bluuebunny/crossref_metadata_2025 huggingface dataset:
The Role of TVET in Africa's Development Agenda
Authors: Kerre Bonaventure Wanjala
Published: February 2025

At the dawn of independence for most African states, it was realized that complete independence could only be achieved through the political, economic, and socio-cultural frontiers. Much has been achieved on the political frontier while, to some extent, on the social frontiers. However, the economic frontier has been constrained by Africa's lack of critical skills and technologies in the production of goods and services essential for meeting such basic needs as food, shelter, water, clothing, energy, and infrastructure. Fifty years down the road of political emancipation, it has finally dawned on us that while education is the key to our development, Technical and Vocational education and Training (TVET) is the master key to unlock our potential in meeting our needs and wants. This can only be achieved through the application of knowledge and skills of a well educated and trained workforce and the application of technologies in a sustainable manner. TVET has all along been the missing link in Africa's development agenda. In the 21st century, a new global labour market has emerged. There is increasing demand for highly skilled labour with tertiary and higher education. Those with lower skills with basic education will find it more difficult to find jobs with better remuneration and decent work environments. When all is said and done at the end of the day we all treasure a warm meal, a secure shelter, a comfortable chair to sit on and affordable means to enable us to communicate and travel just to mention a few. In this paper, we take a critical analysis of TVET's role and the necessary policy and legal frameworks that should be availed for it to effectively impact Africa's development agenda in a competitive global labour market of the 21st century.
Improving the TVET Curriculum as a Strategy for Better Performance
Authors: Kirior Hillary
Published: February 2025

Every nation requires a steady growth of the economy for efficient productivity. This can be achieved by equipping the labor-force with the necessary skills, attitudes and knowledge so that they can be effective at their place of work. Competence- based learning has been seen as the best approach to equip the labor-force to match the demands of the job market. It has been endorsed that Technical and Vocational Education and Training (TVET) is the best system of education that can equip the general public with the necessary capabilities. For this reason, several countries have implemented the TVET curriculum as an absolute instrument to attain national development. In the last few years, the Kenyan education system launched ambitious and comprehensive reforms on the primary and secondary education with the aim of increasing quality and expanding opportunities in post-secondary education. However, TVET curriculum has lagged leaving behind several learners who cannot join university education without adequate skills to join labor market and build the nation. The TVET curriculum has been seen as one that offers no guidance to learning that is necessary for both the participants and the trainers. It seldom involves various stakeholders and individuals who will benefit or even have something to contribute to training. It is evident that most of the institutions still teach Euro-centric contents with learning materials imported from European countries and little is taught about Africa. Hitherto, if the philosophy of TVET has to be realized, its curriculum should be understood by the locals, attuned by their ambitions, accustomed to the natural environment and within the disposal of their culture. It is the right time therefore for the locals to take appropriate initiatives and develop their curriculum which is relevant to their social and economic needs; A curriculum that enhances training opportunities to increase access and equity, one that accommodates soft skills and link TVET Institutions with the demands of the Industries. It is therefore recommended that the government should encourage all industrial organizations to take part in designing TVET curriculum as well as provide in-service and on-job- training programmes in those institutions.
The Role of Mentorship as an Approach for Enhancing Employability Skills for 21st Century in Kenya
Authors: Vundi Nason
Published: February 2025

This paper investigated the role of mentorship in enhancing employability skills among the college graduates. As a desktop study, it relied on secondary data. After reviewing the relevant literature, the secondary data was thematically analyzed, contextualized, and applied the answer to study question, "What is the role of mentorship in enhancing employability skills in the 21st century?" There is a genuine concern globally to boost the employability of fresh college graduates to match the employers' expectations in the job market. To successfully penetrate the crowded job market, the graduates have to prove their competitiveness through possessing the critical employability skills desired in their relevant sector. The paper established the following common skills that were seen as foundational by diverse employers: teamwork, problem solving, work ethic, integrity, positive attitudes and critical thinking, self-drive, emotional intelligence at the workplace, communication, and interpersonal skills. The study concluded that mentoring relationship stand out as one of the most effective developmental platform for developing and nurturing the relevant skills, competencies and character that will enhance graduates' penetration to the job market and consequently enhance their employability skills needed in the 21st Century. Institutions and other relevant stakeholders in higher education need to partner and support one another in developing pertinent skills, knowledge, and professional competencies that sustainably match the global job market. The university, as the prime trainer of our workforce, must chart the way forward and effectively work with all other actors in the job-market.
Access and Inclusion through Flexible Learning: Re-Orienting Entrepreneurship Education
Authors: Rono Agnes J , Tarno Edwin , Tiony Abdi K
Published: February 2025

One approach to enhancing entrepreneurial activity and enterprise growth in developing countries is to create an "enterprise  culture." To achieve a widespread enterprise culture in the long run, education and training programs in Kenya and in other developing countries need to integrate business, technology, self-employment, and entrepreneurship into the curriculum on the youth of the country. Also, given the widely accepted notion that entrepreneurial ventures are the key to innovation, productivity, and effective competition, the question of whether entrepreneurship can be taught is obsolete. The teaming mass of unemployed youths in the country and the global economic crisis has increased the urgency for countries to identify new sources of growth and develop a sustainable path to economic success. This urgent need for reorientation calls for a revolution in the system of education that we run as a nation. This study used a qualitative approach using secondary data to examine how flexible learning can be applied in entrepreneurship education. This paper argues that flexible and open learning is the perspective the entrepreneurship educators should adopt to not only leverage on constant, flexible, and student-fit digital content and learning but also life-long availability of content for nascent and practicing entrepreneurs to learn and relearn relevant skills for creation, management, growth and innovation of competitive business ventures in a digital economy. Along with this, it recommends strong governmental commitment to information and communication technology (ICT) as one of several critical elements needed to help accelerate entrepreneurship and innovation. This paper also addresses both benefits and challenges to anticipate when using flexible learning in entrepreneurship education and training.
Factors Influencing The Adoption Of Flexible Teaching Approaches In Technical Training Institutions In Kenya
Authors: Tiony Abdi K , Kitainge Kisilu M Kitainge , Ferej Ahmed
Published: February 2025

The goal of training in technical training institutions is to produce highly skilled graduates with competencies to handle various challenges in technology oriented fields. The continuing need to improve the quality of education in Technical Vocational Education and Training (TVET) is ever present. Therefore, effective teaching at these institutions is important to enhance quality of its graduates. This paper highlights the factors influencing the adoption of flexible approaches to teaching in technical training institutions in Kenya. Two specific objectives are addressed here are to establish how the syllabus content influences the adoption of flexible approaches to teaching and evaluate how institutional factors influence the adoption flexible approaches to teaching. The study was guided by a conceptual framework developed by the author. This study was conducted through descriptive research design. Data were collected from seven technical training colleges in Western Kenya. The method of data collection was through open and closed-ended structured questionnaires, and interview schedules. Collected data were coded in SPSS 17.0, and analysed using descriptive statistics. The study established that institutional managers had no authority to develop their own courses that are tailor-made to suit specific needs in the market. The teaching resources that influence the adoption of flexible learning and teaching were also found to be unavailable in classrooms. Most institutions however had put in place strategic objectives to improve the quality of learning and teaching. Outputs from this study are expected to enhance the adoption of flexible learning in technical training institutions. In light of the findings of the study, it was recommended that the government of Kenya should establish a clear policy aimed at greater adaptability to flexibility. Institutions need to be granted authority to develop and reorganise syllabi for provision of industry-specific solutions while being regulated to meet international standards.
Imparting Entrepreneurial Skills to the Disadvantaged Citizen Groups through Adopting Flexible and Blended Skills: The Tanzanian Context
Authors: Mwishwa Yazidi B
Published: February 2025

When governments in many developing countries pay attention and efforts to lower poverty levels among their people, the disadvantaged citizen groups (DCGs) are among the groups that need special attention. This study focusses on a specific DCG of people/students who drop-out of various levels of education: primary schools, secondary schools, tertiary institutions and universities. As part of a big development project, this study develops a conceptual model with a view to building capabilities of the DCGs by imparting on them entrepreneurial hands-on business skills, facilitated through a flexible & blended skills (FaBs) model. The developed model comprises six elements with the main functionality of posing procedures to the DCGs to learn entrepreneurial skills through the FaB system, and engage with own businesses of preference. They include: (i) identifying the characteristics of the DCGs (ii) preparing institutional infrastructure, (iii) preparing online and practical courses, (iv) conducting online courses, (v) conducting the courses in the institution, and (vi) conducting industrial practical studies. While five elements are self-descriptive, element two, that is 'preparing institutional infrastructure' was decomposed further into five sub-elements as follows: (i) merging policies and strategies of the TVET institution against that of the nation, (ii) modifying the institutional curriculum, (iii) defining identifying buildings, infrastructural spaces and uses, (iv) evaluating the institutional staff requirements in terms of knowledge categories, workloads and the additional loads that may be assigned from the FaBs model, and (v) mapping out institutional ICT's infrastructural requirements to support FaBs studies. Translating the holistic model, it was argued that, if DCGs participate in the FaBs studies committedly; they would receive course instructions flexibly, gain both entrepreneurial theories and practical skills, thereby alleviating the prevailing poverty levels. The study also concluded that knowledge and skills gained by the DCGs will help them support themselves, their families as well as boost the national economy. The findings of the study have utility in many other countries.
Investing in Youth through TVET: An Alternative Solution to Child Trafficking and Pro-Growth Strategies in Uganda
Authors: Taremwa Johnson
Published: February 2025

Youth unemployment remains a serious policy challenge in many sub-Saharan African countries, including Uganda. In 2013, youth aged 15 to 24 in Sub-Sahara Africa were twice likely to be unemployed compared to any other age cohort. For Uganda, in 2012, the Uganda bureau of statistics revealed that the share of unemployed youth (national definition, 18-30 years) among the total unemployed persons in the country was 64 percent. Causes of youth unemployment are believed to be multifaceted, ranging from an inadequate investment/supply side of jobs, insufficient employable skills and high rates of labor force growth at 4.7% per annum. It is estimated that around 18,000 girls/young women are forced into commercial sex work in Kampalaâ€™s slums as result of increasing youth unemployment in the country. These girls/young women are found to be trafficked into the practice especially those under 18 years, or forced to join the trade because they cannot earn a living. This has resulted into many negative consequences, including high rates of HIV/AIDS at amongst commercial sex workers, backstreet abortions and mental health disorders. This paper examines the causes of exploitation and high rates of youth unemployment, and successes made by Plan international Uganda in partnership with Uganda Youth Development Link (UYDEL) in providing alternative sustainable livelihoods to exploited girls and young women through promotion of TVET programs in slums of Kampala. This study employed longitudinal methodology and using vocational and apprenticeship model, Plan Uganda in partnership with Uganda Youth Development Link (UYDEL) identified sexually exploited girls and women, between the ages of 13 and 24, enrolled them into the project and attend vocational and apprenticeship training in alternative income generating skills. The girls and young women are recruited through collaborating with community leaders, moon light outreach, bar and hotel owners field visit to sex workersâ€™ spots and peer educators. The results from the longitudinal evaluation indicated that girls and young women who acquired vocational and apprenticeship skills have experienced tremendous changes in their lives; 43.5% girls/women reported having completely abandoned sex work, out of 232 who were followed up and 62% indicated having gained confidence to speak up about their rights to practice safer sex especially with their partners among others.
Group Work as a Determinant for Academic Progress of Learners with Hearing Impairment in Early Childhood Education in Turbo Sub-County, Kenya
Authors: Kayere Pamella Lugasi , Kapkiai Moses K.
Published: February 2025

The requirement by the Kenyan government to have equity in provision of education services has led to a paradigm shift towards inclusive education. Existing evidence however tends to suggest that children with Hearing Impairment (HI), on average are not socially or emotionally comfortable in mainstream settings. Besides, although progress in the teaching and learning of children with HI exist, other evidences of the relative lack of academic improvement among this group of children still emerge. This study therefore aimed at establishing the effects of group work offered to children with HI in the inclusive context on their academic progress. It specifically sought to establish the effects of group work on academic progress of this category of learners. The study was conducted in Turbo Sub-county of Uasin Gishu County in Kenya and adopted casual comparative research design. Both stratified random and simple random sampling techniques were used to select a sample of 117 ECDE teachers and 59 head-teachers from the 76 ECDE centers in the sub-county. Mean response scores together with associated standard deviations were used to examine prevailing levels of identified support services in the centers. Multiple regressions were used to determine contributions of the support services on academic progress of children with HI. The study established that support services offered to children with HI in the regular classroom, positively and significantly affects their academic progress. The study however revealed that inclusion of children with HI in regular classroom is a major challenge to teachers who were not trained to handle this category of learners together with lack of group work to support them academically.
Trainee-Based Factors influencing Dropout Trends in Youth Polytechnics in Kenya
Authors: Kiplagat Hoseah , Ferej Ahmed , Kafu Patrick
Published: February 2025

Despite the annual increase in TVET enrolments in Kenya, there has been poor completion rates of those enrolled especially YP trainees. The purpose of this study was to establish the influence of trainee-based factors on the drop-out trends in Youth Polytechnics (YPs) in Kenya. To address the purpose of this study, the following questions were formulated; what is the trainees' entry behaviour in YPs? What are the trainees' completion trends in YPs? What are the respondents' perceptions of the trainee-based factors influencing drop-out in YPs? This study adopted Theory of Student Departure. While there are three curricula followed in the YPs, this study focused on the latest introduced in 2008, the National Vocational Certificate of Education and Training (NVCET) Curriculum. The study was conducted in four counties: Baringo, Elgeyo Marakwet, Nandi and Kakamega. The selected five sites had implemented the NVCET curriculum and were also centers of Kenya National Examination Council (KNEC). This study adopted descriptive research design and data was collected using two sets of questionnaires and interview schedules. Survey data was collected first from 37 purposively selected instructors, 170 simple randomly selected second year, 9 purposively selected third year, and 3 conveniently selected fourth year trainees. Interviews were organized with the four County Directors of Youth Training and five Youth Polytechnic Managers who were purposively selected to participate in the study since they were deemed to possess valuable information for this study because of their respective positions. Document analysis was also used to enrich data collection. The responses from the interviews and open-ended items in the questionnaire were coded and analyzed thematically. The findings of this study revealed that early pregnancies and marriages, cases of indiscipline such as drug abuse, low entry qualification of trainees, employment opportunities during the course of study, poor performance and lack of interest in their training influenced trainee low completion rates. This study recommends the following; YPs and families should enhance guidance and counseling programs, community sensitization towards supporting trainees should be enhanced, introduction of psycho-social support programs, and the urgent review of the NVCET curriculum.
Socio-Economic Factors influencing Repetition and Dropout Rates in Primary Schools in Arid and Semi-Arid Lands of Baringo County, Kenya
Authors: Serem Fredrick Kipkoech , Chebet Everlyn
Published: February 2025

The purpose of this study was to investigate factors leading to educational wastage in Arid and Semiâ€“Arid areas of Baringo County which currently has a total of 111 public primary schools. The objectives of the study were to: determine social factors that influence pupils repetition and dropouts and to establish the economic factors that affect repetition and dropout. The constructivist learning theory guided the study. The study adopted descriptive research design. The study targeted teachers, parents, and pupils. Simple random sampling was used to pick the representative school of a sample size of 226 respondents. The data was collected by use of survey, interviews, and a review of secondary data from the school records in the ten schools and the County Education Office. The data comprised of mainly quantitative data and was analyzed using descriptive statistics with help of SPSS. The school dropout was associated with institutional and home related factors: lack of food, inadequate parental motivation and overburdening pupils with household during school days. The factors established to influence repetition and dropout were marriages, lack of adequate learning materials, and lack of interest in education by parents, poverty and early pregnancy-related issues. The relevant Government Ministries, NGOs and other stakeholders need to institutionalize mechanisms for addressing the plight of learners in disaster/drought afflicted areas. The study recommends that the girl mothers should be encouraged to rejoin school.
Applicability of the YouTube as a Pedagogical Tool in Technical and Vocational Education and Training
Authors: Wandago Benson Odongo , Mwangi Ayub Mutua , Bozo Jenje , Mwabonje Rita , Miano Peter Kihu
Published: February 2025

Development in information technology has brought with it a multiplicity of measures for publishing and accessing information and instructional resources which can be harnessed for TVET. This study was conducted to establish if YouTube content can be applied in TVET which currently faces numerous challenges despite its importance to the economy. The study aimed at establishing the level of YouTube usage among trainers in TVET institutions; the number of trainers who developed YouTube content for training and identifying challenges and limitations of this online resource. These range from few instructors, inadequate facilities and capacities to cater for the large number of those who complete primary and secondary education and wish to undertake TVET. The study involved 10 instructors and 128 students sampled from the Technical University of Mombasa (TUM) and the Mombasa Technical Training Institute which are the government institutions that offer TVET within Mombasa County. Data for the study was collected through face to face interviews and self-administered questionnaires with predetermined responses which were administered to students and members of faculty. The study yielded both quantitative and qualitative data whose analysis indicate that students often use YouTube to complement classroom instruction, such content made it easy to understand processes, operation of machines, programs and software. It was also established that most of the material accessed by the learners was developed in the west and other parts of the world. The study also found out that local trainers were hesitant to develop YouTube content due to low multimedia content development capacity. The study concludes that YouTube videos and narrations can be applied to complement lecture led classroom instruction. It therefore recommends that use of YouTube and other multimedia tools should be given prominence in TVET. It further argues that instructors in TVET institutions should be trained on online content development to increase the amount of local content shared on the internet platform. The paper however suggests that despite its applicability, YouTube should only be used as a complement but not substitute class room instructors.
ICT Adoption in Teaching and Learning in TVET Teacher Institutions in Uganda: The Case of National Instructors' College Abilonino
Authors: Bagumisiriza Robert
Published: February 2025

There has been rapid development in the technology sector all over the world; however, this has not influenced the use of ICT in teaching and learning in developing countries. This study was carried out to examine teachers' capacity to use ICT tools, what kind of ICT tools they use and the use of ICT tools in teaching and learning in TVET teacher training institutions in Uganda. The study employed both qualitative and quantitative methods to collect data from respondents. The study used Krejcie & Morgan table to select respondents for the study. The study employed a questionnaire to collect data from respondents. Data analysis was done using statistical package for the social sciences. The results of the study indicate that 63% of the teachers had the capacity to use ICT tools in teaching and learning. The study found out that teachers who had basic skills in ICT use were 53%, intermediate skills in ICT use 38% and advanced skills in ICT use were 9%. Teachers were using desktop computers, laptop computers and internet in teaching and learning. However, the results also indicate that they were no electronic learning infrastructure in the institution (0%). Therefore, this implies that teachers were prepared to use ICT tools in teaching and learning during training and after training. Generally, the study results indicate that the majority of the teachers were using ICT tools in teaching and learning (88%). However, 12% of the teachers were not using ICT tools in teaching and learning. Therefore, there is need for the institution to establish the causes and develop ICT policy to guide teachers and learners.
Making University Curriculum Development Friendly to Industry: Towards a TVET Agenda
Authors: Scholastica Loppa , Sinkonde Daniel K
Published: February 2025

In recent years, there has been a rapid technological change in the world in many fields. From time to time, there are ever widening technical skill gaps in the labour market of scientists and an engineering technician. This paper explores the diffusion and characteristics of collaborative relationships between universities and industry in the implementation of TVET Curriculum. It builds on the experience of six year study of transformation efforts of the technical education development of Mbeya University of Science and Technology (MUST). In our professionals and technologists experience, education teaching practices and interrogation with the industry firms are necessary elements of the university curriculum development, leading to high quality results when effectively implemented. The paper builds on the critical examination of the current status of curriculum and how it is linked with industry in teaching and learning at MUST. The enabling and constraining factors affecting its operation and development in the light of the serious bottlenecks were identified, analysed, and recommended upon. The analysis was performed on the basis of the existing body of research, the role of practices such as collaborative research, and the university curriculum relations to industry research centres. Furthermore, the paper explores the strategies used to combat these challenges and suggests the way forward.
The Priorities to Guarantee Sustainability of Universal Primary Education in Rwenzori Region in Western Uganda
Authors: Nganzi Christopher A , Ferej Ahmed , Kipkoech L
Published: February 2025

This study examined priorities for sustainability of Universal Primary Education (UPE) in the Rwenzori Region Western Uganda. Uganda has struggled to meet the requirements for sustainable primary education. Rwenzori is one region in Uganda that has been extremely affected by civil and tribal wars, disease and poverty among other social problems in the country. This study was guided by the Systems Theory as propounded by Ludwig Von Bertalanffy in 1969. The target population for the study was primary school teachers, head teachers, School Management Committee Members (SMCM), Quality Assurance Officers, District Education Officers, District Inspectors of Schools and Officials (DISOs) from the Ministry of Education and Sports of Uganda. The sample was selected using probability and non-probability sampling techniques and a cross-sectional survey design was adopted in all sampled primary schools in the Rwenzori region. Qualitative and quantitative methodology guided the collection of reliable data and by use of a questionnaire and analysed using inferential and descriptive statistical methods. The findings of this study established that priorities were in place in some schools, especially those in semi urban areas to ensure the sustainability of UPE. These included: provision of funds, provision of good learning environment, good infrastructure; working to enhance students' interests in education; provision of good supervisory services, administration, accommodation and feeding programmes. However, these factors were not found to be sufficient to guarantee sustainability of UPE in the Rwenzori region and perhaps other regions in Uganda that experience similar challenges. In addition, the study found that adequate funding is very paramount to the success and sustainability of UPE in Uganda.
Willingness to Pay for Local Ready-to-Use Therapeutic Food for Malnutrition Management in Bungoma and Busia Counties, Kenya
Authors: Barasa Augustine Wafula , Odwori Paul Okello , Chepng'eno Winrose , Atieno Mary , Otinga Abigael , Barasa Josephine
Published: February 2025

Cases of malnutrition have been on the rise in Western Kenya inhibiting the development of the region. Among the coping strategies for malnutrition is the introduction of Ready-to-Use Therapeutic Foods (RUTF). These are energy-dense pastes which have nutritional values as they are made from powder milk, peanuts, minerals, sugar, vitamins and vegetable oils. Despite this invention, the communities have been facing challenges in terms of access to RUTF. This is due to shortages in stock of RUTF as they are on high demand. The available products are usually imported and primarily distributed in hospitals as donations and no major commercialization effort of the product has been done. This leaves the product to be only limited to the beneficiaries of the donations, and any other willing consumer of the product cannot access it. The study therefore sought to determine the consumers' willingness to pay for an alternative local RUTF in Western Kenya. A face-to-face household-level survey of 400 respondents chosen through multistage sampling was conducted in Busia and Bungoma counties of Western Kenya. A structured questionnaire and both descriptive and econometric analysis were employed. Estimations of the factors affecting the consumers' willingness to pay were conducted using binary logit model. The results show that majority of the respondents (252 out of 400 accounting for 63%) were willing to pay for a local RUTFs. The binary logistic regression results showed that frequency of consumption of RUTFs was found to positively influence the willingness to pay (WTP) while household size and land tenure negatively and significantly affected WTP. The high ratio of willingness to pay reveals the importance of producing a local alternative RUTFs to meet the demand. Household socio- economic characteristics also played an essential role in influencing the willingness to pay and should be considered when producing an alternative RUTF.
Green Economy Marketing in Technical and Vocational Education and Training in Kenya
Authors: Bozo Jenje , Chilibasi Kennedy Mganga
Published: February 2025

Green skills are relevant for Sustainable Development for the modern economy. To adapt green economy, Technical and Vocational Education and Training (TVET) are important in the contribution towards its success and training of skilled workers. With the climate change impact and emerging environmental challenges for sustainable development, businesses, industries and society are required to respond to these detrimental effects. To transit to green economy, the public and private sector should involve TVET institutions to provide green competences required by employers. The objectives of this study were to examine green economy learning for green human capital, and the readiness of TVET institutions in response to green economy and training roles; to investigate linkage between green economy education and training in curriculum; and to determine the relationship between green skills training and jobs placement. This study is based on theories of green growth and green development. The case study of Technical University of Mombasa was selected using simple random sampling technique and analyzed 7 departments with a size sample of 80 out of the population of 116 lecturers in the institution. Secondary and Primary data was collected through document analysis and questionnaires issued to respondents among a selected sample of the academic Practitioners in Technical University of Mombasa (TUM). Descriptive and inferential statistics were used to analyze the primary data. From primary data findings, the study concluded that there is a need to enhance future green skills for green economy and TVET should focus more on green skills education and trainings in Business, Science, Technology, Engineering, Mathematics (STEM) skill related courses. The study recommends that TVET curriculum development should be realigned to embrace green skills for the job market to solve the African and global job problems for sustainable development and educators should be trained on relevant green skills.
The Challenges Facing the Entry of Graduates of Technical Training Institutions into Self-employment
Authors: Kiboi Japheth M , Dimo Herbert Okinyi
Published: February 2025

Technical Vocational Education and Training programmes provide significant inputs for young people to become self-reliant, opens the opportunities for innovativeness and discover jobs which fits their choices and competencies. This study examined the Challenges facing the entry of graduates of technical training institutions into self-employment in the North Rift region of Kenya. TVET, if made affordable and widespread, can greatly reduce unemployment rates by giving the youth useful skills for self-employment. The study was guided by the following specific objectives; establish whether technical knowledge and skills acquired prepared automotive graduates for self-employment; establish whether entrepreneurial knowledge and skills learnt adequately prepared automotive graduates for self- employment; establish the effectiveness of industrial attachment placement in imparting hands on skills necessary for self- employment. The study adopted a survey research design. Questionnaires were the main instrument used for data collection. Purposive sampling technique was used to identify the subjects for the study and data gathered was analyzed using descriptive statistical analysis. Technical graduates (N-130) and instructors (N-120) were given questionnaires where an overall total of 230 questionnaires were returned. Ten former students included in the 130 who were self-employed also participated in the study. Initial findings show that, apart from taking entrepreneurship as theory unit, trainees should be attached to various business concerns to learn hands-on practical skills in business start-ups and management. Another finding identified by the study was a limited rate of employment after completing their courses. Further, despite the industrial attachment providing hands-on practical skills to trainees, the attachment was found to be insufficient and should also include experiences in the Jua Kali sector as well. The study recommended that the course content in automotive courses should be reviewed to match the current developments in technology in the motor vehicle industry; TVET institutions and the private sector should work together to create opportunities for comprehensive internship programmes with attachment period of three months replaced with internship period lasting for twelve months after the training, and the government should set up start-up loans for graduates willing to enter self-employment.
Does Competition from Commercial Banks affect the Financial Performance of Savings and Credit Co-operatives in the Banking Sector in Kenya?
Authors: Kiaritha Hannah , Munyare Herman , Njenga Newton
Published: February 2025

Kenya has a long history of co-operative development that has been characterized by strong growth, thus making significant contribution to the economy. Co-operatives are recognized by the government to be a major contributor to national growth and development as they are found in almost all sectors of the economy. Commercial banks in Kenya have staged a stiff competition to the co-operatives through provision of unsecured personal loans. This study sought to establish the effects of the competition from commercial banks on the financial performance of Savings and Credit Co-operatives (SACCOs) in the banking sector in Kenya. This study adopted a descriptive survey design. The target population was co-operatives in the banking sector in Kenya. Stratified sampling and simple random sampling was used to obtain the sample items. A Likert scale questionnaire was used to gather primary information, and a secondary data collection sheet was used in gathering secondary information regarding SACCOS' financial performance. Information was sorted, coded and input into the statistical package for social sciences (SPSS) version 21.0 for the production of graphs, tables, descriptive statistics, and inferential statistics. The results gave a correlation coefficient of 0.151 with an R-squared value of 0.419, while the ANOVA test gave a p-value of 0.000. The study concluded that there was a positive relationship between competition from commercial banks and the financial performance of SACCOs in the banking sector in Kenya. Further, the study concluded that competition from commercial banks was statistically significant in explaining the financial performance of SACCOs in the banking sector in Kenya. The study recommends that SACCOs should effectively manage competition from banks to improve their financial performance and to further stir up economic growth thus eradicating poverty.
Information Systems in Small and Medium Enterprises
Authors: Sitati Rodah N , Cheloti Selpher K
Published: February 2025

This study set out to establish the influence of Information Systems in small and micro enterprises, as a vehicle for implementing youth employment policies in Kenya. The objectives of the study were to asses the role of information systems in SMEs as avenues for implementing youth employment policies; identify role of youth employment policies and the role of TVET sector in youth employment. The study used descriptive survey design. The sample size consisted of the 15 Small and Medium Entreprises (SMEs) that were registered, offer loans to members of the public and operate in their own premises. Both quantitative and qualitative data was collected and analyzed using descriptive and inferential statistics. The study found that most SMEs could not apply the information systems in their operations because of the high cost involved. Most youth employment policies have not been successful. Most parents and learners have not embraced TVET courses as avenues to youth employment preferring to take up university courses. The study further found that most SMEs had not exhausted the optimum employment capacity and contributed to youth unemployment in Kenya. The study also found out that there were no proper policies on youth employment in SMEs, and also the role of TVET on youth training and employment was not well realized. The study recommended that SMEs should invest in the information systems to enhance customer relationship management; education, training and mentorship; monitoring and evaluation; and for research and development in order to create employment opportunities for the youth; TVET institutions in conjunction with SMEs should come with a proper curriculum designed to meet market needs to ensure youth employment; and the government should have proper policies to enhance youth employment in SMEs.
Effect of Community Health Strategy on Utilization of Post-Partum Family Planning Services in Mwingi West Sub-County
Authors: Nzioki Japheth Mativo , Korir Agnes , Ombaka James H , Onyango Rosebella O
Published: February 2025

World Health Organization defines Postpartum Family Planning (PPFP) as the prevention of unintended pregnancy and closely spaced pregnancies through the first 12 months following childbirth. PPFP focuses on the prevention of unintended and closely spaced pregnancies through the first 12 months following childbirth. Globally, PPFP is a key life-saving intervention for mothers and their children. PPFP averts more than 30% of maternal deaths and 10% of child mortality. The aim of this study was to measure the effect of Community Health Strategy (CHS) in the utilization of PPFP among women in Kitui County-Kenya. The study used quasi experiment with one pretest and two post-test surveys conducted in both intervention and control sites. Data was collected from 422 women in each survey. Participants in intervention site received Maternal and Child Health (MCH) education including counselling on PPFP. In the control site, participants received standard MCH care provided by Kitui County government. Utilization of PPFP increased significantly by 8.9% (Z= 2.5135, P<0.05) in the intervention arm-end-time survey compared to intervention arm-baseline survey. Women in intervention arm-end-term survey were 1.4 times more likely to use a modern PPFP method at 9-12 months PP compared to women at intervention arm-baseline survey [Adj. OR=1.386, P<0.05; (95% CI: 1.164-1.651)]. No significant difference was observed in the utilization of PPFP in the surveys conducted in the control site. CHS significantly increased utilization of modern PPFP methods among women at 9-12 months PP in the intervention site. To increase utilization of modern PPFP methods in Kenya, we recommend scaling up the CHS intervention in areas where it has not yet been implemented and supporting other CHW led interventions promoting the use of modern PPFP methods.
Harnessing Youth Energy for Unity in Kenya
Authors: Bulbulen Arap Maritim
Published: February 2025

The development of a national feeling in Kenya which overrides ethnic loyalties rests in bringing about much more conscious unity training through secondary school education system than is practised at present. Past efforts such as common language, examination and co-curricular activities have been used with little success. The study used descriptive survey design in which the existing situation in secondary schools was explored in so far as unity is concerned. The study targeted secondary schools in Uasin Gishu County and the respondents included the school heads, teachers, students and educational officials. Simple random sampling was used to select the respondents to be included in the sample, and questionnaires and interview schedules were used to collect data from 11 schools randomly selected from the 48 public secondary schools in the district. Three pilot schools were used to test the validity (0.86) and reliability (0.321) of the instruments. The collected data was examined using descriptive statistical techniques. The research findings indicated that secondary education foster national unity to some degree but more is needed. The research is intended to provide a guide to educators and policymakers in formulating sound philosophy to guide curriculum and other policies that promote the development of cohesive virtues amongst the learners. Teaching and learning activities should be purposefully directed towards the promotion of unity among the learners of different ethnic communities.
The Relationship between Self -Efficacy and Academic Performance in Mathematics and English Language among Secondary School Students in Nyamira County, Kenya
Authors: Kaburi Margaret Moindi
Published: February 2025

Mathematics and English language are both perceived as very important in the education of both primary and secondary school national examination in Kenya. This is because mathematics is basic for modern scientific development and technology, and English is the language of instruction and also facilitates for communication in the world of work and for social-economic upward mobility. However, the national educational curriculum implementation process has not attained satisfactory academic achievement equitably across the genders. The curriculum examinations' vast obsession with grades, cutthroat competition under fundamentally diverse and distinct circumstances to the exclusion, or how they are acquired and ability the levels. Managers of the pedagogy, teachers, and parents emphasize ranking system and the elitist principle of selecting out of school instead of recruiting into school but hardly take into account a very instrumental variable, self-efficacy. The primary objectives of study was to determine the relationship between gender differences in self-efficacy and academic performance, and the influence of self-efficacy on academic performance in mathematics and English language in Nyamira County. The study employed both quantitative and qualitative research techniques. Participants were selected through purposive, stratified, and simple random sampling procedures. A sample of 24 public secondary schools was selected for inclusion in the study. These constituted 30% of the total, in proportionate sampling. A total of 240 form four students were selected through simple random sampling for the study. Data was collected through a thirty-item questionnaire to students. Data analysis was done using descriptive and inferential statistics.
The Effects of Destination Marketing on Tourism Performance in West Pokot County
Authors: Tulel Cherop Patricia , Ombaka Beatrice , Kariuki Ann
Published: February 2025

Tourism is an ever-growing service industry with great development potential. It has become one of the most important drivers of socio-economic development worldwide and has attracted interest for research. Many nations rely on tourism industry as a key source for foreign exchange, private sector growth, infrastructure development, and poverty alleviation in terms of employment opportunities and improvement of the welfare of the people in tourist destinations. According to United Nation World Tourism Organization, development agencies and policymakers are increasingly advocating tourism as an effective way to reduce poverty in least-developed countries. However, lack of proper marketing strategies is a challenge in many county governments, posing further challenge in tourism performance. The general objective of the study was to assess the effect of destination marketing on tourism performance in West Pokot County. Specifically, the study sought to establish the influence of awareness creation, developing new markets, advertising and branding on tourism performance in west Pokot County. To achieve these objectives, descriptive research design was used. Target population consisted of employees of hotels, officials of tour firms and officers in the ministry of tourism in the County Government of West Pokot. Purposive sampling technique was used and a total of 41 respondents selected. Data was collected using structured questionnaires and analyzed using descriptive and inferential statistics. The study established that 41.8 % of the changes in tourism performance in West Pokot County was attributed to destination marketing.  The P- value was 0.000 indicating that destination marketing had a significant influence on  tourism performance of west Pokot County. The study recommends that destination marketing should be promoted by all the stakeholders involved and the funds allocated to destination marketing should be increased. This will promote the performance of tourism since destination marketing increases awareness among domestic and foreign tourists.