Enrollment of Trainees with Disabilities in TVET Programs in Nandi and Uasin-Gishu Counties, Kenya

Elkana Kimutai Yego; George Morara Ontumbi; Julia Situma

doi:10.37284/eajes.8.2.3169

Elkana Kimutai Yego Koitaleel Samoei University College
George Morara Ontumbi, PhD Koitaleel Samoei University College
Julia Situma, PhD Koitaleel Samoei University College

DOI: https://doi.org/10.37284/eajes.8.2.3169

Keywords: Disability, Vocational, Technical, Stigma, Inclusivity

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Abstract

In Kenya, emphasis on skill-based learning is promoted through the establishment of the Vocational Technical Education and Training ACT (2013), which aims to promote vocational and technical-related skills. This study sought to determine the enrolment of trainees with disabilities in TVET programs in Nandi and Uasin-Gishu Counties. The research adopted a descriptive survey research design complemented by stratified and purposive sampling. Interviews and closed and open-ended questionnaires were used to gather information, while data analysis was done using frequencies and calculating percentages. The research assessed enrolment rates of trainees with disabilities. Data from 10 institutions were analysed via SPSS and revealed critical insights on inclusive education in TVET institutions in Nandi and Uasin Gishu Counties. The sampled institutions were categorised into: National Polytechnics, Technical Training Institutes (TTIs), and Technical and Vocational Colleges (TVCs). The results from the research indicated that enrolment rates for students with disabilities were disproportionately low, with only 228 students out of a population of 10,000 students who were enrolled. The low enrolment was attributed to inadequate physical facilities, assistive resources, and societal stigma. The study found out that students with various categories of disabilities were admitted to the TVET institutions in Nandi and Uasin Gishu Counties viz, physical disabilities, visual and hearing impairments. The study recommended enhanced investment in infrastructure, targeted training for staff, curriculum reforms, and robust policy implementation to create equitable learning environments for all students, aligning with Vision 2030 and worldwide goals of development. The findings of the study were important in reinforcing the implementation of relevant policies on inclusive education and promoting inclusivity among disabled trainees in vocational and skill-based institutions in Kenya.

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