| dc.description.abstract | Industrial attachment is a key and integral part of Technical and Vocational Education
and Training (TVET) education meant to bridge theory and practice. A notable number
of graduates churned out by TVET institutions have shown inadequate vocational skills
during their first appointment. It is against this backdrop that this study sought to
establish the influence of industrial attachment practices on acquisition of vocational
skills among TVET trainees in Kenya. The study objectives were: to establish the effect
of induction process on acquisition of vocational skills during industrial attachment; to
determine the effect of tasks assigned to trainees on acquisition of vocational skills during
industrial attachment and to establish the effect of supervision in facilitating acquisition
of vocational skills among TVET trainees in Kenya. The study was guided by
experiential learning theory and educational theory of apprenticeship. The study applied
mixed methods research design guided by the pragmatic paradigm. All nine public
Technical Vocational Colleges (TVC) institutions found within Kakamega County were
included in the study. Purposive sampling was used to select only third year trainees on
industrial attachment and taking applied sciences courses, TVC assessors and industry
supervisors. From a study population of 5220 trainees, 570 TVC assessors and 500
industry supervisors, a sample size of 372 trainees, 57 TVC assessors and 50 industry
supervisors was obtained. A pilot study was conducted to establish the reliability and
validity of the instruments. Cronbach alpha coefficient of internal consistency was used
as a reliability measure where alpha of 0.833 was obtained for trainee’s questionnaire.
Data was collected using one questionnaire for trainees and two interview guides; for
industrial supervisors and TVC assessors. Quantitative data was coded and analysed
using SPSS version 26 to determine relationships among study variables. Simple linear
regression and multiple linear regression analysis were used for hypothesis testing.
Qualitative data from interviews was analysed by employing narrative and thematic
analytical approaches. The study rejected H01: The industrial attachment induction
process has no effect on the acquisition of vocational skills among TVET trainees at
p=0.001, H02; The tasks assigned to trainees during industrial attachment do not affect
the acquisition of vocational skills among TVET trainees at 𝑝 = 0.001 and H03; There is
no relationship between the supervision provided during industrial attachment and the
acquisition of vocational skills among TVET trainees at p=0.001. The study found that
induction, tasks assigned and supervision are critical to vocational skill acquisition
among TVET trainees during industrial attachment. The study recommends
strengthening of induction process, aligning tasks with training objectives, enhancing
supervision and policy and institutional collaboration | en_US |
