RESEARCH TOPIC:

FACTORS INFLUENCING LABOUR MARKET SKILLS’ DEMAND FROM TIVET TRAINING IN AUTOMOTIVE ENGINEERING IN KENYA: CASE STUDY KISII COUNTY.

ABSTRACTThe advancement of Kenya towards industrialization

in the year 2030 largely depends on the kind of

vocational education system being implemented.

Industries in Kenya a-times lay-off workers due to

redundancy in their skills, others are forced to

upgrade their skills to remain competitive in the

labour market. The aim of this research study will

be to establish the areas of disconnect in labour

market skills and TIVET training programs for

Automotive engineering in Kenya. The issues in

question during this research study will include:

Curriculum of TIVET course (automotive), funding

and equipping of TIVET institutions and public

perception of TIVET education in Kenya among other

factors. The data will be collected from

participants using questionnaires, interview

schedule, documents analysis and observation

schedules. Analysis of the collected data will be

done using statistical packages for social sciences

(SPSS) in form of frequencies, means, modes and

percentages. The presentation of the analyzed data

will be in form of frequencies, tables, charts and

graphs. The research study will form an important

input to the TIVET training in automotive

engineering in Kenya in determining the policies

and approaches to effective and efficient training

programmes.

TABLE OF CONTENT1. Chapter one1.1 Introductions1.2 Background information1.3 Statement of the problem1.4 Purpose of the study1.5 Research objectives1.6 Research questions1.7 Significance of the study1.8 Justification of the study1.9 Scope of the study1.10 Limitation of the study1.11 Assumption of the study

1.12 Theoretical frameworks1.13 Definitions of terms

2. Chapter two. Literature review2.1 Introductions2.2 Research Objectives3 Chapter three. Methodology 3.1 Introductions3.2 Research design3.3 Area of study3.4 Target population3.5 Sample size3.6 Research instruments3.6.1 Questionnaires3.6.2 Interview schedules3.6.3 Observation schedules3.7 Validity and reliability 3.7.1 Validity of research instruments3.7.2 Reliability3.8 Data collection procedures3.9 Ethical considerations3.10 Data analysis

1.0 CHAPTER ONE

1.1 Introductions.Kenya’s education system is seen as a lifelongEndeavour that aims to provide an individual withrelevant skills for better employment. Howeverconsidering the TIVET training programs and thetremendous sets of skills demanded by employers inengineering, it shows a great mismatch between the

two organizations. The history of TIVET developmentin Kenya can be traced back to colonial period. Thecolonial system of education influenced theperception and approach of vocational educationamong Kenyans after independence. Many peopleperceived TIVET training to be meant for theacademic dropouts and of less worth.Omulando andShiundu (1992) reported evidence of negativeattitude towards TIVET among large section ofKenyan community.However, Charner (1996) observed that over recentyears and especially in developing countrieslearners have begun showing interest in technology.Automotive engineering being one of the major fieldin the realization of vision 2030, its trainingshould be aligned towards current labour marketexpectations. It is with this reason that theresearch study tries to investigate factorsinfluencing automotive graduates in labour market.

1.2 Background Information.The pace at which the vehicle technology changes isaccelerating particularly in response to changes inconsumer taste and expectations, higher safetystandards and the drive towards a low-carbonemission and fuel economy standards. According tothe U.S projection of market share of alternativeand advance power train types 2011, the workforcein automotive industry need to be trained in asystem approach to the integration of electronicsthroughout the vehicle. The technology path isuncertain and vehicle manufacturers and suppliersare developing multiple technology solutions,requiring a wide range of technical skills. Anumber of unique skills sets are emerging asessential to the continued development ofautomotive technology and the future of theindustry. These skills include increased emphasison electronic software, system engineers thatrelate to increased connection and integration ofthe various vehicle systems. According to Brett c.smith on power train forecast and analysis, thefuture of automotive requires engineers withmechanical expertise with knowledge of electronicthat will interact and possibly control themechanical systems in a vehicle.TIVET training should be synchronized with themarket labour skills requirement. UNESCO 1990reports that one of the most important features of

TIVET is its orientation towards the world of workand emphasis of the curriculum on the acquisitionof employable skills.Dr, Afeti (2013) on TIVET forindustrialization, notes that a skilled workforceis a basis requirement for driving the engine ofindustrial economic growth and TIVET holds the keyto building this type of technical workforce.

1.3 Statement of the problem.

The level of competence of workers in an industryimmensely affects the efficiency and quality ofoutput products. The particular sets of skillsrequired in the labour market a times cannot be metby the employees. The competence and level ofproductivity of employees largely depends on thekind of training one undergoes. TIVET traininginstitutions in Kenya are relied upon to producegraduates with suitable technical skills andknowledge to match labour market. This expectationis never guaranteed due to a number of factorsdisconnecting the two.The study therefore sought to establish the factorsinfluencing labour market skills demand for TIVETgraduates in automotive engineering in KisiiCounty.

1.4 Purpose of the study.

The purpose of the research study is to investigatefactors influencing the labour market skills demandfor TIVET training in automotive engineering.

1.5 Research objectives.

The objectives of the study are to determine:1. The extent to which curriculum implemented at

TIVET training for automotive engineering matchthe labour market requirement.

2. The effect of funding and equipping of TIVETinstitution on the competence of the graduates.

3.How public perceptions of TIVET educationaffects training skills of trainees.

1.6 Research questions The following research question will guidethe study.

1.Does the curriculum being implemented at TIVETinstitution for automotive engineering linkedwith the labour market requirement?

2.What are the effects of funding and equippingof TIVET institution on the competence ofgraduates?

3.How the public perception of TIVET education inthe region affects the training skills?

1.7 Significance of the study

The significance of this study is based on the needto link TIVET training system to the employer’sspecific requirement in automotive engineering. Theresearch aims at identifying the factorsinfluencing labour demand of TIVET graduates ofautomotive engineering in the effort ofestablishing the disconnect between the two. The

findings of the research study would serve as inputfor development or reviewing courses and programes,equipping and selecting learning materials,instruction information and guidance and counselingof trainees in TIVET institutions in Kenya.

1.8 Justification of the study

TIVET education has emerged as one of the mosteffective human resource development strategiesthat African countries need to embrace in order totrain and modernize their technical workforce forrapid industrialization and national development,Dr.Afeti (2013). Automotive engineering being oneof the key sector in the realization of vision2030, therefore should be aligned towards achievingthe much desired goal. The research study will seekto examine the existing gaps between automotivetraining and the labour market requirement.The study will be carried out at Kisii County. Theregion is characterized by high population and landresource has been stretched beyond the limit.Automotive engineering offers an excellentopportunity which can enable people to earn aliving.

1.9 Scope of the study

TIVET training institutions are spread all over thecountry and they implement almost a uniformcurriculum developed by Kenya institute ofeducation (k.i.e). The research study will be

conducted at Kisii County. There are both privateand public automotive workshops. Workshops locatedat the urban centers will only be considered duringthe study.The study will focus on the following factors;curriculum content of automotive engineering,public perception of TIVET education in the regionand funding and equipping of the TIVETinstitutions, in relation to labour market demandof TIVET graduates.This research will be conducted within the month ofsep-Nov 2014 in Kisii County.

1.10 limitation of the study

-Research study is confined to kisii region only

1.11 Assumption of the study

- Participants of the study could put forth anhonest effort when they will complete the survey.-participants are aware of the importance of TIVETeducation in automotive engineering.

2. CHAPTER TWO LITERATURE REVIEW

2.1 Introduction TIVET training in Kenya is conducted in a formalsystem yet the graduates normally fail to fit tothe expectations of the labour market. Theemployers are operating mostly in non-formalorganizations with varied expectations on theiremployees. The mismatch is owed to a number ofissues which are yet to be identified and resolvedaccordingly. The research study, purposes toinvestigate these factors existing in both thetraining institutions and labour market in Kenya.

2.2 Matching the curriculum content on the TIVETtraining with market requirement.

According to Lasonen and Burge (1991), themajor issues relating to the world of work, whereTVET training must play a major role in providingsolutions is the question of what changes should bemade to school curricula at all levels, so thatyoung people become more work oriented and acquirethe basic skills needed to perform productive work.This indicates that there is a need to match thecontent of training programs with the expectedcompetence skills of the trainees. Automotiveengineering has been undergoing a lot oftechnological transformation. Automotivetechnicians will need to learn how to repair andmaintain completely new technologies.U.S departmentof energy (2010) established the GraduateAutomotive Technology Education (GATE) Centers ofExcellence to develop a new generation of engineers

and scientists with the necessary knowledge andskills in advanced automotive technologies. Thetraining of automotive engineers should be dynamicin corresponding to the immediate marketchallenges.Dr. Afeti on TIVET in Africa notes thatthere are five strategic objectives which have tobe met. These are; enhancing quality of training,assuring relevance and employability of trainees,improving coherence and management of trainingprovisions, enhancing the status and attractivenessof TIVET training. In Kenya, curriculum isdeveloped by Kenya institute of education andtraining institutions’ lecturers are expected toimplement it. This makes the revision and changesof the training content difficult to be doneregularly to match the technologicaltransformations. However, with the current TIVETact, which is yet to be implemented through out thecountry, gives every training institution authorityto develop suitable curriculum for various coursesoffered in the institution.

Through this provision, it will enable TIVETinstitutions to come up with courses that keep upwith the market requirements.Dr. Afeti recommendsthat, TIVET must be relevant and demand-driven,rather than supply-driven and a stand-aloneactivity. In order to do this, data is required onthe actual employability of TIVET graduates,available job opportunities, and the evolvingskills demands on the labour front.Among the particular objectives of the 8:4:4 systemof education was that more emphasis was to be laidon technical and vocational education. It was

supposed to ensure that the students graduating atany level had some scientific and practicalknowledge that could be utilized for theirsubsequent self-employment or in further training(Republic of Kenya, 1984). However, Tum (1996)notes that social, economic and political factorshave greatly handicapped the implementation of thereform process.From these argument, it is clearthat there is a mismatch between what is learnt inschools and the requirements of the economy and theworld of work—and even real life in general.

2.3 Effect of funding and equipping of TIVETinstitution on graduates’ competence level.

Tertiary education in technical fields tends to besignificantly more expensive than in socialsciences, which makes expansion of such facultiesmore challenging in public section. Automotiveengineering is more of practical than theory, thepractical equipment, tools and materials are quiteexpensive. The national government is responsiblefor funding public TIVET institutions. However,donor support plays an important role in TIVETdevelopment. The large amount of international aidhas contributed to the establishment of trainingcapacity, like the creation of infrastructure andfacilities, the training of staff and theimplementation of instructional systems (Ferej,Kitainge, Ooko, 2012).Automotive engineers needs toknow about different types of vehicle engines andparts, automotive electronics, workshop engineeringand safety. Due to these challenges, more

automotive trainees in Kenya are forced to joininformal sectors in acquiring practical skills.This is a major set back in the training sinceinformal sectors does not lay emphasis onmaintaining standards as learning is onapprenticeships as opposed to research andexperimental learning in formal TIVET institutions.Technical institution is a place to acquirepractical knowledge and hands-on experience inaddition to the basic theory in the chosen field ofspecialization. If the training materials or the tools needed toachieve these are lacking or inadequate then theproducts of these institutes will have deficienciesin their areas of specialization. This willeventually prevent them from practicing well ontheir own and working effectively in theindustries. The teachers or the facilitators inthese institutes are not enough and when they aremore, majority of them have shortfalls in practicalexperience. Some of them have not worked in theindustries to enrich their skills before coming tothe classroom and therefore find it very difficultto deliver or make the necessary impact as far asacquisition of practical skills are concerned. Theautomotive industry is facing significant newchallenges such as the introduction of alternativefuels, hybrid and electric vehicles, andintelligent driving support systems, hencedemanding professionals who have been trained todeal with these challenges and who are up to dateon new technologies and management systems inautomotive engineering.

2.4 How the public perception of TIVET education inthe region affects the training skills?For many years, technical and vocational educationin Africa has been considered as a Career path forthe less academically endowed. This perception hasbeen fuelled by the Low academic requirements foradmission into TIVET programmes and the limitedProspects for further education and professionaldevelopment (Dr. George Afeti).The colonial systemof education in Africa was discriminative and couldnot give the natives the equal opportunities totrain as the whites. The vocationaleducation was targeted at producing laborers at thewhite settlers’farms.According to Omulando andShiundu (1992) There has been a claim that thenegative attitude was bred and crystallized withthe advent of colonial rule in Africa and thediscriminative approach of the colonialadministration to the education of the African inrelation to that of children of the whitecolonialists. Parents also have a significant rolein determining their children’s careers. Accordingto Kerre (2001), parents want their children to beeither teachers or nurses and very few encouragetheir children to enter blue-collar jobs. Thesefactors have contributed to a negative perceptiontowards TIVET courses among the youths. However, inthe recent past there is indication that technicaleducation is being viewed in a more favourablelight, although youths may still have personalmisgivings about manual work.

3. CHAPTER THREE. RESEARCH DESIGN ANDMETHODOLOGY

3.1 Introduction This section present description of researchdesign and methods which will be applied incarrying out the research study. It will beorganized in the following categories; resigndesign, area of study, target population, sampleprocedure and sample size, data collectioninstruments, data collection procedure, ethicalissues and data analysis technique.

3.2 Research design

The study will be conducted through surveyresearch technique. This is preferred because itgives a great deal of accurate information ineducational fact-finding, Yin(1984).The intentionof the research survey is to collect data atTIVET institution and the automotive workshopsin the region to be used in determining factorsinfluencing labour market of TIVET graduates inautomotive engineering.

3.3 The study area. The study will be conducted in Kisii County inNyanza province Kenya. The population ofthe region is the highest in the country and landresource has been stretched beyond limit, this is

according to 2009 census released in 2012. Thetopography is sloppy and mountainous in most partsof the county. The people in this region practicessmall scale farming, business enterprises andtransport activitie.Kisii people has been known oftheir good enterprising skills in business, farmingactivities and transport investments.

3.4 Target populationThe target population of the study will consist ofheads of departments of automotive engineering inthe TIVET institutions, workshop managers andsupervisors in the county.

3.5 Sampling procedureThe region is chosen for the study because of itshuge population which can provide a goodrepresentation of the Kenya’s population. Inaddition the region will be accessible to theresearcher. Random sampling will be used toidentify the institution and automotive workshop toconstitute the sample.

3.6 Research instrumentsThe document which will be used to collect the dataincludes the following; questionnaires, interviewschedules, observations and document analysis. The

method will target heads of institutions andautomotive engineering lecturers, workshop managersand supervisors.The purpose of the study will be described clearlyto the respondents explaining that they will not becompelled to participate in the study. Most of theitems in the questionnaire will be based on fivePoint Likert-scales and the statement will beformulated in positive form. The questionnaireswill be distributed at once and followed byinterviews.The observation schedule will be used to identify,explain and describe the physical facilities andinfrastructure of the institutions and theworkshops, which will shed more light on howequipped the TIVET institution are.Documents from relevant ministries will also becross examined to understand the governmentpolicies in place for management of TIVETinstitutions.

3.7 validity and reliability of the instruments

This sub-section presents details on how validityand reliability of research instrument will betested prior to using to collect data.

3.7.1 validity of instrumentsValidity is the degree to which results obtainedfrom the analysis of data actually represents thephenomenon under study, Mugenda (2003). Inascertaining validity of research instruments theresearcher will consult experts and experiencepersonnel in research methodology from universityof Eldoret, who will critics and give comments. Pilot study will be carried out at neighboringcounty of Nyamira before the actual study isconducted.

3.7.2 Reliability of research instrument

Reliability of the instrument will ensure thatthere will be precision with the data to becollected.

3.8 Data collection procedure.Prior to collection of data the researcher willobtain introductory letter from the university tothe ministries of education and industrialization,for seeking to be granted research permit. Theresearcher will then visit the targeted places withaim of collecting data.

3.9 Ethical considerations

The following ethical issues will be consideredduring the research study;

- There will be total confidentiality of thecollected information from the respondents.

- The commitment to reveal the research findingsafter the research to the relevant authorities.

3.10 Data analysis and presentation techniques

Data analysis is the process of cleaning codingkey punching into computer of raw data with theaim of interpreting it. Data will be analyzed using (SPSS) statisticalpackages for social sciences using frequencies,means, modes and percentages.

The data will be presented by use of frequencytables, charts and graphs.

REFERRENCES1. Omulando and Shiundu (1992) TIVET PERCEPTION2. Charner (1996) changing interest in technology3. Vision 2030 document4. U.S projection on market share on advancepower train types 20115. Brett c. Smith power train forecast andanalysis6. UNESCO 1990 TIVET orientation to world of work7. Dr. Afeti (2013) TVET for industrialization8. Dr. Afeti (2013) African countries andtechnical workforce for rapid industrialization

9. Lasonen and Burge 1991 issues on world of work10. U.S department of energy 2010 GATE11. TIVET ACT 2013 Kenya12. republic of Kenya 1984 8.4.4 curricula systemof national education13. Tum 1996, social, economic and political onreformed process in education14. Ferej, Kitainge and Ooko 2012 internationalaid on training capacity15. Dr. George Afeti TIVET in Africa16. Omulando and Shiundu 1992 Kenya vocationaleducation after independence17. Kerre 2001 parents and their children’scareers 18. Yin 1984 on research design19. Kenya census report of 200920. Mugenda and Mugenda 2003 validity of researchinstruments21. Adam Dasmani, Asia Pacific Journal of cooperative education.