Teacher Factors Influencing Effective Implementation of Artisan and Craft Curriculum in Community Colleges in Kenya
Keywords:
Artisan and Craft, community colleges, TVET, teacher qualifications, teaching experience, levels of motivationAbstract
The study examined the influence of teacher factors to effective implementation of Artisan and Craft courses in community colleges in Nairobi, Kajiado and Machakos counties, Kenya. Three teacher variables- teacher qualifications, teaching experience and levels of motivation were studied. The study adopted the mixed methods research design. The sample comprised 24 Artisan and Craft teachers and four directors of community colleges. The study triangulated questionnaires and interview guides which were content-and face-validated and reliability determined using Cronbach’s alpha. Quantitative data were analyzed using descriptive statistics while qualitative data were analyzed and presented in form of narratives and direct quotations. The findings showed that teacher qualifications, teaching experience and teacher motivation had a high influence on the implementation of Artisan and Craft curriculum. Based on the findings, the study recommends employment of more qualified teachers, adoption of effective teacher motivation strategies and capacity building for teachers to ensure effective implementation of Artisan and Craft curriculum. Moreover, further studies on a wider geographic spectrum or a replication of this study in other parts of the country are recommended.
References
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[2] J. Lauglo and R. Maclean (Eds.). Vocationalization of Secondary Education Revisited. Dordrecht: Springer (in collaboration with UNEVOC and the World Bank), 2005, pp.11-12.
[3] J. K. Kelemba. “Case study for integrating education for sustainable development in model youth polytechnics in Kenya,” in UNESCO-UNEVOC, International Centre for Technical and Vocational Education and Training, 2010, pp. 23-37.
[4] A. Gewer. “Features of Social Capital that Enhance the Employment Outcomes of FET College Learners,” PhD thesis, University of the Witwatersrand, Johannesburg, 2009.
[5] African Union. “Strategy to revitalize technical and vocational education and training (TVET) in Africa,” presented at the conference of ministers of education of the African Union (COMEDAF II+), Addis Ababa, 2007.
[6] O. Aina. “Technical education in Nigeria - A bridge to the future,” presented at the meeting of fifth national biennial convention of the Auchi Polytechnic, October, 1999.
[7] East Africa Community Colleges Secretariat. “Third training programme for the teachers of community colleges in East Africa,” workshop conducted at Machui Community Training Centre, Zanzibar, 2010, pp. 5-9.
[8] Christian Organization Research Advisory Trust of Africa, (CORAT). Final report on the evaluation of East African community colleges. Nairobi, 2011, pp 3-9.
[9] T. Korpi, P. De Graaf, J. Hendrick and R. Layte. “Vocational training and career employment precariousness in Great Britain, the Netherlands and Sweden,” Acta Sociologica, vol. 46, pp. 17–30, 2003.
[10] D. Atchoarena and A. Delluc. Revisiting technical and vocational education in sub-Saharan Africa: An update on trends, innovations and challenges. Paris: UNESCO, IIEP, 2001, pp. 240-246.
[11] J. W. Simiyu. “Introducing e-learning as a strategy to increase enrolment in TVET,” presented at the 1st African UNESCO-UNEVOC Summit on Access and Inclusion for TVET in Africa through New ICT-based Solutions, Safari Park Hotel, Nairobi, 2007.
[12] Republic of Kenya. Totally integrated quality education and training: TIQET. Report of the commission of inquiry into the education system of Kenya. Nairobi: Government Printers, 1999, pp. 97-105.
[13] J. Lannert, S. Munbodh and M. Verma. “Getting stakeholders involved: Partnerships at work from three countries from Africa, Asia and Eastern Europe” in New trends in technical and vocational education. D. Atchoarena, Ed. Paris: International Institute for Education/UNESCO, 1999, pp. 63-64.
[14] J. W. Simiyu. “Revitalizing a technical training institute in Kenya: A case study of Kaiboi technical training institute, Eldoret, Kenya,” Bonn: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. Internet: www.unevoc.unesco.org/publications, 2009.
[15] H. Farstad. Integrated Entrepreneurship Education in Botswana, Uganda, and Kenya: Final Report. Oslo: National Institute of Technology, 2002, pp. 40-48.
[16] G. Fietz, T. Reglin and I. Mouillour. Study on the Implementation and Development of an ECVET System for Initial Vocational Education and Training. Germany: European Commission, 2007, pp. 164-165.
[17] F. C. Indoshi, M. O. Wagah and J. O. Agak. (2010). “Factors that determine students’ and teachers’ attitudes towards Art and Design curriculum,” International Journal of Vocational and Technical Education, 2 (1), pp. 9-17, 2010.
[18] A. Sharma. Technical Vocational Education and Training: The Master Key. The Review of the Functions of FIT, TPAF and other TVET Providers. Fiji: Ministry of Education, Youth and Sports, Arts, Culture & National Heritage, 2008, pp.17-22.
[19] UNESCO. National Education Sector Support Strategy (UNESS) for the Republic of Kenya 2010-2011. Nairobi: UNESCO, 2010, pp. 16-21.
[20] G. W. Mureithi. (2008). “Technical, vocational education and training in Africa: Has it lost its significance,” Internet: http:// www.kmafrica.com/book/export/html/2067, 2008 [Mar. 28, 2015].
[21] D. H. Hargreaves. “A capital theory of school effectiveness and improvement,” British Educational Research Journal, vol. 27 (4), pp. 487-503, 2001.
[22] C. L. Bankston. “Social capital, cultural values, immigration, and academic achievement: The host country context and contradictory consequences,” Sociology of Education, vol. 77(2), pp. 176–179, 2004.
[23] R. F. Cavanagh and G. B. Dellar. “Organizational and learning community conceptions of schools: Implications for understanding and researching school improvement,” in On the forefront of educational psychology, R. F. Waugh, Ed. New York: Nova Science Publishers, 2003, pp.179–225.
[24] Y. C. Cheng. New Paradigm for Re-engineering Education: Globalization, Localization and Individualization. Dordrecht, the Netherlands: Springer, 2005, pp. 27-30.
[25] P. Graham (2007). “Improving teacher effectiveness through structured collaboration: A case study of a professional learning community,” RMLE Online: Research in Middle Level Education, vol. 31(1), pp. 1–17, 2007.
[26] W. K, Hoy and C. J. Tarter. “Organizational justice in schools: No justice without trust,” In Essential ideas for the reform of American schools, W. Hoy and M. DiPaola, Eds. Charlotte, NC: Information Age Publishing, 2007, pp. 291–312.
[27] Smith, M. K., Social capital. ”The Encyclopedia of Informal Education,” Internet: www.infed.org/bibio/social_capital.htm, 2001 [Jun. 14, 2015].
[28] O. S. Bandele and A. Y. Farem. “An investigation into the challenges facing the implementation of technical college curriculum in South West, Nigeria,” Journal of Education and Practice, vol. 3 (12), pp. 14-20, 2012.
[29] UNESCO Synthesis of main findings from two case studies carried out in Ghana and Zambia on private technical and vocational education and training (TVET). Paris: International Institute for Educational Planning. Available: http://www.worldbank.org/.../0,,contentMDK:20295530~pagePK:210058~piPK, 2003 [5 Feb. 5, 2015].
[30] A. Ferej, K. Kitainge and Z. Ooko. “Reform of TVET teacher education in Kenya: Overcoming the challenges of quality and relevance,” Triennale on Education and Training in Africa, Burkina Faso: Association for the Development of Education in Africa (ADEA), 2012, pp. 12-17.
[31] D. M. Mupinga, J. R. Busby and J. W. Ngatiah. “Postsecondary technical and vocational education institutions in Kenya: Needs and challenges,” International Journal of Vocational Education and Training, vol.14 (1), pp. 21-35, 2006.
[32] D. K. Cohen and H. C. Hill. Learning Policy: When State Education Reforms Works. New Haven: Yale University Press, 2001, pp. 8-12.
[33] W. Ahmad, A. Esa, B. Saleh, Z. Kadir and H. Razali. “Relationship between in-service training with students’ achievement at TVET institutions in Malaysia,” Journal of Technical Education and Training, vol.1, pp. 95-113, n. d.
[34] M. Hooker, E. Mwiyeria, S. Waweru, M. Ocharo, R. Bassi, L. Palmer and D. Clark, (2011). “TIVET ICT baseline survey report 2011. TIVET institutions, Kenya,” Internet: www.scholar.lib.vt.edu.ezproxy.waikato.ac.nz/ejournals/JTE/v15n1/pdf, 2011 [Aug. 12, 2015].
[35] A. Abebe. (2012). “Self perception of teachers as adult learners and professionals: implications to their practices and professional development,” Ethiopian Journal of Quality and Relevant Higher Education and Training, vol.1 (2), pp. 4-11, 2012.
[36] J. A. Orodho. Techniques of Writing Research Proposals and Reports in Education and Social Sciences. Nairobi: Masola Publishers, 2002, pp. 18-40.
[37] O. Mugenda and A. Mugenda. Research Methods: Quantitative and Qualitative Approaches. Nairobi: Acts Press, 2003, pp. 55-83.
[38] R. B. Koul. Methodology of Educational Research. India, Vikas Publishing House PVT Ltd, 1992, pp. 103-130.
[39] E. Babbie. Survey Research Methods, 2nd ed. Belmont, CA: Wadsworth, 1990, pp. 36-63.
[40] J. W. Creswell and C. V. L. Plano. Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: Sage Publications, 2007, pp. 279-280.
[41] R. V. Krejcie and D. W. Morgan. “Determining sample size for research activities,” Educational and Psychological Measurement, vol. 30, pp. 607-610, 1970.
[42] R. DeVellis. Scale Development: Theory and Applications. Thousand Oaks, CA: Sage, 2003, pp. 31-58.
[43] J. C. Nunnally. Psychometric Theory, 2nd ed. New York: McGraw-Hill, 1978, pp. 245-246
[44] J. W. Creswell. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 2nd ed. Thousand Oaks, CA: Sage Publications, 2003, pp.49-50.
[45] R. B. Johnson and L. B. Christensen. Educational Research: Quantitative, Qualitative, and Mixed Approaches, 3rd ed. Thousand Oaks, CA: Sage, 2008, pp. 62-67.
[46] J. H. Hicks, M. Kremer, I. Mbiti and E. Miguel. “Vocational education voucher delivery and labor market returns: A randomized evaluation among Kenyan youth,” Report for Spanish Impact Evaluation Fund (SIEF) Phase II. Internet: www.siteresources.worldbank.org/.../VocEd_SIEF_Report_2011-04-07_final....?2011 [Feb. 15, 2014].
[47] M. W. Ngware and F. M. Nafukho. “The quality and utilization of technical education trainers in Kenya,” Journal of Industrial Teacher Education, R. T. Howell, Ed, vol. 39 (2), 2002.
[48] M. Fullan. Leading in a Culture of Change. San Francisco: Jossey-Bass, 2001, pp. 89-100.
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2015-10-10
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Kigwilu, P. C., & Githinji, J. K. (2015). Teacher Factors Influencing Effective Implementation of Artisan and Craft Curriculum in Community Colleges in Kenya. American Scientific Research Journal for Engineering, Technology, and Sciences, 14(2), 129–143. Retrieved from https://asrjetsjournal.org/index.php/American_Scientific_Journal/article/view/983
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