Retraining TVET Trainers in Kenya for Changing Global Trends and Dynamics
TVET skill training is recognized worldwide as an avenue for preparing citizens for the world of work. Through TVET institutions, industries and organizations expect to receive prospective employees with high standard employable skills who will turn round the production and manufacturing to a competitive level. Unfortunately, industries continue to express considerable dissatisfaction with the general low level employability skills demonstrated by most prospective TVET graduates. This has been attributed to the fast changing industry technology and the general reluctance of TVET training institutions to infuse these skills into prospective trainees. Nonetheless, this is an indication of the status of TVET institutions which have for long time suffered negative perception and marginalization by most African governments. Because of this, facilities and equipment of training in these institutions are either inadequate, obsolete or cannot compare to those in industries where prospective graduates will work in future. Furthermore, reports show that most trainers in TVET institutions lack basic technical skills to even operate simple workshop machines and equipment used for training. Experts have attributed these to existing gaps in TVET teacher pedagogy, lack of updating trainer skills, insufficient involvement of industry and have recommended various strategies for revamping performance of this noble institutions including improving increasing funding and retraining of TVET trainers. This research adopts desktop research and survey methodology and sought to establish TVET trainer’s perception, challenges and mitigation put in place in addressing delivery of desirable employability skills for changing dynamics of industry. The findings and recommendations are expected to assist in addressing the shortcomings identified in TVET trainer capacity building programmes.
Article Views and Downloands Counter
Bird, M (1997) Training of teachers/trainers in technical and vocational education, UNESCO-UNEVOC. 7 place de Fontenoy 75352 Paris 07 FRANCE. https://files.eric.ed.gov/fulltext/ED424421.pdf
Brewer, L, & Comyn, P(2015). Interrating core work skill into TVET system: Siz country case studies. International Labour Office, Skill and Employability Branch, Employment Policy department. Geneva: ILO. https://www.ilo.org/wcmsp5/groups/public/---ed_emp_/pulication
Watindi, R., & Rono, A. (2012). Towards achievement of sustainable development through technical and vocational education and training (TVET): a case of middle level colleges-Kenya. Journal of Emerging Trends in Educational Research and Policy Studies, 3(5), 686-690.
Eze T. A. Y,(2016) Teachers ' perception of the impact of training and retraining on peachers productivity in Enugu State Nigeria
Salome, E.N., & Rotimi, O. (2013). Implications of Training and Development Programmes on Accountants productivity in selected Business organizations in Onitsha.
Kerre, B. W. (2001, September). Science, technology and development. In A paper presented to the Third World Studies (ATWS) Kenya Chapter Conference held at Egerton University, Nakuru, Kenya (pp. 17-19).
Michael, L. D., and Diane, R (2008). Training in Australia. Pearson Education. Australia
Yusoff, H. (2008), Revisiting technical and vocational in malaysia: Creating education opportunity for every students. A discusion paper of national TVET conference , Kuala Lumpur, Malaysia
Ngala, F. B. J. A., & Odebero S. O. (2010). Teachers' perception of staff development programmes as it relates to teachers effectiveness: A study of rural primary school in Kenya. Educational Research and Review
Makworo, E. O. & Mwangi, S. M (2012) The sosial perception of technical and vocational education and training in Africa: a critical review. Education and General studies V.1(1). Herald International Research Journals
Mehdinezhad v. (2008) Evaluation of teacher education programs by students and graduates. Turku: University of Turku
Obwoge, E.(2016) The dilemma of TVET teacher in developing countries in the 21st Century. IRA-international journal of Education and Multidisciplinary studies ISSN:2455-2526; 3(3) (2016) Institute of research advances
Odu, O. K.(2011) Philosophical and Sociological overview of vocational and technical education in Nigeria, American- Eurasian Journal of Scientific Research 6(1)
Okorafor, P.N. Okorafo, O. A (nd) Reflections on technical and vocational education and training in Nigeria in the 21st Century. Journal of Assertiveness pp 7-16
Ofojebe, W. N. & Ezugoh, T. C. (2010) Teachers' Motivation and its influence on quality assuarance in nigerian education system. African Research Review 4(2), pp 36-43, https://www.ajol.info/index.php/afrrev/article/view/58352
Sang, A,. Muthaa, G. & Mbugua Z(2012). Challenges facing technical training in kenya. DOI 10.4236/cc.2012.31018
Tamrat, W. (2020) TVET sector's challenge to recruit and retain competent trainers. University world News
UNESCO-ILO (2003) Technical and Vocational Education and Training for the twenty first century: UNESCO and ILO Recomendations. https//unesdoc.unesco.org/ark:48223/pf0000220748;
Copyright (c) 2022 Africa Journal of Technical and Vocational Education and Training
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Copyright Notice Copyright of published articles is held by AfriTVET. No limitation will be placed on the personal freedom of authors to copy or to use in subsequent work, material contained in their papers. Please contact the Publisher for clarification if you are unsure of the use of copyright material. Apart from fair dealing for the purposes of research and private study, or criticism and or review, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the Publishers.