The Impact of Career Information on Student Enrolment in Technical and Vocational
Education and Training Institutions in Kenya
Samwel Muriuki1* and Boniface G. Mukabane2
1
Department of Health and Applied Sciences, Nairobi Technical Training Institute (NTTI),
P.O. Box 30039-00100. Nairobi-Kenya.
2
Department of Mechanical and Chemical Engineering (NTTI).
*Corresponding author: Phone: +254 701 954 512; Email:
ABSTRACT
According to Kenya’s Vision 2030, which is the economic blue print of Kenya becoming a middle
income economy by the year 2030, Kenya has identified Technical and Vocational Education and
Training (TVET) as an area of investing in human capital development so as to produce graduates
with hands on skills, the engine drivers of industrialization. The purpose of this paper is to review
the current status of career information in Kenya’s secondary schools and evaluate its impact on
enrolment in TVET institutions. The courses offered in these TVET institutions are also discussed
and measures to increase enrolment also evaluated. The development of human capital in any
nation is a factor of the career choices that individuals make at every stage of their lives based on
the career information at their disposal. Career choice has always been a very challenging venture
for most students in their transition from primary and secondary
Schools to higher learning institutions in many countries. Several factors come into play including
peer and parental influence, student’s academic performance, interest, ability career information
available among others. Career information is critical because the learner is able to make
informed decisions during the process of career choice. Such information entails both creating
awareness of the courses that a student can pursue and the institutions where such courses may be
offered. This paper proposes a paradigm shift in dissemination of career information with regards
to TVET by all the stakeholders.
Key words: TVET; career information; enrolment, courses offered; human capital; paradigm shift
1
, 1. INTRODUCTION Availability of adequate and appropriate career information enables
students to develop their own career aspirations and goals and thus
The primary goal for provision of education and skills development
make informed career decisions (Njeri, 2017)
for any nation is to improve the lives of people, reduce poverty and
enhance economic productivity. The acquisition of education, skills
Career guidance and counselling services which are components of
and knowledge is commonly referred to as human capital (World
the guidance and counselling programme are vital activities because
Bank, 2000). Studies indicate that human capital is built on
one of the long-term goals of education is career placement
education and skills development that increase a person’s economic
(McLeod, 2007). If education is to realize this goal, then learners
productivity (Obwoge & Kibor, 2016). Nations which have invested
should have appropriate career information and undertake career
immensely in human capital have continued to reap maximum
exploration before making career choices. This aspect of learning
benefits in terms of national productivity and development
can only be effectively handled under the context of guidance and
(Kanyoro, 2016).
counseling. This creates career awareness and career planning that
will influence learners’ career decisions (Strong, 2009).
The development of human capital in any nation is a function of the
At secondary school level, career guidance is offered to students in
career choices that individuals make at every stage of their lives
order to provide them with career information essential to make
based on the career information at their disposal. Career choice has
well informed decisions that will assist them make smooth
always been a very challenging venture for most students in their
transitions from school to higher institutions; from school to work,
transition from secondary schools to higher institutions of learning
and from school to lifelong learning in this twenty-first century
in many countries. Several factors affect career choices such as peer
(Rukwaro, 2015). Access to career information enables secondary
and parental influence, student’s academic performance, student’s
school students to have such skills as evaluating themselves
interest and ability among others (Obwoge & Kibor, 2016).
realistically and understanding their abilities, making sound
According to Ombamba (2014), students face problems in selecting
decisions, working effectively and independently and comparing
careers. In many cases they make wrong or poor choices and are
themselves realistically. Effective career counseling programs are
uncertain of what the selected careers will lead to. In Kenya’s
therefore a crucial element in improving student achievement and
educational setting, it is noted that a majority of students are not
career development (Cheek et al, 2009).
aware of training opportunities and requirements at various levels of
post-secondary institutions (Boniface, 2009; Kasomo, 2007; Kithyo
Career teachers are tasked with the responsibility of providing
and Petrina, 2005; Okumu, 2009)
career guidance. They are expected to offer expert advice to the
learners in secondary schools. Studies indicate that there are
During the process of career choice, career information should be
challenges in the provision of such guidance in secondary schools in
availed to enable the learner make informed decisions and avoid any
Kenya due to factors such as lack of adequate career information
future pitfalls. Such information entails creating self-awareness as
materials, unwillingness of the students to seek guidance, lack of
well as details of the courses that a student can pursue and the
training on the part of the career teachers as well as heavy workload
institutions where such courses may be offered (Muriuki, 2017). It
allocation on the career teacher which limits the time one can offer
also involves provision of accurate and usable facts concerning
the career guidance service (GOK, 2012; Lugulu& Kipkoech, 2011;
careers that entail: the entry and training requirements, employment
Maria & Kimiti, 2012; Njeri, 2017; Ombaba,2014, Racho, 2014;
opportunities, nature and conditions of work, advancement
Rukwaro, 2015).
opportunities, salary, trends and outlook (Zunker, 2006).
2
Education and Training Institutions in Kenya
Samwel Muriuki1* and Boniface G. Mukabane2
1
Department of Health and Applied Sciences, Nairobi Technical Training Institute (NTTI),
P.O. Box 30039-00100. Nairobi-Kenya.
2
Department of Mechanical and Chemical Engineering (NTTI).
*Corresponding author: Phone: +254 701 954 512; Email:
ABSTRACT
According to Kenya’s Vision 2030, which is the economic blue print of Kenya becoming a middle
income economy by the year 2030, Kenya has identified Technical and Vocational Education and
Training (TVET) as an area of investing in human capital development so as to produce graduates
with hands on skills, the engine drivers of industrialization. The purpose of this paper is to review
the current status of career information in Kenya’s secondary schools and evaluate its impact on
enrolment in TVET institutions. The courses offered in these TVET institutions are also discussed
and measures to increase enrolment also evaluated. The development of human capital in any
nation is a factor of the career choices that individuals make at every stage of their lives based on
the career information at their disposal. Career choice has always been a very challenging venture
for most students in their transition from primary and secondary
Schools to higher learning institutions in many countries. Several factors come into play including
peer and parental influence, student’s academic performance, interest, ability career information
available among others. Career information is critical because the learner is able to make
informed decisions during the process of career choice. Such information entails both creating
awareness of the courses that a student can pursue and the institutions where such courses may be
offered. This paper proposes a paradigm shift in dissemination of career information with regards
to TVET by all the stakeholders.
Key words: TVET; career information; enrolment, courses offered; human capital; paradigm shift
1
, 1. INTRODUCTION Availability of adequate and appropriate career information enables
students to develop their own career aspirations and goals and thus
The primary goal for provision of education and skills development
make informed career decisions (Njeri, 2017)
for any nation is to improve the lives of people, reduce poverty and
enhance economic productivity. The acquisition of education, skills
Career guidance and counselling services which are components of
and knowledge is commonly referred to as human capital (World
the guidance and counselling programme are vital activities because
Bank, 2000). Studies indicate that human capital is built on
one of the long-term goals of education is career placement
education and skills development that increase a person’s economic
(McLeod, 2007). If education is to realize this goal, then learners
productivity (Obwoge & Kibor, 2016). Nations which have invested
should have appropriate career information and undertake career
immensely in human capital have continued to reap maximum
exploration before making career choices. This aspect of learning
benefits in terms of national productivity and development
can only be effectively handled under the context of guidance and
(Kanyoro, 2016).
counseling. This creates career awareness and career planning that
will influence learners’ career decisions (Strong, 2009).
The development of human capital in any nation is a function of the
At secondary school level, career guidance is offered to students in
career choices that individuals make at every stage of their lives
order to provide them with career information essential to make
based on the career information at their disposal. Career choice has
well informed decisions that will assist them make smooth
always been a very challenging venture for most students in their
transitions from school to higher institutions; from school to work,
transition from secondary schools to higher institutions of learning
and from school to lifelong learning in this twenty-first century
in many countries. Several factors affect career choices such as peer
(Rukwaro, 2015). Access to career information enables secondary
and parental influence, student’s academic performance, student’s
school students to have such skills as evaluating themselves
interest and ability among others (Obwoge & Kibor, 2016).
realistically and understanding their abilities, making sound
According to Ombamba (2014), students face problems in selecting
decisions, working effectively and independently and comparing
careers. In many cases they make wrong or poor choices and are
themselves realistically. Effective career counseling programs are
uncertain of what the selected careers will lead to. In Kenya’s
therefore a crucial element in improving student achievement and
educational setting, it is noted that a majority of students are not
career development (Cheek et al, 2009).
aware of training opportunities and requirements at various levels of
post-secondary institutions (Boniface, 2009; Kasomo, 2007; Kithyo
Career teachers are tasked with the responsibility of providing
and Petrina, 2005; Okumu, 2009)
career guidance. They are expected to offer expert advice to the
learners in secondary schools. Studies indicate that there are
During the process of career choice, career information should be
challenges in the provision of such guidance in secondary schools in
availed to enable the learner make informed decisions and avoid any
Kenya due to factors such as lack of adequate career information
future pitfalls. Such information entails creating self-awareness as
materials, unwillingness of the students to seek guidance, lack of
well as details of the courses that a student can pursue and the
training on the part of the career teachers as well as heavy workload
institutions where such courses may be offered (Muriuki, 2017). It
allocation on the career teacher which limits the time one can offer
also involves provision of accurate and usable facts concerning
the career guidance service (GOK, 2012; Lugulu& Kipkoech, 2011;
careers that entail: the entry and training requirements, employment
Maria & Kimiti, 2012; Njeri, 2017; Ombaba,2014, Racho, 2014;
opportunities, nature and conditions of work, advancement
Rukwaro, 2015).
opportunities, salary, trends and outlook (Zunker, 2006).
2
