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Author: search.filters.author.Ngeera, Flora GacheriSubject: search.filters.subject.technical institutions

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    The Influence of Instructional Equipment on Student Skills Development in Public Technical Training Institutes in Kenya
    (Journal of Popular Education in Africa:, 2022-10) Nyangweso, Gladys Kemuma; Ngeera, Flora Gacheri; Thuba, Esther
    Technical Training Institutions (TTIS) in Kenya play a significant role in providing skills that are required in the various sectors of the Kenyan economy. A concern of a mismatch of skills produced by Technical Training Institutions and the skills required by the industry has been raised. This study thus sought to fill the gap. The study focused on diploma students for clothing and Building and Construction Technology. Findings revealed that (HO) there is a significant statistical relationship between instructional equipment and skill development. Qualitative results supported these findings as TTIs were found highly theoretical. The study concluded that TTIs cannot be relied on in producing adequate skills and neither are the industries in training students. The researcher proposed a perceptual a curriculum implementation model aimed at tackling the issue of skills gap.
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    The Influence of Instructional Methods on Student Skills Development in Public Technical Training Institutions in Kenya
    (Journal of African Interdisciplinary Studies (JAIS):, 2022-10) Nyangweso, Gladys Kemuma; Ngeera, Flora Gacheri; Thuba, Esther
    Technical education skills development is one among other strategies thought to be what Kenya needs for the achievement of vision 2030 (Ministry of Education [MoE], 2019). To realize this vision, Kenya needs a critical mass of well-trained graduates. In regard to this, a serious discrepancy between skills produce by training institutions and skills required by industries has been raised. Luas, et al (2012) asserts that when such a phenomenon is raised the problem in mainly in pedagogy. The study thus sought to address this by establishing the relationship between instructional methods and skills development. Results indicated that; (HO) there is a statistically significant relationship between instructional methods and skills development. Qualitative results supported these findings as data revealed that TTI pedagogy was highly theoretical. The study proposed a perceptual curriculum implementation model suitable for tackling instructional issues facing TTIs.