Influence of Availability of Tools and Equipment on Practical Skill Acquisition in Technical Training Institutes in South Rift, Kenya

Abstract

Technical and Vocational Education and Training (TVET) is key for preparing a skilled workforce by providing practical, hands-on competencies that meet labor market demands. The effectiveness of this training, particularly in Kenya's key sectors, relies heavily on the quality and availability of essential tools and equipment. However, many institutions face a persistent problem of inadequate and outdated equipment, which directly hinders skill acquisition and creates a mismatch between graduate abilities and industry needs. This study examined the influence of training tools and equipment on the acquisition of practical skills in Technical Training Institutes (TTIs) within Kenya’s South Rift region. The study was guided by the Functional Context Theory advanced by Thomas Sticht (1975). It applied an interpretivist paradigm and adopted an embedded mixed methods research design. The target population consisted of 1,240 respondents, including trainees, trainers, and administrators from selected technical institutes. A sample of 310 participants was drawn through stratified and simple random sampling to provide adequate representation. Data collection involved structured questionnaires administered to trainees and trainers, as well as interview guides with principals. Quantitative data were analyzed using descriptive statistics in SPSS version 29, while qualitative data were analyzed thematically. Findings of the study revealed significant disparities in the adequacy and modernity of training resources across institutions. While 50.9% of trainees and 58.5% of trainers reported inadequacy of tools, a substantial proportion (49.1% of trainees and 41.5% of trainers) expressed satisfaction, highlighting inconsistency across institutions. Regarding workshop adequacy, 68.1% of trainees affirmed their institutions were well-equipped, compared to evenly split trainer views, suggesting perceptual differences between trainees and instructors. On equipment modernity, 56.5% of trainees and 56.1% of trainers agreed that tools were up-to-date and relevant, though a significant minority highlighted reliance on outdated resources. Importantly, 72.0% of trainees and 86.6% of trainers strongly affirmed that the availability and quality of equipment directly influence skill acquisition, underscoring the consensus that tools are indispensable for bridging theory and practice. Qualitative findings reinforced these results, with both trainers and trainees emphasizing that adequate tools enhance learning scope, improve demonstrations, and promote mastery of practical competencies. Principals further noted that strained resources, exacerbated by rising enrollments, hindered quality training delivery despite efforts to maintain facilities. The study concludes that while some progress has been achieved in equipping TTIs, gaps in adequacy, equity, and technological modernity persist, threatening consistent training quality. It recommends increased government funding, regular maintenance, strengthened industry partnerships, integration of tools in pedagogy, and robust monitoring frameworks to ensure equitable access to modern, industry-relevant training equipment. These measures are critical for producing competent, work-ready graduates capable of driving Kenya’s socio-economic transformation.