INFLUENCE OF STRATEGY IMPLEMENTATION REVIEW IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS ON GRADUATE EMPLOYABILITY IN KENYA

Abstract

The TVET sector is at the center of expansion and growth of Kenya’s economy, despite the challenges. This is despite many challenges facing the currently over 2,300 TVETs boasting a population of more than 590,000 students. Due to the challenges, the sector may not be in a position to regularly carry out strategy reviews to provide TVET graduates the knowledge and skills that match the ever-changing job market. This study aimed to establish how strategy reviews in Kenya’s TVET institutes impacts employability of graduates from these colleges. Specific objectives included assessing the influence of situational analysis, institutional objectives, curriculum implementation strategies, and operational departmental plans on employability of those who graduate from the TVET educational entities. Three theories were used, which included human capital, strategic, and resource-based view. The study applied survey research design approach to select 353 respondents from 506 TVET establishments where 3036 individuals in key management positions provided the sampling frame. These were selected from TVET colleges in the larger Nairobi metropolitan countries comprising of Machakos, Nairobi, Kajiado, and Kiambu. The Yamane formula was used in the calculation of the final sample where they were selected based on their different management strata. Specifically, the sample consisted of 59 principals, registrars, and deans of students in equal number, and 176 HODs. A semi-structured questionnaire was used for data collection to capture quantitative and qualitative data. A pilot test was used to test validity and reliability of the research tool. Statistical data analysis was done descriptively and inferentially aided with SPSS 25 computer software, as well as Excel worksheets. Qualitative data analysis was done thematically. Tables, figures, and narratives were used to present analyzed data. From the sample of 353, 301 respondents participated in the research, which was 85% response rate. The findings indicated that TVET institutional review influenced employability of their graduates. Despite the need for regular reviews, there were a number of influencing factors, including availability of resources. Additionally, majority of TVETs had clear institutional objectives as a foundation for imparting and improving students’ employability skills. The findings further revealed that at least most TVETs carried out curriculum review on regular basis, commonly affirming that the reviews met objectives of enhancing students’ employability. The study also noted that majority of the TVET institutions had independent departmental plans, which worked in favour of enhancing employability of TVET students. Regression analysis revealed a significant relationship between strategy review which focused on situational analysis, institutional objectives, curriculum implementation strategies and operational departmental plans, and TVET graduates employability. The research concluded that strategy review among Kenya’s TVET institutes significantly influenced graduates’ employability, as this determined the kind of skills and quality of training provided. The study recommended creating of sufficient budgets, setting of clear objectives, emphasis on creativity and innovation, and encouraging of interdependent operational departmental plans for effective execution of strategy review. These steps will be essential in enhancing strategy review for TVETs as an important component of overall preparation of students for emerging job opportunities in different sectors of the economy. Future studies can be initiated on dynamics that constrain strategy review in TVET institutes in Kenya while affecting the graduates’ employability.