Assessing the acquisition of whole youth development skills among students in TVET institutions in Kenya

Abstract

ABSTRACT Economic growth is dependent on well-skilled human capital. Technical and Vocational Education and Training (TVET) programmes are paramount in provision of the requisite capabilities which encompass both academic and non-academic skills also known as whole youth development (WYD) skills. Youths leaving training institutions in Kenya experience various challenges associated with skills gap including incapacity to access, sustain and progress in the labour market. This article examines influencers of WYD skills acquisition among learners in the TVET institutions in Kenya. The article uses data from a cross-sectional survey, targeting students aged 15–25 years in both public and private TVET institutions. We analyse data from 3452 students, 347 instructors and 171 heads who participated in the study. A composite score based on four domains measured acquisition of WYD skills: functional numeracy and literacy, soft skills and digital learning. Multi-level regression results on WYD reveal better performance in well-equipped institutions compared to inadequately equipped ones. Similarly, better performance from institutions located in wealthier regions compared to those in marginalised areas. We deduce that the uptake of WYD skills among TVET students heavily relies on supply-side influencers.