Influence of Institutional Capacity on the Competitiveness of TVET Institutions in Nyeri County
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Abstract
The contemporary labour market and the growing self-employment sector demand a workforce with diverse skills, prompting changes in the training and education landscape at TVET institutions. Despite significant reforms and a regulatory framework, TVET institutions in Kenya, including those in Nyeri County, need to catch up in developing competitive capability. The research aimed to assess the influence of institutional capacity on the competitiveness of TVET institutions. The theory of dynamic capability and balanced scorecard model informed this research. The study utilized a mixed-methods approach, employing a cross-sectional descriptive survey design. The target population comprised 35 principals, 475 department heads and 315 student leaders from 35 TVET institutions in Nyeri County. A sample size of 11 principals, 11 student leaders, and 176 HODs was drawn from 11 TVET institutions. A systematic sampling technique was utilized to select the number of participating TVETs from Nyeri County, while HODS, principals, and student leaders from each sampled TVET institute were selected purposely. The tools for data collection included questionnaires, interviews, and focus group discussions, the quality of which was assured by checking validity and reliability. Descriptive statistics and inferential techniques were applied to quantitative data, while themes were generated from qualitative data. The study established a clear relationship between institutional capacity and competitiveness, indicating that enhancing internal capabilities is significant for the competitive positioning of TVET institutions. However, findings revealed inadequate workshops, technology infrastructure, computer labs, and libraries. The study underscores the need for substantial investment in physical infrastructure, including modern seminar halls, laboratories, computer facilities, and libraries. TVETs should invest in developing these facilities, upgrading technology, and subscribing to e-resources to increase learner engagement and support. Other measures recommended for supporting institutional capacities included up-to-date learning materials, staff training and professional development programs.
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