Effectiveness of Non Formal TVET Programs in Developing Social Skills Competencies among the Vulnerable Youth in Nakuru County, Kenya

Abstract

Most developing countries are in the process of strategizing TVET programs upon realizing their importance in supporting the socio-economic development of a nation. Recognizing that technical and vocational skills are crucial in enhancing competitiveness and contribution towards social inclusion, decent employment, and poverty reduction has been a strong incentive for TVET reforms. Kenya like most of the developing countries is working towards improving access the quality level of skills for majority of the youth. It is therefore important to explore on the most effective instructional methods to develop specific competencies while training the vulnerable youth. National youth policy in 2007 envisioned a society where the youth between the ages 18 to 3 5 years have equal opportunities to realize their full potential and participate in self and national development. To enable the youth achieve this national mandate, non-formal training programs play a crucial role in supporting the governments' efforts to address youth unemployment especially the vulnerable youth. This paper discusses results of an action research that studied the effectiveness of interactive learning methods for vocational skills in enhancing social skills among the vulnerable youth in Nakuru County. Training on selected vocational skills was conducted to 60 members from vulnerable youth groups. Interviews and observation check list were used to assess the level of social skills among the trainees before and after the training. Qualitative data obtained was coded, analyzed and presented in frequency tables, while quantitative data was analyzed using Pearson chi square test for association. The findings revealed that there was a significant association between the training methods used and the acquisition of ability to communicate and listening skills, team building, time and resource management as well as ability to develop practical solutions to solve specific problems. However the methods used did not enhance self-concept and self-confidence among the trainees. The findings are important to community and technical trainers who would wish to enhance social skills among their learners. Further investigation into the most appropriate methods to enhance other skills among the vulnerable youth was recommended.