Short Courses as Pathways to Enhancing Diversity, Inclusion and Equity in Training and Education: A Case Study of Thika Technical Training Institute
Keywords:
FSD, TVET programs, flexible short courses, EFA, attitudinal change
Abstract
The study set out to assess the impact of new flexible short courses introduced in Thika Technical Training Institute by the Flexible Skills Development (FSD) which are tailored to meet the needs of the local labour market. The guiding philosophy responds to the reality of an ever expanding informal sector and shrinking wage employment opportunities, large numbers of youth who are locked out of the formal skills training system and the limited as well as expensive training opportunities. This demonstrates the need for a system that establishes inclusion of those traditionally locked out of the system, equity through a diversity of courses and a flexible approach. In this regard, therefore, the Commonwealth of Learning (COL) FSD is designed to strengthen capacity in technical and vocational training institutions to adopt flexible delivery approaches and reach more learners. This is in line with the third goal of UNESCO Education For All (EFA) enunciated as; Ensuring that the learning needs of all young people and adults are met through objectives, equitable access to appropriate learning and life skills programs. The study utilized exploratory studies using both qualitative and quantitative methods. Data collection instruments entailed questionnaires, interview schedule, observation schedule and content analysis. The study found out that short courses have among others lead to attitudinal change, boosted the self-confidence of target group, inculcated basic skills and competences, created employment opportunities and boosted earnings.Article Views and Downloands Counter
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Nairobi: Institute of Economic Affairs.
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Poverty Reduction and Economic Management Unit. Africa Region.
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Kothari, C. R. (2004). Research Methodology Methods & Techniques. New Delhi: New
Age International publisher
Luisoni (2005). Why access to TVET for all is essential if education for all is to be
achieved. Prospects, Vol. 35, No. 3, pp. 253267
Man Power Group (2012). Skills for Employability in Africa and Asia. Washington, D.C.:
Results for Development Institute
Ministry of Education (MoE) (2012).Task Force for the Re-alignment of the Education
Sector to the Constitution of Kenya 2010: Towards a Globally Competitive Quality Education for Sustainable Development. Report of the Task Force. Nairobi: Republic of Kenya.
Mugenda, O. & Mugenda, A. (2003). Research Methods. Acts Press, Nairobi.
Sessional Paper No. 14 of 2012, Reforming Education and Training Sectors in Kenya.
Government Press, Nairobi, Kenya
UNESCO, (2012). Education for All Global Monitoring Report 2012. Youth and Skills:
Putting Education to Work. Paris: UNESCO.
UNESCO-UNEVOC (2013). Gender Issues and TVET. Available from
www.unevoc.unesco.org/tvetipedia.0.html. TVET (Accessed 17.3.2015.)
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promote development, World Bank Group Education Strategy 2020. Washington
DC, World Bank.
World Bank, (2012a). World Development Report 2013: Jobs. Washington, D.C.:
World Bank World Bank, (2012b). Improving Skills Development in the Informal Sector:
Strategies for Sub-Saharan Africa. Washington, D.C.: Human Development
Department, Social Protection Unit.
Published
2016-05-25
How to Cite
Gacheru, P., & Wahungu, D. (2016). Short Courses as Pathways to Enhancing Diversity, Inclusion and Equity in Training and Education: A Case Study of Thika Technical Training Institute. Africa Journal of Technical and Vocational Education and Training, 1(1), 2-11. Retrieved from https://afritvet.org/index.php/Afritvet/article/view/7
Section
INCLUSION IN TVET
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