Institution-Based Factors Influencing Trainees’ Completion Rate in Vocational Training Centres in Kenya: A Case of Selected Counties.

Hosea Kiplagat, Ahmed Ferej and Patrick Kafu

Abstract

Non-completion of an educational process greatly limits the chances of future success to school going youth. This paper investigated the influence of institution-based factors on trainees’ completion rate in Vocational Training Centres (VTCs) in Kenya. The study was guided by the Theory of Student Departure advanced by Tinto in Long, 2012. Data was collected from the five VTC sites which were the first to implement the National Vocational Certificate of Education and Training (NVCET) curriculum in the selected counties.  This paper therefore focused on the trainees taking NVCET courses in the VTCs and adopted sequential explanatory mixed methods design. Data was collected using two sets of questionnaires and interview schedules. Observation checklist and document analysis was also used to enrich data collected. Quantitative data was analyzed descriptively while qualitative data was analyzed thematically. The findings of this study revealed that difficult NVCET curriculum, low qualification of instructors, inadequate general facilities and instructional materials, inadequate handling of guidance and counselling issues among others greatly influenced trainees’ low completion rate in VTCs. Based on these findings, the following recommendations were made: VTCs together with parents should enhance guidance and counselling programs, Government and VTCs should employ additional qualified instructors, develop infrastructure and instructional materials, and the NVCET curriculum should be urgently reviewed.

 

Keywords: Institution-based factors, NVCET curriculum, Vocational Training Centres
 
Contact Author:Dr. Hosea Kiplgat, University of Eldoret, School of Education

 

To cite this article:Kiplagat, H., Ferej, A. & Kafu, P. (2018).  Institution-Based Factors Influencing Trainees’ Completion Rate in Vocational Training Centres in Kenya: A Case of Selected Counties. Journal of African Studies in Educational Management and Leadership  Vol. 9, pp, 5-19

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