Influence of TVET Institutions’ Collaboration with the Industries on the Employment of TVET Graduates in Uasin Gishu County, Kenya

Abstract

Technical and Vocational Education and Training (TVET) institutions play a critical role in equipping trainees with practical competencies required in industries. However, increasing unemployment among TVET graduates in Kenya has raised concerns regarding the adequacy of collaboration between TVET institutions and industries in preparing graduates for employment. This study investigated the influence of TVET institutions’ collaboration with industries on the employment of TVET graduates in Uasin Gishu County, Kenya. The study adopted a mixed-method approach and descriptive survey design guided by Human Capital Theory. The target population was 512, comprising 42 TVET institutions, 360 graduates, and 110 industry experts. A planned sample of 285 comprised 13 institutions, 186 graduates, and 86 industry experts. Stratified, simple random, and purposive sampling techniques were used. Data were collected between February and April 2018 using questionnaires, interview schedules, and document analysis. A total of 168 graduate questionnaires and 71 industry-expert questionnaires were returned (N = 239), representing response rates of 90.8% and 91.0%, respectively; 69 industry experts also completed interviews. Quantitative data were analyzed using descriptive statistics and regression analysis in SPSS, while qualitative data were analyzed thematically. The coefficient estimates showed that on-the-job training and industry liaison on practical skills training significantly predicted graduate employment, whereas industry commitment to providing apprentice services was not statistically significant. Weak industrial partnerships, limited attachment opportunities, inadequate stakeholder involvement, and poor feedback mechanisms further constrained employability. The study concludes that structured collaboration enhances industrial exposure and practical competencies and recommends stronger industry participation in curriculum review, assessment, and supervised workplace learning.