TVET as a Game Changer

This chapter discusses the implications of results presented in Chapter 4. Possible explanations for the findings are provided in reference to how they converge or diverge from the existing literature. In Chapter 4, the effects of college resources and student engagement on student learning outcomes were investigated. By incorporating the college impact models, this chapter explores how college resources influence learning outcomes beyond what is already explained by aspects of the environment. Specifically, the chapter analyzed the direct and indirect effects of college resources and student engagement on students learning outcomes. In addition, this chapter examined the college environments and the influence it exerts on learning outcomes. The chapter is centered on the findings of demographic information as well as understanding group variances. The chapter winds up with a concrete discussion around the research questions and hypotheses developed in Chapter 4.

Approaches to Vocational College Outcomes

The way in which research is conducted may be conceived in terms of the methods and procedures adopted to collect the data and draw conclusions from the data. The chapter discusses the research hypothesis, research design, research philosophy, research methods, target population, sample size, research instruments, instrument validity, and reliability. It also covers data collection procedure, data analysis techniques, ethical considerations, and results. The chapter reviewed relevant literature from related journals and books so as to develop and implement appropriate research methodology while keeping in mind the purpose of the study: to determine whether college resources and student engagement are linked with student learning outcomes in Kenya's higher vocational colleges. Resources were all input to a college that make learning favorable while student engagement were all educational purposive activities that bring about desirable outcomes and students satisfaction with college experience.

Theories and Concepts in Vocationalism

This chapter starts by introducing an economic concept in education called education production function. Then it establishes the critical quality dimensions of students' learning outcomes. Broadly, the literature on student learning outcomes were divided into two sections: college resources and student engagement. A conceptual framework drawn from the college impact models was developed. Four representative models were reviewed: Astin's I-E-O Model, Tinto's Theoretical Model of Drop-Out, Pascarella's General Model for Assessing Change, and Weidman's Model of Undergraduate Socialization. The theory behind these models is engrossed on the quality of students' experience in colleges and how it facilitates their academic achievement. Based on these models, a new conceptual model of college outcomes was developed that is simplified and more inclusive of variables encircling learning outcomes of college students.

TVET in Kenya

This chapter begins by reviewing the socio-economic indicators and then the education system in Kenya starting from the 7-4-2-3 to 8-4-4 and at present is the 2-6-3-3-3. The chapter also articulated the historical development of TVET in Kenya with special reference to sessional paper 1 of 2005 that divided education into basic education, TVET education, and university education. The chapter has also provided justification for conducting research in the TVET sector of education in Kenya. Most important is a holistic approach towards addressing the challenge of poor learning outcomes by tackling the problem from its input to output in vocational colleges. In this regard, theories identified in the previous chapter are advocated in the present chapter to address this mess.

The Field of TVET

This chapter provides the global perspective on the field of TVET. The chapter begins by defining the term TVET and traces its development to present time. The chapter articulates the aims and roles of TVET in the preparation of youth for work. Present global issues such as global financial crisis, increasing illegal immigrates, abrupt technological changes, among other factors pushed education for all (EFA) movement to step up for TVET enrichment. The chapter has also offered avenues for moving the TVET forward with new terms like inbreeding TVET sector and vocationalism as a new way of expanding higher education globally.