DETERMINANTS OF ENROLMENT IN PUBLIC VOCATIONAL

TRAINING CENTRES IN ELGEYO-MARAKWET COUNTY, KENYA

TERWES M. KIPLANGAT

E55/CE/25835/2014

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF

EDUCATIONAL MANAGEMENT, POLICY AND CURRICULUM STUDIES
IN THE SCHOOL OF EDUCATION IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE AWARD OF DEGREE OF MASTERS IN
EDUCATIONAL PLANNING IN THE SCHOOL OF EDUCATION OF
KENYATTA UNIVERSITY

NOVEMBER, 2020

i
 DECLARATION

I confirm that this research project is my original work and has not been presented in

any other university/institution for certification. The project has been complemented

with referenced works duly acknowledged. Where text, data, graphics, pictures or

tables have been borrowed from other works including the internet, the sources are

specifically accredited through referencing in accordance with anti-plagiarism

regulations.

Signature Date 16th November 2020

TERWES M. KIPLANGAT
E55/CE/25835/2014

SUPERVISOR’S DECLARATION:

I confirm that the work reported in this project was carried out by the candidate

under my supervision as a university supervisor.

Signature Date …………………………...

Dr. Purity W. Muthima
Lecturer,
Department of Educational Management,
Policy and Curriculum Studies
School of Education
Kenyatta University

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 DEDICATION

I wish to dedicate this work to the almighty God who takes care of all of us, reveals

and inspires into us the works of our hands and my family members whom I love

very much.

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 ACKNOWLEDGEMENTS

Project writing is a result of a number of co-operative efforts from individuals and

institutions. Although it may not be possible to mention all the key players

individually, it is worth noting that some appreciation is however inevitable.

First, I appreciate the role played by my lecturers in the Department of Educational

Management, Policy and Curriculum Studies who taught me the course work. It was

amazing.

Secondly, I wish to convey my gratitude to my supervisors; Dr. Purity W. Muthima,

who devoted a lot of her precious time in guiding, advising and encouraging in the

preparation of this project. I am indeed grateful for her insightful thoughts,

constructive criticisms and concern she accorded me and my work.

Thirdly, I am indebted to my parents who inspired me since my childhood to seek

more knowledge and information not forgetting my immediate family of their

prayers.

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 TABLE OF CONTENTS

DECLARATION...................................................................................................... ii
DEDICATION......................................................................................................... iii
ACKNOWLEDGEMENTS ................................................................................... iv
TABLE OF CONTENTS .........................................................................................v
LIST OF TABLES ................................................................................................ viii
LIST OF FIGURES ..................................................................................................x
LIST OF ABBREVIATIONS ................................................................................ xi
ABSTRACT ............................................................................................................ xii

CHAPTER ONE: INTRODUCTION .....................................................................1

1.0 Introduction .....................................................................................................1
1.1 Background to the Study.................................................................................1
1.2 Statement of the Problem ................................................................................7
1.3 Purpose of the Study .......................................................................................8
1.4 Research Objectives ........................................................................................8
1.5 Research Questions .........................................................................................8
1.6 Significance of the Study ................................................................................9
1.7 Limitations of the Study................................................................................10
1.8 Delimitations of the Study ............................................................................10
1.9 Assumptions of the Study .............................................................................10
1.10 Theoretical Framework .................................................................................10
1.11 Conceptual Framework .................................................................................14
1.12 Operational Definition of Terms ...................................................................16

CHAPTER TWO: REVIEW OF RELATED LITERATURE ...........................17

2.0 Introduction ...................................................................................................17
2.1 Importance of Vocational Training Centres .................................................17
2.2 Enrolment in Vocational Training Centres in Kenya ...................................21
2.3 Costs of Education in Vocational training centres ........................................25
2.4 Youth Awareness Levels on Existing Sources of Funding for VTCs ..........28
2.5 Government Policies and Enrolment in Vocational training centres ............30
2.5.1 Policy on Progression Structure in Education ..................................30

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 2.5.2 Distribution of Resources Policy ......................................................32
2.5.3 Bursary Provision Policy ..................................................................35
2.5.4 Admission Criteria Policy .................................................................36
2.5.5 Funding (cost sharing) and Access to education policies .................37
2.6 Summary of the Literature Reviewed ...........................................................39

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY ...........40

3.0 Introduction ...................................................................................................40
3.1 Research Design............................................................................................40
3.2 Study Locale .................................................................................................40
3.3 Target Population ..........................................................................................41
3.4 Sampling Procedures and Sample Size Determination .................................42
3.5 Research Instruments ....................................................................................45
3.5.1 Questionnaire for Tutors ...................................................................45
3.5.2 Questionnaires for Students ..............................................................45
3.5.3 Interview Schedules for VTCs Principals .........................................46
3.5.4 Interview Schedules for School dropout/school leavers ...................46
3.6 Piloting ..........................................................................................................47
3.7 Validity of Research Instruments..................................................................47
3.8 Reliability......................................................................................................48
3.9 Procedures for Data Collection .....................................................................48
3.10 Data Analysis and Presentation ....................................................................49
3.11 Ethical Considerations ..................................................................................49

CHAPTER FOUR: PRESENTATION OF FINDINGS, INTERPRETATION

AND DISCUSSION ................................................................................................50
4.0 Introduction ...................................................................................................50
4.1 Demographic Characteristics of Respondents ..............................................51
4.2 Cost of Vocational Education and Enrolment in Public VTCs.....................59
4.3 Level of Awareness of Existing Sources for Financing Vocational
Education and Training in Elgeyo-Marakwet County ..................................68
4.4 Government Policies Contribution to Enrolment of Youths in Vocational
Training Centres in Elgeyo-Marakwet County .............................................77

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4.5 Measures of Improving Enrolment of Students in VTCs .............................90

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS........................................................................................94
5.0 Introduction ...................................................................................................94
5.1 Summary of Findings ....................................................................................94
5.1.1 Cost of Vocational Education and Enrolment in VTCs ....................94
5.1.2 Level of Awareness on Existing Sources of Financing and
Enrolment in Public Vocational Training Centres ...........................95
5.1.3 Government Policies Contribution to Enrolment in Public
Vocational Training Centres ............................................................96
5.2 Conclusions ...................................................................................................97
5.3 Recommendations .........................................................................................99
5.4 Suggestions for Further Studies ..................................................................100

REFERENCES ......................................................................................................101

APPENDICES .......................................................................................................105
Appendix I: Letter of Introduction to Respondents ......................................105
Appendix II: Questionnaire for Tutors ...........................................................106
Appendix III: Questionnaire for Students Enrolled in Vtcs ............................111
Appendix IV: Interview for School Leavers ....................................................116
Appendix V: Interview Schedule for Principals .............................................118
Appendix VI: Reliability Results .....................................................................120
Appendix VII: Research Permits .......................................................................129
Appendix VIII: Authorization Letter to Conduct Research from County
Commissioner ...........................................................................130

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 LIST OF TABLES

Table 1.1 Government Expenditure on State Department for Vocational and

Technical Training (Year 2014-2019) Ksh. Millions. ........................... 4
Table 1.2: Number of public TVET Institutions in Kenya ..................................... 4
Table 1.3: KCPE & KCSE Candidates Comparison between 2009 and 2014........ 5
Table 1.4: Data on Enrolment in VTCs in Elgeyo-Marakwet County (2013-
2017) ...................................................................................................... 6
Table 2.1: Enrolments in Vocational training centres in Kenya ........................... 22
Table 3.1: Target Population ................................................................................. 41
Table 4.1: Distribution of Regular Students and School leavers according to
Gender .................................................................................................. 51
Table 4.2: Distribution of Regular Students and School Leavers based on Age .. 52
Table 4.3: Distribution of Regular Students and School leavers based on
Family/Guardian Occupation ............................................................... 54
Table 4.4: Courses undertaken by Students in VTCs ........................................... 55
Table 4.5: Demographic Information of VTC Tutors ........................................... 57
Table 4.6: Amount of Fees Charged per Student in VTCs ................................... 60
Table 4.7: Respondents View on whether Cost of vocational education
contribute to Enrolment in VTCs ......................................................... 61
Table 4.8: Descriptive Data on Cost of Vocational Education from Students and
Tutors ................................................................................................... 66
Table 4.9: ANOVA on Cost of Vocational Education .......................................... 66
Table 4.10: Level of Awareness on Existing Sources for Financing of Vocational
Education and Training ........................................................................ 69
Table 4.11: Descriptive Data on Level of Awareness on Existing Sources of
Financing Cost of Vocational Training................................................ 72
Table 4.12: ANOVA on Level of Awareness on Existing Sources for Financing
Cost for Vocational Training ............................................................... 73
Table 4.13: Funding Source that Regular Students have Benefited....................... 74
Table 4.14: Methods of Raising Awareness to School Leavers on Existing Funds
for Enrolling in VTCs .......................................................................... 76
Table 4.15: Tutors and Students responses on Availability of Resources and
Facilities in VTCs ................................................................................ 78

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Table 4.16: Respondents Awareness on How Government Policy affects
Enrolment in Public VTCs ................................................................... 82
Table 4.17: Descriptive on Government Policy and Enrolment in VTCs.............. 88
Table 4.18: ANOVA on government policy and enrollment .................................. 89
Table 4.19: Measures of Improving Enrolment of Students in VTCs .................... 90

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 LIST OF FIGURES

Figure 1.1: Changes in Quantity Demanded Versus Changes or Shifts in

Demand .............................................................................................12
Figure 1.2: Conceptual Framework .....................................................................14
Figure 2.1: Structure of the Education System in Kenya ....................................31
Figure 4.1: Tutors Responses on Adequacy of Funding Sources and Enrolment
in VTCs .............................................................................................75
Figure 4.2: Students Awareness on Financing Policy on VTCs .........................81

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 LIST OF ABBREVIATIONS

ANOVA Analysis of Variance

AU African Union Commission

CIDP County Integrated Development Plan

EMC Elgeyo-Marakwet County

FPE Free Primary Education

KCPE Kenya Certificate of Primary Education

KCSE Kenya Certificate of Secondary Education

KNEC Kenya National Examination Council

MOE Ministry of Education

MTC Medical Training College

NCCK National Council of Churches of Kenya

SAPs Structural Adjustment Programmes

SPSS Statistical Product and Service Solution

SVTCT Subsidized Vocational Training Centres Tuition

TTC Teachers Training College

TVET Technical, Vocational Education and Training

TVETA Technical and Vocational Education and Training Authority

UNESCO United Nations Education, Scientific and Cultural Organisation

UNICEF United Nations Children’s Fund

VTC Vocational Training Centres

YPs Youth Polytechnics

NG National Government

CDF Constituency Development Fund

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 ABSTRACT

The government of Kenya has invested heavily in Technical Vocational Education

and Training (TVET) through establishing new Vocational Training centres (VTCs)
as well as upgrading the existing ones to accommodate more youths. However, there
are increasing concerns of low enrolment in these VTCs in Elgeyo-Marakwet
County. This study was to establish determinants of enrolment in VTCs in Elgeyo-
Marakwet County. The enrolment levels in these centres over the past five years
(2013-2017) have been lower than the required carrying capacity. The study
objective aimed to; to establish: if costs contribute to enrolment in vocational
training centres since delocalization; to determine levels of awareness by youths on
existing sources of funding for enrolling in vocational training centres and how
government policies influence enrolment in Elgeyo-Marakwet County. The study
was guided by the theory of demand under the price theory developed by Hirshleifer
(1980). Descriptive research design was adopted. The target population of the study
comprised of 11 principals, 60 tutors, 1437 VTCs students and 20 primary school
leavers. The sample size had 394 respondents; 11 principals, 52 tutors and 312
VTCs students. Regular students and tutors were selected using stratified sampling
and proportionate simple random sampling techniques. Principals of VTCs were
selected using purposive sampling technique. Snowballing method was used to
locate 20 primary school leavers. The study used questionnaires and interview
schedules as instruments for data collection. Lecturers from School of Education
helped in determining content validity of the instruments. The research instruments
were piloted and its reliability determined through test re-tests technique at an R-
value of 0.6 and above. Reliability value obtained was above 0.6. Data was collected
and analysed using qualitative and quantitative methods. Qualitative data was
analysed using thematic content analysis. Quantitative data was analysed using
descriptive statistics; frequencies, percentages, means and standard deviation and
inferential statistics ; analysis of variance (ANOVA) was used to test hypotheses for
the study at 0.05 significant level to confirm if there was significant difference
between tutors and regular students views on determinants of enrolment. Research
findings were presented in tables, figures and narrations. The study found out that
the cost of vocational education was high (Ksh; 10,000/=) and above for majority of
peasant farmers to finance their students in schools. The cost of vocational education
therefore was found to contribute to enrolment of students. Secondly, the study
found out that the level of awareness of existing sources of funding by students and
school leavers contributed to low enrolment rate in public VTCs. Thirdly, the study
found out that some government policies favoured enrolment (funding, resource
distribution, bursary and admission) in VTCs. Nevertheless, the school leavers and
students were found to have lower level of awareness on government policies on
financing. The study concluded that cost of vocational education, awareness of
existing sources of funding and government policy affected enrolment of students in
public vocational training centres in Elgeyo-Marakwet County. The study
recommends that government should introduce funding for VTC learners by
working with county governments. In addition, the county government should create
awareness on existence of VTCs and requirements for one to join them.

xii
 CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter covers; Background to the Study, Statement of the Problem, Purpose of

the Study, Objectives of the Study, Research Questions and Significance of the

Study. Further, it contains the Limitations and Delimitations of the Study,

Assumptions, Theoretical and Conceptual Framework and Operational Definition of

Terms.

1.1 Background to the Study

The importance of Technical and Vocational Education and Training (TVET) is in

the global agenda for development. The United Nations Educational, Scientific and

Cultural Organisation (UNESCO) and International Centre for Technical and

Vocational Education and Training lays emphasis on the Sustainable Development

Goals (SDGs) in transforming education with a vision aspiring to ensure inclusive

and quality education for all and promote lifelong learning (UNESCO-UNEVOC,

2015).

Specifically, vocational training education offered under TVET in SDG 4, calls for

member states, including Kenya to ensure access to TVET programmes, increase the

number of youth with relevant skills for employment, entrepreneurship, decent jobs,

and to eliminate gender differences in Education (United Nations, 2015). This study

gives focus on enrolment in Vocational Technical Centres (VTCs) which is under

TVET.

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The SDG Agenda 4 on Education, Target 4.3 seeks to ensure equal access for all

men and women to affordable and quality technical, vocational and tertiary

education by the year 2030. The achievement of this goal might not be across all

countries because Germany, Switzerland and Austria, do not have more than 50% of

their young people choosing this option (United Nations, 2015).

According to Souza, Lima, Arabage Camargo, de Lucena and Soares (2015), a

number of developed countries like Italy, Brazil, China, Sweden and Japan have

given much recognition to TVET through adequate funding. This initiative exposes

most school leavers to vocational training and to a culture of scientific investigation

and critical knowledge, which they gain at an early age (M’Rukaria, 2011).

However, in developing countries in Sub Saharan Africa, incidents of inadequate

funding is a situation facing TVET education sector (UNESCO, 2013). Shaibu and

Baki (2013) observed that there have been challenges of enrolment in technical

education in Nigeria due to gaps in implementation of policies related to funding,

resource distribution and access to all (equity and quality). A World Bank study

(2013) established that almost all training systems in Sub-Sahara Africa have to deal

with the reality of diminishing government funding and infrastructure support for

technical and vocational education due to poor implementation of funding policies.

This study focused on youths’ awareness level of sources of funding to enrol in

VTCs.

In Kenya, the government has put a lot of effort in order to increase enrolment to

TVET institutions. Several policy documents including: Kenya Vision 2030;

Sessional Paper No. 2 of 2015 (previously No. 14 of 2012), Policy Framework for

Education and Training on Reforming Education and Training Sectors in Kenya);

2
National Education Sector Program (NESP) 2014-2018; and the TVET Act of 2013

guides the reforms in TVET have been developed. The Sessional Paper No. 2 of

2015 requires: attainment and sustaining a Gross Enrolment Ratio (GER) of 20% in

TVET; and providing adequate opportunities for accessible competency based

training. To increase GER in VTCs, the government has equipped them with most of

what is necessary for training, and also trains instructors and pays them (Wangeci,

2013). This research sought to establish how government policies on TVET have

influenced enrolment of youths in VTCs.

Past studies have shown that majority of vocational training centres in Kenya face

limited budget (Kirimi, 2012; Maronga, Asuma & Nyikal, 2015). This has created

demand for other sources of funding aside from government capitation. Metto,

(2015) study in Nandi County showed that majority of youths were unaware of

various sources of financing available for their enrolment in VTCs. This study

sought to establish whether the awareness levels of the existing sources of funding

was a determinant to enrolment in VTCs in Kenya.

The government has enacted several government policies and therefore this study

stipulates the progression structure of TVET from an artisan to a doctorate holder.

This was indeed a motivator in that TVET sub sector. However, it is not clear if

school leavers are aware of this, in order to join the VTCs. established how the new

educational TVET ACT 2012 relating to (bursaries, and funding and facilities

provision) had influenced enrolment.

Kenya’s Economic Survey 2019 provides data showing increased government

funding towards TVET sector Table 1.1

3
Table 1.1 Government Expenditure on State Department for Vocational and
Technical Training (Year 2014-2019) Ksh. Millions.

Financial year
Expenditure 2014/15 2015/16 2016/17 2017/18 2018/19
Recurrent 1244.80 2308.16 2479.56 25111.60 6389.15
Developmental 1866.95 4248.17 4746.18 8454.88 9338.00
Total 3111.75 6556.33 7225.74 33566.48 15727.15
Source: Economic Survey 2019

Table 1.1 shows the government of Kenya’s allocation to the TVET subsector from

2014-2019 has been increasing from Ksh. 3.1 billion in 2014 to Ksh. 15.7 billion in

2019. The developmental expenditure is higher than the recurrent expenditure

signifying government commitment towards construction of new infrastructure and

purchase of equipment. This study will therefore find out if the youths are aware of

the government policy on funding and expansion of TVET sector that promotes

access and hence increase enrolment of students in VTCs.

The government’s commitment in promoting TVET in Kenya is also evident by the

increased TVET institutions overtime. Table 1.1 shows the increase from 2012-

2017. This shows that the government of Kenya is interested in investing in TVET.

However, the concern is that the TVET (VTCs) are not to their full capacity, thus

experiencing a lot of wastage.

Table 1.2: Number of public TVET Institutions in Kenya

Category 2013 2014 2015 2016 2017 2018
Vocational Training Centres 701 701 816 816 1186 1502
Technical and Vocational colleges 49 51 55 86 91 101
National Polytechnic 2 3 3 11 11 11
Polytechnic University 2 2 2 2 2 2
Total 754 757 876 915 1290 1616
Source: Economic Survey 2019

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 According to Table 1.2, the number of public vocational training centres (VTCs)

increased from 701 in the year 2013 to 1502 in 2018 representing 53.33% increase

in the whole country. A report by Ministry of Education, Science and Technology

(MoEST) (2016) Education Sector Report (2017/18 – 2019/20), indicates that only

45%, of Kenya Certificate of Primary Education (KCPE) candidates join form one

while only 20% of those who complete form four proceed to university. This means

that more than 55.0% of learners who do not proceed to secondary schools should

join VTCs or 80.0% of students who fail to proceed to universities should join

TVET institutions.

Every year, there are a number of students who complete class eight and form four

and they do not join secondary schools or post-secondary institutions respectively.

Table 1.3 shows Kenya Certificate of Primary Education (KCPE) and Kenya

Certificate of Secondary Education (KCSE) Candidates Comparison between 2009

and 2014.

Table 1.3: KCPE & KCSE Candidates Comparison between 2009 and 2014
Gender KCPE KCSE Difference Percent KCPE KCSE Difference Percent
2009 2013 2010 2014
Boys
381600 242,981 138,619 36.33 388221 258,896 129,325 33.31

Girl 345500 202,539 142,961 41.38 357859 223,237 134,622 37.62

Total 727100 445,520 281,580 38.73 746080 482,133 263,947 35.38
Source: KNEC (2015)

Table 1.3 indicates that from 727,100 learners who finished KCPE in 2009, only

445,520 completed form four in 2013 depicting a shortfall of 281,580 (38.73%).

The average enrolment over the period of five years (2012-2015) in public

vocational training centres is less than 80,000 learners. This suggests that majority

5
of pupils cannot be accounted for (more than 200,000) every year, yet the VTCs are

not full to capacity. This calls for investigation to establish why the enrolments in

vocational training centres are low especially in Elgeyo-Marakwet County.

The Elgeyo-Marakwet County Website (2017) Report reveals that there is low

enrolment in vocational training centres with some public VTCs having an

enrolment of below 10. Elgeyo-Marakwet County Education Report (2016) indicates

that transition rates from secondary to universities and colleges is low, resulting to

under-utilising the post-secondary and vocational training centres which includes; 11

Vocational Training Centres, 1 Teacher Training College (TTC) and 2 Medical

Training Colleges (MTCs) (Elgeyo-Marakwet County Education Report, 2016).

This research establishes the determinants of enrolment in VTCs in Elgeyo-

Marakwet County in Kenya. There has been marginal increase in enrolment in

Elgeyo-Marakwet County as shown in Table 1.4

Table 1.4: Data on Enrolment in VTCs in Elgeyo-Marakwet County (2013-

2017)
Year Enrolment per gender Total %
Girls Boys Change
2013 337 588 925 -
2014 390 702 1092 18%
2015 415 760 1175 7%
2016 483 777 1260 7.2%
2017 578 859 1437 9.2%
Source: Department of Education and Technical Training Elgeyo-Marakwet County
(2018)

According to Department of Education and Technical Training Elgeyo-Marakwet

County (2018), the 11 vocational training centres are supposed to accommodate

3000 students but only 1437 have enrolled so far representing 47.9%. That is why

6
this study sought to establish the determinants of enrolment in public VTCs in

Elgeyo-Marakwet County.

1.2 Statement of the Problem

Technical and Vocational Education and Training is critical to Kenya’s achievement

of Vision 2030 that aims at producing skilled human power for country’s growth

and development. The initiative of vocational training centres in Kenya was to

ensure that school leavers do not just stay at home or engage in other social evils but

go for artisan training in these institutions. For Kenya to attain Vision 2030 that

requires hands on skills, more than 30,000 technologists, 90,000 technicians and

more 400,000 craft persons are needed for attainment of various mega projects under

the vision. However, statistics show that enrolment in public VTCs around the

country is low in Kenya as its only 13 %increase from 2012 to 2015. Further, out of

746080 pupils who sat for KCPE in 2010, only 35.38% of that cohort did KCSE in

2014; showing more than 60% of students ought to have enrolled –in TVET

institutions. Elgeyo-Marakwet County Education’s report 2017 showed that some

VTCs had less than 10 students while others have none. The capacity of VTCs in

Elgeyo-Marakwet County is 3000, and only 47.9% (1437) students are enrolled.

This state of affairs motivated the researcher to investigate why enrolment in VTCs

has remained low. The research therefore sought to establish determinants of

enrolment in vocational training centres in Elgeyo-Marakwet County. Studies done

have focused on technical institutes and national polytechnics but very few focus on

VTCS especially after the county governments were given the responsibility to

financially manage them. Further, hardly such a study has been done in Elgyo

Marakwet.

7
1.3 Purpose of the Study

The purpose of the study was to establish the determinants of enrolment in public

vocational training centres in Elgeyo-Marakwet County, Kenya. This was necessary

to establish the causes of low enrolment in VTCs with a view to the policy makers

on strategies to increase enrolment in Vocational training centres in Kenya.

1.4 Research Objectives

The objectives were to;

1. To establish if costs of VTC education contributes to enrolment in vocational

training centres in Elgeyo-Marakwet County after delocalisation.

2. To determine youths level of awareness on existing sources for financing

towards enrolment in VTCs in Elgeyo-Marakwet County by students

3. To find out if government policies, contribute to enrolment of youths in VTCs

in Elgeyo-Marakwet County.

1.5 Research Questions

1. Does cost of vocational education contribute to enrolment in vocational

training centres in Elgeyo-Marakwet County since delocalisation?

2. Are the youths aware on existing sources of funding for supporting students’

enrolments in vocational training centres in Elgeyo-Marakwet County?

3. Do government policies contribute to enrolment of youths in vocational

training centres in Elgeyo-Marakwet County?

8
1.6 Research Hypothesis

The study tested the following hypothesis

H01 There is no significant difference in respondents (tutors and students) views

on Cost of Vocational Education contribution to enrolment in VTCs

H02 There is no significant difference between tutors and students views on

level of awareness on Existing sources of funding contribution to enrolment

in VTCs

H03 There is no significant difference between tutors and student views on

Government Policy and Enrolment in VTCs

1.7 Significance of the Study

The study findings have theoretical, practical and policy significance. First, the

principals of selected vocational training centres may benefit from the study

findings, as it recommend ways of increasing enrolment in their institutions.

Secondly, the youths may get awareness on government policies on VTCs and the

existing sources of funding through awareness forums that will be conducted in their

institutions (primary and secondary), religious institutions (churches forums) and

market centres. Thirdly, the County Government, under their Department of

Technical and Vocational Education may use the findings of the study to formulate

strategies aimed at addressing cost of education, availability programmes offered in

VTCs and funding opportunities available for youths wishing to join VTC. In

addition, the county governments can also develop legislation, which seeks to ensure

that challenges inhibiting youth’ access to VTCs are addressed appropriately. Lastly,

the finding of the study is helpful to future researchers in this field.

9
1.8 Limitations of the Study

The study experienced a number of limitations during the period of conducting it.

One of it was the influence of geographical / topographical factors in the process of

gathering data. Due to remoteness of some institutions (rural based), data collection

was difficult especially in places without all-weather roads and hilly areas. The

researchers overcome this by lengthening the data collection period.

1.9 Delimitations of the Study

The study was conducted in vocational training centres that have been in operation

for more than five years to provide rich data. The study targeted principals, youths

(school leavers), students and tutors in Elgeyo-Marakwet County. The study was

conducted in public vocational training centres in Elgeyo-Marakwet County. The

reason being that there was a lot of wastage in VTCs according to the county report.

1.10 Assumptions of the Study

1. The study assumed that the respondents (school leavers) are those youths

who failed to proceed with higher education after primary and secondary

school.

2. It was also assumed that the respondents provide information on

determinants of enrolment in vocational training centres.

1.11 Theoretical Framework

The determinant of enrolment in vocational training centres was explained using

economic theory of demand under the price theory developed by Hirshleifer (1980).

According to DesJardins and Bell (2006), demand is the quantity of a good which

consumers are able and willing to purchase at a given prices and supply is the

10
association between the quantity of good that producers are able and willing to

provide at a given price. In relation to vocational training institutions, the goods

supplied was the TVET offered by vocational training centres, consumers are

students, producers are the VTCs and the price was the costs of education charged

yearly or termly.

Whether students enrol in VTCs or the capacity of the institutions to admit students

could be explained by several determinants that influence demand and supply of

education. Determinants which could influence student enrolment in VTCS

(quantity demanded or as shown in equation 1.1) are the prices of the goods in

questions (e.g. costs of education or ), students awareness of funding sources ( ),

government policy on TVET reflected through provision of education facilities and

infrastructure among other factors which the current studies does not focus on;

price of the good in future and tastes and preferences of consumers. This model can

be written as:

……………………………………... (1.1)
This relationship was represented through understanding the determinants of

demand (enrolment) which helped organizations know important factors influencing

students’ decisions to join vocational training centres. The quantity demanded for a

particular good (including VTCs attendance) is affected by each of the terms on the

right-hand side of equation 1.1. The first law of demand indicates that as the price of

a good increases or decreases, the quantity demanded will fall or rise, ceteris paribus

(other things held constant). Given the negative relationship between price and

quantity demanded, the VTC demand curve is downward sloping (see Figure 1.1),

reflecting that prices must be reduced in order to increase quantity demanded.

11
 Price (cost of vocational education)

Quantity (Enrolment)

Figure 1.1: Changes in Quantity Demanded Versus Changes or Shifts in

Demand

An important distinction to make is the difference between price induced changes in

quantity demanded versus changes or shifts in demand that occur because of

changes in the non-price determinants of demand. Price-induced changes in quantity

demanded result in movements along the demand curve (see Figure 1.1). If

enrolment demand at a particular VTC is represented by D1 and the cost of

vocational education (price) increases from p0 to p1, enrolments (quantity

demanded) will decline from q0 to q1.

The price-induced change is indicated by the movement from the price/quantity pair

at point a to a new price/quantity combination at b. A common mistake is to describe

this as a change in demand, but changes in demand are due to changes in one or

more of the non-price factors included in equation 1.1. For instance, ceteris paribus,

if incomes rise among prospective students, VTCs might expect the enrolment

demand for our VTC to increase, as depicted in Figure 1.1 by an income-induced

12
shift in demand from D1 to D2. Moreover, if incomes decline, the reverse would be

the case.

The example provided in Figure 1.1 demonstrates how an observed increase in price

could be due to movement along a fixed demand curve (from point a to point b) or a

change or shift in demand (from D1 to D2) that results in a new equilibrium price at

point c. This example assumes that income changes induce a shift in demand, but

other non-price factors in equation 1.1 can also cause changes or shifts in demand

(Hirshleifer, 1980). The theory is relevant as it focuses on pricing as a factor

affecting demand. The cost of VTC training is a major factor, which affects demand

by the youths intending to join. Low cost promotes increased demand (high

enrolment) and vice versa is true. This study used the economic demand supply

theory to establish determinants of enrolment in public vocational training centres

(VTC) in Elgeyo-Marakwet County, Kenya.

13
1.12 Conceptual Framework

The conceptual framework highlights the factors influencing enrolment in VTCs. It

shows the relationship between independent and dependent variable.

Independent Variables Dependent Variable

Education costs
- Amount of fees charged
- Capacity to pay fees
- Fees (high/low)
- Location / transport

Enrolment of
Awareness levels on Youths in
existing funding sources Polytechnics
- By County government
- Donors - Enrolment
- Students perception (high/low)
-bursary programs

Government policies Intervening

- Facilities (workshops) variables
- Resource (books) adequacy - Individual
-Admission criteria characteristics
- Progression structure - Home
- Existing capacities in VTCs background

Figure 1.2: Conceptual Framework

Source: Researcher (2019)

Figure 1.1 shows the relationship between the independent variable (demand factors)

on dependent variable: enrolment of youths in vocational training centres. There are

three independent variables: costs for learning in VTC, awareness level of existing

funding sources, government policies on vocational training centres.

At first, the study was to determine whether the amount of fees charged and capacity

to pay fees in vocational training centres influenced youth’s decision to enrol in

14
vocational training centres. Secondly, it ascertained if the students were aware of

existing funding sources, which facilitated their enrolment in vocational training

centres, which included funding from the following institutions; county government,

donors, bursaries, foundations among others supporters of vocational training

centres programmes.

Thirdly, the study determined the respondents’ awareness of how different

government policies on resource and facility distribution, resource adequacy,

admission criteria and bursary programmes determined enrolment in vocational

training centres. Lastly, the study sought to know responses from respondents on

viable strategies that could be adopted to increase enrolment in vocational training

centres in Elgeyo-Marakwet County. The research determined how each individual

independent variable contributed to enrolment (high or low) of youths in public

vocational training centres in Elgeyo-Marakwet County.

15
1.12 Operational Definition of Terms

Determinants: refer to factors influencing enrolment in vocational training centres.

This study looks at three determinants of enrolment; cost of

education, youth awareness level of existing sources of financing and

government policies.

Enrolment: refers to admission and registration of new students to an institution

of learning. In this research, it involves admission of school leavers

in public vocational training centres.

Funding: It is the provision of financial resources in both monetary and non-

monetary forms to finance vocational training centres applicants. This

can be through capitation grants from national and county

governments, payment of fees by parents/guardians, provision of

scholarships and bursaries.

School leaver: Consist of school dropouts in primary and secondary level of

education. They also consist of those who finished class eight but did

not proceed to secondary schools and those who scored low grades in

KCSE (failed to meet the minimum threshold for enrolment in

certificate courses in technical training institution.

Youth: is a person aged between 15 and 35 years and who is expected to join

VTCs if he/she has been unable to proceed to secondary school or

TVET colleges and universities after finishing form four.

Vocational training centre: refer to an institution where vocational training takes

place for youths and people interested in attaining certain skills (they

were previously known as youth polytechnics).

16
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction

This chapter presents review of literature on Determinants of Enrolment in

Vocational training centres. Technical Vocational Education and Training,

Vocational training centres, Enrolment in Vocational training centres, Costs of

Education in Vocational training centres, and Awareness on Existing Sources of

Funding for Vocational training centres, Government Policies Influencing

Enrolment in Vocational training centres. In addition, the literature reviewed is

summarised.

2.1 Importance of Vocational Training Centres

Technical Vocational Education and Training (TVET) is an education activity that

provides skills, knowledge, attitude, and values required in the place of work

(Wanja, 2015). Unlike general education, learning in TVET is centred on applied,

practical and skills as opposed to academic theory and knowledge (World Bank,

2013). TVET is aimed at equipping trainees with practical skills, knowledge and the

necessary understanding for specific employment occupation, trade or group of

occupation (UNESCO, 1997 cited in Maronga et al, 2015). This study focuses to

vocational training centre previously known as Youths Polytechnics, which produce

the lowest levels of technical skilled people known as the artisans. However, degree

holders and higher diploma ones are known as engineers/technologists, those with

diploma certificate are known as technicians while those with a certificate course are

known as craftspeople.

17
The African Union Commission (AU) (2015) stated that technical vocational

education and training is aimed at training the skilled and entrepreneurial workforce

that Africa needs to get itself out of poverty through creation of wealth. TVET

responds to the different training needs of learners from different academic and

socio-economic backgrounds. It also provides them with skills needed by different

industries therefore prepare them for gainful employment and sustainable

livelihoods (Bwisa, 2014). For industrial and economic growth, a skilled workforce

is required. TVET holds the key to building of technical and entrepreneurial

workforce (Kenya Ministry of Youth Affairs & Sports, 2012).Most of developed

countries have employed TVET as instrument of economic and industrial

development with technological advancement forming a key instrument of

development used by several developed countries (Ayonmike, 2014) despite most of

the institutions concentrates purely on academic education taking centre stage while

TVET training centres getting neglected (Kamau, 2013).

Major importance of TVET is to promote productivity, bring about economic

development and stimulate competitiveness, skills development (Owano, 2012).

Hamory, Kremer, Mbithi and Miguel (2013) in a paper titled ‘Vocational Education

in Kenya: Evidence from a Randomised Evaluation among the Youth’ categorised

training institutions into larger polytechnics offering a wider array of courses and

complementary skills training in entrepreneurship education (like accounting) and

basic village polytechnics offering as construction skills (like masonry, carpentry,

plumbing), automotive mechanics and tailoring. Besides the youth polytechnic

system, there exist technical training institutes, offering both industrial education

and commercial courses in business, computers and secretarial skills (Owano, 2012).

18
These public institutions typically provide two-year training courses, with total

course tuition ranging from Ksh. 30,000-50,000 (Hamory et al, 2013). However, the

scholars above have not established the factors which determine enrolment to these

institutions which this research endeavoured to investigate.

The history of vocational training centres dates back to the early years of

independence (Kireagu, 2017). Owano (2012) point out that the National Christian

Council of Kenya (NCCK) is the body which established the youth polytechnic

programme-originally village polytechnic programme in 1968, which was to provide

skills to a massive body of primary school leavers and dropouts in their local

communities (Kitui, 2015). Later, the Government of Kenya established a number of

vocational training centres, especially in the areas that were characterized by high

population and low incomes (RoK, 2016). At the time, there existed high population

in these VTCs as there was a high demand for skills especially after independence.

Today the trend has changed and there are very low enrolments that make the

researcher to be curious as to find out the causes of this phenomenon.

Kenya Economic Survey (2016) revealed that there are over 816 vocational training

centres in Kenya mostly small training centres which provide the youths with an

opportunity to learn employable skills in carpentry, masonry, dressmaking, tailoring,

knitting, home economics and animal husbandry (KNBS, 2017). These courses

provide both theory and manipulative skills, which give trainees the capacity to be

self-employed in the rural or urban areas (UNICEF, 2000). From early 2000s,

various reforms had been undertaken in the sector like revitalisation of vocational

training centres and transfer of the governance of these institutions from Ministry of

Youth and Sports to County governments (RoK, 2010) and delocalisation of

19
services. In spite of all these interventions, the population of students in these

centres is low. There was therefore, a need to determine whether these policies

contribute to enrolment in VTCs.

Vocational training centres in Kenya are important educational institutions intended

to help school leavers get opportunities to acquire employable quality skills and

knowledge and provide avenues and paths for attaining higher education through

technical and vocational education system (Luyali et al, 2015). They target youths

who have failed to proceed to secondary schools and those who did not manage to

complete primary education (RoK, 2016). They were designed to provide youths

with skills useful to their economy. Due to their practical training, they could

provide a cadre of trained artisans for self-employment (Kitui, 2015). Owano (2012)

observed that VTCs provide young people with vocational, technical, industrial, and

entrepreneurial and life skills training that enable them to increase employment

opportunities, making them to be self-reliance and reduce dependency levels among

the youth. A greater percentage of youths remain out of these vocational centres

without employable skills, which is a great concern to this study.

Due to public perception and negative attitude towards VTCs, in the year 2012,

Ministry of Higher Education, Science and Technology started revitalising

vocational training centres with the aim of empowering the youths by providing

accessible, appropriate and quality training in employable skills. According to the

Ministry of Education, Science and Technology (2013), the vocational training

centres were mainstreamed into the national education and training framework by

the government. It repositioned them to effectively play the role of developing the

youths for employment and lifelong learning with the major objective of promoting

20
skills acquisition through competency-based training with proficiency assessment

for employment, sustainable livelihood and responsible citizenship. This is

reinforced by the fact that among the key flagship projects for achievement of Kenya

vision 2030 is the revitalisation of vocational training centres to facilitate the

training of youth in technical, vocational and entrepreneurial skills to enhance their

productivity and deal with advances in technology (RoK, 2016). A part from the

government revitalising and providing accessible, appropriate and quality training in

employable skills in TVET, the low enrolment remained critical aspect which this

study focused on.

2.2 Enrolment in Vocational Training Centres in Kenya

According to Kenya Ministry of Education Report (2016), vocational training

centres have been growing moderately over the last 20 years. VTCs have played a

critical role in producing the needed human resource in the middle level economy of

the national economy. TVET is the leading engine that the economy essentially

relies on as the primary source of adequate work force required to drive the

economy towards the attainment of the Kenya Vision 2030 (RoK, 2007). The Vision

2030 is highly dependent on the total numbers, skills and quality of its work force

for it to be successful. It is worrying that enrolment levels in the country are

marginally increasing yet the country hopes to attain the Vision 2030. Technical

education in Vocational training centres has been seen as less dignifying and only

suitable for dropouts in school and children of low-income groups (Quaisie, 2010).

Table 2.1 shows the enrolment of students in vocational training centres in Kenya

from 2014-2018.

21
Table 2.1: Enrolments in Vocational training centres in Kenya
Year Male Female Total % Change

2014 45,473 61.7% 28,222 38.3% 73,695 2.97%

2015 47,625 61.5% 29,840 38.5% 77,465 5.12%

2016 46,340 57.3% 34,565 42.7% 80,905 4.44%

2017 59,756 57.2% 44,685 42.8% 104,441 29%

2018 66,894 58.4% 47,590 41.6% 114,486 9.61%

Total 266,088 58.9% 184,902 41.1% 450,990

Source: Economic Survey (2019)

According to RoK (2019), there was a 29% growth in enrolment in vocational

training centres from 80,905 in the year 2016 to 104,441 in 2017. The year 2018

registers a significant drop from 29% to 9.61%, which begs the question: Why such

a drop? The increase in number of VTCs was mainly due to the expansion of the

vocational training centres and infrastructure development by the County

Governments, development and introduction of VTC curriculum, in servicing of

instructors, government’s effort to rehabilitate, modernize and expand the VTCs,

and the introduction of the Subsidized Youth Polytechnic Tuition (SVTCT) Scheme.

The growth in enrolment was marginal given the fact that a huge population of

student finish standard eight and form four fail to neither proceed to the next level

nor be enrolled in TVET. Could cost be a factor? A question that this study sought

to answer.

Gakio (2012) study focused on the determinants of vocational training centres

enrolment a case of Uhuru Youth Polytechnic in Isiolo County. A target population

of 721 respondents were conducted, comprising 658 youths who sat their KCPE in

22
2011, 13 managers of the youth polytechnic, 15 staff of Ministry of Youth Affairs’

serving currently in the office at Isiolo and 35 students in Uhuru Youth Polytechnic.

The study found the following to be affecting the rate of enrolment of trainees in

youth polytechnic largely: employability, variety of trade courses and applicability

of trade courses. This study by Gakio (2012) was conducted in one institution as a

case study and focused on employability factors and trade courses. The current study

used survey design and it was conducted in all public vocational training centres in

Elgeyo-Marakwet County through involvement of tutors, principals, school leavers

and polytechnic students with respect to awareness levels of existing sources of

funds, government policy and cost factors.

In West Pokot County for example, Luyali, Olel and Othuon (2015) conducted a

study on enrolment trends in vocational training centres. A descriptive research

design was adopted. Questionnaires, interviews and observations were used to

collect the data. They reported worrying trends of transition rate from primary to

secondary, with only 47% of the 4,865 candidates who sat for K. C. P. E in 2008 in

the county managing to enrol in secondary schools compared to the 70% transition

rate in the country. The research established that a great number of primary school

leavers in the County fail to proceed to secondary schools and vocational training

centres only attracted 10% who enrolled in for various vocational skills such as

masonry, carpentry, mechanics and tailoring for self-employment. The research by

Luyali, Olel and Othuon (2015) was done in 2015 but the current study was done in

2019 and therefore, a comparison can be made.

Ronoh, Mutai, Koech and Kisilu (2014) did a comprehensive investigation of the

factors that may have led to low enrolment patterns in VTCs. This research was

23
carried out in Bureti, Kericho and Bomet central rift regions. A total of 513

respondents were involved comprising 180 VTC students, 63 instructors, 90 parents,

90 VTC graduates and 90 youths not enrolled from the neighbourhoods of VTCs

that were all selected by the use of simple random sampling technique. They found

out that vocational training centres in Kericho and Bomet Counties could

accommodate approximately 4500 students. The enrolment for the years 2010, 2011,

2012, and 2013 was approximately 1900, 1620, 1400 and 1378 respectively. This

indicated a decline and an average enrolment of approximately 28 %. The report

showed that there had been a persistently low enrolment as revealed by the data in

reference. However, the study was carried out in the central rift region by different

researchers.

In Kisii County, Maronga, Asuma and Nyikal (2015) conducted a critical survey on

enrolment in vocational training centres in Kisii central Sub County. The study used

survey research design. A total of 216 respondents were conducted. 203 trainees

were selected using Stratified random sampling technique and all the 13 managers,

one from each youth polytechnic took part in the study. They observed an increase

in enrolment of trainees in Kisii County between the year 2006 and 2014. Within

that period, enrolment rose from 603 in 2006 to 2900 trainees in 2014 (Kisii County

Youth Training Office, 2014). Vocational training centres also grew from 11 in 2006

to 30 institutions by 2014. It was found out that vocational training centres

contributed significantly in absorbing primary school leavers and dropouts who

could not complete secondary education. The study by Maronga et al. (2015)

observed that Kisii Central recorded increased student enrolment. This study will

mainly focus on the causes of marginal enrolment in Elgeyo-Marakwet.

24
Ngumbao (2012) looked at factors influencing youth enrolment levels in public

vocational training centres in Mombasa County, Kenya. A descriptive survey design

was employed in the study. Questionnaires were used to collect data from 349

youths, 205 VTC trainees and 15 instructors. Ngumbao found out that enrolment of

school leavers to VTCs was low in the county as they recorded low enrolment

levels. The study by Ngumbao was done before the function of TVET was devolved

in 2013. This study was carried out when VTCs is under the full management of the

County government.

2.3 Costs of Education in Vocational training centres

To address access to technical education for youths, the government of Kenya has

initiated a bursary scheme to assist students facing financial difficulties through the

Higher Education Loans Board (HELB) (Ronoh et al., 2014). It was noted that

demand for bursary support was high among students needing to be enrolled in

public vocational training centres. Due to the limited funds, only about half of the

applicants could benefit from it mostly those in universities unlike vocational

training centres. Because of high demand for bursary support, the government of

Kenya developed the TVET Act (2012) which made it possible to establish TVET

funding board that catered for the financial needs of technical institutions (including

polytechnics) around the country. According to the TVET Act (2012), funds were

expected to be sourced for the development of TVET sector.

There has been marginal increase in total budgetary allocation to the programs under

the TVET sub sector from 2012 – 2016 (Economic Survey, 2016). The allocation for

the TVET sector increased as follows: Ksh. 7149.3M, Ksh. 7269.2M and further to

Ksh. 8850.46M in 2013/14, 2014/15 and 2015/16 respectively. The actual

25
expenditure was Ksh. 5721.43M in 2013/14, Ksh. 6389.8M in 2014/15 and Ksh.

7350.68M in 2015/16. Sizable financial resources have to be mobilised to realise the

required reforms. In addition, the counties have a responsibility of financing VTCs.

Though there is scanty information showing the extent to which county government

have supported the VTCs financially, the study sought to establish if cost was still a

hindrance to students and potential students after county governments are charged

with the responsibility.

A research conducted by Ngumbao (2012) investigated the effect of economic

status, socio-cultural factors, and historical factors, quality of education and Youth

Polytechnic administration structures on youth enrolment levels in Public

Vocational training centres in Mombasa County, Kenya. The researcher collected

data using questionnaire administered to youths, VTC students and VTC instructors.

The study-established family’s ability to pay school fees due to costs of education

had significant influence on youth enrolment levels in Mombasa. The study

concludes that economic status was one of the factor affecting youth enrolment

levels in Public VTCs in Mombasa County. Surprisingly the County government has

availed bursaries and grants for students to enrol in TVET but still enrolment is low.

Besides, Ngumbao did the research in Mombasa County while this study was

conducted in Elgeyo-Marakwet County. In addition, the study was done shortly after

the devolvement of the governments in 2012 and therefore, the study could not have

evaluated if interventions had borne any fruits.

Maronga, Asuma and Nyikal (2015) investigated the factors, which prompted

trainees to enrol in vocational training centres and informed trainees’ choice of

particular courses for study. The county had 13 vocational training centres and 603

26
trainees in Kisii Central Sub County. The study established that enrolment in

vocational training centres was majorly influenced by a number of factors which

included; failure of the trainee to take up formal education at secondary school level

due to the lack of tuition fees, the failure of trainees to attain admission requirements

in secondary school, need to acquire skills for employment; and repetition in

primary school leading to advanced age of the pupils. The choices of courses was

based on perception towards securing employment and self-paid employment. This

study focused on three determinants of enrolments namely cost of VTCs, level of

awareness of existing sources of funding and government policies which the study

by Maronga, Asuma and Nyikal did not pay attention to.

A study by M’Rukaria (2011) sought to find out alternative financing mechanisms in

provision of quality education and training in vocational training centres in Imenti

South District- Meru County. The study targeted the Imenti South Sub County youth

officer, two (2) youth polytechnic managers and 43 instructors in the two vocational

training centres in the district making a total of forty six (46). The revelations by the

study showed that all vocational training centres in the county had inadequate funds

to acquire basic teaching and learning resources to offer quality training. There were

constraints in initiating and managing income generating activities such as

inadequate finances, lack of expertise, heavy workload, limited land and poor

remuneration among others. The gap created in this research is that it was

considering that the county was part of the source of funding today after

delocalization took place, which the study did not pay attention to.

27
2.4 Youth Awareness Levels on Existing Sources of Funding for VTCs

The rationale for the introduction of VTCs is to equip youth with skills and

competencies for social economic development (Ministry of Youth Affairs and

Sports, 2012). Majority of youths appear not to understand different sources of

financing available for enrolment in vocational training centres (Metto, 2015). Could

this awareness contribute to low enrolment? A question that this study hoped to

answer.

In Commonwealth Australia, Dommer, Myconos, Swain, Yung and Clarke (2017)

research was on ‘engaging young early school leavers in vocational training. This

research was undertaken in selected disadvantaged regions in Queensland, Tasmania

and Victoria. The objective was to find how students got information on joining the

vocational school. They used a multi-phase, mixed-methods design. They found out

that in Australia, an estimated number of early school leavers of age between 15 and

19 stood at 62.1% of those enrolled in a VET program in 2015 nationally. They

found out that, program enrolments in vocational training by the 20-24 years early

school leavers were lower at an estimated 43.3%. Young people identified family

members as the main source of information about VET. Some interviewees noted

that they learnt about vocational education through siblings who had undertaken

formal vocational training. Information about the training courses offered by training

providers also appeared to be confusing for early school leavers. A lack of clarity

and variable fee structures became a significant deterrent. This research determined

if information on awareness on existing funds contribute to youths decision to enrol

in vocational training centres or not. It did not only focus on family information but

also government, private and media as sources of awareness levels.

28
Metto (2015) investigated and described VTC students’ awareness of vocational

training in Nandi County, Kenya. The target population was 1521 students, 34

instructors and 12 principal managers in VTCs in Nandi County, Kenya. The study

found that VTCs student had either positive or negative perceptions of vocational

training which emanated from-: instructor competencies, skills learnt, teaching

methodologies, challenges encountered; student entry behaviour and societal beliefs.

Further, it was also found that instructors had pedagogy challenges; VTCs faced

many challenges that included rundown and old facilities. The study also revealed

that most learners in VTCs were weak academically and needed motivation. The

research by Metto (2015) failed to indicate whether awareness of funding sources

influenced enrolment in vocational training centres.

Wangeci (2013) studied extent to which the level of awareness of courses offered in

vocational training centres affected enrolment. The study used descriptive survey

design. Questionnaires were used to obtain important information about the

population. On the effect of awareness of courses offered in VTCs it was found that,

the level is very low. This was evident in the fact that the majority of the

respondents learn about the courses offered through friends. The researcher

recommended that VTCs and other stakeholders should publicize the courses offered

to improve awareness. The scholar focused on awareness of courses offered but

failed to look at awareness of the existing sources of funding and how it has affected

enrolment in public vocational training centres.

Kitui (2015) investigated the factors influencing access to Technical and Vocational

Education and Training in Bungoma East sub-county. A descriptive survey research

design was used to conduct the study. Questionnaires was used to collect data from

29
120 finalist youth trainees, five youth polytechnic managers and one sub-county

youth officer. The research established that youths’ lacked information (awareness)

concerning career choice and development, besides believes they had about Youth

Polytechnic courses that it is meant for the failures in national examinations. Kitui’s

study was conducted in Bungoma County and addressed issue of information on

career choice. This research determined whether lack of information on funding

sources influence youths decision to enrol in public vocational training centres in

Elgeyo-Marakwet County.

2.5 Government Policies and Enrolment in Vocational training centres

In Kenya, there are various government policies detailing how vocational training

centres should operate from the national government point of view to county level.

2.5.1 Policy on Progression Structure in Education

Youth Training in the Ministry of Youth Affairs and Sports was established, with a

mandate of revitalizing the Vocational training centres countrywide (Owano, 2012).

The ministry emphasises on access, equality, quality, relevance and strengthening of

education for production of skilled work force. Sessional Paper No. 1 of 2005 and

Sessional Paper No 1 of 2019 highlighted a progression structure where an artisan

can climb to a level of a PhD holder. This was a great motivation and achievement

in the TVET subsector in Kenya. Yet it was not clear if the youths were aware that

VTCs provide a way in which one could attain higher education through technical

and vocational education through the introduced progression structure to attract

enrolment the table below shows Kenya’s progression TVET structure where a

student can climb up from an artisan to doctoral level.

30
Figure 2.1: Structure of the Education System in Kenya
Source: Republic of Kenya (2019)

From the structure, the paths that individuals wishing to enrol in VTCs are those

who have never entered formal classrooms, those who finish standard eight and fail

to proceed to secondary schools and those who do not manage to proceed to colleges

and universities can also be admitted in VTCs. Several research studies have been

done in relation to this area. Wangeci (2013) studied factors that contributed to low

enrolment in vocational training centres in Nyeri Zone of Nyeri South District in

Nyeri County. The study used descriptive survey design. The managers, teachers

and students of the 16 vocational training centres in Nyeri Zone, out of school youth

31
and administrators formed the target population. The study found out that the policy

guidelines governing the running of VTCs were not clear and are inconsistent. It was

however noted that the policy guidelines on entry were favourable to a wide cross

section of youths that increases the accessibility of youth to the institutions. This in

turn encouraged enrolment. On the effect of attitude on enrolment, it was found that

the majority of youth who drop out of VTCs do so because they develop negative

attitude towards the training. Further results showed that area assistant chiefs rarely

participate in VTCs implying that their attitude towards VTCs is negative. This

study established the causes of low enrolment in TVCs in Elgeyo Marakwet and

establishes if similar results were arrived at or not.

Kupsoboi (2017) assessed whether awareness and TVET institutions accessibility

contributed to the choice of training by students in Bungoma County. The research

methodology was mixed methods through a descriptive survey research designed.

The respondents involved 291 students who were selected through stratified random

sampling method. Data collection was done through questionnaire. Findings showed

that most students were aware of existing TVET institutions but they were not aware

of the courses that were offered or entry requirements. This contributed to low

enrolment of students in TVET facilities in the region. Nevertheless, majority of

institutions were accessible. They recommended that institutions need to advertise

their courses regularly in primary and secondary schools. The gap created in this

study is that it was conducted in TVET institutions while this study was in VTCs.

2.5.2 Distribution of Resources Policy

The Constitution of Kenya (2010) Article 189 and Schedule 4 mandates the function

of education and training to be shared between national and county governments.

32
The national government was tasked with the primary, secondary, tertiary and

university training whereas county governments were tasked with pre-primary and

vocational training education (RoK, 2010). Through close cooperation with county

governments, the national government was mandated to ensure effective

mechanisms and support is provided to county government to ensure provision of

education and training services (Article 174, 175, 176 and 189 and Schedule 4). On

resource allocation, this was going to be dependent on human resource issues

(recruitment procedures, staff salaries and qualification framework).

According to Douglas Odhiambo task force report in 2010 (RoK, 2010), the funds

that the counties were supposed to receive through equalisation fund, suggested that

a certain proportion of equalisation fund be directed to education and training,

criteria for allocation of the National Government Constituency Development Fund,

policies towards user fees and levies and the cost be transferred to the new and

proposed functions and services to devolved units. Various research studies have

been done in relation to distribution of resources policy and enrolment of learners in

VTCs.

In Nigeria, Ayonmike (2014) examined factors affecting female participation in

undergraduate regular technical education programmes of Delta State University,

Abraka. The study involved One hundred and fifty (150) undergraduate regular

students. Questionnaire was used to collect data. The study established amongst

others that: the factor which influence female participation was government policy

related factors and school factors. These were cost-sharing in education; introduction

of structural adjustment policies; high cost of vocational education due to higher

school fees to be made by families (higher user charges); Factors related to policy

33
(lack of clear goals and gender parity management); inadequate infrastructure for

example library, classroom, workshops laboratories and recreational facilities.

Others are; poor provision of consumable materials such as wood nails, wires, rods,

glues etc for student’s practicals; poor provision of qualified technical education

lecturers; and poor funding of technical education; gender biased TVET curriculum

materials. This study was conducted in a university setting that is different from a

youth polytechnic setting. Further, the researcher focused on female students while

this research was not gender specific.

In Kenya, Ndiritu (2012) investigated the determinants of enrolment in technical and

vocational training in vocational training centres in Nyeri County. A total of 277

respondents were conducted, comprising of 192 finalist’s students, 85 HODs and the

provincial youth training officer. The key revelations of the study showed that

insufficient and out-dated infrastructure, irrelevant courses, low academic

qualifications of trainers, inadequate trainers and negative attitudes of the parents

towards VTCs influenced enrolment of students in VTCs in Nyeri County. Ndiritu

however, paid no attention to government policies as a factor to consider in VTCs

enrolment by the youths.

Another research by Ronoh, Mutai, Koech and Kisilu (2014) aimed at carrying out a

comprehensive investigation of the factors that may have led to low enrolment

patterns in vocational training centres (VTCs) in Kenya. This research was carried

out in Kericho, Bureti and Bomet districts giving out a sample of 513 respondents.

The study found the following as courses of low enrolment pattern: lack of training

facilities, absence of qualified trainers, a mismatch of curriculum to the market

demands, poor management, demotivated instructors, absence of boarding facilities,

34
lack of water and electrical power supplies, negative picture created by the leaders,

lack of awareness on the importance of the training in VTCs and lack of proper role

models in the field. The study by Ronoh et al. (2014) was done immediately after

county governments were borne while this research will be conducted four years

later thereby presenting the actual situation.

Wanja (2015) assessed the influence of government interventions on student’s

enrolment of vocational training centres in Embu County. The study focused at a

target population of 126 respondents comprising of all the 98 Youth Polytechnic

instructors and 28 Youth Polytechnic managers from the 28 public Vocational

training centres in Embu County. The study found out that inadequate fund leads to

drop out from institutions, lack of training equipment and materials, inadequate

workers and non-payment of board of management instructors. Lack of physical

facilities has made it difficult to perform duties in the institutions. The vocational

training centres lacked managers and instructors with bachelors and masters degree

who could improve the quality of education in vocational training centres. There

were no regular assessments of vocational training centres by the department of

quality assurance and standards of the ministry of education or the county

government. The research by Wanja failed to look at how government policies

influence enrolment in vocational training centres, which this study investigated.

2.5.3 Bursary Provision Policy

The Taskforce on the Realignment of the Education and Training sector to the

Constitution (2010) provided a policy documents that guided the change of

education system in Kenya to align with the constitution of Kenya (2010). One of

the recommendations was that the government should be committed to expanding

35
access to education at all levels through abolishing school levies that discriminate

against poor households, review capitation grants to be in line with new inflationary

trends and reduce the cost of education (including VTCs) through provision of

learning materials and grants to institutions to cover their operational and

maintenance expenses. The report also recommended the establishment of

Department of Vocational and Technical Training at Ministry of Education to

review and set curriculum, setting admission criteria to TVET institutions and

support needed for effective provision of vocational education in counties. Shaibu

and Baki (2013) observed that there have been challenges of enrolment in technical

education in Nigeria due to gaps in implementation of policies related to funding,

resource distribution and access to all (equity and quality). This paper looks at the

contribution of bursary policy

2.5.4 Admission Criteria Policy

The Admission Criteria is contained in TVET Act No. 29 of 2013. This act

establishes the TVET management and administration system and sets out how the

provision of TVET is implemented across national and county government levels.

The ACT stresses the need for the development of dynamic responsive curricular to

upgrade life skills and transfer of technology through collaboration between TVET

and industries. The Act also establishes a TVET authority which is responsible for

registration, curriculum development, and quality assurance and certification

councils. Various research studies have been done in relation to admission criteria

policy and enrolment of learners in VTCs.

One study by Ochango (2014) focused on factors that determined equity and access

of youths to vocational training centres. The study was conducted in Kakamega

36
County. The descriptive research design guided the investigation. The sample for the

study included 230 YPs trainees, 62 tutors, 15 principals and 7 Sub County

vocational training officers. Data collected was through document analysis,

interviews and questionnaire. Ochango found out that youth polytechnics were

unevenly distributed across the County making accessibility by students difficult.

For instance, considering the distance, prospective female students could not access

them. The YPs did not admit students with special needs because they did not have

the competent personnel in addition to lack of adjustable resources to ensure

learning for disabled learners. The study was conducted in 2014 where amendments

on the TVET policy had not been made and therefore low implementation of

government policies relating to admission criteria, distribution of resources and

bursary schemes.

2.5.5 Cost Sharing and Access to education policies

UNESCO (2013) indicated that developing countries need to put more investment in

education and ensure that there is efficient management of education systems to

realise maximum impact of the limited funds allocated to the sector and measures

including cost saving and cost recovery be adopted. This is not exceptional to

technical education. In the book, titled ‘Review of Vocational Education’ Wolf

(2011) noted that when education becomes more of technical or science based the

cost per unit rises. Since the introduction of cost sharing however, most

governments in sub Saharan Africa seemed to look down up technical training sector

in favour of academic oriented educational sectors (primary, secondary and

universities).

37
Sessional Paper No. 1 of 2019 notes the existence of over 900 VTCs under county

governments in the country. The overall policy goal for the government is to ensure

that inclusive and equitable quality education and lifelong learning is provided to all

Kenyans as required through their basic constitution rights. This means that even

youths who fail to proceed with secondary education also have right to access

vocational training education as per the Sessional Paper. The paper however notes

that despite substantial allocation of resources, the TVET sub-sector still faced

challenges relating to access, transition, equity, quality and relevance this is because

government allocation to education sector almost doubled from 2010/11 to 2015/16

financial year. The paper indicates the imperative roles of stake holders including

parent/guardians role in funding TVET education through the cost sharing principle.

Nevertheless, the largest share of government expenditure on education went to

recurrent expenditure. However, the report failed to mention the contribution of the

government allocation towards the VTC sub-sector.

UNESCO (2013) stated that Kenya’s allocation of funds among the sub-sectors of

education is different when compared to Ethiopia and Tanzania. It allocates less to

primary school and more to TVET and secondary school. This shows that Education

for All has more meaning to Kenya than in the other countries. This is proven by the

government subsidy of Ksh. 15,000 per student in VTC as compared to Ksh. 10,000

per student in secondary school (Ronoh, Mutai, Koech & Kisilu, 2014).

Surprisingly, the impact of this huge allocation in relation to increased enrolment in

VTCs is yet to be established, which this study unearthed. This study looks at how

the policy contributes to enrolment in VTCs in Elgeyo-Marakwet County.

38
2.6 Summary of the Literature Reviewed

From the literature reviewed, it is clear that several studies have been carried out on

VTCs in relation to enrolment. Several studies have paid attention to cost of

education as a determinant contributing to enrolment in VTCs (Ngumbao, 2012;

UNESCO, 2013; Rono). However, this study would establish if cost was a

determinant after the county governments were given responsibility of funding

VTCs education from the year 2013. Several studies done in VTCs, focused on the

causes of low enrolment concerning perceptions, high cost, poor curriculum and low

quality grades (Gakio, 2012; Wangeci, 2013). This study paid attention to the

awareness levels by the youths about the existing financial support they can seek in

order to enrol in VTCs. Finally, there have been a lot of government’s efforts in

terms of developing policies to promote enrolment of youths in VTCs, such as the

progression structure of TVET, bursaries, special needs policies among others. The

study sought to find out government policies that were meant to be a motivating

factor to encourage youths to enrolment, have yielded a positive influence.

39
 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.0 Introduction

The chapter comprises of Research Design, Study Locale, Target Population,

Sampling Procedures and Sampling Size, Instruments of the Study, Reliability and

Validity of the Research Instruments, Data Collection Procedures, Data Analysis

and Ethical Considerations.

3.1 Research Design

A descriptive research design was used in this study. Descriptive survey research is

the systematic collection and analysis of data to answer questions about the status of

an education programme, project or activity (Oso & Onen, 2005). The use of

descriptive survey research designs permits use of interview, questionnaires and

document checklists (analysis) as instruments of data collection (Ogula, 2009). In

application, descriptive survey was useful because it enabled the researcher gather

opinions and information from a large population. The study collected information

from students, tutors, institutions principal and school leavers/drop-outs on

determinants of enrolment in public vocational training centres in Elgeyo-Marakwet.

The study independent variables for the study are the determinants while the

dependent variable is enrolment in vocational training centres.

3.2 Study Locale

The study was conducted in Elgeyo-Marakwet County. Elgeyo-Marakwet borders

Baringo on the East, Trans-Nzoia and West Pokot Counties on the North and Uasin-

Gishu County on the West (See Appendix IX). Most VTCs are based in rural areas

with exception of a few that are in urban centres like Iten, Tambach, Kapsowar,

40
Chesoi and Chepkorio towns. According to Education Report (2016), there has been

low transition rate to secondary, colleges and universities for most students in the

county, leading to under-utilisation of available vocational training centres. This

underutilisation has been seen whereby the total student enrolled in these institutions

is at 47.9% (1437) below the required capacity of 3000 youths (Elgeyo-Marakwet

County, Department of Education and Technical Training, 2018), hence for

conducting this research in Elgeyo-Marakwet County to establish the causes of low

enrolment in VTCs.

3.3 Target Population

The study population was 11 VTCs in the County. The Eleven (11) VTCs have been

operating for more than 5 years; therefore, it provided data about enrolment for a

considerable period. Eleven principals, 52 tutors, 1437 youths enrolled in VTCs in

the county and 20 school leavers formed the target population for this research. The

Principals were chosen because they are key informants and managers of the centres.

Tutors were selected considering that they are in charge of classes and youths

enrolled in VTCs were selected to provide more information with regard to

determinants of enrolment in VTCs. School leavers provided critical information as

to why they have not enrolled to these institutions. Table 3.1 shows the target

population for the study.

Table 3.1: Target Population

Respondent Number
Principals 11
Tutors / teachers 60
Youths (students) 1437
Primary school leavers 20

Total 1528
Source: Elgeyo-Marakwet County Department of Education and Technical Training
(2018)

41
3.4 Sampling Design

3.4.1 Sampling Procedures

In selecting respondents for the study, various sampling methods were used;

probability and non-probability sampling techniques. The probability sampling

methods were used to select tutors and regular students (stratified and proportionate

simple random sampling methods). The probability sampling methods ensures that

each participant has equal chance of being selected. Non-probability sampling

methods were used to select principals of VTCs (purposive sampling) and school

leavers (snowball sampling method). The description of how each respondent was

selected is done in the next paragraphs.

Ten principals from VTCs in Elgeyo-Marakwet County were selected to participate

in the research; because of their positions and the responsibilities that they held,

purposive sampling design was used to select them. According to Ogula (2009), in

this technique, the choice of sampling depends on the subjective judgement of the

investigator. Considering that the research sought to know the issues pertaining

enrolment, the principals were better suited to provide specific information they had

on determinants of enrolment in their institution.

Twenty school leavers were selected to participate in the research through use of

snowball sampling method. This is a non-random sample in which researcher

chooses one participant to be involved in the study from which the participants

identifies the next person (referral) to be involved in the study. This was done until

the nth (20th) school leaver was selected. School leavers were selected in this study

to provide information on pertinent reasons that made them not enrol in VTCs.

42
Students were selected using two sampling methods; stratified and proportionate

random sampling methods. The regular students were selected in this study to

provide information on how various determinants influenced their decision to join

VTCs. At first, the students were categorised into various sub-counties to which

their institutions were based at through stratified sampling method. The following

strata of students were formed; Keiyo South, Keiyo North, Marakwet West and

Marakwet East showing each sub county population of students in VTCs.

Thereafter, the selection of the student(s) to be involved in the sample was done

through use of proportionate random sampling technique. The number of students in

the VTCs in the stratum (1 Sub County) were put in a container and mixed

thoroughly. The researcher started drawing one by one until the required sample was

attained. This method ensured that the sample selected was equal to the proportion

of their strata in the whole county. The same procedure was repeated for the other

three sub counties. These two methods of sampling ensured that each student had an

equal chance of being selected.

Tutors were selected using two sampling methods; stratified and proportionate

random sampling methods. The tutors were selected to provide information on their

experiences with regard to various determinants affecting enrolment of students in

their institutions. Stratified sampling method was first used to categorise tutors into

various sub counties that they came from South, Keiyo North, Marakwet West and

Marakwet East showing each sub county population of tutors in VTCs. Thereafter,

the selection of the tutor(s) to be involved in the sample was done through use of

proportionate random sampling technique. The number of tutors in the VTCs in the

stratum (1 sub county) were put in a container and mixed thoroughly. The researcher

43
started drawing one by one until the required sample was attained. This method

ensured that the sample selected was equal to the proportion of their strata in the

whole county. The same procedure was repeated for the other three sub counties

until a sample of 52 tutors was attained. These two methods of sampling ensured

that each student had an equal chance of being selected.

3.4.2 Sample Size

The sample size of this research was determined by using the formula by Role

(2013). Because the sample size for the study was too large (tutors and students),

sample taken acted as a representative of the whole population based on statistical

formulae provided by Role (2013);

Where

n=sample size

N=population size

E=margin of error (e<0.05)

For instance, the sample size for, principals, tutors and students was calculated as:

Therefore, the final sample size consisted of 10 principals, 20 school leavers, 52

tutors and 312 students (youths) from Elgeyo-Marakwet County.

44
3.5 Research Instruments

The study employed the use of questionnaires and interviews schedules as tools used

to gather information from the respondents sampled.

3.5.1 Questionnaire for Tutors

The questionnaire for tutors had questions that were structured in line with the

objectives of the study. Section A covered demographic questions, Section B had

questions on VTCs costs, Section C contained questions on youth awareness level

on existing funding sources and Section D had questions on government policy on

enrolment. It was an open and close-ended questionnaire. The close-ended questions

involved yes/no/sometimes answers while others were constructed on a scale of five:

1- Strongly Disagree to 5-Strongly Agree as shown in Appendix II. The use of

questionnaires enabled the researcher to get a lot of information from the tutors like

their opinions, views, perceptions and feelings on determinants of enrolment.

Further, the questionnaire enabled collection of information from a large group of

respondents at a shorter period of time. It also facilitated collection of qualitative

and quantitative data at the same time.

3.5.2 Questionnaires for Students

The researcher also developed questionnaires for students to get their opinion on

determinants of enrolment in vocational training centres. This questionnaire was

structured according to the objectives of the study. Section A covered demographic

questions, Section B had questions on TVET costs, Section C contained questions

on youth awareness level on existing funding sources, Section D had questions on

government policy on enrolment. Appendix III presents the questionnaire for

students enrolled in VTCs. The use of questionnaires enabled the researcher to get a

45
lot of information from regular students on various determinant’s that contributed to

their decision to enrol in VTCs. Moreover, the instrument enabled collection of

information from a large group of respondents at a shorter period. It also facilitated

collection of qualitative and quantitative data at the same time.

3.5.3 Interview Schedules for VTCs Principals

The principals who were in control of vocational training centres had interview

schedule prepared for them. The reason of choosing an interview technique was to

get qualitative data. It captured the meaning beyond the words as respondents can

express themselves through gestures. The interview consisted of questions relating

to the objectives of the study as shown in Appendix V. The interview schedule was

semi-structured to allow probing of more questions relating to the study objectives

during interview. The information from interview was used to collect additional

information that could not be captured when using other instruments.

3.5.4 Interview Schedules for School dropout/school leavers

The research also prepared an interview for selected school leavers. The reason of

choosing an interview technique was to get qualitative data on what caused them not

to enrol in VTCs. Interviews assist to capture the meaning beyond the words as

respondents can express themselves through gestures. The interview consisted of

questions relating to the objectives of the study as shown in Appendix VI. The

interview schedule was semi-structured to allow probing of more questions relating

to the study objectives during interview. The information from interview was used to

collect additional information that could not be captured when using other

instruments.

46
3.6 Piloting

The pilot study enabled the researcher find out whether the respondents understood

the questions in the expected way and if they would deliver the information required

appropriately as it appeared on the questionnaire and interview schedule. A pilot

study was undertaken in a neighbouring vocational training centres in Uasin County

(Moiben Sub County) where 2 principals, 10 tutors and 10 students from the

institutions participated. The number was appropriate, as the researcher was able to

get sufficient information. Moiben Sub County was chosen because it borders three

Elgeyo-Marakwet County Sub counties; Marakwet West, Keiyo South and Keiyo

North. The researcher to ascertain the suitability and clarity of information in the

instrument used the feedback from the pilot study. In addition, the researcher was to

find out whether the information being sought is in agreement with the questions,

find out if correct language was used and content validity of the instrument.

Furthermore, the pilot test helped to know the amount of time that one respondent

took to finish answering the research questions.

3.7 Validity of Research Instruments

The instruments used in the study were forwarded to a team of experts (preferably

supervisors) in department of Educational Management Policy and Curriculum

Studies at Kenyatta University to evaluate the validity. Both face and content

validity were assessed. The experts were issued with the instrument to provide their

input and suggestions on whether the research instrument reflected the study

objectives. They provided their feedback and the issues raised were acted upon by

the researcher before the instruments were taken for reliability and field data

collection.

47
3.8 Reliability

Reliability of the research questionnaire was determined by test retest technique to

establish if the instrument would produce similar findings within the two periods.

The researcher administered questionnaires and after a period of two weeks, the

researchers got back to the same groups of people and same research instrument

given to them. From the correlation scores on the two scales, the reliability was then

estimated. If the measures are at the interval or ratio level, Pearson or correlation

coefficient is normally used. The benchmark for reliability determination scores was

set above 0.6 as recommended by Ogula (2009). The obtained R-values were above

0.6 for the three questionnaires making the instrument to be reliable. Detailed results

are given in the appendices.

3.9 Procedures for Data Collection

The researcher got research permission from National Commission for Science,

Technology and Innovation (NACOSTI) and principals of 11 VTCs under study.

The researcher visited the vocational training centres for familiarisation,

introduction, distribution and collection of questionnaires. The researcher also

delivered the questionnaires to the respondents. Both primary and secondary data

were also collected. The school documents provided the secondary data, while the

interviews schedule and questionnaires were used to collect primary data. The

principals were interviewed using some set of questions prepared by the researcher

guided by the research objectives. The questionnaires for tutors and students were

administered in their institutions during break, lunch and games time by the

researcher. The researcher identified school leavers who assisted in identification of

the rest and they were interviewed for triangulation purposes.

48
3.10 Data Analysis and Presentation

After the data was collected from the field, it was edited, coded, categorised and

tabulated. Editing of data was important because it helped detect errors and

omissions and ensure that the correct data was prepared for tabulation. The data

obtained from open-ended questionnaires items and interviews were put together

under broad themes. Quantitative data was coded and entered in electronic

programme with the help of Statistical Product and Service Solutions (Version 20.0)

computer software. Analysis of entered data was performed through use of

descriptive and inferential statistics. To answer research questions, descriptive

statistics used included means, percentage and standard deviation. Further,

inferential statistics; Analysis of Variance (ANOVA) was computed to test the null

hypothesis at 95.0% significant level. This was performed to establish if there

existed similarities or differences between students and tutors on determinants of

enrolment in VTCs. Analysed data is presented in the next chapter in form of tables,

pie charts, graphs and narrations for qualitative data from interviews.

3.11 Ethical Considerations

Ogula (2009) defined ethic as the concern with right and wrong. Kothari (2004)

stated that research ethics is a system of acceptable behaviour that a researcher

should show when planning and while conducting research. The following ethical

issues were considered when conducting the research. Primarily, there was an

introduction letter to the respondents on what the research is all about. Secondly,

anonymity and confidentiality of the respondents who participated in the study was

observed. The researcher observed decorum.

49
 CHAPTER FOUR

PRESENTATION OF FINDINGS, INTERPRETATION AND DISCUSSION

4.0 Introduction

The aim of this study was to establish the determinants of enrolment in public VTCs

in Elgeyo-Marakwet County, Kenya. The independent variables for the study were;

cost of VTC education, awareness level of funding sources and government policies

on VTCs. The dependent variable for the study was enrolment of students in

vocational training centres.

The chapter begins by describing the demographic information of respondents in

order to understand their background characteristics. The study findings are

presented according to the objectives of the study where both quantitative and

qualitative responses from the various research instruments were used. In addition,

the chapter captures respondents’ views on measures of improving enrolment of

youths in VTCs.

A total of 312 questionnaires were issued to students by the researcher in their VTCs

in the month of September 2019 and 309 were successfully returned representing

99.03%. Further, 20 sessions of interviews were successful conducted with school

leavers. Moreover, 52 questionnaires issued to tutors were successfully returned and

7 interviews with principals of VTCs were successfully conducted all representing

100.0% response rate. Therefore, the response rates for the four research tools used

were considered to be high and representative in answering the study research

questions. Analysis of data has been through descriptive statistics; frequencies,

percentages, mean and standard deviation. The mean and standard deviation

50
statistics have been computed to check whether the means of tutors differed or were

similar to those of students. In addition, analysis of variance is computed to check if

obtained means of students and tutors were different or similar in order to test

hypothesis.

4.1 Demographic Characteristics of Respondents

This section presents the distribution of respondents; school leavers, students

enrolled in VTCs, tutors and principals based on their gender, age bracket,

educational qualifications, and parental source of income and work experience. The

presentation of the demographic information of respondents is divided into; students

VTCs, school leavers, teachers and principals. Both school leavers and students

were asked to state their gender. The results are as presented in Table 4.1.

Table 4.1: Distribution of Regular Students and School leavers according to

Gender
Variable School leavers Students in VTCs
Frequency Percent Frequency Percent
Gender Male 15 75.0 180 58.3
Female 5 25.0 129 41.7
Total 20 100.0 309 100.0
Source: Field Data (2019)

Table 4.1 shows that 15 (75.0%) of school leavers who participated in the study

were males while 5 (25.0%) were female. On the students in VTCs, 180 (58.3%)

were male while 41.7% were female. The results shows that the male proportion of

students enrolled in VTCs were more than females. This is in agreement with

several studies done by Adelakun, Oviawe and Barfa (2015) in Nigeria and Wanja

(2015) study in Embu County that indicates that female in VTC are fewer than their

51
male counterparts. VTCs courses attract males compared to girls and it could explain

the trend. Nevertheless, interview with principals of VTCs said that they have

recorded increased enrolment of girls undertaking various courses. This finding

coincides with Muthima (2015) who found out that most of workers employed in

industries (75.0%) studied in technical training institutions in Thika were male

compared to female. Nevertheless, there is an improvement in enrolment of girls

from the year 2015 to date (2019) implying that more females are attracted to

vocational training courses and this could be through national and county

government efforts of creating awareness on the importance of TVET in Kenya. For

those who fail to enrol in secondary schools, universities and TVET institutions,

they are given opportunity to pursue courses in VTCs. In Busia County, Mayabi

(2014) research indicated that the county government had made efforts to ensure that

equal chances were provided for both male and female applicants in admission in

vocational educational training institutions.

The regular students together with school leavers were also asked to provide their

age category. The results are shown in Table 4.2

Table 4.2: Distribution of Regular Students and School Leavers based on Age
Variable Students in VTCs School leavers
Frequency Percent Frequency Percent
Age 14yrs and below 1 .3 0 0.0
bracket 15-18yrs 152 49.2 4 20.0
19-21yrs 71 23.0 9 45.0
22yrs and above 85 27.5 7 35.0
Total 309 100.0 20 100.0
Source: Field Data (2019)

52
Table 4.2 indicates that close to half 152 (49.2%) of students in VTCs are aged 15-

18 years, 71 (23.0%) between 19-21 years and 85 (27.5%) over 22 years. This shows

that considering the age bracket half of the students are aged 15-18 years, which

could imply that they are the ones who either failed to proceed to secondary school.

For school leavers, 4 (20.0%) were aged 15-18 years, 9 (45.0%) were aged 19 – 21

years and 7 (35.0%) were aged 21 years and above. Again, TVET education is

flexible as anyone can join in any time. This is according to ministry of education

task force on the re-alignment of the education sector to the constitution of Kenya

2010 towards a globally competitive quality education for sustainable development

(2012) report.

Data from school leavers also reveal that majority 15(75.0%) aged more than twenty

two years. This therefore, shows that the proportions of school leavers are those who

are more than 19 years and above. They could be among those who in one way

finished form four but were unable to secure chance to join tertiary colleges or

universities. World Bank (2014) survey on Kenyan found out that the target group of

VTCs are youth aged 15 to 30 with a KCPE or equivalent (including non-formal

education).However, KCSE holders are admitted. This shows that despite not being

in school, the school leavers can also be admitted again if the determinants of

enrolment are addressed.

Further, the students were asked to indicate the occupation of their parents. This is

because it can provide background information on their income level and capacity to

raise adequate amount of fees. The findings are illustrated in Table 4.3.

53
Table 4.3: Distribution of Regular Students and School leavers based on
Family/Guardian Occupation
School leavers Regular Students in VTCs
Variable Frequency Percent Frequency Percent
Occupation Peasant farmer 20 100.0 190 61.5
of parent / Employed 36 11.7
guardian Business 77 24.9
Not working 5 1.6
Self employed 1 .3
Total 20 100.0 309 100.0
Source: Field Data (2019)

In Table 4.3, all school leavers 20 (100.0%) and most regular students 190 (61.5%)

reported that their parents/guardians are peasant farmers, 36 (11.7%) of students

indicated that their parents were employed, 77 (24.9%) said their parents engaged in

business, 5 (1.6%) said their parents were not working and 1 (0.3%) said their

parents were in self-employment ventures. The above result implies that both regular

students and school leavers’ parents were peasant farmers. Kitui (2015) explained

that the capacity of parents to raise fees for their children to enrol in TVET was

influenced by their occupation and income level and they were found to be peasant

farmers in Bungoma East Sub County.

Further, when school leavers were asked to indicate what they are currently doing

for a living, 11 (55.0%) were engaged in small business, 3 (15.0%) said that they

were self-employed and 6 (30.0%) were engaged in farming activities. During

interview with school leavers, the research found out that 6 were involved in

motorbike business (boda-boda), 3 worked as pool table attendants (gaming), 4

performed casual jobs, 4 worked in the transport industry as conductors (touts) and 4

54
worked in hotels as waiters. Therefore, the businesses and work that school leavers

were engaged in did not relate with courses that were offered in public vocational

training centres in the county.

The students were also asked to indicate the kind of courses that they were

undertaking in their institutions. This is because the courses offered at different VTC

could dictate the number of students enrolling in such particular institutions (Ronoh

et al., 2014). The results are given in Table 4.4.

Table 4.4: Courses undertaken by Students in VTCs

Course Frequency Percent
Garment Making 50 16.2
Building and Technology 48 15.5
Electricals / Electronics 46 14.9
Food Processing Technology 42 13.6
Plumbing / Pipe Fitting 38 12.3
Motor Vehicle Mechanics 38 12.3
Hairdressing and Beauty Therapy 27 8.7
Carpentry and Joinery 9 2.9
Leatherwork 5 1.6
Metal Processing Technology 4 1.3
IT/ICT 2 .6
Total 309 100.0
Source: Field Data (2019)

Most courses that were undertaken by students in the VTCs in the county were

garment making 50 (16.2%), building technology 48 (15.5%), electrical/electronic

46 (14.9%) and food processing technology (42 (13.6%). However, not all courses

were offered in all the VTCs as some had fewer courses (Kiplabai VTC in Marakwet

West Sub County with 3 courses) while others had almost all courses (Chepkorio

55
VTC in Keiyo South Sub County with 9 courses). In agreement with the study

results, Harmory et al. (2013) stated that some courses were more favourable with

students undertaking studies in VTCs such as; (i) construction and related trades,

(ii) textiles and tailoring, (iii) mechanics and driving, (iv) beauty and (v) computers /

secretarial / business courses. This shows that a variety of courses are offered for

youths in VTCs in Elgeyo-Marakwet county that are similar to what happens in

other parts of Kenya as established by Harmory et al. (2013). The VTCs appears

also to have tailored their programmes to achieve the Kenya Vision 2030 as

recommended by Douglas Odhiambo (2012) taskforce report on realignment of

technical education sector which recommended training programmes to be designed

based on the following five broad areas; science, engineering and technology (1),

applied sciences (2), business management (3), hospitality management (4) and

entrepreneurship and innovation (5). In relation to the study variables, Gakio (2012)

research in Isiolo County established that relevance of the courses affected

enrolment of trainees in the VTCs to a moderate extent.

The study also collected demographic information from tutors based on their gender

profile, age bracket, level of education and work experience. The findings of

analysis are presented in Table 4.5.

56
Table 4.5: Demographic Information of VTC Tutors
Frequency Percent
Gender Male 32 61.5
Female 20 38.5
Total 52 100.0
Age Bracket Below 29 years 5 9.6
30-34 years 6 11.5
35-39 years 12 23.1
40 years and above 29 55.8
Total 52 100.0
Level of Diploma 37 71.2
Education Degree/Graduate 9 17.3
Certificate 2 3.8
Postgraduate diploma 2 3.8
Grade I 2 3.8
Total 52 100.0
Work Less than 5 years 12 23.1
Experience 6-10 years 20 38.5
11-15 years 8 15.4
16 years and above 12 23.1
Total 52 100.0
Source: Field Data (2019)

Table 4.5 shows that most 32 (61.5%) of tutors in VTCs in Elgeyo-Marakwet

County are male while 20 (38.5%) were female. This means that the distribution of

teaching positions in public VTCs attracts more of male tutors compared to female

due to the nature of courses that are offered there. This finding is supported by

Wanja (2015) research in Embu county that found out that 42 (62.7%) instructors in

VTCs were male and 25 (37.3%) were male. In addition, Mayabi (2014) research in

Busia county found out that 13 (75.0%) of instructors were male and 4 (25.0%) were

57
female. Secondly, it can be observed that 29 (55.8%) of tutors were aged more than

40 years, 12 (23.1%) were aged 35 – 39 years, 6 (11.5%) were aged 31-34 years and

5 (9.6%) were aged 30 years and below. This shows that most 41 (78.9%) instructors

were middle aged (35 years and above). Result is different from what Wanja (2015)

established in Embu county where most (70.2%) tutors were young (below 40

years).

Tutors’ level of education reveal that 37 (71.2%) had diploma level of education.

This means that most tutors had attained the minimum (diploma) level of

qualification required to teach and provide instruction in public VTCs as outlined in

TVETA guidelines. In contrast to the study results, Kitui (2015) found out that most

tutors in Bungoma East Sub County VTCs had certificate level of education and this

affected their ability to offer quality instruction in classroom. The same was

observed in Nandi County by Metto (2015) who established that most 12 (71.0%) of

instructors in VTCs had Certificate and Trade Test III professional qualification

level. This shows an improvement in education level for tutors in Elgeyo-Marakwet

County who appear to have attained higher education level than those from other

counties. The argument by Kitui (2015) suggests that learners’ regular attendance to

school could be influenced by their tutors’ level of education. This could also mean

that potential students are attracted by the quality of the teaching force available in

public VTCs. Another interpretation of this finding is that students willing to study

certain courses cannot be able to enrol in certain VTCs because of unavailability of

tutors with such competencies. This information coincide with Ronoh et al. (2014)

findings that showed that 127 (77%) of students agreed that availability of

competent training staff plays a major role in their enrolment decision in VTCs. This

58
was also evidenced by Gakio (2012) in Isiolo County where instructors’

qualifications affected enrolment rates polytechnics to a great extent.

On tutors work experience, research results shows that 20 (38.5%) had taught for a

period of six to ten years whereas 12 (23.1%) were found to have taught for less than

five years. Nevertheless, it can be seen that most tutors 40 (77.0%) have taught for

more than five years and therefore, are in a better position to inform on determinants

of enrolment in their VTCs for a considerable period of time. This agrees with

Hamory et al. (2013) study on Kenyan technical and vocational training institutions

instructors had more than four years of teaching experience therefore, capable of

implementing the curriculum. In addition, Metto (2016) found out that majority of

instructors in Nandi county VTCs were capable to teach. This may also imply that in

recent years, more attention has been given to VTCs hence could in one way or

another contribute to enrolment.

4.2 Cost of Vocational Education and Enrolment in Public VTCs

The first objective was to establish if cost of vocational education contributed

enrolment of students in public vocational training centres in Elgeyo-Marakwet

County. The study collected data from interview and questionnaires. Tutors and

students enrolled in VTCs were asked to state the amount that was charged by VTCs

for students to enrol in terms of tuition fees in the year 2019. Their feedback is

presented in Table 4.6.

59
Table 4.6: Amount of Fees Charged per Student in VTCs
Tutors Students
Fees charged Freq. Percent Freq. Percent
Less than 5,000 6 1.9
5,001-10,000 10 19.2 61 19.7
10001-15000 21 40.4 79 25.6
15001 & above 21 40.4 157 50.8
No fee 6 1.9
Total 52 100.0 309 100.0
Source: Field Data (2019)

According to 42 (80.8%) of tutors, each student in their institutions pay more than

Ksh. 10,000/= in public VTCs as fees. This information is corroborated by 236

(76.4%) of students indicated the same amount of fees. However, during interviews,

8 (40.0%) of school leavers were not aware of the amount of fees charged in VTCs,

3 (15.0%) said that they had partial information and 9 (45.0%) were found to be

aware. Out of the 12 (60.0%) who were partially and fully aware of the fees charged,

7 (35.0%) said that the fee ranged between Ksh. 15,000-20,000, 3 said that they

knew fees was Ksh. 10,000/= and above while 2 (10.0%) said that fees were more

than Ksh. 20,000/=. This shows that not all school leavers were aware of the fees

charged and those who were aware indicate the value to exceed Ksh. 10,000/=. In

line with the study results, Wangeci (2013) who established that levies charged in

public VTCs in Nyeri South Sub County exceeded Ksh. 10,000/= and were a key

factor that affected enrolment. This is different from Mayabi (2014) research that

found out that county government of Busia had subsidised the cost of VTCs where

students had to pay Ksh. 4,500 per year. However, even despite tuition fee being

60
subsidised, 13 (75.0%) were unable to pay on time. Awareness of the fees charged is

a critical factor, which could influence decision to join VTCs, or not.

The students in VTCs and tutors were asked to indicate their level of agreement or

disagreement on whether cost of vocational education contributed enrolment in

VTCs through the Likert scale measured through the following range for easier

analysis and comparison; Strongly Disagree (1.0-1.44), Disagree (1.45-2.44),

Unsure (2.5-3.44), Agree (3.5-4.44) and Strongly Agree (4.5-5.0). Their responses

are presented in Table 4.7.

Table 4.7: Respondents View on whether Cost of vocational education

contribute to Enrolment in VTCs
(Regular students n=309 & tutors n=52)
Students Tutors
Statement Mean SD Mean SD
The amount of fees charged per 3.8026 1.35675 3.9808 1.07540
year contribute to enrolment of
learners in this VTC because it is
high
I had challenge in raising the 3.6570 1.17556 n/a n/a
amount of fees required for me to
enrol in VTC
Capacity of parents / guardians to 3.6926 1.36965 4.0769 1.00676
pay fees contributed to my
decision not to enrol
The distance to the nearest VTC 2.9482 1.36892 2.7500 1.29668
contributed to my decision to
enrol as a result of transport cost
Source: Field Data (2019)

61
Table 4.7 data revealed that when asked as to whether amount of fees charged per

year contributed enrolment, all respondents in the following order agreed; tutors

(M=3.98 , SD=1.07) and students (M=3.80 , SD=1.35). This is because 42 (80.8%)

of teachers agreed that fees charged was a hindrance to learner enrolment in VTCs.

During interview, the school leavers provided varied responses with regard to

contribution of fee charged in VTCs on enrolment; 12 (60.0%) said that fee amount

discouraged their enrolment, 6 (30.0%) said that it encouraged enrolment while 2

(10.0%) were not committal.

On the other part, 15 (75.0%) of school- leavers agreed that the fee charged VTCs

contributed to their decision not to enrol with only 2 (10.0%) being undecided and 3

(15.0%) disagreeing. The result shows that the amount of fees that was charged in

vocational training centres is one of the main determinants contributing to enrolment

by students from the respondents who participated in the study. This means that the

cost of vocational education in relation to amount of fees charged contribute to

enrolment of students in VTCs in Elgeyo-Marakwet County. This was also evident

by Shaibu and Baki (2013) who found out that tuition fees affected enrolment of

youths in vocational training programme in Nigeria. Even in Nandi County, Metto

(2016) research found out that 14 (83.0%) of instructors said that the below capacity

enrolment in VTCs was because of fees availability.

Secondly, when students enrolled in VTCs were asked whether they had a challenge

in raising the required fees most students 224 (72.5%) agreed, with the statement.

The descriptive data showed that most regular students agreed with the statement

(M=3.67 , SD=1.17). Most 15 (75.0%) of school- leavers agreed that they faced a

challenge in raising fees required. This implies that the inability by students or their

62
parents’ students to raise fees by themselves is a factor hindering enrolment in

vocational training centre. Results coincide with Ronoh et al. (2014) research in

Bureti, Kericho and Bomet that established that lack of fees hindered enrolment in

youth polytechnics as most prospective students came from poor financial

backgrounds. Considering most households rely on agriculture as a source of

income, income appears not to be adequate to ensure they enrol in school as reported

by 2 principals who were interviewed.

Thirdly, 210 (67.9%) of regular students agreed that capacity of their

parents/guardians to pay school fees contributed to their decision to enrol in schools.

This statement was also supported by 45 (86.5%) of tutors who agreed that ability to

pay fees by parents/guardians largely contributed to enrolment of students in VTCs.

This means that tutors (M=4.07 , SD=1.00) and regular students (M=3.69 ,

SD=1.36) all agreed that capacity of parents or guardians to pay school fees

contributed to potential students decision to enrol in public vocational training

centres in Elgeyo-Marakwet County (EMC). Findings from school leavers showed

that 15 (75.0%) did not enrol in VTC because their parents/guardians were unable

and only 4 (20.0%) said that other factors apart from parents/guardians capacity

influenced their decision not to enrol. The result may mean that capacity of most

households to pay VTCs fees was a factor contributing to low enrolment.

Considering the poverty level by a majority of household as reflected in County

Integrated Development Plan [CIDP] (2018-2022) are not in a position to raise the

required fees for their students to enrol in public vocational training centres in the

study area. This finding coincides with Kitui (2015) who found out that majority of

parents 119 (90.8%) had difficulties in raising the required fees to enable their

63
children enrol in VTCs in Bungoma East Sub County. This was because the level of

parental income affected their children enrolment levels. In addition, Gakio (2012)

research in Isiolo County established that 52.9% of the respondents indicated that

financial status of the trainees’ families was contributing to enrolment rates in the

youth polytechnic to a great extent. This means that capability of the students’

families to cater for fee was contributing to prospective youth enrolments.

Fourthly, 33 (63.4%) of tutors disagreed that location of the VCT contributed to low

enrolment of students because of transport costs. Further, 141 (45.6%) of regular

students disagreed that distance to the nearest VTC contributed to their decision to

enrol because of transport cost. Only 134 (43.4%) agreed that location of the VTC

was a hindrance to enrolment of students in their institutions. Descriptive result

show that regular students (M=2.94 , SD=1.36) and tutors (M=2.75 , SD=1.29)

were undecided on the statement that distance to the nearest VTC contributed to the

enrolment in such institutions. Data from school leavers showed that 15 (75.0%) of

them agreed that distance was a factor that informed their decision not to enrol in

vocational training centres in EMC. Similar to the study results, Ochango (2014)

research from Kakamega County found out that distance to the VTC centre was one

of the hindrances to female youth enrolment and access to vocational education. The

distance was also cited to contribute to high number of dropouts from regular

students already enrolled in such institutions. This shows that to some students, the

distance to go to the nearest VTC centres makes it impossible to seek admission

because most of them do not have boarding facilities. This information was

explained in detail by one school leaver who reported that:

“Some polytechnics are located far away from home therefore contributing
to my decision not to join.”

64
Only Chepkorio and Iten VTCs were found to have boarding facilities when

researcher was performing interviews with principals. During interview with some

school leavers (6), they mentioned that lack of accommodation facilities in some

VTCs discouraged them to enrol due to additional cost of seeking accommodation,

for some of potential students affecting their enrolment. Transport costs associated

with daily movement to the VTC appears to hinder some students from enrolling in

the said institutions as indicated by some school leavers (3) who were interviewed.

This finding coincides with Kinara (2014) research among TVET institutions where

the location of institutions contributed to technical efficiency of those institutions,

which was depicted by the enrolment rate. This is because TVET institutions located

in urban areas from Kinara study had a higher accessibility by students compared to

those located in rural areas.

Further, the researcher computed the average mean values for the tutors and students

ratings of how cost of vocational education and training contributed to enrolment in

VTCs. The scale used was: Strongly Disagree (1.0-1.44), Disagree (1.45-2.44),

Unsure (2.5-3.44), Agree (3.5-4.44) and Strongly Agree (4.5-5.0). The descriptive

results for the responses are given in Table 4.8.

65
Table 4.8: Descriptive Data on Cost of Vocational Education from Students and
Tutors
(Regular Students n=309 & Tutors n=52)

N Mean Std. Std. 95% Confidence

Deviation Error Interval for Mean
Lower Upper
Bound Bound
Students 309 3.5498 .79334 .04513 3.4610 3.6386
Tutors 52 3.6000 .83689 .11606 3.3670 3.8330
Total 361 3.5571 .79876 .04204 3.4744 3.6397
Source: Field Data (2019)

Mean values in Table 4.8 shows that tutors (M=3.60, SD=0.83) and students

enrolled in VTCs (M=3.57, SD=0.79) who appear to marginally agree (cut off point

3.5) that cost of vocational education contribute to enrolment of students in their

institutions. This finding coincide with Gakio (2012) research in Isiolo county that

showed that most respondents agreed that cost of vocational training contributed to

low enrolment rates in VTCs.

The first null hypothesis stated that:

H01 There is no significant difference in respondents (tutors and students) view

on Cost of Vocational Education contribution to enrolment in VTCs

To test the hypothesis, a one-way analysis of variance was computed at 95.0% level.

Results are given in Table 4.9.

Table 4.9: ANOVA on Cost of Vocational Education

Sum of Squares Df Mean Square F Sig.
Between Groups .112 1 .112 .175 .676
Within Groups 229.572 359 .639
Total 229.684 360
Source: Field Data (2019)

66
Results from Table 4.9 show that at 95.0% confidence level are (F=0.175, p=0.676),

the computed p-value is 0.676, which is higher than the critical p-value of 0.05

leading to the acceptance of null hypothesis (p>0.05). The study therefore concludes

that there exist no significant difference in tutors and students views on cost of

education and enrolment in VTCs in Elgeyo-Marakwet County from regular

students and tutors responses. This means that regular students and tutors agree

(have a common opinion) that cost of vocational education contribute to enrolment

in public VTCs. This is because the mean of regular students and tutors were above

3.5 (Refer to Table 4.8). This finding coincide with Ayonmike (2014) research in

Nigeria that found out that introduction of higher user charges or fees increased

educational costs to families in terms of higher school fees payment contributed to

low enrolment in technical vocational education.

When asked to indicate other factors contributing to enrolment of learners in VTCs,

tutors said that lack of funds for purchase of personal effects despite receiving

tuition support was a factor 6 (11.5%). Further, 12 (23.1%) of tutors said that there is

a negative attitude that the society has towards students enrolled in VTCs. They are

seen as failures. This also has contributed to low enrolment. Early pregnancies with

early marriages were also blamed by 11 (21.2%) of tutors as hindrance to increased

enrolment in VTCs in Elgeyo-Marakwet County. In agreement with the tutors’

responses, Wangeci (2013) found out that attitude played a significant role in

contributing to enrolment levels of students in VTCs in Nyeri South Sub County.

Besides, Itohan (2017) found out that most people were yet to understand the

meaning, scope and content of technical education in Nigeria. They perceived it as

education for the handicapped, never-do-well, or education for those who cannot

67
cope with the sciences and social sciences. This means that change needs to take

place so that they can embrace vocational training for their children.

4.3 Level of Awareness of Existing Sources for Financing Vocational

Education and Training in Elgeyo-Marakwet County

The second objective of the study was to establish the level of awareness by

respondents on existing source of financing vocational education and training among

students in Elgeyo-Marakwet County. The study collected data through

questionnaires from teachers and regular students while interviews were for

principals and school leavers. Tutors and students were asked to provide their level

of awareness of existing source for financing Vocational education and training in

Elgeyo-Marakwet County. The following Likert scale determining level of

awareness was used based on the following values; highly aware (4.5-5.00), aware

(3.5-4.4), moderately aware (2.5-3.44), slightly aware (1.5-2.44) and not aware (1.0-

1.44). The result is presented in Table 4.10.

68
Table 4.10: Level of Awareness on Existing Sources for Financing of Vocational
Education and Training
(Regular Students n=309 &Tutors n=52)
Students Tutors
Statement Mean SD Mean SD
Parents /guardian support 4.0291 1.11183 4.4038 .84621
County government allocation / support 3.1618 1.52885 4.0769 1.16898
National government support 2.8123 1.54910 4.3077 1.03920
Income generating programmes 2.1845 1.46217 2.7692 1.33747
Donors 2.1942 1.52293 2.0385 1.39974
Well wishers 2.2136 1.53096 2.4423 1.43368
Religious institution 2.6311 1.54367 2.7500 1.59503
Private business 2.0324 1.43436 1.5962 1.17590
Bursaries from CDF 3.0485 1.58961 4.3846 1.10531
Scholarships 2.1683 1.52389 2.6731 1.77920
Instructional resource funding e.g. 3.4693 1.30055 3.3269 1.49143
Prior information on existence of VTCs 3.2621 1.43446 3.7308 1.35929
Source: Field Data (2019)

Table 4.10 result show that 29 (55.8%) of tutors were highly aware and 157 (50.8%)

of regular students were aware that parents and guardians contributed much in

terms of school fees for VCT. Therefore, students (M=4.02 , SD=1.11) and tutors

(M=4.40 , SD=0.84) were found to be aware of existence of parental support

towards supporting their children enrolled in VTC. This shows that parents were the

ones mainly supporting their children in VTCs. This finding agrees with Kitui

(2015) who found out that 90 (68.7%) of students’ fees were paid by their parents in

vocational training centres in Bungoma County. This is similar in Busia county,

where Mayabi (2014) found out that 91 (56.3%) of trainees fees came from family

members and guardian. This showed parents/guardians had an obligation of paying

fees for their children in VTCs.

69
Secondly, 132 (42.7%) of regular students were aware while 86 (27.8%) were not

aware at all on county government support towards VTC. On the tutors perspective,

18 (34.6%) were aware and 24 (46.2%) were highly aware of the county government

allocation / support towards the VTCs in the county. This result show disparity in

the level of awareness where tutors appeared to be aware (M=4.07 , SD=1.16) of the

county government and allocation support towards revolutionising vocational

training. In comparison to, they were moderately aware (M=3.16 , SD=1.52). This

means that tutors appear to have information on the level of support that county

government provides to VTCs but this information was not clear to students and

could in one way or another contribute to high or low enrolment in VTCs.

Most 29 (55.8%) of tutors were highly aware of national government support

towards VTC. However, 115 (37.2%) of regular students were aware while 114

(36.9%) were not aware at all on the existence of national government support

towards VTCs. It can be seen here that most tutors (M=4.30 , SD=1.03) appear to be

aware and students (M=2.81 , SD=1.5) moderately aware based on the mean and

standard deviation scores. The result is somewhat different from Mayabi (2014)

research in Samia, Busia county where most students 89 (55.0%) appeared to know

government support towards vocational training centres.

Further, in terms of the level of awareness on existence of donors support in VTCs,

majority 180 (58.3%) of students were not aware at all. This view was supported by

31 (59.6%) of tutors who were also not aware of existence of donor support for

VTCs. This may imply that donor support for VTCs in the county was slightly low

as perceived by regular students (M=2.19 , SD=1.52) and tutors (M=2.03 ,

SD=1.39. This implies that the level of awareness with regard to donor support for

70
vocational education and training is low among tutors and students. In agreement

with the study results, Shaibu and Baki (2013) established that there were inadequate

donors (individuals or organisations) to support technical vocational education in

Nigeria and this contributes to low enrolment of students.

During interview, 12 (60.0%) of school leavers were aware of the bursary being

provided by NG-CDF. When asked to share their awareness on whether the bursary

by NG-CDF also targeted students wishing to join VTCs, all 20 (100%) of them said

that they were unaware and they only knew that students in secondary schools,

colleges (middle level ones) and universities were the only ones benefiting from the

kitty. They also said that they have not heard any of their friends, former colleagues

or relatives who had received support or sponsorship from NG-CDF to enrol in

public VTCs.

Result revealed that 24 (46.2%) of tutors were aware and 16 (30.8%) were highly

aware of prior information on the existence of VTCs. On regular students part, 148

(47.9%) were aware, 73 (23.6%) were not aware at all of existence of VTCs. Data

show that only tutors were aware of the prior information on existence of VTCs in

the county (M=3.73 , SD=1.35). Students were moderately aware of prior

information on VTCs existence in the Elgeyo-Marakwet County (M=3.26 ,

SD=1.43). This shows that lack of prior information (when in primary or secondary

school) among students could have contributed to their decision to enrol in the said

institutions. Other sources of funding as reported by tutors were; fundraising events

(harambees) and friends support as indicated in open-ended questionnaires.

71
To establish the overall mean scores for the tutors and students responses (Table

4.10) with regard to level of awareness of existing funding sources, computations

were done by summing up the total scores and dividing them by 12 (awareness on

sources of financing of vocational education and training). Results are given in

Table 4.11.

Table 4.11: Descriptive Data on Level of Awareness on Existing Sources of

Financing Cost of Vocational Training
(Regular students n=309 & tutors n=52)

N Mean Std. Std. 95% Confidence Interval for

Deviation Error Mean
Respondents Lower Bound Upper
Bound
Students 309 2.7796 .71555 .04071 2.6995 2.8597
Tutors 52 3.2173 .59002 .08182 3.0530 3.3816
Total 361 2.8427 .71489 .03763 2.7687 2.9167
Source: Field Data (2019)

Mean data from Table 4.11 shows that students (M=2.77 , SD=0.71) together with

tutors (M=3.21 , SD=0.59) were moderately aware. This shows that teachers

appears to have higher level of awareness on existing source of financing cost of

vocational training followed by students. Average statistics indicated that they were

moderately aware (M=2.84 , SD=0.71) on the source of funding to enable enrolment

in public VTCs.

The second hypothesis stated that:

H02 There is no significant difference in respondents (tutors and students) views

on level of awareness on Existing sources of funding contribution to

enrolment in VTCs

72
A one-way analysis of variance was computed to test the hypothesis at 0.05

significant level. The findings are given in Table 4.12.

Table 4.12: ANOVA on Level of Awareness on Existing Sources for Financing

Cost for Vocational Training
Sum of Squares df Mean Square F Sig.

Between Groups 8.527 1 8.527 17.447 .000

Within Groups 175.456 359 .489

Total 183.983 360

Source: Field Data (2019)

Result from Table 4.12 are (F=17.447, p=0.001) which shows that the computed p-

value is lower (0.001) than the critical p-value (0.05) leading to the rejection of the

second null hypothesis and conclusion that there exists significant difference in

tutors and regular students views on level of awareness on existing sources of

financing for VTC training in Elgeyo-Marakwet County. From the finding, tutors

and regular students have different level of awareness on existing sources of finance

for enabling enrolment in public VTCs. Tutors in VTCs appear to be aware of

various funding sources compared to regular students in the study area.

Regular students were further asked to state which other funding source they have

benefited from. Their responses are given in Table 4.13.

n=309

73
Table 4.13: Funding Source that Regular Students have Benefited
Various Funding Sources Frequency Percent
Parents / guardian support 258 83.4
Farming and business activities 54 1.6
County government support 12 3.9
National government support 16 5.2
Bursaries NG-CDF 44 14.2
Scholarships 1 .3
Total 309 100.0
Source: Field Data (2019)

Table 4.13 shows that most 258 (83.4%) have not benefited from any other funding

sources mentioned above other than from their parents or guardians. Nevertheless, it

is seen that bursaries is the main source of funding that has benefited 44 (14.2%) of

students and which has helped them to be retained in vocational training centres in

the county. This means besides their family support, regular students’ awareness of

existence of bursaries might have helped in increasing enrolment in vocational

training centres.

Further, the researcher asked the tutors to give their view on the adequacy of funding

sources that they mentioned towards improving enrolment in vocational training

centres in Elgeyo-Marakwet County. The responses are given in Figure 4.1.

n=52

74
Figure 4.1: Tutors Responses on Adequacy of Funding Sources and Enrolment
in VTCs
Source: Field Data

Majority of tutors 34 (65.4%) said that the funding sources available was inadequate

to enhance enrolment of learners in public VTCs in the county with only 15 (28.8%)

saying that the funding would be available. This means that despite existence of

funding source, most tutors perceive the fund as inadequate to facilitate enrolment of

students in VTCs. Tutors felt that government needed to increase tuition fee support

and increase the number of tutors in VTCs. This coincides with Kinara (2014)

research that showed that increased in government funding to the TVET sector

would result to immediate increase in number of students enrolling in those

institutions in Kenya.

Moreover, the tutors were asked to indicate how the information could be relayed to

school leavers or their parents with regard to funding sources for vocational

75
educational and training. Tutors preferred modes of raising awareness are given in

Table 4.14.

Table 4.14: Methods of Raising Awareness to School Leavers on Existing Funds

for Enrolling in VTCs
n=52

Chanel of creating awareness Frequency Percent

Notices, posters, market centres and mass media 28 53.8
Social gatherings e.g. churches, parties, burials 6 11.5
Through local government offices 12 23.1
Word of mouth communication 3 5.8
Past students 2 3.8
Social media 1 1.9
Total 52 100.0
Source: Field Data (2019)

It can be seen from Table 4.14 that 28 (53.8%) supported putting of posters and

notices in market and advertisement through mass media around the Elgeyo-

Marakwet on existing sources of funding for vocational education and training.

Similar to the study results, Wangeci (2013) found out that most respondents (36%)

got to know about the courses offered at the VTCs through friends, 26% through

barazas and churches, 16% through brochures, and 13% by visiting the VTCs and

9% through open days organised by the VTCs in Nyeri South Sub County. This

implies the above mentioned medium of raising awareness on existing sources of

funding for vocational education and training need to be fully utilised to ensure

higher enrolment in VTCs.

76
4.4 Government Policies Contribution to Enrolment of Youths in Vocational

Training Centres in Elgeyo-Marakwet County

The third objective of the study was to establish how government policies

contributed to enrolment of youths in vocational training centres in Elgeyo-

Marakwet County. Data was collected from questionnaires for tutors and regular

students together with interview from principals and school leavers. The research

sought tutors and students responses on availability of resources and facilities to

support implementation of vocational training in Elgeyo-Marakwet County. This is

because Technical and Vocational Education and Training Policy (2012) report

recommended that in order for TVET sector to attract the best candidates and ensure

the utmost contribution to the economy, there was need to construct new facilities

and refurbish the existing infrastructure available to improve environment and

change image of the TVET institution. Their results are given in Table 4.15.

77
 Table 4.15: Tutors and Students responses on Availability of Resources and
Facilities in VTCs
Resource Students Tutors
Adequate Inadequate Unavailable Non Adequate Inadequate Unavailable
response
Classrooms 164 118 15 12 13 36 3
/ lecture (53.1%) (38.2%) (4.9%) (3.9%) (25.0%) (69.2%) (5.8%)
halls
Chairs & 151 131 14 13 16 26 10
tables (48.9%) (42.4%) (4.5%) (4.2%) (30.8%) (50.0%) (19.2%)
Workshops 165 102 26 16 10 35 (67.3%) 7
(53.4%) (33.0%) (8.4%) (5.2%) (9.2%) (13.5%)
Mechanic 145 103 26 35 27 18 7
course (46.9%) (33.3%) (8.4%) (11.3%) (51.9%) (34.6%) (13.4%)
tools
Textiles & 105 102 47 55 24 19 9
embroidery (34.0%) (33.0%) (15.2%) (17.8%) (46.2%) (36.5%) (17.3%)
tools
Electric 143 74 50 42 16 24 12
and (46.3%) (23.9%) (16.2%) (13.6%) (30.8%) (46.2%) (23.1%)
electronic
tools
Wood & 126 107 34 42 16 27 9
furniture (40.8%) (34.6%) (11.0%) (13.6%) (30.8%) (51.9%) (17.3%)
tools
Masonry & 149 98 28 34 27 20 5
building (48.2%) (31.7%) (9.1%) (11.0%) (51.9%) (38.5%) (9.6%)
tools
Source: Field Data (2019)

Results in Table 4.15 show that more than half of students reported that the

following facilities in their institutions were adequate; classroom 164 (53.1%) and

workshops 165 (53.4%). In agreement with the study findings, Mayabi (2014)

research found out that most 142 (87.5%) of students confirmed that workshops in

their VTCs were adequate. Contrary to the study results and Mayabi, Kitui (2015)

study found that students (trainees) reported that classes and workshops were

inadequate in VTCs in Bungoma East Sub County. This made it difficult for

78
enrolled learners to conduct their studies, as the facilities available were not

adequate. In addition, Metto (2016) research among 6 VTCs in Nandi, only 1

(Sigilai) had average classrooms and workshops while the rest (5) lacked adequate

facilities. The situation in distribution of workshops and classes appear to be higher

in Elgeyo-Marakwet County compared to Bungoma and Nandi counties.

Tutors said that only mechanic course tools 27(51.9%) and building and masonry

tools were adequate in their institutions. The research findings however, shows that

efforts have been made to provide required facilities but according to both students

and tutors, the facilities were inadequate to ensure effective implementation of

vocational curriculum. In relation to facilities availability, Ronoh et al. (2014) found

out that 90.3% of students agreed that the availability of training facilities in the

counties of Bomet and Kericho was significant in their decision towards enrolment

in youth polytechnics (YPs). This means that students’ desire to enrol in VTCs

would be dictated by the availability of training facilities.

Results revealed that36 (69.2%) of tutors said that classroom facilities were

inadequate to cope with the rising students’ numbers and that 67.3% said that

workshops were not enough to ensure proper practical sessions with students. This

means that students had to conduct practicals in shifts since the workshops available

in their VTCs were small. The adequacy of the facilities is VTC is a challenge that

most institutions faced and could in one way or another influence enrolment as

students admitted could spread the information to their parents/guardians or school

leavers that facilities are not available to ensure proper learning happens. This could

mean that the policy on provision of facilities (Technical and Vocational Education

and Training Policy 2012) appears not to have been implemented in totality in public

79
VTCs in the county. In line with the study findings, Shaibu and Baki (2013) found

out that capacity of training facilities and infrastructural facilities such as

classrooms, workshops and hostels were challenges of enrolment in vocational

education institutions in Nigeria.

Other facilities that students reported to be provided by the county government

through open ended questions were; shoe making tools, stationery, dormitories,

classrooms, books, kitchen equipment, beauty and hairdressing equipment and tools,

and workshop tools and sports equipment. Nevertheless, the students said that the

resources were inadequate to meet their demand. This may contribute to enrolment

by prospective student who fail to join colleges and secondary schools. In addition,

the tutors themselves indicated resources and facilities were inadequate in their

schools; computers for ICT courses, public address system, projectors, tool boxes,

garment making tools, plumbing tools, and cutlery for food processing technology

courses, sanitation facilities, and green houses for income generating activities. The

inadequacy of the resources affected enrolment as revealed by Ayonmike (2014)

study in Nigeria where enrolment of girl students in technical institutions was

affected by poor provision of infrastructural facilities. The facilities such as library,

classroom blocks, workshops, laboratories and recreational ones; poor provision of

consumable materials such as wood nails, wires, rods, glues among others. For

student’s practical’s; poor provision of qualified technical education lecturers; and

poor funding of technical education; gender biased TVET curriculum materials. In

addition, Ochango (2014) research from Kakamega county found out that lack of

boarding facilities locked out most potential youths who came from far to access the

80
institutions especially female students. This contributed to inequality in enrolment of

students in public VTCs.

Figure 4.2 presents students’ feedback on their awareness level on financing policies

(bursaries at constituency, county government and TVETA) towards student

enrolment in VTCs.

Figure 4.2: Students Awareness on Financing Policy on VTCs

Source: Field Data (2019) n=309

Results in Figure 4.2 show that close to half 150 (48.5%) of students were aware of

the financing policy on VTC. This is in contrast to school leavers who were found to

be unaware of existence of TVET financing policies towards enrolment in public

VTC in Elgeyo-Marakwet County. During interview, the school leavers were also

asked to indicate whether they were aware of any TVET financing policy and

majority 17 (85.0%) indicated that they were not aware and only 3 (15.0%) reported

to be somewhat aware existence of financing policy. To support the findings, Gakio

81
(2012) research in Isiolo County discovered that the level of youth awareness on

financing policy was low.

The study further asked students and tutors on the extent to which implementation of

government TVET policies (Sessional Paper No. 1 of 2005, Constitution of Kenya

2010; TVET Act 2013; Douglas Odhiambo Taskforce Report and Sessional Paper

No. 1 of 2019) contributed to enrolment in vocational training centres in the

following scale: Strongly Disagree (1.0-1.44), Disagree (1.5-2.44), Undecided (2.5-

3.44), Agree (3.5-4.44) and Strongly Agree (4.5-5.0) and results displayed in Table

4.16.

Table 4.16: Respondents Awareness on How Government Policy affects

Enrolment in Public VTCs
(Regular Students n=309 & Tutors n=52)
Students Tutors
Statement Mean SD Mean SD
Awareness on distribution of resources 3.3074 1.28401 3.5769 1.30378
(learning materials and infrastructure) from
national and county governments to VTC
contribute to enrolment of learners in VTCs
Awareness on policy on access to vocational 3.2621 1.23762 3.5192 1.21252
education contribute to enrolment in VTC
Awareness on provision of bursary 3.6570 1.16724 3.2115 1.45974
contribute to enrolment in VTCs
Awareness on progression structure 3.5307 1.19653 3.0577 1.24323
understanding by school leavers contribute
to enrolment in VTCs
Awareness on admission criteria used 3.5275 1.25229 2.6538 1.25064
contribute to enrolment in VTCs
Awareness of cost sharing policy contribute n/a n/a 2.9038 1.30248
to enrolment in VTC
Source: Field Data (2019)

82
The study findings in Table 4.16 showed that 173 (55.9%) of regular students agreed

that awareness of policy on distribution of resources (from national and county

governments through Ministry of Education and Equalisation Fund) contributed to

their decision to enrol in VTC. For tutors, 34 (65.3%) agreed to be aware of the

distribution of resources (finance from national and county government) policies

affecting enrolment. For comparison purposes, tutors agreed (M=3.57 , SD=1.30)

awareness of government TVET policies on distribution of resources contributed

enrolment of students in their institutions while students already enrolled were

undecided (M=3.30 , SD=1.28).

During the interview, 16 (80.0%) of school leavers said that they were not aware of

TVET government policy on distribution of resources in VTCs from national and

county government. Only 4 (20.0%) of school leavers appeared to be aware of the

policy on resource (instructional and infrastructural) distribution in VTCs. This

means lack of awareness of the on distribution of resources contribute to enrolment

of students in VTCs. This state of affairs of availability of resource distribution

policy was found to have a minimal contribution on students’ enrolment in TVET

training in Kenya by Kinara (2014).

Despite availability of facilities in VTCs (RoK, 2019), the number of students

enrolled is still low (Table 1). Further, Ronoh et al., (2014) research in Bomet and

Kericho found out that some learners decided to drop out of VTCs on realising that

the course they had chosen had inadequate resources (physical facilities) for

effective instruction. On their defence, the VTCs administration cited that

inadequate funds and low infrastructural support was inadequate contributing to

students’ discontinuation of certain courses like carpentry and plumbing.

83
Findings also revealed that when asked ‘awareness on policy on access to vocational

education and training contributed to enrolment, 29 (55.7%) of tutors agreed that

that they were aware (through the constitution of Kenya). Feedback from students

showed that 161 (52.1%) of students agreed that awareness on policy on access to

vocational education and training contributed to their decision to join VTC. The

mean data for responses on the statement ‘on policy on access to vocational

education and training contribute to enrolment in VTC’ showed that disparity exists

where tutors (M=3.51 , SD=1.21) said that awareness of implementation of the

contributed to learners decision to join VTC but students were undecided (M=3.26 ,

SD=1.23).

Result indicates that shows that lack of awareness on policy on access to vocational

education and training contributed contributes to enrolment by youths in the

institutions under study in Elgeyo-Marakwet County. In agreement with the study

result, Itohan (2017) research from Nigeria found out that technical training

institutions find it hard to attract students because of strong misconception that they

were reserved for those who performed poorly in primary and secondary education.

The statement on ‘Awareness on provision of bursary contribute to enrolment in

VTCs’ result showed that most 197 (63.8%) of regular students agreed that

awareness of the policy contributed to their decision to enrol in VTC. Mean statistics

shows that most students (M=3.67 , SD=1.16) agreed that awareness on existence of

bursary contributed to their decision on enrolling in VTCs. A significant 25 (48.0%)

of tutors agreed that provision of bursary contributed to increased enrolment of

learners in their VTCs. Mean result revealed that most tutors agreed (M=3.21 ,

SD=1.45) on the statement implying that lack of bursary provision to prospective

84
students (lowers) enrolment rate in their institutions. This was in agreement with the

study conducted by Gakio (2012) in Isiolo County. The study found out that

respondents agreed to a great extent that government funding contributed to the

trainee enrolment rates in VTCs

Interview results from level of awareness by school leavers of various government

policies associated with VTCs revealed that showed that 10 (50.0%) were aware of

TVET bursary government policy that it contributed to enrolment, 4 (20.0%) were

moderately aware and 6 (30.0%) were not aware at all of the bursary policy. This

implies that proper awareness has to be done by the agencies involved in bursary

schemes to households to enable them apply to be admitted in public VTC, to enable

attainment of Vision 2030 goal of having a competent workforce in the county and

country at large as reflected by Re-Alignment of Education Sector Report of 2012

(RoK, 2012).

On the statement ‘Awareness on progression structure understanding by school

leavers contribute to enrolment in VTCs’ results revealed that most of tutors 23

(44.3%) agreed. On the same statement, majority 186 (60.2%) of students agreed

that awareness of TVET progression structure policy contributed to their decision to

enrol in VTCs. This shows that students (M=3.53, SD=1.19) agreed that awareness

on TVET progression structure contributed to their decision to enrol in public VTC.

The tutors had an average level of awareness (M=3.05, SD=1.24) on the

contribution of progression structure policy towards enrolment of learners in VTCs

since 44.3% appeared to agree with the statement. However, interview with school

leavers showed that 3 were the only one aware of the progression structure after

primary and secondary education while majority 17 were not aware at all of the

85
progression structure policy. This means that some potential school leavers who are

not aware of the education TVET progression structure may fail to apply for

admission in VTC hence, ending up discontinuing with their education. The findings

coincide with World Bank (2014) survey in Kenya that found out that inadequate

awareness on TVET progression structure from primary to secondary and also

higher education levels affected youth’s ability to enrol in the TVET sector. In

contrast, Ochango (2014) research found out the level of awareness of TVET

progression structure was clear to youths who failed to proceed to secondary schools

hence joined the VTCs.

On the statement ‘Awareness on admission criteria used contribute to enrolment in

VTCs’, findings revealed that majority 189 (61.2%) of students agreed that

awareness of TVET admission criteria to VTCs contributed to their decision to join

VTCs. For tutors, 30 (57.7%) said that admission criteria did not contribute to

enrolment in VTCs. Mean statistics revealed that students (M=3.52, SD=1.25)

agreed that awareness of admission criteria used in VTC contributed their enrolment

while tutors were undecided (M=2.65, SD=3.65). Interview findings with school

leavers revealed that five of them were not aware of the admission criteria policy

towards enrolment VTCs and the other half appeared to be somewhat aware of the

policy but other factors could have contributed to their non-enrolment in VTCs. This

means that lack of understanding of the admission requirements and grades required

to be admitted in public VTCs affects enrolment level (positively or negatively).

This finding is different to what Wangeci (2013) found out that policy guidelines on

the entry criteria in Nyeri South Sub County vocational training centres was known

by a majority of youths and this resulted to higher enrolment rates. Therefore, when

86
admission requirements are understood by youths, they would encourage enrolment

in VTCs. Kupsoboi (2017) research in Bungoma County found out that most

respondents (66.5%) were of the opinion that they were not aware of the entry

requirement prior to joining the training. This resulted to low enrolment in TVET

institutions in the county. Further, Shaibu and Baki (2013) research in Nigeria found

out that inability of candidates to obtain the required admission entry qualification

due to their low performance and lack of awareness on admission requirements

contributed to low enrolment in TVET institutions.

On the statement, ‘Awareness of cost sharing policy contribute to enrolment in

VTC’, result indicate that 27 (51.9%) of tutors disagreed that awareness of the cost

sharing policy contributed to enrolment in VTCs. Mean statistics show that most

tutors were undecided (M=2.90, SD=0.98) that awareness of cost sharing policy

contributed to enrolment in VTCs. This show at an average level, awareness of the

cost sharing policy contributed to enrolment in VTCs. Most 13 (65.0%) of school

leavers were not aware of any cost sharing policy on VTCs. Only 7 (35.0%) said that

they had little knowledge on cost sharing policy. This implies that unawareness of

TVET government financing policies for VTCs contribute to enrolment of students.

When cost-sharing policy is not well known, it may affect institutional enrolment as

evidenced by Ayonmike (2014) research in Nigeria that found out that cost sharing

policy for technical education awareness influenced enrolment negatively since most

students were unaware.

To establish, the average mean values from students and tutors, a descriptive

analysis was computed by summing up the scores for the responses on government

policy from tutors and regular students responses. Results are given in Table 4.17.

87
Table 4.17: Descriptive on Government Policy and Enrolment in VTCs
(Regular Students n=309 & Tutors n=52)

N Mean Std. Std. 95% Confidence Interval for

Deviation Error Mean
Respondents Lower Bound Upper
Bound
Students 309 3.4570 .65395 .03720 3.3838 3.5302
Tutors 52 3.1577 .99437 .13789 2.8809 3.4345
Total 361 3.4139 .71905 .03784 3.3394 3.4883
Source: Field Data (2019)

Results in Table 4.17 show that the means of respondents on awareness level of

government policies on enrolment in public VTCs in the county is that students

ratings were high (M=3.45 , SD=0.65) compared to their tutors (M=3.15 ,

SD=0.99). This means that students appear to say that their lack of awareness on

government policies related to VTCs in one way may contribute to low enrolment.

In agreement with the findings, Ronoh et al. (2014) research found out that most

students’ desire to enroll in VTCs was low due to lack of the training facilities thus

discouraging them. Most of the VTCs in the two counties of Bomet and Kericho

were community based and had insufficient funds to purchase the necessary

facilities.

The third null hypothesis stated that:

H03 There is no significant difference in respondents (tutors and students) views

on Government Policy and Enrolment in VTCs

88
To test the hypothesis and establish if the means obtained were significantly

different or same at 95% confidence level, a one way analysis of variance was

computed and results given in Table 4.18.

Table 4.18: ANOVA on government policy and enrollment

Sum of Squares df Mean Square F Sig.
Between Groups 3.986 1 3.986 7.857 .005
Within Groups 182.144 359 .507
Total 186.131 360
Source: Field Data (2019)

The computed ANOVA results are (F=7.857, p=0.005) whereas the critical values

are (F=4.75, p=0.05) which shows that the computed p-value (0.005) is lower than

the critical p-value (0.05) leading to rejection of the third null hypothesis and

conclusion that there exist significant difference (p<0.05) between respondents

(tutors and regular students) views on level of awareness on government policies for

vocational training on enrolment of students in public VTCs centres in Elgeyo-

Marakwet County. This means that students agree to have different level of

awareness on government policies that support enrolment in vocational training in

the study area. This implies that the policies appear to be clear to school

administration and tutors while students appear to be unaware of the policies on

enrolment in VTCs. In agreement with the study, Shaibu and Baki (2013) found out

that government policies related to inadequate funding, admission policy, poor

supervision, evaluation and curriculum reviews, lack of public enlightenment,

training and retraining of teachers, inadequate provision of ICT equipment, lack of

89
bursary awards, and program evaluation were not clear to students and parents and

this affected enrolment in most vocational training centres in Nigeria.

4.5 Measures of Improving Enrolment of Students in VTCs

The last part of the research instruments (questionnaires and interviews for all

respondents) sought to establish measures to be undertaken to ensure improvement

on enrolment in public VTCs in Elgeyo-Marakwet County. Through two strategies;

VTCs partnering with other organisation and waiver of tuition fees, students and

tutors were asked to state which need to be applied to increase enrolment. Their

results were as given in Table 4.19.

Table 4.19: Measures of Improving Enrolment of Students in VTCs

(Regular Students n=309 & Tutors n=52)

Students Tutors
Suggestion Yes Missing Yes Missing
VTCs to partner with other 199 (64.4%) 110 36 16 (30.8%)
organisations (35.6%) (69.2%)
Waiver of tuition fees in 99 (32.0%) 210 28 24 (46.2%)
VTCs (67.9%) (53.8%)
Source: Field Data (2019)

The responses from students 199 (64.9%) and tutors 36 (69.2%) appear to show that

as the way of ensuring access is attained for those learners who were unable to

proceed with higher education, the institutions needs to work with partners who will

come and subsidise or provide fellowships (including full and total scholarships) for

youths wishing to be admitted. Secondly, only 99 (32.0%) of students and 28

(53.8%) of tutors agreed that tuition fees needed to be waived for students enrolling

90
in VTCs in Elgeyo-Marakwet County. In agreement with the recommendations,

Ochango (2014) suggested that as part of ensuring equity in access to VTC, there

was need for financial assistants through bursaries to ensure more youths access

VTCs in Kakamega County.

Other measures suggested by school leavers as workable in ensuring higher

enrolment is attained in VTCs was; county government to increase support to VTCs

to make them affordable for all youths and creation of awareness by VTCs and

county government on the existence of bursary funds for youths wishing to enrol in

public VTCs. They believed the above measures are taken into consideration will

result to more of school leaver enrolling in VTCs.

On their part, regular student enrolled in VTCs suggested various measures, which

could be applied to increase enrolment rate of youths in vocational training centres

through open-ended questions. The students recommended that the county

government need to create awareness on the existence of bursary fund for youths

desiring to join VTCs, increase the bursary kitty, establish more VTCs in rural areas,

employ more tutors in VTCs and purchase additional equipment for VTCs. On the

side of VTCs management, the students said that with limited funding from county

government, they should device mechanism of mobilising for additional funds and

infrastructural support. These institutions also need to support talented students

realise their educational goals.

On their part, tutors suggested the following measures as workable in increasing

enrolment of students in public vocational training institutions in the area to various

actors. At first, they said that institution management should introduce short – term

91
courses, arrange for provision of boarding facilities, market and promote different

courses that they provide to youths and other community members. To county and

national government, the tutors recommended that they should increase student

support from Kshs 15,000 to Kshs 30,000/- per year for every student enrolled.

Further, the county government need to encourage youths to enrol in VTCs and

improve the standards of facilities in VTCs.

Principals suggested the following to be done to improve enrolment in their

vocational training centres. There is need for the county government department of

education and technical training to do away with uniform so that trainees are free to

get in and out. Some students are adults, others married, and they term uniforms as

for children. The county government to fully fund the trainees. This would greatly

improve enrolment. Apart from provision of capitation grants, the government

should fully sponsor the trainees by giving bursary allocated to various wards as this

is a devolved function. The government to provide infrastructure i.e. improve

infrastructure. They should put up modern workshops with modern tools and

equipment. The government should have a centralised admission done at the

department and the trainees selected and sent to institutions offering specific

courses. Other suggestions were; trained personnel (tutors) to be increased,

development of existing VTCs and halt initiation of new ones, sponsoring

registration fee for exams (NITA, NVCET) exams and government to provide clear

policies on progression structure.

Through interview, the researcher asked school leavers if provided sponsorship,

12(60.0%) stated that by having someone or institution to support them, they would

92
to enrol in VTCs, 6 (30.0%) stated that they would have to make considerations

before enrolling and 2 (10.0%) said even if they would be provided with support,

they would not enrol in VTCs. The research finding implies that most school leavers

are willing to enrol in VTCs if they are given financial support. All of them (100%)

also said that the county government of Elgeyo-Marakwet County needed to make

sure that vocational education and training to be free so that more school leavers can

join. In addition, this can only succeed when proper awareness can be done through

enlightening the masses and citizens on different courses that were offered in public

VTCs.

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 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

The following chapter comprises of Summary of Findings, Conclusions,

Recommendations and Suggestions for Future Research.

5.1 Summary of Findings

The aim of this study was to establish the Determinants of Enrolment in Public

Vocational Training Centres in Elgeyo-Marakwet County, Kenya. This study was

conducted in all public vocational training centres located in Elgeyo-Marakwet

County. The study sough to answer research questions where data was collected

from principals of VTCs (5), tutors (52), students (309) and school leavers (20)

through use of interview schedules and questionnaires. Quantitative data was

analysed using frequencies, percentages, means, standard deviations and one-way

analysis of variance. Further qualitative data was presented in themes and sub-

themes in tandem with quantitative data in chapter four. The presentation of

summary of study findings according to the objectives of the study in the following

sub-sections.

5.1.1 Cost of Vocational Education and Enrolment in VTCs

Various aspects relating to cost of vocational education, which were considered in

this research, were; tuition fees per year, capacity of parents / guardians to pay fees

for their children, ability of youths/students to raise fees required to enrol in VTCs

and VTCs location access cost (transport). Through responses provided by

principals, tutors, regular students and school leavers, each admitted students was

94
expected to pay not less than Kshs. 10,000/= as fees in an academic year in the

public VTCs (year 2019 fee structure). This was mostly for day scholars (for those

VTCs that did not have boarding facilities) while those who were boarding paid not

less than Ksh. 15,000/= per year to be retained VTCs. To principals and tutors, the

amount charged on fees (inclusive for those boarding) was fair and reasonable but to

students and school leavers, the amount was high considering most of their parents

source of income was low (from farming activities). Through interviews, majority of

school leavers agreed that cost of vocational education was high and this was one of

the factors, which made them not to enrol in VTCs. The same was supported by

students enrolled in VTCs (M=3.54, SD=0.79) and tutors (M=3.6, SD=0.83) who

agreed that cost of vocational education affected enrolment by students in public

VTCs in Elgeyo-Marakwet County. Their responses also showed that there existed

no significant differences (p>0.05) on the means obtained from tutors and students

with regard to cost of vocational education and enrolment in VTCs leading to the

acceptance of the first null hypothesis.

5.1.2 Level of Awareness on Existing Sources of Financing and Enrolment in

Public Vocational Training Centres

The study found out that various respondents exhibited various level of awareness

on existing sources of financing the cost of technical and vocational education

offered in public VTCs in Elgeyo-Marakwet County. According to all principals, the

main source of funding that they received in their institutions was from parents

through payment of fees. This information was corroborated by tutors (M=4.40,

SD=0.84) and students (M=4.02, SD=1.11). Only school leavers were unsure on

whether parents were main source of funding for enabling enrolment in public VTCs

95
since they were not enrolled in such institutions. The principals noted that despite

parents being the main source of financing, the payment of fees by students enrolled

was not reliable as expected.

In terms of understanding of the awareness on various sources of finding, the study

established significant differences (p<0.05) existed between students and tutors

leading to the rejection of the second null hypothesis. This is because school leavers’

level of awareness was low. Students also said that their awareness on various

source of funding to finance vocational education was low whereas their tutors were

moderately aware. This means that the only reliable funding source that assisted

learners to access school was through parental support, which was found to be

inadequate to meet the costs of schooling. Nevertheless, the principals interviewed

were optimistic that provision of adequate funding would boost enrolment in their

institutions and also reduce incidents of dropouts.

5.1.3 Government Policies Contribution to Enrolment in Public Vocational

Training Centres

The study found out that government policies did have varied forms of contribution

towards enhancing enrolment of students in public vocational training centres in

Elgeyo-Marakwet County. The only contribution that the study found was that

through government policy, there has been increased development of classroom

infrastructure. Some school leavers were not to be aware of any government policy

towards facilitating enrolment in VTCs. Students in the said institutions shared this

where only 48.5% were aware of existence of financing policies as indicated in

Chapter four. Computed one-way ANOVA statistics showed that there existed

significant difference (p<0.05) of tutors and students level of awareness on

96
government policies contribution to enrolment in public vocational training centres

in Elgeyo-Marakwet County leading to rejection of the third null hypothesis.

The study found out that school leavers were not aware of the government policies

facilitating their decision to enrol in public VTC and only tutors and principals were

found to be aware while students were moderately aware. The principals interviewed

said that progression policy had not brought a lot of impact on enrolment in public

vocational training centres and only funding policies (bursaries and cost sharing)

were found to have resulted to improvement in enrolment in public vocational

training centres in the County.

5.2 Conclusions

Based on the findings of the study, the following conclusions can be made:

According to the first objective, it was discovered that the cost of vocational

education was a significant factor affecting enrolment of youths in public vocational

training centres in Elgeyo-Marakwet County. Considering majority of students and

school leavers relied on their parents for support, the minimum tuition fees required

for day scholars (Ksh. 10,000/=) and boarders (Ksh. 15,000/=) per each academic

year not factoring instructional materials purchase, tools purchase, personal effects

and uniforms was a burden to majority of families in the rural county of Elgeyo-

Marakwet, Kenya. The study also discovered that the cost of vocational education

did not significantly favour enrolment of youths in public vocational training

centres. Therefore, cost of vocational education was a significant challenge affecting

enrolment of students in various vocational training programmes in the county.

97
The second objective sought to establish the level of awareness of existing sources

for financing the cost of VCT. The study found out that despite existence of several

sources of funding from principals and tutors view, very few students benefited from

such. Majority of students enrolled in VTCs relied on their parents/guardians

support for payment of school fees which principals said that it was irregular. School

leavers were also found to have lower level of awareness of various sources of

funding for VTCs and this affected their decision not to enrol in VTCs. Only 14.2%

of students admitted to have received bursary support (from county or CDF) to

enable their learning in the said institutions. Lack of adequate and reliable funding

sources was mentioned by tutors to be a challenge influencing enrolment of students

in public vocational training centres in Elgeyo-Marakwet County.

The third objective of the study sought to establish how government policies

contributed to enrolment of youths in VTCs. It was found out that despite existence

of various TVET government policies most of the stakeholders (students and school

leavers) were found to be inadequately aware. Even tutors were found to be

moderately aware on the contribution of government policies on TVET towards

enrolment of youths in public VTCs centres in the county. Further, principals

indicated that TVET progression structure policy had minimal effect on enrolment

of students in public VTCs. According to principals, only funding, admission,

resource distribution and bursary policies resulted to increased enrolment of

students. This meant that appropriate interventions measures had not been effected

by county and national government to raise awareness level and implementation of

various government policies touching on technical and vocational training in the

county.

98
5.3 Recommendations

In light of the findings of this study, the following recommendations are made for

policy and theoretical purposes by various actors with the aim of improving

enrolment in public vocational training centres:

(i) Due to high cost of vocational training that was found to be a hindrance

towards enrolment, the county government needs to increase bursary

allocation to VTC sector, which is a key ingredient to attainment of county

and country development agenda. This can be done through providing free

VTC education. In the end, the initiative will encourage more school leavers

to enrol as tuition fees would reduce and hence participate in vocational

training.

(ii) To address the level of awareness on existing sources of funding that was

found to be low, there is need for county government to work together with

TVETA to educate parents and students in primary and secondary schools

leavers on various funding available through mass media, churches and

barazas to enable high access to such institutions by learners. This will

ensure that the carrying capacity of the available institutions is attained.

(iii) To address the issue of government policies supporting enrolment in

vocational training centres, there is need for TVETA to give clear policies

and guidelines on progression structure to remove confusion that makes

students who fail KCSE examinations fail to register in VTCs because they

feel that VTCs are for primary school dropouts. In addition, there is need for

county government to address the policy on uniform that was reported by

head teachers to be a hindrance towards enrolment by students (mostly adults

who are married) against enrolling in such institutions. Further, to increase

99
 the enrolment rate among school leavers, county government should conduct

marketing and publicity campaigns to educate parents and students on

courses they are offering at their various institutions together with benefits

for youths in the end after graduating. Lastly, the study recommends that a

national centre for admitting VTCs students to be set up in order to post

students who were unable to join TVET institutions and universities to be

posted as a way of increasing enrolment in VTCs.

5.4 Suggestions for Further Studies

Based on the findings of the study together with delimitations, the following

recommendations were made for future research.

(i) Considering the study was conducted in public vocational training

institutions in Elgeyo-Marakwet County, similar research can be conducted

in other counties across Kenya to see if there exist similarities or difference

with regard to determinants of enrolment

(ii) A study can be conducted on the determinants of enrolment in public

technical training institutions like national polytechnics, institutes of science

and technology and technical training institutions.

(iii) A study can be conducted to establish if there has been societal change on

attitude towards vocational training in Elgeyo-Marakwet County and the

impact it may have on enrollment.

100
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 APPENDICES

APPENDIX I: LETTER OF INTRODUCTION TO RESPONDENTS

Terwes M. Kiplangat
Kenyatta University
Department of Education Management
Policy & Curriculum Studies
P. O. Box 43844-00100
Nairobi.
Tel: 0722697935
Email: terwes.mark@gmail.com

Dear Respondent,

I am a student at Kenyatta University doing a postgraduate degree (Masters) in

Educational Planning in the department of Educational Management, Policy and
Curriculum Studies. I am conducting a research on “Determinants of Enrolment in
Public Vocational training centres in Elgeyo-Marakwet County”. I kindly
request that, you fill the questionnaire by providing the relevant information. Please
use the space provided to fill in the information required as objectively and honestly
as possible. The information you provide, will be treated with utmost confidentiality
it will be used for the purpose of this study only.

Thank you.

Yours Faithfully,

Terwes M. Kiplangat
Masters Student

105
 APPENDIX II: QUESTIONNAIRE FOR TUTORS

The purpose of this questionnaire is to ask for information on determinants of

enrolment in public vocational training centres in Elgeyo-Marakwet County.
Instructions
The questionnaire is designed for this research purpose only. Therefore, the
responses shall be absolutely confidential. Please DO NOT write your name or the
name of your VTC. Thank you in advance.

Section A: Personal Data

1. Please indicate your gender?
Male [ ] Female [ ]

2. Please indicate your age bracket?

Under 29 years [ ] 30-34 years [ ]
35-39 years [ ] 40 & above [ ]

3. Please indicate your level of education?

Diploma [ ] Graduate [ ] Masters [ ]
Any other (Specify)

4. Please indicate your work experience?

Less than 5 years [ ] 6-10 years [ ]
11-15 years [ ] 16 and above years [ ]

Section B: Cost of vocational education

5. On average, how much does a student pay per year in terms of fees?
Less than 5,000 [ ] 5001 – 10,000 [ ]
10,001-15,000 [ ] 15,001 and above [ ]
No fee [ ]

106
6. (a) Indicate the extent to which you agree or disagree with the following
statement on cost of vocational education and enrolment in vocational
training institution
Cost of vocational Strongly Disagree Undecided Agree Strongly
education Disagree Agree
i The amount of fees
charged per year
contributes to enrolment
of learners
ii Ability to pay fees by
parent(s)/ guarding
affects enrolment by
learners in this VTC
iii Location of VTC
contribute to enrolment
of learners due to
transport costs

(b) State any other factor, which contribute to enrolment of learners to VTC.
Explain your answer

107
Section C: Sources of Funding for Students in Vocational Training Centres
7. (a) Indicate the extent to which you may be aware of the following sources of
funding to access to vocational training centre in this area?

Sources of funding Highly Aware Moderately Slightly Not

aware aware aware aware
i Parents/guardian support
ii County government allocation
/ support
iii National government support
iv Income generating programmes
v Donors (mention)
vi Well wishers
vii Religious institution
viii Private business
ix Bursaries from CDF
x Scholarships
xi Instructional resource funding
e.g. books, workshop resources
xii Prior information on existence
of vocational training centres

(b) Any other source of funding for students to enhance their enrolment in VTC

(c) According to you, how do you think school leavers can be made aware of the
existing funds to pay and enrol for VTC courses? (You can tick more than
one)
Through local government offices [ ] Through notices and posters [ ]
In market centres [ ] Through the mass media [ ]
Other means (kindly indicate

8. (a) As a tutor, what can you say on the adequacy of funding sources towards
improving enrolment of learners in vocational training centre?
Adequate [ ] Inadequate [ ] None of the above [ ]

(b) Kindly indicate your decision for the choice made above (8a)

108
 Section D: Government Policy and Enrolment of Students in VTCs
9. (a) Indicate whether the government has provided the following facilities in your
institution to enhance enrolment in vocational training centres
Available Unavailable
Facility Adequate Inadequate
i Classrooms / lecture halls
ii Chairs and tables
iii Workshops
iv Mechanic course tools
v Textiles and embroidery tools
vi Electric and electronic tools
vii Wood and furniture tools
viii Masonry and building tools

(b) What other tools and facilities have been provided to aid implementation of
curriculum in this institution?

10. Indicate whether you agree or disagree with the following statements on how
government policy affects enrolment in your vocational training centre
Government policy Strongly Disagree Undecided Agree Strongly
Disagree Agree
I Awareness on distribution
of resources (learning
materials and infrastructure)
from national and county
governments to VTC
contribute to enrolment of
learners in VTCs
Ii Awareness on policy on
access to vocational
education contribute to
enrolment in VTC
Iii Awareness on provision of
bursary contribute to
enrolment in VTCs
Iv Awareness on progression
structure understanding by
school leavers contribute to
enrolment in VTCs
v Awareness on admission
criteria used contribute to
enrolment in VTCs
Vi Awareness of cost sharing
policy contribute to
enrolment in VTC

109
Section E: Measures of Improving Enrolment of Learners in VTCs
11. What do you think needs to be done by stakeholders to improve enrolment in
vocational training centres in this area?
VTCs to partner with other organisations [ ]
Waiver of tuition fees in VTCs [ ]
Other methods (specify)
The end

Thank you

110
APPENDIX III: QUESTIONNAIRE FOR STUDENTS ENROLLED IN VTCs

The purpose of this questionnaire is to ask for information on determinants of

enrolment in public vocational training centres in Elgeyo-Marakwet County.

Instructions
The questionnaire is designed for this research purpose only. Therefore, the
responses shall be absolutely confidential. Please DO NOT write your name or the
name of your VTC. Thank you in advance.

Section A: Personal Data

1. Please indicate your gender
Male [ ] Female [ ]

2. Please indicate your age bracket

14yrs and below [ ] 15-18yrs [ ]
19-21yrs [ ] 22yrs and above [ ]

3. What is the occupation of your parent/guardian?

Peasant farmer [ ] Employed [ ]
Business [ ]
Any other

4. Which course are you undertaking in this VTC

Section B: Cost of Vocational Training Education

5. On average, how much do you pay per year in terms of fees?
Less than 5,000 [ ] 5001 – 10,000 [ ] 10,001-15,000 [ ]
15,001 and above [ ] No fee [ ]

111
6. (a) Indicate the extent to which you agree or disagree with the following
statement on cost of vocational education and enrolment in vocational training
institution
Learners Views Strongly Disagree Undecided Agree Strongly
Disagree Agree
i The amount of fees
charged per year
contributes to enrolment
of learners in this VTC
because it is high
ii I had challenge in raising
the amount of fees
required for me to enroll
in VTC
iii Capacity of my
parents/guardians to pay
fees contributed to my
decision not to enroll in
this VTC
iv The distance to the
nearest VTC contributed
to my decision to enroll
as a result of transport
cost

112
Section C: Students Awareness on Existing Funding Sources for VTCs
7. (a) Indicate the extent to which you are aware of the existence of the following
source of funding for aiding enrolment in vocational training centres?
Sources of funding Highly Aware Moderately Slightly Not
aware aware aware aware
i Parents/guardian support
ii County government
allocation /
support
iii National government
support
iv Income generating
programmes
v Donors
(mention)............................
vi Well wishers
vii Religious institution
viii Private business
ix Bursaries from CDF
x Scholarships
Instructional resource
xi funding e.g.
books, workshop resources
Prior information on
xii existence of
vocational training centres

(b) Which funding source have you ever benefited from? (Specify)

113
Section D: Government Policy on VTCs
8. Are you aware of any financing policy towards students’ enrolment in VTCs?
(Tick one that applies)
Highly aware [ ] Aware [ ] Moderately aware [ ]
Slightly Aware [ ] Not aware at all [ ]

9. (a) Indicate whether the government (including institutional management)

whether availability of the following resources by the county government to
vocational training centre influence enrolment of students?
Available Unavailable
Facility Adequate Inadequate
i Classrooms / lecture halls
ii Chairs and tables
iii Workshops
iv Mechanic course tools
v Textiles and embroidery tools
vi Electric and electronic tools
Vii Wood and furniture tools
viii Masonry and building tools

(b) Other resources and facilities provided by the government in your institution?

114
10. Indicate whether you agree or disagree with the following statements on how
government policy affects enrolment in your vocational training centre

Government policy Strongly Disagree Undecided Agree Strongly

Disagree Agree
i Awareness on
distribution of resources
(learning materials and
infrastructure) from
national and county
governments to VTC
contribute to enrolment
of learners in VTCs
ii Awareness on policy on
access to vocational
education contribute to
enrolment in VTC
iii Awareness on provision
of bursary contribute to
enrolment in VTCs
iv Awareness on
progression structure
understanding by school
leavers contribute to
enrolment in VTCs
v Awareness on admission
criteria used contribute
to enrolment in VTCs

Section E: Measures Improving Enrolment of Students in VTCs

11. (a) What do you think needs to be done to improve enrolment of students in
vocational training centres in this area?
VTCs to partner with other organisations [ ]
Waiver of tuition fees in VTCs [ ]

(b) Other methods (specify) ...................................................................

The end
Thank you

115
 APPENDIX IV: INTERVIEW FOR SCHOOL LEAVERS

Introduction
The purpose of this interview is to ask for information on Determinants of
Enrolment in Public Vocational Training Centres (VTCs) in Elgeyo-Marakwet
County. Since you are within the age bracket of youths expected to have enrolled at
vocational training centres (VTCS) for various courses offered there, you could
provide information on factors which determine enrolment in these institutions. I
would therefore appreciate if you could spare your time to respond to questions to be
asked.

Questions
1. What is your age bracket?
14yrs and below [ ] 15-18yrs [ ]
19-21yrs [ ] 22yrs and above [ ]

2. What is the occupation of your parent/guardian?

3. What are you doing right now (activity engaged in?)

Cost of Vocational Technical Education

(a) On average, how much do you know with regard to cost of attending a
vocational training centre (VTC)?
(b) What can you say on the amount of fee charged towards enrolment of school
leavers in VTCs? Is it favouring or discouraging them enrol?

Source of Funding
4. What are the sources of funding that you know that may enable one enrol in
VTCs?

5. What are other sources of funding that are known to students in this area?

6. What can you comment on the reliability, sustainability and adequacy of

finances towards enrolment in VTCs?

116
7. What is your view towards provision of adequate funding and failure of school
leavers to enrol in VTCs? How can you describe the relationship?

Government Policy on Enrolment

8. How can you describe how the following government policies have affected
enrolment of school leavers in VTC?
(a) Funding policy on VTC
(b) Progression structure policy
(c) Resource Distribution policy
(d) Bursary policy
(e) Admission policy
(f) Cost sharing policy

9. Are you aware of the above mentioned policies which promote school leavers to
enrol in VTCs?

Measures of Improving Enrolment of Students

10. What do you think needs to be done to improve on enrolment school leavers in
vocational training centre?

The end
Thank you for your time

117
 APPENDIX V: INTERVIEW SCHEDULE FOR PRINCIPALS

Introduction
The purpose of this interview is to ask for information on Determinants of
Enrolment in Public Vocational Training Centres (VTCs) in Elgeyo-Marakwet
County. Due to your experience in educational matters, you are requested to
participate in the interview process. I would therefore appreciate if you could spare
your time to respond to questions to be asked.

Questions
1. How long have this institution been in existence?

2. How long have you been heading this institution?

3. What has been enrolment of your institution over the last five years? i.e. 2014,
2015, 2016, 2017 and 2018

Cost of Vocational Technical Education

3. (a) How much do you charge per student in an academic year?
(b) What can you say on the amount of fee charged towards enrolment? Is it
favouring or discouraging enrolment in your institution?

Source of Funding
4. Could you please provide the amount received from the government for your
institution over the last three years? i.e. 2014, 2015, 2016, 2017 and 2018

5. What are other sources of funding that you receive to implement TVET
curriculum in your institution?

6. What are other sources of funding that are known to students in this area?

7. What can you comment on the reliability, sustainability and adequacy of

finances towards enrolment in your institution?

8. What is your view towards provision of adequate funding and enrolment of

students in your institution? How can you describe the relationship?

118
Government Policy on Enrolment
9. How can you describe how the following government policies have affected
enrolment in your VTC?
(g) Funding policy on VTC
(h) Progression structure policy
(i) Resource Distribution policy
(j) Bursary policy
(k) Admission policy
(l) Cost sharing policy

10. Are learners in your institution aware of the above mentioned policies which
promote their enrolment?

Measures of Improving Enrolment of Students

11. What do you think needs to be done to improve enrolment in vocational training
centre?

The end
Thank you for your time

119
 APPENDIX VI: RELIABILITY RESULTS

a) Reliability output school leavers

Objective 1: To establish if costs of education contribute to enrolment in vocational

training centres

Reliability Statistics
Cronbach's Alpha N of Items
.620 3

Item-Total Statistics
Scale Mean if Scale Corrected Cronbach's
Item Deleted Variance if Item-Total Alpha if Item
Item Deleted Correlation Deleted
How much do you know 7.1500 3.397 .269 .706
about cost of attending a
VTCs
Fees per year affects 6.7500 1.671 .663 .101
enrolment
I have challenge in 6.3000 2.432 .410 .550
paying school fees

120
Objective 2: To establish the level of awareness on existing sources for financing
cost of TVET

Reliability Statistics
Cronbach's Alpha N of Items
.827 12

Item-Total Statistics
Scale Mean if Scale Corrected Cronbach's
Item Deleted Variance if Item-Total Alpha if Item
Item Deleted Correlation Deleted
Parental/guardian 21.8000 46.484 .458 .816
support
County government 22.6000 41.937 .670 .797
National government 23.0500 48.471 .222 .836
Income generating 23.2000 44.695 .496 .813
programmes
Donors 23.8500 48.976 .486 .818
Well wishers 23.4000 43.621 .563 .807
Religious institutions 23.0500 45.313 .497 .813
Private business owners 23.2500 42.092 .614 .802
Bursaries CDF 22.5000 48.053 .261 .833
Scholarships 22.9500 42.892 .663 .799
Funding interms of 23.4500 44.892 .492 .813
resources e.g. Books
workshops
Resources interms of 23.5500 47.313 .461 .816
prior information on
existence of vtcs

121
Objective 3:To establish how government policies contribute to enrolment of youths
in vocational training centres.

Reliability Statistics
Cronbach's Alpha N of Items
.808 8

Item-Total Statistics
Scale Mean if Scale Corrected Cronbach's
Item Deleted Variance if Item-Total Alpha if Item
Item Deleted Correlation Deleted
Are aware financing
22.0500 49.524 .158 .826
policy by the government
Distribution of resources
20.7500 39.671 .608 .773
affects enrolment in vtc
Policy on access
20.8500 36.766 .710 .755
influence enrolment
Policy on bursary
influence enrolment in 21.0500 37.734 .671 .762
vtcs
Understanding
progression structure
21.3500 43.397 .421 .801
influence enrolment in
vtcs
Policy on admission
influence enrolment in 21.3000 40.747 .533 .785
vtcs
Policy on resource
distribution influence 21.4000 42.463 .454 .797
enrolment in vtcs
Access policy and
20.6500 41.292 .571 .780
enrolment

Average reliability school leavers .7516

122
 b) Reliability output Tutors question

Objective 1: To establish if costs of education contribute to enrolment in vocational

training centres

Reliability Statistics
Cronbach's Alpha N of Items
.620 2

Item-Total Statistics
Scale Mean if Scale Corrected Cronbach's
Item Deleted Variance if Item-Total Alpha if Item
Item Deleted Correlation Deleted
How much does students
4.2500 .934 .451 .
pay per year
The amount of fees
charged per year affects 3.3500 .766 .451 .
enrolment of learners

Objective 2: To establish the level of awareness on existing sources for financing

cost of TVET

Reliability Statistics
Cronbach's Alpha N of Items
.604 12

Item-Total Statistics
Scale Mean if Scale Variance Corrected Cronbach's
Item Deleted if Item Deleted Item-Total Alpha if
Correlation Item
Deleted
Parent/Guardian Support 23.3000 15.695 -.014 .629
County Allocations 24.3000 11.800 .712 .484
National Government Support 24.3500 13.082 .350 .561
Income Generating Programmes 24.7500 12.513 .524 .524
Donor 25.3500 14.661 .306 .580
Well Wishers 25.0000 16.947 -.225 .680
Religious Institutions 25.1500 13.503 .425 .552
Private Business 25.2500 15.671 -.010 .629
Bursaries From 23.9500 14.576 .194 .594
Scholarship 24.4000 12.253 .414 .542
Instructional Resources Funding
24.3000 12.537 .492 .529
E.G. Books, Workshops
Prior Information On Existence
24.1500 14.871 .086 .618
Of Vocational Training Centres

123
Objective 3: To establish how government policies contribute to enrolment of
youths in vocational training centres.

Reliability Statistics
Cronbach's Alpha N of Items
.605 8

Item-Total Statistics
Scale Mean if Scale Corrected Cronbach's
Item Deleted Variance if Item-Total Alpha if Item
Item Deleted Correlation Deleted
Classrooms /lecture halls 16.1500 4.871 .241 .589
Chairs and tables 15.9500 4.050 .402 .538
Workshops 16.5000 4.368 .549 .514
Mechanic course tools 16.3000 5.063 .217 .594
Textile and embroidery 16.2500 3.882 .533 .492
tools
Electric and electronic 16.0500 4.682 .312 .571
tools
Wood and furniture tools 16.2000 4.800 .139 .627
Masonary and building 16.1000 4.726 .149 .626
tools

Reliability Statistics
Cronbach's Alpha N of Items
.795 5

Item-Total Statistics
Scale Mean if Scale Variance Corrected Cronbach's
Item Deleted if Item Deleted Item-Total Alpha if Item
Correlation Deleted
distribution of resources
15.1000 9.779 .806 .669
to vtcs
policy on access and its
influence on enrolment in 15.2000 9.958 .838 .660
vtcs
provision of bursary and
14.9000 10.305 .707 .708
enrolment in vtcs
progression structure and
15.2000 12.589 .624 .745
enrolment in vtc
admission criteria and
15.2000 17.537 -.055 .895
enrolment in vtcs

Average reliability of tutors .603

124
c) Reliability output on the Students

Objective 1: To establish if costs of education contribute to enrolment in vocational

training centres

Reliability Statistics
Cronbach's Alpha N of Items
.654 4

Item-Total Statistics
Scale Mean if Scale Variance Corrected Cronbach's
Item Deleted if Item Deleted Item-Total Alpha if Item
Correlation Deleted
What is the average fees
10.0000 5.789 .278 .676
per year
High fess per yr affect
10.3000 4.326 .378 .642
enrolment in vtcs
I have challenge in
9.9000 3.989 .510 .530
paying school fees
I have challenge in
paying fees in time in 9.1000 4.621 .647 .472
vtcs

125
Objective 2: To establish the level of awareness on existing sources for financing
cost of TVET

Reliability Statistics
Cronbach's Alpha N of Items
.622 12

Item-Total Statistics
Scale Mean if Scale Corrected Cronbach's
Item Deleted Variance if Item-Total Alpha if
Item Deleted Correlation Item Deleted
Parental /guardian
21.4000 18.674 .655 .531
support
County government 22.0000 18.842 .369 .578
National government
22.2500 17.882 .552 .535
support
Income generating
22.9500 20.997 .356 .588
programmes
Donors 22.9500 22.892 .059 .636
Well wishers 22.7000 19.800 .445 .568
Religious institution 22.5500 24.261 -.121 .672
Private business owners 22.7000 22.011 .131 .627
Bursaries CDF 21.8000 18.484 .624 .532
Scholarship 22.5500 20.261 .279 .600
Funding in terms of
22.0500 24.682 -.163 .673
instructional resources
Funding in terms of prior
information on existence 21.9500 21.839 .198 .613
of vtcs

126
Objective 3: To establish how government policies contribute to enrolment of
youths in vocational training centres.

Reliability Statistics
Cronbach's Alpha N of Items
.733 8

Item-Total Statistics
Scale Mean if Scale Variance Corrected Cronbach's
Item Deleted if Item Deleted Item-Total Alpha if
Correlation Item Deleted
Availability of class
16.6500 5.924 .534 .698
room/ lecture halls
Availability of chairs
16.5000 6.579 .000 .797
and tables
Availability of
16.3500 4.976 .618 .663
workshops
Availability of mechanic
16.4500 4.682 .781 .626
course tools
Availability of electric
16.4000 4.779 .716 .640
and electronic tools
Electric and electronic
16.5000 5.526 .571 .682
tools
Availability of wood and
16.5500 6.576 .008 .793
furniture tools
Availability of masonry
16.2000 5.537 .516 .690
and building tools

127
Reliability Statistics
Cronbach's Alpha N of Items
.637 5

Item-Total Statistics
Scale Mean if Scale Corrected Cronbach's
Item Deleted Variance if Item-Total Alpha if
Item Deleted Correlation Item Deleted
Resource distribution
13.6500 5.503 .736 .384
and enrolment
Policy on access to edu.
13.3500 9.924 -.038 .723
And enrolment in vtcs
Provision of bursary and
13.7000 6.011 .607 .464
enrolment in vtcs
Progression structure
and enrolment of s 14.0000 6.211 .523 .510
leavers in vtcs
Admission criteria in
13.9000 8.095 .164 .694
vtcs and enrolment

Average reliability students .6615

128
APPENDIX VII: RESEARCH PERMITS

129
APPENDIX VIII: AUTHORIZATION LETTER TO CONDUCT RESEARCH

FROM COUNTY COMMISSIONER

130
APPENDIX IX: ELGEYO-MARAKWET COUNTY MAP

131