Effects of devolved TVET Laws and Policies on trainees’ enrolment, skills acquired and instructor competencies: A case study of Embu County-Kenya

  • J. Ngari Nyaga School of Education, Department of Technology Education, University of Eldoret P. O. Box 1125, Eldoret
  • Kisilu M. Kitainge School of Education, Department of Technology Education, University of Eldoret P. O. Box 1125, Eldoret
  • Dimo H. Okinyi School of Education, Department of Technology Education, University of Eldoret P. O. Box 1125, Eldoret
Keywords: CEC, County Executive Committee Member. CEO, County Executive Office

Abstract

The study focused on assessment of effects of devolved TVET laws and policies on trainees’ enrolment, acquired skills and instructor competencies in Embu County. Devolved (TVET) is concerned with preparing and equipping secondary and primary school graduates with appropriate technical and entrepreneurial skills and attitudes for self and industry employment. Since inception of youth polytechnic TVET in 1968 by NCCK and adoption by government in 1969, their management kept oscillating between departments of Ministry of Labour and that of Culture and Social Services until 2005 when MOYAS was established with a mandate to revitalize them. Youth Polytechnics have since rebranded into Vocational Training Centres (VTCs) and have been devolved to counties. But devolution seems to affect the revitalization impetus initiated by MOYAS in 2005. It has decelerated as there seems to be gaps in devolved TVET laws and policies. Moreover, fiscal year analysis 2015/2016 shows that enrolment in VTCs is on down trend, still, skills acquired by trainees are not in tandem with skills required in the job market. Specific objectives included; to explore the effects of county laws and policies on infrastructure development and training facilities acquisition, to determine impact of county laws and policies on trainee’s capitation and bursaries and assess the adequacy of the laws and policies on instructor competencies development. The study adopted a descriptive research design with quantitative and qualitative data collection approach. Stratified random sampling technique was used to select samples. Descriptive analysis was used; it included use of means, standard deviation, frequencies and percentages Statistical Package for Social Sciences (SPSS) was used to analyse quantitative data while Qualitative data was grouped into emerging themes and narratives. The study found that there was no significant impact of devolved TVET laws and policies on infrastructure development, training facilities acquisition, apprenticeship opportunities, capitation and bursaries and instructor’s employment and career development, all of which affect trainees’ enrolment, acquired skills and instructor competencies. Devolved TVET Policies and laws were ineffective or were not there at all. The study recommends that; County CECs, CEOs in consultation with Education and Technology Department directors and the legal office draft necessary devolved TVET policies and laws and ensure they are ratified by county assemblies.

References

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Published
2021-05-15
How to Cite
Nyaga, J., Kitainge, K., & Okinyi, D. (2021, May 15). Effects of devolved TVET Laws and Policies on trainees’ enrolment, skills acquired and instructor competencies: A case study of Embu County-Kenya. African Journal of Education,Science and Technology, 6(3). Retrieved from http://ajest.info/index.php/ajest/article/view/573
Section
Articles