RELATIONSHIP BETWEEN TRANSFORMATIVE RESOURCE MOBILISATION AND INTERNAL EFFICIENCY OF PUBLIC TECHNICAL TRAINING INSTITUTIONS IN BUNGOMA COUNTY, KENYA

Abstract

Quality technical education and training is important for development of nations across the world. However, Technical Training Institutions (TTIs) in developing countries and Sub Saharan Africa (SSA) have been faced with internal efficiency issues for some time. Throughout some time, TTIs in SSA need to transform and innovate to match with the trends in globalisation, decreased capitation from the government and technological revolution. Therefore, TTIs are required to match the global trends and improve on their internal efficiency by introducing fee-paying programmes at diploma and certificate levels. The study purpose was to examine how transformative resource mobilisation influenced internal efficiency of public TTIs in the county of Bungoma, Kenya. The specific objectives of the research were to: find out how institutional staffing capacity influenced internal efficiency of TTIs, examine how physical resource mobilisation affected internal efficiency of public TTIs, investigate how instructional resource mobilisation affected internal efficiency of public TTS and lastly to determine how financial resource mobilisation strategies influenced internal efficiency of public TTIs in Bungoma County. This research employed Resource Dependency Theory (RDT) that conceptualised an organization and its environment as inextricably linked. This theory (RDT) argues that any procedure undertaken by a formal organisation is purposed to get resources from the environment. This study was conducted in four technical training institutes; Sangalo Institute of Science and Technology, Kisiwa, Musakasa and Matili public TTIs. The study adopted mixed method research applying pragmatic philosophical paradigm. The study used cross-sectional design that ensured that data was collected at one station at a time. The population for the study involved; four principals, 16 managers in charge of IGAs, and 239 tutors from the four institutions mentioned above. The sample size involved 4 TTIs principals, 16 resource mobilisation managers and 150 tutors. The tutors were chosen through stratified and systematic random methods whereas resource mobilisation managers were selected through judgmental sampling. Data for this study was collected through document checklist, interview guide and questionnaires. These instruments were examined for reliability and validity before data collection process begun. In analysis, qualitative data was transcribed and presented in verbatim with the use of content analysis method. Whereas quantitative analysis of data process was facilitated by use of inferential (correlations and multiple linear regression) and descriptive statistics (frequencies, standard deviations, percentages and means). Data analysed was illustrated through tables, graphical illustrations and narrations. Research findings showed that there was moderate influence (45.1%) of the four transformative resource mobilisation strategies and internal efficiency of public TTIs. The beta coefficients for the four strategies were; institutional staffing (β=0.090), financial resource mobilisation (β=0.162), physical resource mobilisation (β=0.201) and instructional resource mobilisation (β=0.295). All the statistics were significant at 5% confidence level (p<0.05). It was concluded that public TTIs did not adequately exploit the resources they had to ensure maximum or desired output (internal efficiency) through flow of students in the system and completion rates in the institutions. The study recommended for additional training to institutional management in resource mobilisation, involvement of all stakeholders in resource mobilisation and improvement of accountable and integrity efforts in the four public TTIs.