Abstract:
Technical, vocational education and training (TVET) in Kenya has undergone major changes
since colonialists introduced it at the beginning of the twentieth century. Since then, TVET has
evolved in the areas of science, technology and innovation to provide skills that will propel the
country to middle-level industrialised status by the year 2030. However, current training and
development (T&D) processes in Kenya have been criticised for being rigid and irrelevant to
industry, creating a mismatch of skills produced by the training institutions and those demanded
by the industry; it is upon this criticism that this research is built. The focus of this thesis is to
analyse key stakeholders‘ perceptions of TVET in the micro and small enterprises (MSE) in the
motor vehicle service and repair industry (MVRSI). In Kenya vocational education and training
(VET) is referred to as technical, vocational education and training—TVET.
In this thesis a practical T&D framework is developed for use to analyse the stakeholders‘
perceptions. A generic organisational T&D model was examined as was the literature dealing
with TVET sub-systems in Kenya and elsewhere. The organisational T&D model was then
expanded to include relevant training areas and activities. Data were collected in two cities and
four roadside towns. Interviews were held with 19 micro and small enterprises (MSE) employers
and 57 of their employees, eight TVET trainers and four senior education officers. Four focus
group discussions with final year trainees were held, and observations were made at the MSE and
the training institutions. Content analysis was used to analyse data.
Findings obtained indicated that TVET plays a vital role in furnishing its learners with skills that
are required in the MVRSI. However, while the T&D program has very well crafted training
objectives, it is beset by numerous challenges. The program has restricted methods of data
gathering resulting in a system that has neither been able to compile an industrial skills inventory
nor a skills-gap analysis that would inform training providers. Most training institutions are
located in urban centres, curriculum implementation is generally theoretical, trainers are
inadequately prepared and receive low salaries, training suffers from multiple and uncoordinated
management, and the trainees view it as a last training option. In addition, examination results,
enrolment and practical tests were identified as the primary methods used for monitoring and
evaluation. Informal training providers lacked training implementation, monitoring and evaluation
structures. Transfer of skills from training institutions to the workplace is inhibited by insufficient
supervisor support, poor working conditions and inadequate tools and equipment.
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The T&D framework that was developed was found to be useful on several fronts. Firstly, the
views of multiple stakeholders present diverse perspectives that provide unique and
comprehensive insights into how different segments of society measure the same training.
Secondly, methodological contributions have been made in terms of the research design, which
used multiple data collection methods. Thirdly, the T&D framework was developed and then used
to analyse the perceptions of the stakeholders, thereby answering the research questions. Since
this framework was found to be sufficient for analysing the stakeholders‘ perceptions, it was
found to be appropriate for designing a more responsive T&D program for the MVRSI. In
addition, this study has made several practical implications.