Volume 07 Issue 10 October 2024
1Rev. Kigen, Kipchirchir Benard, 2Dr. Ng`eno Weldon K.
1,2Department of Public Policy and Administration, Kenyatta University, Kenya
DOI : https://doi.org/10.47191/ijsshr/v7-i10-12Google Scholar Download Pdf
ABSTRACT
The global challenge of TVET is ensuring that vocational education systems are inclusive, industry-relevant and aligned with the needs of the 21st-century labor market. Without addressing issues like funding, perception and curriculum development, TVET systems may continue to fall short in equipping young people with the skills needed for employment, entrepreneurship and sustainable economic development. For this reason, this study sought to examine effectiveness of TVET Training in Harnessing Skills Development Amongst the Youths in Kisumu County, Kenya. The founding theoretical frameworks were: Human capital theory, social learning theory and empowerment theory. Descriptive survey was used. Target population was 20,857 comprising of 20,814 TVET students, 42 Heads of TVET institutions and 1 County Education Officer in Kisumu County Government. A sample size of 379 was determined using Krejcie and Morgan (1970) model. Disproportionate stratified random sampling was used to select respondents. Data was collected using structured questionnaires and interview guide. Data was analyzed through content analysis, descriptive and inferential statistics. Pearson`s Correlation analysis was used to determine linear relationships between variables. For the coefficient of correlation (r) of 0.96, it implied a very strong positive relationship between TVET training and skill development. Government as policy-maker was recommended to institute regular reform for reviewing the existing TVET curricula in order to incorporate feedback from students and adapt to emerging dynamics of demographic dividends.
KEYWORDS:TVET training, demographic dividends, skills development
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