Green Skills and Sustainable Economy in Kenya: The Influence of TVET Trainer Competencies

  • Dr. Kutto Naomi Jebungei University of Eldoret, Eldoret, Kenya
Keywords: Green skills, sustainable economy, trainer competencies


Greening Technical and Vocational Education Training (TVET) is an initiative of the United Nations Educational, Scientific and Cultural Organization (UNESCO) together with, the International Centre for the Technical and Vocational Education and Training (UNEVOC) that requires Technical and Vocational Educational Training Institutions to provide knowledge and develop skills that ease transition to green economies and societies. In an effort to attain the Sustainable Development Goals, the Kenyan government has revamped TVET institutions with both human and non-human resources. There is no doubt that green skills hold the future for sustainable economies, however, the role of trainers cannot be gainsaid. The study analyzed the influence of trainers’ competencies on the relationship between green skills and sustainable economy. The study adopts the ‘ex-post facto’ design based on the post-positivist paradigm to sample 200 pre-existing technician graduates drawn from Uasin Gishu County. Data was collected using questionnaires and structured interview schedule which yielded both quantitative and qualitative data for analysis. Descriptive and inferential analyses revealed that the four green skills namely attitudes, values, knowledge and technical skills positively and significantly predicted sustainable economy. There is therefore need to focus on building the capacity of TVET trainers in order to inculcate the required green skills among trainees. This will largely contribute to enhancing sustainable development competences and thus implementing the Sustainable Development Goals for green economies and societies.

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How to Cite
Jebungei, D. K. (2020). Green Skills and Sustainable Economy in Kenya: The Influence of TVET Trainer Competencies. Africa Journal of Technical and Vocational Education and Training, 5(1), 29-40. Retrieved from