Kenya’s development agenda is anchored on development of skill inventory of her human resource base with the onus placed on Technical and Training Institutions (TVET). However, at the Centre of skill formation, capacity of technical trainers is critical. This study examined capacity of technical trainers in Kenya terms of quantity and quality. Data were collected using questionnaires on 400 trainers randomly sampled from TVET institutions with response rate being 90%. Interview schedule was also used to collect data from Principals of 15 public TVET institutions in Western Kenya. Quantitative capacity of trainers was evaluated in terms of numbers while qualitative aspect was based on initial trainers’ academic qualification, their area specialization and their involvement in continuous professional development. The study established that institutions study were inadequately staffed and mainly relied on poorly remunerated Trainers employed by Board of Governors. The study further established that though majority of trainers had at least first degree, most of them had specialty in areas falling outside the core mandate of TVET. Trainers also rarely upgraded their skills making their teaching to be majorly on basis of historical competencies. Though ideal situation had established that variables were to account for 72.5% of trainees’ skill formation, the actual position on the ground revealed that variables accounted for only 22.5% of trainees’ skill formation. On the basis of these findings, the study concludes that TVET institutions were incapacitated to produce human resource with right skills to meet the Country’s development aspiration. The study calls for adequate staffing of TVET institutions in key courses that fall within the mandate of TVET who should be facilitated on regular basis to upgrade their skills in line with emerging technological advancements.
Key words: Development, trainers, quality of trainers, technical and vocational education and training (TVET), historical competencies, emerging technology.
Copyright © 2022 Author(s) retain the copyright of this article.
This article is published under the terms of the Creative Commons Attribution License 4.0