Factors influencing the attractiveness of a Technical and Vocational Education and Training Institution
A case study of a Technical Institute in Kenya
Discussions, conclusions and recommendations
The purpose of this study was to investigate those factors influencing the attractiveness of a TVET institution. The findings and analyses led to the following discussions from which conclusions are drawn and recommendations made.
What nature of courses are offered by the institution to add to its attractiveness?
The study revealed that the courses offered in the institution are marketable. Graduates had many employment prospects whereby those who had passed their examinations with distinctions or strong credits were offered jobs by prestigious firms and some opted for further studies. Enterprising graduates procured self employment. The institute lays emphasis on quality and it strives to improve and maintain high performance of its trainees. The feedback mechanism from industry helps the institution evaluate its standards and the progress of the programme.
To what extent does the institution make the courses attractive to its clientele?
Other than marketing the courses, the institution employs qualified and professional staff who are committed in their work to produce graduates that are competitive in the job market. Facilities are adequate and trainees gain hands-on experience as well as exposure to industry through a three-month industrial attachment. Courses that are offered are popular and marketable. The institution has carved a niche for itself as a professionally run entity. It is, therefore, expected that the institution will provide the much needed direction in TVET system in Kenya.
What support services are provided to improve the institutionís attractiveness?
Support services or activities are those that are not directly academic. Yet, they affect the running of the institutions. Some are co-curricula in the sense that they assist in the improvement of the core business of the institution and the well-being of the entire community in the institution. These include sports and recreation, studentsí welfare and hostels and catering. Support staff is charged with the responsibility of overseeing these services. They carry out their work effectively and efficiently. The Board of Governors humanizes the institution in serving as a moderator between the community and the institution.
What management skills are exhibited by the principal?
The principal is highly qualified both in administration and pedagogy. He is well versed in the technical area. He is a forward-looking person who is able to work with his motivated team for the common good. Having developed a five-year strategic plan, he has been able to achieve a number of quick wins (low lying fruits). He practices results-based management. Targets to meet are well stipulated. He allocates specific duties to specific officers who become accountable in their work. The principal has had the ability to extend beyond the conformed government policies, going the extra mile to accomplish his work; for example, he uses his personal car and telephone without asking for anything in return. He consults and liaises freely with other people to find out about the corporate image of the institution in general to help him put things in place. He has been able to instill discipline in the institution and guidance and counseling personnel is available to deal with discipline and welfare of students in general.