Institutional Factors Influencing Practical Skills Acquisition among Trainees in Vocational Training Centers in Narok County, Kenya

Abstract

Technical and Vocational Education and Training (TVET) is a critical pillar for youth empowerment and economic development in Kenya. However, the effectiveness of these institutions in has been hindered by a perceived gap in the practical proficiency of graduates. This study examined how institutional infrastructure and instructors’ adequacy and competence influence the acquisition of practical skills among trainees in Vocational Training Centers (VTCs) in Narok County. Guided by Kolb’s Experiential Learning Theory and Fitts and Posner’s Skill Acquisition Theory, the study adopted a descriptive research design. The target population was 1,045 second-year trainees, 54 Heads of Departments (HODs), and 9 center managers across nine public VTCs. A sample of 312 trainees (30% of the trainee population), all 54 HODs, trainers and all 9 center managers was selected. Data were collected using structured questionnaires. Descriptive statistics summarized demographic characteristics and perceptions of infrastructure and trainers, while Pearson correlation analysis examined relationships between institutional factors and practical skills acquisition. The findings revealed that institutional factors significantly influence skill outcomes. Specifically, 92.72% of trainees reported that workshops and classrooms were inadequate, while 68.21% cited a lack of modern tools and equipment, which limited hands-on learning opportunities. Furthermore, instructor competence emerged as a major constraint, with 55.38% of trainers holding only artisan-level qualifications and 70.10% of trainees reporting irregular lesson attendance. A Pearson correlation analysis confirmed significant positive relationships among institutional factors, with workshops/classrooms adequacy (r = 0.63, p<0.01), tools/equipment adequacy (r = 0.59, p<0.01), trainer qualifications (r = 0.57, p<0.01), and trainer adequacy (r = 0.61, p<0.01) all enhancing practical skills acquisition among trainees in Narok County VTCs. The study concludes that institutional challenges in both physical and human resources limit the effectiveness of vocational training in Narok County. It recommends that the Narok County Government prioritize the modernization of workshops, upskill trainers to diploma levels, and implement gender-inclusive policies to enhance the quality and equity of vocational training.