Relationship between entrepreneurship training and self-employment behaviour among the youths trained in technical and vocational education and training (TVET) institutions in Kiambu County, Kenya

Phelista Wangui  Njeru

doi:10.51867/ajernet.6.2.59

Auteurs

Phelista Wangui Njeru Mount Kenya University, Kenya

DOI :

https://doi.org/10.51867/ajernet.6.2.59

Mots-clés :

Content, Entrepreneurship, Pedagogy, Self-Employment Behaviour, Training

Résumé

The study analysed the relationship between entrepreneurship training in Technical and Vocational Education Institutions (TVET) and self-employment among the youth in Kiambu County, Kenya. The focus of the study was to determine the effect of entrepreneurship training pedagogy, trainer traits, content and the social-economic background of the trainee and the tendency to be in self-employment. Positivism research philosophy and explanatory research design approaches were used. The theory of planned behaviour and social capital theory served as anchors for this study. The target population was 1960, composed of 1914 students and 46 trainers and management. By using the stratified simple random sampling method, 329 respondents made up the sample size. We collected data through questionnaires from 329 respondents, who included final-year students, entrepreneurship trainers, and management from public technical training institutions in Kiambu County. The results from the reliability analysis indicated that a Cronbach's alpha above 0.7 for all items was achieved, which means the items are considered reliable and accepted for further study. Descriptive and inferential statistical tools were used to analyse the data. Specifically, mean, standard deviation, percentage, correlation and linear regression model were utilised while p-values tested the hypothesis. The results were presented as narratives, graphs, and tables. The results of the hypothesis testing showed a strong positive relationship between the content of entrepreneurship training (p=0.000<0.05), teaching methods (p=0.004<0.05), learning materials (p=0.029<0.05), and the entrepreneurial behaviour of TVET students in Kenya, as seen in their self-employment. There was a statistically significant positive relationship between trainer attributes (p = 0.093 > 0.05) and entrepreneurial behaviour in the referenced group. The occupation of the father, mother, or guardian (p = 0.122 > 0.05) had a significant positive moderating effect on the relationship between entrepreneurship training and entrepreneurial behaviour among TVET students in Kenya. The study thus concluded that entrepreneurship training content, entrepreneurship pedagogies, trainer attributes, and learning resources can be used as predictors of the entrepreneurial behaviour of technical and vocational education and training students in Kenya. We recommended a multi-agency approach and collaboration in the implementation and management of entrepreneurship training. There is a need for stakeholders to undertake holistic intentional measures aimed at strengthening entrepreneurship training. Additionally, it would be beneficial to conduct a tracer study to determine the proportion of TVET students who apply their entrepreneurial training skills in their daily lives.

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