TECHNICIAN ENGINEERING TRAINING AND EMPLOYABILITY IN KENYA
| dc.contributor.author | KARIUKI, SAMSON IKINYA | |
| dc.date.accessioned | 2024-01-03T14:26:13Z | |
| dc.date.available | 2024-01-03T14:26:13Z | |
| dc.date.issued | 2015-02 | |
| dc.description.abstract | Technician Engineering Training (TET) is a component within the Technical, Vocational, Education and Training (TVET). TVET is the provision of skills, knowledge, attitude, and values needed for the place of work. TET as a component of TVET is a necessary intervention in attempts to empower people, reduce poverty, and realize the Millennium Development Goals (MDGs). TET is a priority area in achieving Kenya’s Vision 2030 which is anchored in Science, Technology and Innovation. There has been great concern by development stakeholders in Kenya on the need of training more technicians in the field of engineering and technology. Kenya needs over 68,000 engineers and 1.5 million technician workers in the current labour market. Technician engineers’ graduates in search of job in the world of work do not have adequate employable skills. Narrowing the gap between education and the world of work is thus a priority for this study so as to engage the ever increasing population into productive livelihoods. The study conceptualized logical flow of variables as guided by human capital and job signaling theory. Mixed method was adopted in an effort to seek the solution to the problem. The study targeted 2008 and 2009 technician engineering graduates cohort who pursued mechanical engineering trades from Thika Technical Training Institute and Building Construction trade from Meru Technical Training Institute. Trainers and employers were also targeted. Both probability and non-probability sampling techniques were used to sample respondents. Data was collected by use of questionnaires, interviews guide and focus group discussion guide. The instruments were pretested to ensure their validity by subjecting the instruments to intensive scrutiny by selected experts in TET sector. To ensure reliability the instruments were subjected to statistical analysis to determine the Cronbach’s alpha. Data was analyzed as per the research questions and hypothesis. The findings show that Technician engineering graduates rate training process as poor. The use of application of ICT is perceived to be very poor. There is very minimal participation of industry in TET. Employers consider generic skills and theoretical skill as more important compared to manipulative skills. There is no relationship between skills learnt and skills required in labour market. Training is theoretical and examination oriented. Other than area of specialization, level of training, skills learnt and performance in examination there are other factors that predict employability. This study recommends promotion of ICT usage and linkages. The study further recommends curriculum review to meet the needs of labour market. These findings will inform the TVET policy and generate adequate information for the Government, TVET policy makers, Trainer, Kenya Institute of Curriculum Development and Other TET official actors to promote the development of future skills and career development in technician engineering and technology in Kenya. | |
| dc.identifier.uri | http://localhost:4000/handle/123456789/161 | |
| dc.language.iso | en_US | |
| dc.publisher | THE CATHOLIC UNIVERSITY OF EASTERN AFRICA | |
| dc.subject | TECHNICIAN ENGINEERING TRAINING KENYA | |
| dc.subject | TECHNICAL TRAINING INSTITUTES | |
| dc.subject | MERU EMPLOYMENT | |
| dc.title | TECHNICIAN ENGINEERING TRAINING AND EMPLOYABILITY IN KENYA | |
| dc.title.alternative | FOCUS ON THIKA AND MERU TECHNICAL TRAINING INSTITUTES | |
| dc.type | Thesis |