication skills and
should perform beyond their expectations (Bass, 1985). According to Njenga (2017) in the study on
influence of quality management on operational performance in TVET, agrees that there is greater
influence of leadership style on operational performance of TVET institutions. The study
recommended transformational and participative leadership styles in an effort to boost performance
in TVET institutional performance.
Otiende (2013) argues that management is a key driver of effective strategy implementation and
short of it is considered a barrier to effectively implement it. It should promote accountability and
provide visionary leadership. TIVET institutional management is key in decision making and
transformation process of the sector. It should uphold high degree of accountability and integrity.
Those charged with responsibility in managing TIVET institutions should be visionary and able to
offer effective services. This is reinforced by Njenga (2017) who asserts that there is greater
influence of leadership style on operational performance of TVET. It further indicated that visionary
leadership has higher influence on operational performance of TVET institutions .Internal efficiency
is an important aspect in managing VET programs. Success of these programs may be affected by
management development, selection criteria, training, and supervision of staff and availability of
resources.
Karemu (2012) asserts that institutional management is tasked with the responsibility of providing
long term directions, specific performance objectives and administers the execution of all strategic
plans, but research study revealed that lack of top management to oversee the implementation of
strategies adversely impact on performance of TVET institutions. The findings of the study revealed
that management of TVET institutions is wanting since this has led to student drop outs. The most
successful programs incorporate well defined and coordinated management objectives. If objectives
25
and training are poorly established and not developed on every level of staff, then physical
deterioration of resources could occur and link between school and the public lost. However, failure
can still occur when program administrators are not qualified (Murray-et-al2008).
New Zealand (2012) argues that TVET sector leaders should move from defining concepts and
setting goals to practical initiatives that help set direction and framework for enhancing outcomes
from VET system. A key component is to build up a framework for planning, resourcing, monitoring
and reviewing outcomes from VET sector as this will facilitate in delivering what learners and
employers want, how they want and when they want. Simiyu (2007) in his study recommends that
TVET institutions should employ qualified principals who are ready to undertake corporate
responsibilities. They should avoid bureaucracy and embrace modern management styles. They
should integrate the community to make the two parties well-matched. The community offers
enormous resources when fully involved in institutional affairs.
Boateng (2012) suggests many reforms in Ghana to improve the quality of learning and making it
more accessible, attractive and ensure its relevance. These changes majorly relied on the
administrators and managers who are liable for the generation of ideas, formulation and
transformation of policies into practice. Though the paper looks relevant it doesn’t show how
leadership can change TVET institutions, while addressing leadership; it lacks an element of finance
in effective leadership.
UNESCO (2015) conducted a research in Kurdistan in Iraq on improving the quality and relevance
of TVET and suggested that it is essential to develop and reinforce the institutional capacity in areas
of strategic planning, policy formulation and management so as to operate a demand-driven training
system, which will boost the human resource capacity through quality education. This fact is
supported by Omboi and Mucai (2011) in their study on strategic factors affecting TVET who
26
revealed that the influence of weak managerial behavior and reward and incentives as those that
highly affect implementation of strategic plans. This has far reaching effect on performance of TVET
institutions. However, the study was skewed in its findings as financial resources are vital elements
in enabling proper implementation of strategic plans. Kitainge and Wosyanju (2009) support this fact
by asserting that TVET institutions face serious challenges due to insufficient resources.
Pearce and Robison (2005) noted that leadership may affect performance. Leadership is considered
as one of the key drivers of effective strategy implementation. However lack of it, especially the top
management is considered one of the major barriers for effective strategy implementation
(Hrebiniak, 2005). This is supported by Jooste and Fourie (2006) who said that lack of leadership,
more especially strategic leadership is one of the major barriers to effective strategy implementation.
The study recommended that organizations need to have effective board of directors and a clear
chain of command. Transformational should be embraced so as to bring in positive change that is
required to foster improved performance.
2.2.4 Staffing Strategy
Amedorme (2013) came up with study findings that revealed a number of challenges that include;
limited number of technical institutes available for technical teachers, lack of facilities and materials
for training students, inadequate technical teachers or facilitators and negative perception towards
TVET institutions . The research study unveiled that facilitators are not enough and most of them do
not come from pure institutes but from those that have completed senior high or secondary technical
colleges. The study recommended that the government should establish more technical institutes to
train students in order to enable them to take up jobs as a career or profession. Though the study
looks relevant it lacked an abstract, methodology aspect and data analysis which makes the
researcher doubt its reliability.
27
SADC (2011) argues that in the emerging knowledge economy in the globalization era, education is
the core in uplifting standards and quality of living and application of appropriate science and
technology for improved economic growth. TVET is considered to be one of the subsectors of
education that gears to produce relevant skills aimed at reducing unemployment. For a long time
TVET in the region in the region has been neglected and unequally developed. However, despite the
provision of teaching personnel, still there are challenges in meeting the rising demand for
instructors in TVET. The reforms across SADC region are propelled by the desire to ensure that
training in TVET institutions are responsive to industry needs. Other reforms that are of major
concern include institutional capacity and improvement of staff development for TVET teachers and
instructors. Most of these instructors exhibit lack of subject specialization knowledge, industrial
experience and pedagogical skills.
Ferej (2012) argues that there is need for continuous reform and upgrading of skills that teachers
have and training facilities should be closer to those found at work place and the institution- industry
linkage should be mutually useful. The study focused on challenges facing TVET institutions and
those related to teacher training. The findings of the study revealed that average teacher in the
system were middle aged and being diploma holders and this called for intensive in-service to
expose them on new teaching strategies. It was also evident that there existed poor linkage between
the institution and labour market and much effort would be required to achieve a good link between
industry and institution. The study further noted that there is need for the government to provide
incentives and rewards to TVET teachers to access modern training due to rapid technological
changes. The study suggested a model for training where individuals first acquire subject matter
expertise and industrial work exposure before taking up pedagogical skills.
28
Zainal (2016) argues that, most instructors integrate ICT in TVET curriculum. This aspect will bring
remarkable change in manpower production required globally. The study was carried out to evaluate
trainee’s perception towards ICT integration. The findings of the study revealed that students find
ICT to be a vital element in understanding delivery of subject content as interface is interesting and
alleviates boredom and increases motivation learning. This is complemented by Eisenberg (2006)
who argues that though facilities do exist in Israel for updating in-service courses, still some teachers
and trainers do not have the ability to keep up to date with new ICT teaching learning methods or try
new equipment and instrument. He further argued that there is need for redefining the characteristics
and abilities required of teachers and trainers in TVET as well as designing a clear and systematic
sorting process that sets high standards of selecting future TVET trainers. There is no doubt that, in
any organization the quality of the workforce is important for its success. In all countries, the quality
of TVET teachers and trainers is key to development of educated, skilled and valuable workforce for
an enterprising economy.
Okoye & Chijioeke (2013) says that many TVET instructors find it difficult to transfer theories into
practice. As such instruction in the field appears abstract and which in most cases delivered outdated
machines and equipment. Lauglo (2006) came up with a strategic master degree framework for
teacher and trainer education and training in TVET by looking at labour market trend, change in
technology, training funds and National qualification framework.
2.2.5 Trainee Attitude strategy
Musobo and Gaba (2012) in their study on Restructuring TVET as part of the Educational Reforms
in Rwanda investigated the viability of frameworks to offset challenges of resource deficiency. The
findings of the study were that TVET institutions faced difficulties in attracting qualified trainers due
to poor incentives schemes, insufficient equipment to enable quality learning, and lack of
29
entrepreneurial and practical skills. The study recommended that a more consultative curriculum that
involves all stake holders be crafted in order to make TVET graduates more relevant in the labour
industry. In order to attractive quality trainers, improved incentive packages could be instituted so as
to better their welfare. The study revealed an array of challenges including the fact that TVET lacks
relevance, graduates lack sufficient skills for employability in the labour market, inappropriateness
of Management, inadequate skilled staff, underfunding, and negative perception.
Wanjohi (2016) in his research sought to establish trainee attitude towards TVET and the findings
revealed that the trainees have low attittude and thus would prefer university education. The study
further unveiled that the training did not match the jobs available. It was further observed that
TVET value in the societ is eroded and they perceive it as second class education.Dike (2013) also
affirmed this fact in in Nigeria that children enrol in TVET institutions as a last resort because of the
negative perception about TVET.The findings of the study asserted that TVET lacked social
acceptability.The study was conducted in Nyeri County and and Nigeria hence this will enable the
researcher test to find out wether the community , trainers and trainees in Nyamira County perceive
the same.
Onditi (2015) carried out a research study in Kenya on institutional factors influencing trainee’s
participation in TVET and he recommended for more deployment of trainers, intensify campaign to
create awareness, and change the negative perception on TVET. In order to curb trainee dropouts a
number of measures were proposed; more training facilities are intensified, outdated curriculum be
phased out, entry behavior and negative attitude be checked. The study coined around trainee
dropout rate and the major cause was negative attitude.
Serem and Chirchir (2016) in the study on perception towards Youth Polytechnics, argues that the
prime reason as to why the government establishes them is due to the fact that low and middle level
30
skills are considered key by industry providers. This goes along way to ensure that youths who are
idle are pre-occupied in the the formal and non-formal employment and in parcular self emloyment.
The main objective of the study was to find out the rationale of the perception of the Nandi populace
on Youth Polythechnics. The study unveiled numerous challenges facing Youth Polytechnics such as;
low enrolment,lack of data on graduate career progression and gender disparity. The study came up
with an array of recommendations in bid to improve Youth Polytechnics through sensitisations,
increase funding, improve facilities, tracking graduates at the maret place and identification of
learners talents in order to offer the career guidance into TVET. In accordance with the study it
emerged that most trainers have a negative perception towards Youth Polytechnics as reinforced by
Makari and Ochieno (2014). This negative perception has a bearing on the performance of TVET
instituitions.
AU (2016) in its strategy paper (2016-2025) says that TVET plays a vital role in the production of
skilled labour for the industry and fosters economic growth. The continental strategy for TVET
strive to incorporate a paradigm shift that TVET prepares the youth to become job creators rather
than seekers so as to remove the misconception that TVET is a refuge for failures.The study
alludedthat TVETs’ relevance to employment is limited due to the fact that most of the training
facilities are obsolete. There is is also the problem of gender parity attributed to cultural biasness
where more males dominate in TVET instituions than female.TVET should should be a dependable
system whose objective it is to meet economic demands and develop the continent in terms of
quality skills. By adopting the continental TVET strategy decision assembly, Heads of states and AU
gorvernment have shown their willingness toshift from old perception of TVET. The study
recommended that there is neeed to elevate TVET status and foster youth employment in order to
address the gaps.
31
Kanyoro (2015) on the study of Rebranding TVET institutions, aimed at revolutionising TVET
approach in view of character and attitude change. The study aimed at creating awareness on the the
importance of of TVET institutions in countries that are yet developed. The paper however proposed
a paradgim and mental shift in TVET to realign itself in order to adopt various approaches such as;
retraining of instructors/trainers, the incorporation of practical element in the training and ICT
integration within the system. The study recommends that paradgim and mental shifts in training
need to be inculcated at basic level of training more particulary at both secondary and primary
schools, as this will ultimately refocus and shape the thinking system of the young generation
towards their perceptionon the possibility of joing TVET institution. Generally there has been a
misconception about forcing students to perform so as to enable them join university, meanwhile
those who do not perform well and miss to join university are branded as failures within the sytem
and yet with a positve mindset can make good artisan and technicians given the noble opportunity. In
aneffort to rebrand TVET institutions in kenya and make them more relevant there is need to
integrate ICT in the curriculun in to demstify the learning process in order to make learner friendly
and this will encourage more trainers in these institutions.
Maclean and Wilson (2009) asserts that it is a known fact that TVET does not achieve acceptance by
all, and that the education administrators needs huge resources to develop a curricula, train staff, and
equip classes, which is more than academic courses. They further hinted that many parents and
students view TVET as a ‘second-class’ education. From these assertion , it can be seen that the
immediate source of negative attitude of policy makers towards TVET has been the cost involved in
running TVET programmes. This involves enormous costs that have not been easily affordable for
the developing nations, especially when the World Bank withdrew its investment in this type of
education in favour of the general education in the 1980s.In Europe and America; policy makers
32
have also had their share of negative attitude towards this type of education. For instance, VET
programs were intended to include the students who were at risk of not finishing high school, mainly
students whose counselors and other adults assumed would not go on for tertiary education. Those
students were provided with vocational education so that they could earn a decent living after
leaving school.
The challenge of facilitating and promoting positive learning experiences in TVET institutions is not
only exceptional to South Africa but also a challenge worldwide. This leads to a situation where
TVET becomes a secondary option for a majority of the students who eventually enroll in TVET
institutions. Part of the challenge then for TVET institutions is providing quality vocational
programs and instruction that will appeal to a wide range of people across all demographics of
society (Winch 2013).
Maringa (2014) observes that TVET was regarded in most countries as being substandard to general
education, second level and destination for students with inferior academic abilities and lower
ambitions. This is supported by Atchoarena (2002), who pinpointed that TVET institutions are meant
for failures in general education system and it deserved change.
European Commission (2011) in its report on attitude towards TVET held that the majority of the
European citizens think that VET has a positive image though the impression of VET doesn’t cut
across the European union while most Europeans agree that people in VET acquire skills needed by
employers many are still not convinced that VET prepares people who can set-up and manage their
own businesses. Lotho & Narayanan (2015) quotes Hummelsheim and Baur (2014) who asserts that
students perceive TVET as the second-best option after university education. This calls for
rebranding of TVET in order to increase its attractiveness as a career option in future. This research
intends to countercheck these assertions in Kenya.
33
2.2.6 Performance indicators in TVET.
Bwisa and Kihoro (2016) define performance as the extent to which the organization is able to meet
the needs of its stakeholders and its own needs for survival. Performance is therefore perceived as a
measurable outcome of organizational objectives. Performance can be realized when all strategies
are effectively utilized. Also Kihara (2016) views performance as economic outcome that results
from the interaction between organizational attributes and environment. It’s the management concern
that there is strong conviction that strategic management has a direct bearing on performance.
Makumba (2010) asserts that graduands lack innovativeness, communication skills notably inability
to express themselves clearly orally and in writing due to poor command of English language. This
aspect may attract a poor image and loss of confidence and these may lead to poor service delivery.
This could be due to the fact that some TVET institutions lack competence based curriculum
delivery and capacity to institute periodic review of a given curricula.
ADB (2015) report in relation to the Kenyan government asserts that the country is carrying out a
number of reforms in TVET sector geared towards enhancement of accessibility, quality and
relevance. Relevance and quality in TVET sector is viewed as a driving force to empower the youth
with requisite marketable skills. The country is therefore looking forward to achieving a sustained
gross enrolment ratio of 20 percent in TVET institutions and provision of competence based training.
According to (Economic Survey, 2013) there is a record increase of youth polytechnics from 585 to
647 by 2012 this is due to increase in demand for technical education as a result of free secondary
education. About 480,000 youths completes high school and about 30% qualify for university
leaving about 70% to be absorbed in TVET institutions and this will lead to increase in supply and
demand gaps in the industry, hence in order to reduce the skills gap in the labour market and mitigate
34
youth unemployment, a relevant and quality TVET is key. In order to address service quality,
TVETA will oversee adoption of outcome based competencies, development of harmonized and
standardized TVET; provide benchmark for teaching, training, accreditation, assessment and
certification.
MOEST (2013) report on redefining and updating the national skills inventory and conducting
training needs analysis, stressed the need to address mismatch or skills gap through active
partnership and industry participation or workplace to ensure relevance of the curriculum is crafted
so as to meet job market demands. This qualifies the fact that TVET institutions have been
inadequate in preparing students to acquire the requisite skills required in the job market. It was
proposed that TVET to partner with relevant industry in order facilitate on job training through
internships and apprenticeship at both artisan and technician levels. The focus is to train the youth to
align their skills to those required by the industry. It is therefore hoped that about 3000 youths were
meant to be supported in order to train in relevant apprenticeship and also in industrial attachment.
The acquisition of these skills will address the skills gap in the labour market and hence improve the
service delivery.
2.2.7 Community attitude
Kamau (2012) in his study on Impact of Community Attitude towards TVET asserts that Youth
Polytechnics have receieved low perception and do attract low enrolment because of community
attitude towards TVET. The findings of the study revealed that negative attitude coupled with poor
image of TVET institution contributed immensily as key indicators of low enrolmement. This aspect
differs with that of Kinyanjui (2007) as cited by Kamau (2012) who said that the negative attitude
towards TVET not only come from the community but also manifested among the trainers and
learners as they feel inferior academically. This is also coupled with lack of role models and buiness
35
mentors from the society within which the youth can replicate with a lot of enthusiasm and this goes
along way to re assert the perception. The findings of the study showed that the community do not
view youth polytechnic as important training centers but they are considered as preserve of
underprivilaged and non academic performers in the society.
UNESCO (2017) aslo cites that TVET has a poor image in the Asian countries as in the case of
Ranata (2013) who observed that parents prefer their children to attend university education than a
TVET instituion. This is in line with the fact that employability of TVET graduands remain
extremely low. This is due to poor quality of instruction and lack of traing that is in tandem with
industry requirements. This is shared by similar view from Majumdar (2011). Winch (2013) on the
hand looked at the challenges of making TVET more appealing and as a better option. In regard with
this aspect, he attributed the poor perception and status on TVET instituions in relation to anumber
of of dynamics and attitudes. On the contrary he attributed parents’ influence on their children and
impact on a cademic ethos rather than labour market dynamics. Its therefore percieved that TVET
instituions are a preserve of low status and underpreveleged cadre.
MOE (2015) revealed that TVET in Rwanda has been positioned as ‘second chance or second rate’
education. In many countries the young persons are seen as ‘academic underachivers’ and most of
them resolve for TVET institutions, hence this reinforces the negative perception and low evaluation
of TVET. The study came up with ways of changing the perception of the positive outcome TVET
may achieve. In order to change the perception and attitude of the public about TVET, there is great
concern to upgrade polytechnics and vocational centers. There was also need to come up with the
system for career information and guidance on those students gearing to join TVET institutions
including career choices and remunerations associated with skilled crafts and technicians.
2.2.8 Selection criteria
36
The body that’s responsible for placement of high school students in kenya into tertiary institutions
is skewed in terms of selection. Those students with higher grades are absorbed into universities and
those with mediocre grades are left for TVET instituion and this has impacted negatively on
selection criteria applied for placements. This is supported by Makworo and Singoei (2016) who
carried out a study to determine factors that influence trainee in their career choices in TVET
institutions. Despite many technical instituion,many students who don’t qualify to university
continues to stay at home since they are unable to make an informed opinion on which course to
pursue in VET instituions. The study revealed the following findings; lack of role models to emulate,
lack of advancement opportuninities,lack of instituional marketing strategies to attract and retain
students and inavailability of required funds.
Muriithi (2013) sought to explore out the extent to which the policies that are set for Youth
Polytechnics affect enrolment and also the extent to which levies paid by students impact student
enrolment. The findings of the study revealed that the policy guidelines are not very clear and and
are inconsistent in terms of admission. The negative attitude among trainees towards training is
considered a major driver of dropout rates in TVET institutions.In most cases trainees are’nt aware
of the courses offered but do learn them through their friends. One other aspect that is associated
with dropout rates is high levies charged by TVET institutions, hence its is important for the
gorvernment to step forward and reduce these levies in order to increase affordability hence improve
enrolment rates in these institutions. The intervention measures put forth include; the government to
streamline policies which guide running of Youth Politechnics, allocate more fundig including
bursary allocation and reduce levies by offering subsdies and also engage in sensitisation program to
creat awareness in the youth on importance of Youth Polytechnics in order to increase access.
37
Fryer (2014) also confirms that many students have poor perception about courses offered in TVET
colleges. Most programs are tailored to suit a set of a given niche market and therefore students
selected for the curriculum is not appropriate. These courses were designed for post grade 9 school
leavers, hence attracting underperforming school leavers who percieved that TVET colleges were an
easy option and yet they were’nt prepared for the demands of the new program such as language,
academic reading and writing skills and mathematical concepts.
2.2.9 Finance
According to Education Sector Report (2016) in Kenya, financing of education, training and science,
technology and innovation is a joint effort of Central and County government on one hand and
private sector on the other. Though the government is committed to ensure that better access, quality,
equity and relevance of education and training, inadequate funding remain a major constraint. This is
complemented by Oketch (2017) citing MOE (2010) that finance of TVET remains weak and the
Kenya government 2012draft framework for education under its 2010 new constitution
acknowledges that the government has paid low attention to TVET. However, this has impacted
negatively in its endeavors to implement projects in order to attain desired objectives. Sankale
(2017) reinforces this fact and revealed that there is a greater influence of socio-economic factors on
demand for TVET courses. There is a serious challenge on the part of parents to meeting training
costs of TVET programs due to high cost of living.
Darvas (2014) in his report, took an assessment of the economic and social demands for vocational
skills in Ghana by looking at instituional policies and financial mechanism. It was revealed that
though there has been high increase in educational enrolment, the overal skill level of labour force
remains relatively low. TVET still is not popular compared to general education. The report asserted
that TVET instituions were considered to be for those with inferior academic performance rather
38
than being attracted to a vocation hence enrolment is seen to decline in the last few years. The labour
market relevanceof formal instituions and school based tuition has remained extremely low. The
majority of TVET instituions have dilapidated infrastructureand outdated equipments and more often
lacking. These has greatly compromised quality of training.
Oviawe (2017) reported that TVET instituions face challenges of inadequate funding by the federal
state and the local government as these impacted on the quality of training of TVET students and
many may not be absorbed in the lndustry.Lukman (2017) in their report as cited by Adhiambo
(2015) revealed that TVET in Nigeria operated in an environmement of inadequate financing since
its expensive and therefore not many students afford the required training materials without
government support. The most serious problem in TVET was suitable equipment or poor facilities
due to underfunding. Despite budgetary allocation,TVET institutions were unable to to purchase the
necesary materials and equipment to deliver the quality TVET programs. Its therefore imperative to
identify cost recovery strategy in orde to raise the required revenues. The financial strategy to be
adopted was co-financing / cost sharing model. This will lead to a financing mechanism that is both
innovative and sustainable (Okwelle,2015).
2.3 Summary of Research Gaps
The study identified various gaps which include that of JICA (2000-2001) whose study in Ghana
showed that most TVET researches lacked consistency among TVET institutions and most of them
do not correspond to industry demands. MOEST strategic plan for 2008-2012 in Kenya cites lack of
skills from universities and TVET indicating inconsistence with failure which leads to low yields
against expected production from the sector which is a burden to investors who have to retrain new
staff. Limboro (2009) in his conclusion exposed learning and training gaps citing it’s inadequacy to
prepare graduates with information and skills required in the industry. Lamichane (2011) also cites
39
training systems as inadequate in addressing demand for foreign employment. Mureithi (2009) cites
rural urban migration gap where a large population is currently moving from rural to urban centers
causing a high level of unemployment in cities. ILO (2011) cites decrease in labour demand and
inequality of employment gap. Simiyu (2012) also cites lack of infrastructural facilities. He also
identified lack of modern technology as a gap. Chukwumaijam (2015) adds poor funding as a gap.
The above gaps called for a new research to streamline the inconsistencies through a research work
which the researcher intended to fill.
2.4 Conceptual Framework
These research gaps can be summarized in a conceptual framework as in figure 2.1
40
INDEPENDENT VARIABLES DEPENDENT VARIABLES
MODERATING VARIABLES
Figure 2.1 Conceptual Framework of the Research
Study. Source: Researcher, 2018
The study adopted a 3 dimensional framework:
Independent variables, dependent variables and moderating
variables. Independent variables comprised of strategic
factors to be evaluated which includes, Curriculum,
learning resources, level of management knowledge, staffing and trainee attitude. Dependent
variables were student enrolment rates, syllabus coverage, and service quality and trainee completion
rate. The study adopted the following moderating variables on socio-economic factors; community
attitude, selection criteria, and finance.
41
Performance Indicators
Student Enrolment rates
Syllabus coverage
Service quality
Trainee completion rate
Social economic factorsCommunity attitude
Selection criteria
Finance
Curriculum strategy; current syllabus market demands self employment
Leaning Resources strategy; Relevance Industry support Quality
Level of management knowledgestrategy
clear strategic plan staff Appraisal qualified Management team
Staffing strategy Staff Qualification staffing policy Staff motivation
Trainee attitude strategy Learner attendance Trainee Satisfactions Job market demand
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Design
The study adopted descriptive design which adopted both qualitative and quantitative research
techniques (Waal, 2001). Musobo and Gaga (2012) used descriptive design where both secondary
and internet data were sought.
3.2 Study Area
Nyamira County is one of the 47 counties in Kenya. The county borders Homabay to the north, Kisii
County west, Bomet County to the south east and Kericho County to the east. It covers a total area of
849.4km2.Administratively it’s subdivided into 5 Sub Counties; Nyamira, Nyamira north, Borabu,
Manga and Masaba North. The study covered 33 public technical institutions in Nyamira County.
42
For clarity it ought to extend to other parts of the country to bring in a national outlook. It would also
extend regionally and internationally to bring in global perspective in the area. For clarification
experience survey was conducted.
3.3 Target Population
The target population is the total number of people the researcher intends to generalize the research
study. The target population was drawn from the management staff, HODs and trainers of the public
Technical and Vocational Education Training (TVET) institutions in Nyamira County. The target
population constituted a total of 561 composed of 99 management staff, 132 HODs and 330 trainers
from 33 TVET institutions in the County.
3.4 Sample Size and Technique
Sampling is the process which involves selection of a number of individual for purposes of study so
as to be a representative of the entire population (Chandran, 2003). Study population was drawn
from all the 33 TVC’s in the county as indicated in appendix V.
Purposive sampling was done by taking 30% of the management staff, HODs and trainers. This is
supported by Mugenda and Mugenda (2008); therefore this gave rise to 30 management staff, 40
HODS and 99 trainers. The figure below shows the sample size.
Table 3.1: Sample size
Category Target Population
Sample size Percentage
Management 99 30 30
43
HODs 132 40 30
Trainers 330 99 30
Total 561 169 30Source: (Director TVET, Nyamira County 2018)
3.5 Data Collection Procedure
The researcher designed 169 questionnaires and delivered them personally to the target sample.
These instruments helped to collect primary data. The study used in-depth questionnaires to get vital
information according to objectives which guided the study. The questionnaire was designed in such
a way as to allow the researcher to use both closed- and open-ended questions in order to solicit
ideas and answers related to the problem.The study employed questionnaire and interview schedules
as data collection instruments.
3.5.1 Instrumentation
Data were collected by use of a research questionnaire. The questionnaire was closed ended and
arranged using scale of point 5 because it was appropriate to abide by the validity and reliability.
According to Oso (2008), the questionnaires were data collection technique from respondents under
study. Copy of questionnaires was chosen due to time frame and partly, because the researcher was
handled unique respondents.
3.5.2 Validity of data
Validity indicates the degree to which instruments measure the parameter(s) in question. Content
validity is the most relevant for our study; this is because it is concerned with how well the content
of the instrument samples and the kind of things about which conclusions are to be drawn. Joppe
(2000) further argues that content validity refers to the extent to which a measure represents all
44
facets of a given social construct. Validity was verified by research experts who were researcher’s
supervisors.
3.5.3 Reliability of data
Reliability refers to the level at which the measuring instruments provide consistent results (Kothari,
2004).The Cronbach’s coefficient alpha model was used to establish reliability of research
instruments. The formula used was the standard alpha coefficient formula which is given below:
Where N is equal to the number of items, c-bar is the average inter-item covariance among the items
and v-bar equals the average variance.
3.6 Data analysis
Before proceeding to the field for data collection, the researcher sought authorisation permit from
National Council for Science, Technology and Innovation (NACOST). This was after seeking a letter
of introduction from the university. This enabled the researcher to obtain further authorisation
documents from the County commissioner and County director of education to facilitate data
collection from the area of study. Fully designed questionnaires were thereafter administered to
respondents whom after filling were collected for analysis. After data collection, it was summarised,
coded and analysed by use of Social Package for Statistical Science (SPSS). Data analysis in form of
percentages, frequencies and means were used to analyse quantitative data. Qualitative data obtained
from questionnaires and interview schedules was organized into categories and sub-categories. The
analysed data was presented in tables, graphs and charts because they are visual and provides a
45
convenient presentation for analysis. The study adopted a multiple regression model to bring out the
relationship between the independent and depended variables.
The following regression equation was used
PF=β0+β1CR+β2 LR+ β3MK+β4 4ST +β5TA+ε Where
CR−¿ Curriculum
LR−¿ Learning resource
MK−¿ Management knowledge
ST−¿ Staffing
TA−¿ Trainees’ attitude
ε−¿ Error term
3.7Ethical Considerations
The respondents were meant to be conversant with the objective of the study, time period, and
advantages of participation. The information obtained was to be private, confidential and
anonymous. The researcher strongly discouraged the use of his work without acknowledging the
source and with express permission granted prior to publication.
46
CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION
4.1 Response Rate
To achieve the objectives of the study, questionnaires were prepared and given to respondents so as
to bring out the responses needed for data analysis. Out of the 169 questionnaires that were
administered comprising of 30 Management staff, 40 HODs and 99 Trainers only 161 questionnaires
were fully filled and returned to the researcher. This represented 95.3% response rate and this was
considered sufficient enough to analyze and draw conclusions upon.
4.2 Demographic information
4.2.1Gender of Respondents
The study sought to know the composition by gender, of the respondents involved in the study. The
findings were as presented in figure 4.1.
78.70%
21.30%
Gender
Males Females
Figure 4.1: Summary of Gender of Respondents
47
Figure 4.1 show that 79% of the respondents were males while only 21% were females. This shows
that the composition of females in the positions under study is less than one-third of the total
positions; and this contravenes the constitution which required that at least a third of the positions
should constitute people from either gender.
4.2.2 Age of Respondents
The study sought to know the distribution by age, of the respondents involved in the study. The
findings were as shown on figure 4.2.
05
10152025303540
0.0
13.7
34.229.2
23.0
0.0
Age
Perc
enta
ge N
umbe
r of R
espo
nden
ts
Figure 4.2: Age of Respondents
Figure 4.2 shows that majority (34.2%) of the respondents were in the age bracket 36-40 years. This
was followed by 29.2% of the respondents who were of the age 41-45 years; 23% who were in the
age bracket 46-55 years. The least percentage (13.7%) constituted respondents of the age bracket 26-
35 years. This shows that almost 54% of the respondents were in the range of 36-40 years, this being
an indication that they are still energetic to work effectively besides the fact that they could be
having enough experience to do the work.
48
4.2.4 Position Held by Respondents
The researcher sought to know the positions held by the respondents. The findings were as presented
in figure 4.3:
32.00%
33.00%
35.00%
Designation
Management Head of department Trainer
Figure 4.3: Position held by Respondents
The finding in figure 4.3 showed that almost all the three positions under study were well
represented in the study. The study found out that 35% of the respondents were Trainers, 33% of the
respondents were HODs while 32% of the respondents were in the management. The small deviation
witnessed was due those who did not submit back their questionnaires.
4.2.4 Experience of the Respondents
The study sought to know how long the respondents had worked in their institutions. This was with a
view to determine the experience of the respondents. The results are presented in figure 4.4.
49
0-2 yrs 3-5yrs 6-10yrs Over 10yrs0
5
10
15
20
25
30
35
40
45
50
3
21
44
32
Experience
Perc
enta
ge N
umbe
r of R
espo
nden
ts
Figure 4.4: Respondents’ Experience
The study realized that majority (44%) f the respondents have been working for duration of between
6-10 years. This was followed by 32% of the respondents who had worked for over 10 years; and
21% of the respondents who had worked for duration between 3-5 years. The study found out that
only 3% worked between 0-2.
4.2.5 Respondents’ Level of Qualification
The study wanted to establish the respondents’ level of education. The results are presented in figure
4.5.
50
Primary
level
Seco
ndary ed
ucatio
n
Diploma
Undergra
duatge deg
ree
Post-Gra
duate deg
ree0
10
20
30
40
50
60
0.0
1.2
28.0
55.3
15.5
Level of Education
Perc
enta
ge N
umbe
r of r
espo
nden
ts
Figure 4.5: Level of Education
Figure 4.5 showed that majority (55.3%) of the respondents had undergraduate level of education;
28% of the respondents had diploma level of education, 15.5% of the respondents had post-graduate
degree while only 1.2% of the respondents had secondary level of education.
4.3 Effect of Curriculum Strategy on Performance of TVET Institutions
The researcher sought to know the effect of curriculum strategic factors on the performance of the
TVET institutions. To achieve this objective, some selected constructs of curriculum strategy were
provided on a five point Likert scale and the respondents were asked to rate them. The findings were
as presented on table 4.1.
51
Table 4.1: Effect of Curriculum Strategy on Performance of TVET Institutions
Curriculum
Strategy
Strongly
agree
5
Agree
4
Not
sure
3
Disagree
2
Strongly
disagree
1
Σ f i Σ f i x i Σ f i x iΣ f i
The institution has currentsyllabus 153 8 0 0 0 161 797 4.95The currentsyllabusaddresses currentmarket demands 91 69 1 0 0 161 734 4.56The currentsyllabus requiresimmediatereview 61 79 12 9 0 161 675 4.19There is timelycompletion of thesyllabus 33 38 61 21 8 161 550 3.42There is a stronginternalmonitoring toolon syllabuscoverage 5 45 49 55 7 161 469 2.91The currentcurriculum leadsto selfemployment 12 15 33 56 45 161 376 2.34The currentsyllabus attractsmore trainees 1 2 52 61 45 161 336 2.09
Mean 3.49Source field data 2017
As table 4.1 depicts, the respondents “agreed” that the institutions have current syllabus; that current
syllabus addresses current market demands; and that the current syllabus requires immediate review
52
(weight 4.95, 4.56 and 4.19 respectively on a five point Likert scale). However, the respondents were
“not sure” whether there is timely completion of the syllabus (weight 3.42). Further still, the
respondents “disagreed” on the claims that there is a strong internal monitoring tool on syllabus
coverage (weight 3.4). However, the respondents were in “disagreement” with the claims that the
current syllabus does attract more trainees and that the current curriculum leads to self employment
(weights 2.34 and 2.09 respectively on a five point Likert scale. The mean of 3.49 for all the
constructs indicated that the respondents were not sure whether the curriculum strategic factors
influenced the performance of TVET institutions. This concurs with Kitainge and Wosyanju (2009)
who stated that the over-changing job market demands, insufficient training resources and
insufficient feedback from employers posed major challenges to effective implementation of
vocational training. In support of this finding, Mureithi (2009) stated that training alone does not
create jobs; skills must be appropriate coupled with favorable economic conditions. Such economic
conditions may involve availability of funding for those who have completed training.
4.4 Influence of Learning Resource Strategy on Performance of TVET Institutions
The study wanted to ascertain the influence of learning resource strategy on the performance of
TVET institutions. Table 4.2 shows that, industry support on learning resources is an “influential” on
the performance of TVET institutions (learning resource strategy influence performance of TVET
institutions (weight 3.23). The study further observed that, high quality of learning resources and
having relevant learning resources are “fairly influential” in influencing the performance of TVET
institutions (weights of 2.98 and 2.39 respectively on a five point Likert scale).
53
Table 4.2: Influence of Learning Resource Strategy on Performance of TVET institutions
Learning
resource
strategy
Most
influenti
al
5
Very
influenti
al
4
Influenti
al
3
Fairly
influenti
al
2
Not
influenti
al
1
Σ f i Σ f i x i Σ f i x iΣ f i
Industrysupportonlearningresources 27 30 61 39 4
161 520 3.23
Highquality oflearningresources 24 38 37 35 27
161 480 2.98
Relevanceoflearningresources 12 18 25 71 35
161 384 2.39
Trainingshades areadequate 5 32 18 61 45
161 374 2.32
Adequacyoflearningresources 0 17 38 62 44
161 350 2.17
Appropriate trainingworkshop 2 7 4 117 31
161 315 1.96
Mean 2.51Source; field data 2017
The study also observed that, having relevant of learning resources and adequate learning resources
equally play a “fairly influential” role on performance of TVET institutions (weight 2.32 and 2.17
respectively); while having appropriate training workshop is “not influential” on the performance of
TVET institutions. The mean of weight (2.51) for all the constructs indicated that learning resource
54
strategy are “fairly influential” in determining the performance of TVET institutions. These results
are in harmony with Gandi (2013) who reported that government should offer stipend for vocational
students in order to encourage student access TVET training.
4.5 Effect of Level of Management Knowledge Strategy on Performance of TVET Institutions
The research provided a Likert scale with some selected attributes of management knowledge and
the respondents were asked to disclose their level of agreement with the relationship between level
of management knowledge strategy and overall institutional performance. The findings are presented
on table 4.3.
Table 4.3: Effect of Level of Management Knowledge Strategy on Performance
.Level ofmanagement knowledgeStrategy
Strongly agree5
Agree4
Notsure3
Disagree2
Stronglydisagree1
Σ f i Σ f i x i (Σ f i x i)/(Σ f i)
There isdirectrelationshipbetweenmanagementandperformance 32 38 22 51 18
161 498 3.09
Managementteam ishighlyqualified 19 54 24 36 28
161 483 3.00
Managementteam providea clearstrategic plan
16 36 40 52 17161 465 2.89
Managementteammotivatesstaff
19 36 15 57 34161 432 2.68
55
Managementconductsregular staffappraisal
7 29 13 59 53161 361 2.24
Mean2.78
The respondents were “not sure” whether there is direct relationship between management and
performance (weight 3.09) and that the management team of these TVET institutions is highly
qualified (weight 3.00). The respondents refuted claims that Management team provide a clear
strategic plan (2.89), Management team motivates staff (weight 2.68) and that the management
conducts regular staff appraisal (weight 2.24).The mean of weights (2.78) indicated that respondents
“disagreed” that there is a relationship between level of management knowledge strategy and overall
institutional performance of TVET institutions. The findings of this study supported Simiyu (2007)
who recommended that TVET institutions should employ qualified principals who are ready to
undertake corporate responsibilities, and they should avoid bureaucracy and embrace modern
management styles. Thus they should integrate the community to make the two parties well-
matched. The community offers enormous resources when fully involved in institutional affairs.
4.6 Influence of Staffing Strategy on Overall Institutional Performance
In an effort to ascertain the extent to which staffing strategy influence institutional performance,
some constructs on staffing were provided and the respondents were asked to rate them on a five
point Likert scale. The results obtained are presented on table 4.4 below:
As table 4.4 shows, the respondents “agreed” that the current staff is highly qualified (Weight 4.12).
The study further observed that respondents were “not sure” whether there is direct relationship
between staffing and performance (weight 3.81) and whether the County government is committed
56
to staffing policy (weight 3.09 on a five point Likert scale).However, the study “disagreed” with
claims that the staff completes syllabus in time, the staff is highly motivated and, that there is
adequate staffing (weights of 2.86, 2.55 and 2.11 respectively on a five point Likert scale).
Table 4.4: Influence of Staffing Strategy on Overall Institutional Performance
staffingstrategy
Stronglyagree
5
Agree
4
Notsure
3
Disagree
2
Stronglydisagree
1
Σ f i iΣ f ¿
iΣ f ¿ /(Σ f i)
¿
The currentstaff ishighlyqualified 60 71 19 11 0 161 663 4.12
There isdirectrelationshipbetweenstaffing andperformance 49 67 21 13 11 161 613 3.81
The countygovernmentiscommittedto staffingpolicy 27 42 32 39 21 161 498 3.09
The staffcompletessyllabus intime 19 37 32 51 23 162 464 2.86
The staff ishighlymotivated 7 34 26 67 27 161 410 2.55
There isadequatestaffing 3 16 13 93 36 161 340 2.11
57
Mean 3.09
Source: field data 2017
The average weight for all the constructs (3.09) revealed that the respondents were “not sure”
whether staffing strategy influence institutional performance. The study concurs with Eisenberg
(2006) who observed that although facilities do exist in Israel for updating in-service courses, still
some teachers and trainers do not have the ability to keep up to date with new teaching learning
methods or try new equipment and instrument. The findings also support Okoye & Chijioeke (2013)
who asserts that many TVET instructors find it difficult to transfer theories into practice. As such
instruction in the field appears abstract and which in most cases delivered outdated machines and
equipment.
4.7 Effect of Trainees’ Attitude Strategy on Performance
The study geared to unveil the effect of trainees’ attitude strategy on institutional performance. Some
selected attributes of trainee attitudes were provided on a five point Likert scale and the respondents
were asked to rate them. As table 4.5 shows, the respondents “agreed” that learners attend institution
by choice; that the learners are free to choose career to pursue and that learner attendance is regular
(weights 4.48; 4.04 and 4.01 respectively on a five point Likert scale). The study further noted that
respondents were “not sure” whether learners’ were satisfied that courses offered meet market
demand (weight 3.52); and that learners are free to participate in institutional marketing (weight
3.48). The average weight for the constructs was 3.91 and this implied that the respondents were
“not sure” whether trainee’s attitude strategies influence institutional performance.
58
59
Table 4.5: Effect of Trainees’ Attitude Strategy on Institutional Performance.
Traineeattitude Strategy
Stronglyagree5
Agree4
Notsure3
Disagree2
Stronglydisagree1
Σ f i iΣ f ¿
(Σ f (ix i))/(Σ f i)
Learnerattendsinstitution bychoice 97 56 0 5 3 161 722 4.48
The learner is free to choose careerto pursue 56 71 21 11 2 161 651 4.04
Learnerattendance isregular 67 55 13 25 1 161 645 4.01
Learners satisfaction that courses offered meet market demand 35 53 47 12 14 161 566 3.52
Learners are free to participate ininstitutional marketing 59 23 27 41 11 161 561 3.48
Mean 3.91Source: field data 2017
These findings concur with Fortunate (2011) who claimed that the program of study for TVET
should provide students with skills beyond practical capability in technological area. Therefore the
new curriculum should be competency-based and one that enables learners to be all-rounder’s to
allow them fit in this aggressive job market.
60
4.8 ANOVA Results
An Analysis Of Variance (ANOVA) test was run using the SPSS version 21 in an effort to determine
the significance of each of the independent variables on the dependent variables. The findings were
as presented in table 4.6 below:
Table 4.6: ANOVA Table
Sum of Squares Df Mean Square F Sig.
Curriculum
Betweengroups
23421.86 3 7807.29 7.08. .000
Withingroups
174230.41158
1102.72
Total 197652.27161
Learning resource
Betweengroups
19497.17 3 6499.06 6.92 .000
Withingroups
148388.87158
939.17
Total 167886.04161
Managementknowledge
Betweengroups
24744.65 3 8248.22 5.31 .007
Withingroups
245427.16158
1553.34
Total 270171.81161
StaffingBetweengroups
20813.54 3 6937.85 7.03 .000
Withingroups
155928.84158
986.89
Total 176742.38161
Trainees’ attitudeBetweengroups
21118.76 3 7039.59 8.01 .002
Withingroups
138858.26158
878.85
Total 159977.02161
61
Table 4.6 illustrates that, at 5% level of significance, all the independent variables under study were
found to have p-values less than 0.05 and this led to the conclusion that all the five independent
variables are significant in determining the performance of TVET institutions.
4.9 Regression Analysis
The researcher conducted a multiple regression analysis so as to test relationship among independent
variables on the performance of TVET institutions. The coefficients in table 4.7 were used to write
the full multiple linear regression equation below:
Table 4.7: Table of Coefficients
ModelUnstandardized coefficients Standardized Coefficients
T Sig.B Std. Error Beta
(Constant) 0.281 0.900 6.410 .003Curriculum 0.540 0.828 .189 7.583 .001Learning resource 0.023 0.316 .142 6.298 .000Management knowledge 0.251 0.122 .053 8.765 .000Staffing 0.624 .0115 .101 6.601 .000Trainees attitude 0.141 .204 .107 5.93 .000
a. Dependent Variable: Performance
From table 4.7, the positive values of un-standardized beta were statistically significant in inferring
operational performance. The following model was arrived at;
OP=0.281+0.540CR+0.023LR+0.251MK +0.624 ST+0.141TA ,
The model implied that, curriculum strategy, learning resource strategy, management knowledge
strategy, staffing and trainees attitude all have positive effects on the performance of TVET
institution. Holding all factors constant at zero, operational performance remained at .281. A unit
increase in curriculum strategy led to .54 unit increase in operational performance. Increasing
learning resource strategy by a unit coursed .023 unit increases on operational performance.
Increasing management knowledge strategy by a unit led to a .251 unit increase in operational
62
performance. A .624 increase in operational performance was coursed by staffing, while by
increasing training by a unit led to .141 unit increases in operational performance. This showed that
much of operational performance was determined by staffing while learning resource strategy had no
much effect.
4.10 Model Summary of Regression Analysis
The multiple regression analysis also produced a summary of the multiple regression model. Table
4.8 shows the model summary.
Table 4.8: Model Summary
Mode
l
R R Square Adjusted R Square Std. Error of the
Estimate1 .567a .322 .096 366.08274a. Predictors: (Constant), curriculum strategy, learning resource strategy, management
knowledge strategy, staffing and trainees attitude strategiesThe value R2 also called the coefficient of multiple determinations is the percentage of the variance
in the dependent explained uniquely or jointly by the independent variables. As table 4.8 depicts, the
value of the coefficient of determination, R2 was found to be .332. This communicates the fact
that 33.2% of the strategies determining the performance of TVET institutions are explained by the
five independent variables under consideration in this study (curriculum strategy, learning resource
strategy, management knowledge strategy, staffing and trainees attitude), while the remaining 66.8%
of the performance are explained by factors outside the model. The value “R’ in the summary model
explains the correlation between the predicted value and the observed values. From the study, it was
realized that the value of “R” was .567, implying that the correlation between the predicted values
and the observed values was 0.567.
63
64
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of Findings
The study had five objectives at hand that it sought to address. The first objective of the study was to
determine the effect of curriculum strategy on institutional performance in Nyamira County, to
assess the influence of learning resource strategy on institutional performance in Nyamira County, to
establish the effect of level of management knowledge strategy on institutional performance in
Nyamira County, to determine the influence of staffing strategy on overall institutional performance
in Nyamira County, and; to determine the effect of trainees’ attitude strategy on institutional
performance.
5.1.1 Effect of curriculum strategy on performance of TVET institutions in Nyamira County
The first objective of the study was to evaluate the effect of curriculum strategic factors on the
performance of TVET institutions. The respondents agreed that the institutions have current
syllabus; that current syllabus addresses current market demands; and that the current syllabus
requires immediate review although they refuted the claims that the current syllabus does attract
more trainees and that the current curriculum leads to self -employment. The calculated P-value from
the ANOVA (which was 0.000) was found to be less than the critical value of 0.005 and this led to
the conclusion that there is effect of curriculum strategy on performance of TVET institutions.
5.1.2 Influence of Learning Resource Strategy on Performance of TVET institutions
The second objective of the study was to assess the influence of learning resource strategy on
performance of TVET institutions in Nyamira County. The study observed that, industry support on
65
learning resources is an “influential” on the performance of TVET institutions while high quality of
learning resources and having relevant learning resources are fairly influential on the institutional
performance. The study further observed that, having appropriate training workshop is “not
influential” on the performance of TVET institutions. The P-value for learning resource strategy
(0.000) indicated that learning resource strategy has an influence on the performance of TVET
institutions.
5.1.3 Effect of Level of Management Knowledge Strategy on Performance of TVET
Institutions
The third objective of the study was to establish the effect of level of management on performance of
TVET institutions. The respondents disagreed with claims that Management team provide a clear
strategic plan, Management team motivates staff and that the management conducts regular staff
appraisal. The P-value (0.007) obtained from ANOVA implied that there level of management
knowledge strategy has an effect on the overall institutional performance of TVET institutions.
5.1.4 Influence of Staffing Strategy on Performance of TVET Institutions
The fourth objective of the study was to determine the influence of staffing strategy on performance
of TVET institutions. The findings of the study revealed that the respondents were in agreement that
the current staff is highly qualified, though they were not sure whether there is not a direct
relationship between staffing and performance nor that the county government is committed to
staffing policy. The P-value was found to be 0.000 and this led to the conclusion that staffing
strategy has influence on performance of TVET institutions.
66
5.1.5 Effect of Trainees’ Attitude Strategy on performance of TVET Institutions
The fifth objective of the study was to determine the effect of trainees’ attitude strategy on
performance of TVET institutions. The study found out that the respondents were in agreement that
learners attend institution by choice; that the learners are free to choose career to pursue and that
learner attendance is regular. The calculated P-value of trainees’ attitude (0.002) implied that
trainees’ attitude strategy influences performance of TVET institutions.
5.2 Conclusion
The study sought to establish the effects of curriculum strategy on operational performance of TVET
institutions and concluded that the institutions have current syllabus which was set to address current
market demands and requires immediate review. This was because the current syllabus was
structured in a manner that is appealing and attractive to trainees, and focused on training learners
for self-employment.
In the attempt to determine the influence of learning resource strategy on operational performance it
was indicated that industry support on learning resources is of great influence on the operational
performance of TVET institutions. This is because there are limited jobs in the market and the
number of graduates keeps on increasing every year. The Management team tried to provide a clear
strategic plan, motivate staff and conduct regular staff appraisal, for this is likely to improve service
delivery.
The study was determined to evaluate the effect of level of management knowledge strategy on
operational performance; the study concluded that; the relationship between level of management
knowledge strategy and operational performance was neutral. This was because the management
knowledge has little influence on operational performance.
67
The fourth objective was to sought out the influence of staffing strategy on operational performance
of TVET institutions in Kenya, the study concluded that staffing has a positive and significant
influence on determining operational performance this was because; the current staff is highly
qualified, there is direct relationship between staffing and performance and the county governments
are committed to staffing policy
Based on the effects of trainees’ attitude strategy on performance of TVET institutions, the study
concluded that; trainees’ attitude strategy was of due influence to operational performance. This was
because learner attends institution of their own choice, the learners were free to choose career to
pursue on their own and learners attended regularly.
5.3 Recommendations
From the findings the following recommendations were made: The authority charged with
overseeing all TVET institutions should come up with a curriculum that addresses relevance with the
job market in order to address skills’ gap. Those that are charged with manning TVET institutions
should be competitively vetted to ensure that the right managers are posted to provide strategic
leadership. The government should intensify budgetary allocation to the institutions in order to
improve infrastructure so as attract its clientele. There should be regular in service for staff in order
to be in tandem with changes in the curriculum so as to address market dynamics. There should be
inclusion of all stakeholders in the management of these institutions to restore public confidence in
order to mitigate low enrolment issues.
5.4 Suggestions for Further Research
The study only concentrated on the TVET institutions in Nyamira County and focused on strategies
influencing performance. All the findings concerning this research may apply to all the TVET
68
institutions in the whole country but only 33% of performance can be explained by the strategies
under consideration hence the study recommends that a study to be conducted on other strategies or
factors that may affect performance of TVET and other learning institutions in Kenya.
69
REFERENCES
A.U (2016). Continental Education Strategy for Africa.
Akuno, A. E., & Kidenda, M. C. A. (2013). Education for responsible technology transfer in Kenya:
Towards a conceptual underpinning for HE in the development of the Jua Kali sector.
In Engineering, Technology and Innovation (ICE) & IEEE International Technology
Management Conference, 2013 International Conference on (pp. 1- 15). IEEE.
ADB (2015). Support to Technical Vocational Education and Training for relevant skills
Development- phase 11, Kenya
ADB. (2014).Innovative strategies in TVET for accelerated Human Resource Development in South
ASIA. RTT, 136125
Adhiambo, O.M (2015).Institutional factors influencing participation of trainers in public Technical
Vocational Education and training institutes in Kinango Sub County Kwale, Kenya. Journal
of Education and Learning. Research Thesis in press.
Amedorme, S.K Fiagbe, Y.A.K (2013). International Journal of Scientific & Technology Research
vol.2, Issue 6, June 2013. ISSN 2277-8616.
Atchoarena, D., & Delluc, A. M. (2002). Revisiting technical and vocational education and training
in Sub-Saharan Africa. IIEP Paris.
Ayonmike, C. S., Okwelle, P. C., & Okeke, B. C. (2015). Towards quality Technical Vocational
Education and Training (TVET) programmes in Nigeria: challenges and improvement
strategies. Journal of Education and Learning, 4(1), 25.
70
Best, J. W., & Kahn, J. V. (2006). Research in education, 10th. New Delhi: PHI Learning Private
Ltd.
Boateng, C. (2012). Leadership styles and effectiveness of principals of vocational Technical
institutions in Ghana. American International Journal of Contemporary Research, 2(3), 128-
134.
Bowen, M., Morara, M., & Mureithi, S. (2009). Management of business challenges among small
and micro enterprises in Nairobi-Kenya. KCA journal of business management, 2(1), 16-31.
Bunning, F., & Zhao, Z. Q. (2006). TVET Teacher Education on the Threshold of
Internationalization. UNESCO-UNEVOC International Centre for Technical and Vocational
Education and Training.
Bwisa and Kihoro (2016) The role of determining strategic direction on not-for-profit
organizational performance in Nairobi County in Kenya, International Journal of Scientific
& Technology Research, 5(5): 28-32.
Chichioke, O.P and Tambari, M.D (2017). Technical Vocational and Training As A tool For
Sustainable Empowerment of youths in Niger Delta Nigeria. International Journal of
Innovative Social and Science Education Research 5(1): 28-29, Jan-March, 2017. ISSN.
2360-8978. Seahi publication, 2017.
Christopher, C. O. (2013). Factors Affecting Implementation of the Kenya Vision 2030 Strategy in
Public Sector: Kenyatta International Conference Centre (Doctoral dissertation).
Chukwumaijen, B. et al. (2015). Towards quality TVET programs in Nigeria, challenges and
improvement strategies: Journal of education and learning, Vol. 4, No. 1; 2005.
71
Cohen, S. (2012). Practice vs. Policy - What is the difference?
Darvas, p. and Robert, P. (2014). Demand and supply of skills in Ghana. How can training programs
improve employment and productivity? World Bank study, 2014.
Dictionary, B. (2014). What is Information? Online Version. URL: http://oxforddictionaries.
Com/definition/english/information.
Dike, V. E. (2013). Technical and Vocational Education and Training (TVET): Understanding the
Nigerian Experience (Doctoral dissertation, Drexel University).
Education sector report (2016). Republic of Kenya 2017/18-2019/20.
Eisenberg, E. (2006). Technical and Vocational Education and Training and the Labour Market in
Israel. European Training Foundation. Available from: EU Bookshop.
Fortunate, E. (2011). Kenya: Remodeling TIVET.
Ferej, A et al (2012). Reform of TVET Teacher Education in Kenya: overcome the challenges of
Quality and Relevance. Association for the Development of Education in Africa (ADEA).
Fryer, L (2014). Student support officers’ perceptions of student support provision in Technical and
Vocational Education and training (TVET) colleges. Stellenbosch University.
Gandi, A. et al. (2013). Understanding skill Development and Training in China: lessons For India:
Institute of applied Manpower Research to the planning commission.
Hrebiniak, L.G (2005). Making strategy work: Leading effective execution and change. Upper
saddle River, N.J: Wharton school publishing
72
Ifeyinwa, M. C., & Serumu, I. (2016). Constraints and Remedy to Quality Vocational Skills
Development among Vocational Education Students in Nigeria as Perceived by Vocational
Educators. Journal of Innovative Practice in Vocational Technical Education (JIPVTE)
Vol, 1(1), 016-023.
ILO (2011). World of Work Report 2011: Making Markets Work for Jobs. Geneva: ILO.
Kamau P.W and Ngubu, C (2012).Impact of community attitudes towards Technical Vocational
Skills on Youth Enrollment for Skills Training. A case of Youth Polytechnics in Gatundu
Kiambu County, Kenya.
Kanyoro, K etal (2015). Rebranding Technical Vocational Education and Training; Youth Education
for Vocational Carriers, Kenya.
Karemu, G.K et al (2014). An Evaluation Strategy Implementation on Organization
Performance: A case of public TVET institutions in Kiambu County Kenya. Industrial
Engineering letters. ISSN 2225-0581.
Kariuki, I. S (2013). Technical Engineering Training and Employability in Kenya: Focus on Thika
and Meru Technical Training Institutes.
Kariuki, S. I. (2015). TECHNICIAN ENGINEERING TRAINING AND EMPLOYABILITY IN
KENYA (Doctoral dissertation).
Kigwilu, P. & Githinji, J. (2015). Teacher factors Influencing Effective Implementation of Artisan
and Craft Curriculum in Community Colleges in Kenya. American Science Research Journal
for Engineering Technology and Sciences (ASRJETS) (2015) Vol. 14 No. 2, pp 129-
143.
73
Kihara M.P (2016) Influence of Strategy Implementation on the Performance of Manufacturing
Small and Medium Firms In Kenya.
Kisilu M.K. (2016). Training for the future? A case of Automotive Training in TVET Institutions
in Kenya. A British Journal of Applied Sciences and Technology 16(4):1-10 2016, Article No.
BJAST.25391.
Kitainge & Wosyanju (2009). Assessment of relevance of Youth Polytechnics programs towards
youth employment.
Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International.
Kyarizi, L (2012). Master Thesis Technical Vocational Pedagogy.Youth Education for Vocational
Carriers, Kenya.
Lamichhane, R. H. (2011). TEVT Financing in Nepal: Issues at Crossroads. Technical and
Vocational Education and Training Development, 73.
Lauglo, J. (2006). Research for TVET policy development. InWEnt.
Limboro, C. M. (2013). Skills training in engineering courses in institutes of technology and the
labour market requirements in Kenya (Doctoral dissertation).
Lukman, S. et al (2017). The role of Business Education in restructuring the funding of TVET for
sustainable economic recovery in Nigeria. America International Journal of Social Science
Research vol.1; 2017
74
Maclean, R., & Wilson, D. (2009). International handbook of education for the changing world of
work: Bridging academic and vocational learning (Vol. 1). Springer Science & Business
Media.
Majumdar, S. (2011). Teacher education in TVET: Developing a new
Makari, J. N & Ochieng, C.N (2014). Ensuring the future of Youth Polytechnics: A survey of Youth
Polytechnics in West Pokoti County, Kenya. The Kenya Journal of Technology and
Vocational Education and Training Sector. Nairobi: Kenya.
Makumba, M (2010). Is Tanzania’s lack of employability a challenge or threat: Business
Makworo. E.O and Singoei J.K. (2016). Factors influencing trainer career choice inTVET
institutions in North Rift Kenya.IRA- International Journal of Management and Social
Sciences. ICSN 2455-2267, Vol. 03, issue 03 (2016).
Maringa, M. (2014). proposed interventions for the technical industrial and vocational enterprise
training (tivet) sector in kenya. Journal of Technical Education and Training, 6(1).
Mehrotra, S., Gandhi, A., & Sahoo, B. K. (2013). Estimating India’s Skill Gap on Realistic basis for
2022. Economic and Political Weekly, 48(13), 102-111.
Misola, N. K., & UNESCO (2010). International Centre for Technical and Vocational Education and
Training (UNESCO-UNEVOC). (2010).Improving the participation of female students in
TVET programmes formerly dominated by males: the experience of selected colleges and
technical schools in the Philippines.
MOE, (2015). Republic of Rwanda TVET Policy. Kigali Rwanda
75
Munishi, J.E (2016). Factors to lack of employable skills among Technical and Vocational
Education (TVET) graduates in Tanzania. Business Education Journal, vol.1 issue No.2.
Mureithi, G. (2009). Technical, Vocational Education and Training in Africa: Has it lost its
significance? Eldoret: Moi University.
Murgor, T. K. (2013). A Comparison of Technical and Vocational Acquired Skills Differences
Based on Gender in TVET Institutions, Uasin Gishu County, Kenya. Journal of Education
and Practice, 4(22), 181-187.
Murgor, T. K. (2013). Relationship between Technical and Vocational acquired skills and skills
required in the job market; Evidence from TVET institutions in Uasin Gishu County, Eldoret.
Journal of Education and Practice, Vol. 4 No. 19, 2013.
Muriithi W. S. (2013). To find out factors that contributes to low enrolment in Youth Polytechnic in
Nyeri Zone in Nyeri south District. University of Nairobi.
Muriithi, M. H. (2013). Factors influencing demand for technical and vocational education and
training in Nyeri County, Kenya (Doctoral dissertation, University of Nairobi).
Musobo, I. C. & Gaga, J. (2012). Restructuring TVET as part of the Educational Reforms in
Rwanda, A case on Public Private Partnership in Rwandan TVET. Retrieved on June, 3,
2014.
Muya, M.T, etal (2016). Curriculum content and relevance in integration of ICTs in Kenya TVET
institutions in readiness to industry needs.
Mwangi, E (2015). Factors influencing performance of Saccos in Kenya: A case of UNAITAS
Sacco. University of East Africa.
76
Ngure, S (2015). An Empirical Evaluation of Technical, Vocational Education and Training (TVET)
Processes in Kenya. Advances in social science .Research Journal, 2 (12) 159-173.
Ngure, S.W (2013). Stakeholder’s PERCEPTION of Technical Vocational Education AndTraining:
A case of Kenyan Micro and Small Enterprises in the motor vehicle service industry.
Retrieved from hht: re ec.edu.au / theses/ 597 Edit Cowan University.
Njenga, E.W (2017). Influence implementation quality management systems on operational
performance of Technical Training institutions in Meru County: A case of Nkabune
Technical Training Institution, Kenya. International Academic Journal of information
sciences and project management vol.2 issue 1, pp 370-389
Njoki, M.N (2014). Strategies Influencing Production of middle workforce in public TVET in NBI
Region Kenya.
PIDS (2016). The National System of Technical Education and Training inPhilippines. Review and
Reform Ideas. Discussion paper series No. 2016-07. Philippines Institute for Development
studies (PIDS).
Nyamira County (2016-2017) Annual Development Plan 2015
Nyerere, J. (2009). Technical and Vocational Education and Training (TVET) sector mapping in
Kenya. Report Draft: Edukans Foundation.
Ogbuanya, T. C. (2012). TECHNICAL, VOCATIONAL EDUCATION AND TRAINING (TVET)
AND THE CHALLENGES OF YOUTH EMPLOYMENT FOR GLOBAL
WORKPLACE. Journal of Educational Review, 5(4).
77
Oketch, M (2017). Cross- country comparison of TVET systems, practices and policies, and
employability of youth in sub Saharan Africa – W. Bertelsman, 2017-ISBN 978-3-7639-
5793-4, pp 11-38
Okoye, K. R. E., & Chijioke, O. P. (2013). Private-Public Partnership and Technical Vocational
Education and Training (TVET) in a Developing Economy\ Oman Chapter of Arabian
Journal of Business and Management Review.-2013, Vol. 2, No. 10. Sohar University.
Okwelle, S.C (2015). Towards quality Technical and Vocational Training programs in Nigeria.
Journal of Education and Learning, 1 (4) 21-34
Omboi, B.M and Mucai, G.P (2011). Factor Affecting the Implementation of Strategic Plans in
Government Tertiary Institutions. A survey of selected Technical Training Institutions.
European Journal of Business and Management Vol.3, No.3 (2011). www.iiste.org
Onderi, H. et al (2014). Restructuring TVET for Sustainable Development in Sub- Saharan Africa.
Jaramogi Oginga Odinga University of Science andTechnology. International Journal of
Interdisciplinary Research and Innovation.2,(40-45). www. researchpublish.com.
Onditi, M. A. (2015). Institutional factors influencing participation of trainees in public Technical,
Vocational Education and Training institutes in Kinango Sub-County, Kwale County,
Kenya (Doctoral dissertation, University of Nairobi).
Orang’i A.K (2014). Analysis of Infrastructural Support and Trainer attributes in TVET institutions
in Kenya.
Osei – Asibey, D. (2015). School leadership challenges in the implementation of Technical and
Vocational Education Curriculum in Ghana. University of Jyvaskyla, Ghana.
78
Otiende, C. (2013). Factors affecting implementation of the Kenya Vision 2030 Strategy in public
sector: Kenyatta International Conference Centre. Nairobi: Kenyatta University.
Oviawe, J.I et al (2017). Bridging the gap to meet Technical, Vocational and Education and Training
school-workplace collaboration in the 21st century. International Journal of Education and
Training Research vol,3 NO. 1pp. 7-14. ISSN 2469-8199.
Pass C., Lowes, B., Davis, L., & Kronish, S. J. (1991). The Harper Collins dictionary of economics.
Pearce, J.A and Robinson, R.B (2005). Strategic management: Formulation, implementation and
control. McGraw – Hill Irwin.
PIDS (2016). The National System of Technical Education and Training in the Philippines Review
and Reform Ideas. Discussion paper series No. 2016-07. Philippine Institute for Development
Studies.
Robertson, C.A (2015). Leadership Development for TVET college leaders in South Africa; a post
graduate curriculum framework. Stelhen University,.
SADC (2011). Strategic Framework and Programme of Action for Technical and Vocational
Education and Training in Southern African Region.
Sang, A. K., Muthaa, G. M., & Mbugua, Z. K. (2012). Challenges Facing Technical Training in
Kenya.
Sankale, J (2017). An investigation on socio-Economic determinants for demand for TVET among
the youth in Kajiado, Kenya.
Serem, D. & Chirchir, V. (2016). Perception towards Youth Polytechnic Training inNandi County,
Kenya.
79
Serumu, I. (2015). Challenges of Implementing Technical and Vocational Education and Training
(TVET) curriculum in Delta State Colleges of Education,. Global Advanced Research
Journal of Educational Research and Review, 072-080.
Simiyu, J. W. (2010). Factors influencing the attractiveness of a Technical and Vocational Education
and Training Institution: a case study of a Technical Institute in Kenya. Eldoret: Moi
University.
Simiyu, J. W., & UNESCO (2009). International Centre for Technical and Vocational Education and
Training (UNESCO-UNEVOC). (2009). Revitalizing a technical training institute in
Kenya: A case study of Kaiboi technical training institute, Eldoret, Kenya. Bonn:
UNESCO- UNEVOC International Centre for Technical and Vocational Education and Training.
Internet: www. unevoc. unesco. org/publications.
Tara N. et al (2016). Quality of VET in India: the case of industrial Institutes India.
UNESCO (2016). Draft Strategy for Technical and Vocational Education and Training. Paris.
UNESCO (2017). Using ICTs and Blended learning in Transforming TVET. UNESCO ISBN 978-
92-3-100212-0. , Paris France
UNESCO- UNEVOC (2010). Integrating Sustainable Development in TVET. A case study from
Southern and Eastern Africa. A case study for integrating education for sustainable
development in model youth polytechnics in Kenya. Ministry of Youth Affairs and sports,
Nairobi Kenya.
UNESCO. (2013). What is TIVET? Promoting learning for the world of work.
80
UNESCO. (2015). Improving the Quality and Relevance of Education in Kurdistan.
http://www.unesco.org/new/en/iraq-office/education/technical-vocationaleducation
/improving-quality-and-relevance-of-TVET-in-kurdistan.
UNESCO-IICBA (2011). Role of Teacher Training in Technical and Vocational Education and
Training .International Institute for Capacity building in Africa. Vol.13. No.2 Dec., 2011.
www. UNESCO-IICBA org.
UNEVOC (2016) .TVET Strategy. Report of the UNESCO- UNEVOC VIRTUAL CONFERENCE
2015.
Yehualawork, A. (2016). Inclusiveness in the Vocational Education Policy and Legal Frameworks of
Kenya and Tanzania. Journal of Education and Learning, 5(4), 53.
Zainal, H.H et al (2016). Technical Student’s Perception and Motivation towards Instructional
Courseware on Construction Technology Course. International Journal of Vocational
Education and Training Research 2016; 2 (1): (1-6) online.publication.science
81
APPENDICES
APPENDIX I: LETTER TO THE RESPONDENTS
Dear respondent,
This questionnaire is designed to assist the researcher carry out a study on an Evaluation of the
strategic factors Influencing Performance of TVET institutions in Nyamira County. Your kind
responses will be appreciated and treated confidentially.
Yours
Peter Makori
82
APPENDIX II: QUESTIONNAIRE
INSTRUCTIONS
This questionnaire is designed to assist the researcher carry out a study on an Evaluation of the
strategic factors Influencing Performance of TVET institutions in Nyamira County. Your kind
responses will be appreciated and treated confidentially.
Answer the following questions by ticking and/ or giving your own view where necessary. Answer
areas where best suited to you.
SECTION A:
DEMOGRAPHIC INFORMATION
1. Please indicate your genderMale [ ]Female [ ]
2. Please indicate your ageBelow 25 years [ ]26-35 years [ ]36-40 years [ ]41-45 years [ ]46.55years [ ]
56 years and above [ ]
83
3. For how long have you worked in the same position?0-2 yrs [ ]3-5yrs [ ]6-10yrs [ ]Over 10yrs [ ]
4. Please indicate your highest level of qualificationPrimary level [ ]Secondary Level (KCSE) [ ]Diploma [ ]Undergraduate Degree [ ]Post-graduate Degree [ ]
84
SECTION B: CURRICULUM STATEGY
By placing a tick in the appropriate box, please indicate your level of agreement with the following
statements on curriculum strategy in your institution, where; 5=Strongly agree, 4=Agree, 3=Not
sure, 2=Disagree, 1=Strongly Disagree
Curriculum Strategy Strongly
agree
5
Agree
4
Not
sure
3
Disagre
e
2
Strongly
disagree
1
The institution
has current syllabusThe current syllabus addresses
current market demandsThe current syllabus requires
immediate reviewThere is timely completion of the
syllabusThere is a strong internal monitoring
tool On syllabus coverageThe current syllabus attracts more
traineesThe current curriculum leads to self
employment
SECTION C: LEARNING RESOURCE STRATEGY
85
By placing a tick in the appropriate box, please indicate the influence of learning resource strategy
on the performance of TVET institutions, where; 5=Very high extent, 4=High extent, 3=Moderate
extent, 2=Low extent, 1=Very low extent
Learning
Resource strategy
Most
influential
5
Very
influential
4
Moderately
influential
3
Less
influential
2
Least
influential
1
Adequacy of learning
resources
Relevance of learning
resources
Appropriate training
workshop
Industry support on
learning resources
Training shades are
adequate
High quality of learning
resources
SECTION D: LEVEL OF MANAGEMENT KNOWLEDGE STRATEGY
86
By placing a tick in the appropriate box, please indicate the extent to which you agree with the
following statements on management knowledge strategy, where; 5=Strongly agree, 4=Agree, 3=Not
sure, 2=Disagree, 1=Strongly disagree
Level of management knowledge
Strategy
Strongly
agree
5
Agre
e
4
Not
sure
3
Disagre
e
2
Strongly
disagree
1
Management team is highly qualified
There is direct relationship between
management and performance
Management team motivates staff
Management team provide a clear
strategic plan
Management conducts regular staff
Appraisal
SECTION E: STAFFING STRATEGY
By ticking in the appropriate box, please indicate the extent to which you agree with the following
statements on the influence of staffing strategy influence, where; 5=Strongly agree, 4=Agree, 3=Not
sure, 2=Disagree, 1=Strongly disagree
87
staffing strategy Strongl
y agree
5
Agree
4
Not sure
3
Disagre
e
2
Strongly
disagree
1
There is adequate staffing
The current staff is highly
qualifiedThe staff is highly motivated
The staff completes syllabus in
timeThere is direct relationship
between staffing and
performanceThe county government is
committed to staffing policy
SECTION F: TRAINEE ATTITUDE STRATEGY
By ticking in the appropriate box, please indicate the level of agreement with the attitude strategies
of your institution, where; 5=Strongly agree, 4=Agree, 3=Not sure, 2=Disagree, 1=Strongly disagree
Trainee attitude
Strategy
Strongly
agree
5
Agree
4
Not
sure
3
Disagre
e
Strongly
disagree
1
88
2
Learner attendance is regular
Learner attends institution by choice
The learner is free to choose career to
pursue
Learners are free to participate in
institutional marketing
Learners satisfaction that courses offered
meet market demand
SECTION G: PERFORMANCE INDICATORS
By ticking in the appropriate box, please indicate the level of agreement with the Performance of
TVET of your institution, where; 5=strongly agree, 4=Agree, 3=Not sure, 2=Disagree, 1=Strongly
disagree.
Performance of TVET Strongly
agree
5
Agree
4
Not
sure
3
Disagre
e
Strongly
disagree
1
89
2
Student Enrolment rates
Syllabus coverage
Service quality
Trainee completion rate
Thank you for your response
90
APPENDIX III: LIST OF TVET INSTITUTIONS IN NYAMIRA COUNTY.
SOURCE: COUNTY DIRECTOR TVET (2018)
91
NO INSTITUTIONS (VTC’S) NO. INSTITUTIONS (VTC’S)
1 NASARI 18 KEGWANDA
2 KIOBWOGE 19 MWONGORI
3 KIOGUTWA 20 NYAMANAGU
4 MONG’ONI 21 RITONGO
5 NYAIRANGA 22 NYAIGESA
6 MATONGO 23 TINGA
7 BIGEGE 24 IGUCHA
8 ST.ANDREWS KEREMA 25 BONYUNYU
9 KIENDEGE 26 GETA
10 NYAIKURO 27 ST. ELZ EMBARO
11 MARIBA 28 BOBEMBE
12 MORAKO 29 ST. STEPHEN MISAMBI
13 RITIBO 30 ST.STEPHEN EKERUBO
14 SAIGANGIYA 31 KENYERERE
15 GESIMA 32 BITICHA
16 ST. PETERS’ GETENI 33 ST. ALBERT BUNDO
17 KIANGENDE
Appendix iv: Map of Nyamira County
92
APPENDIX: V- UNIVERSITY LETTER
93
94
APPENDIX VI: LETTER FROM THE DIRECTOR OF EDUCATION
95
APPENDIX VII: LETTER FROM THE COMMISSIONER
96
APPENDIX: VIII- NACOSTI LETTER
97
APPENDIX: IX-NACOSTI PERMIT
98
APPENDIX: X- Publication
99
APPENDIX XI: PLAGIARISM REPORT
100
101
