Funding and Spending of TVET Curriculum for Sustainable Development:  Policy Options Achievements and Constraints

Mary S Anyiendah; Paul A Odundo; Lilian K Ganira

Mary S Anyiendah University of Nairobi
Paul A Odundo University of Nairobi
Lilian K Ganira University of Nairobi

Keywords: Technical and Vocational Education and Training, Curriculum,, Policy

Abstract

The study examined the status of Technical and Vocational Education and Training (TVET) in the County Government of Vihiga. The focus on TVET is premised on the fact that TVET education is a devolved function. A phenomenological research design was adopted for the study. Relevant policy documents were scrutinized, interviews were conducted, and a questionnaire was administered. The findings were analyzed thematically. A total of 25 managers from the registered and licensed TVET centers in the county were involved. The five TVET officers in the five sub-counties of Vihiga were also participants in the study.

Further, 50 instructors and 75 TVET students were involved in the study. The study participants agreed that the issue of funding, spending, curriculum, and policy options need to be addressed. Although the sector faces numerous constraints, the sector has made valuable progress in addressing youth unemployability in the county.