THESIS TITLE : Trainers` Competence and Acquisition of Skills Among Trainees in Technical and Vocational Education and Training (Tvet) in Bungoma County, Kenya

STUDENT’S NAME        : Nicholas Barasa Oroni

SUPERVISORS NAMES:

1. Manasi Echaune
2. Rispah Wepukhulu Namasaka

ABSTRACT

This study set out to explore the Trainers’ competence and skills acquisition among Technical and Vocational Education and Training (TVET) Trainees in Bungoma County, Kenya. Specific objectives of the study were to; establish the extent of TVET trainer’s pedagogical competence,  examine the extent of TVET Trainers’ competence in knowledge of subject content, determine the relationship between Trainers ‘competence in knowledge of subject content and acquisition of skills among Trainees in TVET,  ascertain the relationship between Trainers’ pedagogical skills and acquisition of skills among Trainees in TVET and establish the challenges facing provision of Technical and Vocational Education and Training in BungomaCounty, Kenya. The study was guided by the Signaling Theory of Learning. The study employed descriptive survey design. The study targeted all the 800 Trainees enrolled for TVET courses and 400 Trainers of TVETin Bungoma County. Simple random sampling technique was used to arrive at the participants.  A sample of 200 Trainees and 80 Trainers participated in the study. The study used questionnaires and Focused Group Discussion guides and interview to collect data.  Test- retest technique was employed to ascertain reliability of the questionnaires at alpha 0.70.Quantitative data was analyzed using descriptive namely; percentages, frequencies, means and standard deviation and inferential statistics namely; correlation and Pearson coefficient. Statistical Package for Social Scientists (SPSS Version 25.0) was used to analyze data. Qualitative data was recorded, transcribed and reported thematically.  The findings were presented using figures and tables.  The study found that TVET Trainers could effectively communicate with Trainees and to somewhat extent, trainer’s utilized assessment for the benefit of the Trainees. However, Trainers could to a little extent develop Trainees’ critical thinking skills and Trainers were to somewhat extent knowledgeable of current technologies in their areas of specialization.  In addition, the study found that majority of the Trainers could somewhat extent relate classroom content to workshop experiences. The study found that the strongest positive correlation existed between Trainers use of practical examples to explain concepts and acquisition of skills among Trainees[ r= 0.788, p<0.05]. Other variables that were positively correlated with the outcome variable were; Trainers motivated learners [r=0.758, p<0.05], Trainers used variety of teaching approaches [r=0.783, p<0.05], Trainers used relevant examples  [r=0.748, p<0.05] and Trainers allowed Trainees to design teaching and learning activities  [r=0.755, p<0.05].The results for the multiple linear regression model with all the eleven Trainers’ pedagogical competence variables that were statistical correlated with the outcome variable produced an adjusted R-Square of 0.481, F (11,177) = 1.862, p<0.05. The study also revealed there was a statistically significant relationship between Trainers’ competence in knowledge of subject content and acquisition of skills among trainee with this variable producing an adjusted R-Square of 0.11, F (7,68) = 1.224, p<0.05. The main challenges facing TVET were; inadequate funding, lack of parental support and inadequate teaching and learning material. The study recommended that there was need to enhance the TVET Trainers’ knowledge of subject content and there was need to increase government capitation to TVET to assist them acquire training material and equipment that support more practice-based learning.