Effect of industrial induction process on acquisition of vocational skills during industrial attachment among TVET Trainees in Kakamega County, Kenya

Abstract

Industrial attachment is an essential part of Technical and Vocational Education and Training (TVET), offering trainees practical experience beyond classroom learning. As a structured and credit-bearing element of the curriculum, it enables trainees to apply theoretical concepts in real-world professional environments. This hands-on training is vital for equipping trainees with the technical skills necessary to achieve Kenya’s industrialization goals. This study sought to establish the effect of the induction process on the acquisition of vocational skills during industrial attachment among TVET trainees. This study was informed by Experiential Learning Theory (ELT). The study applied descriptive survey research with the study population comprising public TVC (Technical and Vocational Centres/College) trainees, TVC assessors and industrial attachment supervisors. Kakamega County had 9 public TVCs with a total of 5220 diploma trainees on industrial attachment, 570 TVC assessors and 500 industrial supervisors. Census sampling was applied to settle on all the public TVCs in each sub-county. The study exclusively focused on diploma trainees on industrial attachment within the Department of Applied Sciences. All TVC trainers involved in the assessment of trainees during industrial attachments were purposively selected. The study used a sample size formula developed by Yamane (Yamane, 1967) to calculate the appropriate sample size of 372 trainees needed and ensure the survey results were statistically significant and representative of the entire population. 10% of the supervisor’s population and 10% of the TVET assessors’ population were sampled for interviewing, leading to a sample of 50 and 57, respectively. A pilot study was conducted to establish the reliability and validity of the instruments. Cronbach's alpha coefficient of internal consistency was used as a reliability measure, where an alpha of 0.833 was obtained for the trainee’s questionnaire. Data was collected using one questionnaire for trainees and two interview guides for industrial supervisors and TVC assessors. Data was analyzed using SPSS version 26. Qualitative and quantitative methods were used, where descriptive statistics of frequency counts, means, percentages and standard deviations were used. Simple linear regression analysis was used for hypothesis testing. Qualitative data from interviews was analyzed by employing narrative and thematic analytical approaches. The study found that induction is critical to vocational skill acquisition among TVET trainees during industrial attachment. Effective induction enhances trainee preparedness and confidence. The study recommends strengthening induction programmes, aligning curriculum with industry needs and implementing continuous monitoring of industrial attachment experiences. These measures aim to enhance workplace readiness, bridge the gap between theory and practice, promote professional skill development and improve the overall effectiveness of vocational training.