Influence of Trainer Competences in the Implementation of Agricultural Education for Job Creation in Technical and Vocational Education and Training Institutions in Western Kenya

Abstract

The study aimed to examine the influence of the trainer’s competence in the implementation of agriculture education for job creation in accredited technical and vocational education and training institutions in Western Kenya. The implementation of agricultural programs in accredited TVET institutions in Western Kenya is critically hindered by inadequate trainer competencies, limiting effective curriculum delivery and compromising students’ practical skills and employability. A descriptive research design with mixed methods of data collection and Experiential Learning Theory by Kolb (1984) were employed for the study. The study was conducted in Western Kenya counties of Bungoma, Busia, Kakamega, Kisumu, Siaya and Vihiga. A total target population of 985 encompassing 43 principals, 142 trainers and 800 trainees, from which a sample of 131 consisting of 9 principals, 42 trainers and 80 trainees were used for the study. Questionnaire, interview schedule and observation schedule were used to collect data. Content, construct and face validity enhanced instruments validity through supervisors and colleagues. The pilot study was administered on 2 principals, 4 trainers and 4 trainees to ascertain the validity and reliability of the instruments. Descriptive data was analysed using frequencies, percentages, mean and standard deviation. One-Way ANOVA was employed to test the relationship between trainers' competencies in the implementation of agriculture education and job creation, accredited technical and vocational education and training institutions in Western Kenya. Qualitative data was transcribed, coded, themed and interpreted in relation to the research variable to triangulate the quantitative data. The study revealed that although trainers in accredited TVET institutions possess strong pedagogical preparation and academic qualifications, gaps in continuous professional development and structural barriers limit the effectiveness of agricultural education in fully realising its potential for job creation. The ANOVA results revealed a significant difference, F(6, 203) = 2.84, p = 0.011, which is less than the 0.05 level of significance, in the mean implementation scores of agriculture education for job creation across levels of trainer competence, with more competent trainers achieving higher implementation outcomes, thereby leading to the rejection of the null hypothesis. Trainer competences criticallyshape the success of agricultural programs in Western Kenya’s TVET institutions, directly influencing curriculum delivery, student skills, and employability. The findings of this study can enable the identification of areas of weakness that need improvement in the process of agriculture education implementation. Ultimately, this study also aimed at enhancing sustainable development through the better alignment of education and training with societal needs, such as job creation.