The Nexus between Institutional Factors and Development of Employability Skills of Technical Training Institutions Graduates in Meru County, Kenya

Abstract

Technical and Vocational Education and Training (TVET) education is crucial for developing skilled workers and preparing them for employment. However, while Kenya's government has invested significantly in TVETs through legislation like the TVET Act and Kenya National Qualifications Framework Act to equip youth with the necessary skills, competences, and attitudes, challenges persist, with a few of TVET graduates finding employment. The research analyzed the nexus between institutional factors and development of employability skills of TVETs graduates in Meru County with a view to increase graduate employability. The study focused on how trainer characteristics, teaching-learning resources, training curriculum, and industrial engagement influence the development of employability skills, with personal attributes playing a moderating role. This research was guided by the theories of employability proposed by Knight and Yorke, as well as the Human Capital Theory. Two departments, Business Management and Building & Civil Engineering, which were prevalent across the six TVET institutions, were purposely selected. The study was based on a pragmatism philosophy, employed a mixed research design, and used a convergent parallel design of cross-sectional survey. The target population consisted of 841 trainees, 93 trainers, 475 graduates, 12 (heads of department) HoDs, 6 principals, and 6 key informants from the industry. The sample size included 6 TVET institutions, 142 trainees, 12 trainers, 72 graduates, 12 HoDs, 6 principals, and key informants, with saturation reached at 5. Census sampling was used for TVET institutions, principals, and HoDs; simple random sampling for trainers; and stratified sampling for trainees and graduates. Questionnaires were given to trainers, trainees, and graduates, while interview guides were used for principals, HoDs, and key informants. A preliminary study confirmed the instruments' reliability and validity, with a Cronbach's coefficient above 0.7. Data analysis utilized SSPS Version 29 for numerical data, involving percentages, means, and standard deviations. Correlation and regression analyses tested hypotheses. Quantitative data were presented in tables and figures, while qualitative data from open ended questionnaires and interviews underwent thematic analysis. Ethical guidelines were strictly followed, achieving 89.30% response rate. Findings revealed that institutional factors significantly influenced employability skills development. Industrial engagement had the strongest impact, while teaching-learning resources were moderately affected by outdated curricula and limited stakeholder involvement. The study concluded that inadequate resources, outdated curricula, lack of industry engagement, and personal attributes all hindered employability skills development. Recommendations included prioritizing industrial engagements through collaborations and partnerships, providing adequate modern teaching-learning resources, integrating personal attributes into TVET programs, using modern teaching-learning resources aligned with labor market needs, and frequently reviewing curricula with stakeholder involvement. Further studies on implementing a dual vocational system in Kenya were recommended to improve the cultivation of skills that make individuals employable.