Determinants of Effectiveness of Voccational Education & Training Programmes
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CHAPTER FOUR
FINDINGS, INTERPRETATIONS AND DISCUSSION
4.1 Introduction
This chapter deals with the analysis of mainly the primary data obtained from the field using interview, questionnaires & Case study analysis amongst other methods of data collection prescribed in the methodology section of the report. It embroils elements such as demographic characteristics of the respondents, and basically the analysis of the relationship between the dependent and the independent variables stipulated in the topic of study. The findings in this chapter are consistent with the research objectives and research questions. Thus out of the 100 questionnaires dispatched out for the study, only 90 which represents 90% were attempted. This implies that the interpretation and discussions therein the chapter were based on the 90 filled questionnaires. These findings were as below;
4.2 Demographic Characteristics.
4.1.1 Respondents Gender
This comprised of both male and female respondents. Thus out of 90 respondents who attempted the questionnaires, 77(86%) were male and 13(14%) were female as indicated in the table 2 and figure 1 below.
From the table 2 and figure 1 above, findings reveal that the number of males who participated in the survey was more than the females. This is because of the few number of females in the institution which comprise of only 52 representing 7% of the total students population (742) thus making a ratio of (13:1).
These finding is in line with Moser (1989) who postulated that, women continue to be under-represented in formal business training programmes thus limiting their employment options, economic returns and longer term career development. Poor and vulnerable women are usually more interested in skills training that meets their immediate ‘practical gender needs’ as opposed to longer term, “strategic gender needs” that directly tackle the basic underlying causes of female subordination (see Moser 1989). Women are often concentrated in handicrafts, basic food processing and sale which are traditionally considered to be women’s domain. Hence women also show a propensity to pursue micro-enterprises and homestead farming activities (The World Bank, FAO, IFAD, 2008).
4.1.2: Respondents Age
The respondents’ ages were categorized as 18-25, 26-33, 34-41, 42-49, 50-57 58-65, and 66 & above. Therefore out 90 respondents, 44(49%) were in the age bracket of 18-25, 24(27%) were in the age bracket of 26-33, 13(14%) were between 34-41, 06(07%) were between 42-49, 02(02%) were between 50-57 and 01(01%) was 66 &above as shown in table 3 and figure 2 below
The age group of 58-56 had nil respondents, followed by 66 & above with only 01(01%) respondent, 50-57 had 02(02%) respondents, the age group of 42-49 had 06(07%), 34-41 had 13(14%) of the respondents, the age racket 26-33 had 24(27%) of the respondents and the age racket 18-25 had the highest number of respondents with 44(49%) of the respondents, this was simply because it consists of mainly the student population whose ages range between the age racket of 18-25 as shown in figure 2 above.
These finding is in line with that of the researcher through the study that was conducted at Elgon technical in Mbale.
4.1.3 Respondents by status
The data collected from all the 90 respondents showed that 51(57%) 0f the respondents were students, 18(20%) were training facilitators, 16(18%) were lecturers and finally 05(05%) were administrators as shown in table 4 and figure 4 below
From Table 4 and figure 3 above, findings reveal that 51(57%) which is the highest number 0f respondents were students. As such they constituted the largest portion of the study as dictated by the case study and as such they were always the majority as compared to, for example the other categories such as the administrators which has the least number of respondents.
This finding is in line with that of the researcher as a result of the study that was carried out from Elgon technical school Mbale. This was because the study mainly focused on assessing the effectiveness of VET delivery and students are the central determinant to measuring how effective VET is and as such couldn’t raise any controversy of authenticity of the figures got from the study.
4.1.4 Year of Study/Service of Respondents
The researcher categorized this as >6months, 1-2 years, and 3< as illustrated in table 5 below
Source: Primary data
[pic]
Figure 5: Responents year of service/study
From table 5 and figure 5 above, findings reveal that the highest figure 47(52%) which represents respondents involved in the survey have been associated to Elgon Training Institute for (1-2) years followed by 27(30%) for (36 months). This was because they were still new in the institution i.e. in first year of there study in the institution.
This finding is in line with that of the researcher through the study that was conducted at Elgon institute Mbale. This was because results revealed that the majority of the respondents had been in Elgon Technical for (1-3) years, this is because majority were students and the courses offered last for a duration of (1- 3) years.
4.2 Findings Related To the Objective of the Study
These findings of the study were analyzed based on the specific objectives and the research questions thus consistent with the research findings as presented in tabular form. These findings are as below.
4.2.1 Financial Resources on effectiveness of VET programs
[pic] Figure 6: Response on timely disbursement of funds
From table 6 and figure 6 above, findings reveal that the highest number 40(44%) of the respondents agreed that funds were received in regular installment. This was because outstanding importance was considered while using funds in the institution as well as fund management; the essence of these financial management elements were set to make sure that there is the continuity and effective delivery of VAT services, while 36(40%) were not sure whether there was regular disbursement of funds. This was because; the MCSs information-based routines and procedures adopted by the institution were altering patterns in the institute’s activities. Whereas 14(16%) which is the smallest number disagreed that there was no timely disbursement of funds. This was because of lack sufficient fund to support educational activities which undermined the effectiveness of VET delivery services in the institution thus noted that there were neither any sufficient budget for running programs of the institution.
This finding is in line with (UIO 2002b: 5) that found that, funding system is perceived as providing a strong incentive for development and change, thus encouraging focus on the production of credits and publications thus, contributes to greater focus on the individual institution’s "production" in terms of the number of students completing programmes and the number of publications generated by research activities. It’s upon such research activities that new notions are discovered and included in educational system to equip students with practical knowledge for programmatic progress in the working environment.
Table 7: Response on whether funds were received in regular installment
| Values |frequency |Percentages (%) |
|Agree |68 |76% |
|Disagree |01 |01% |
|Not sure |21 |23% |
|Total |90 |100% |
Source: primary data
[pic]
Figure 7: Response on whether funds are received on regular installment
From table 7 and figure 7, findings indicate that 68(76%) of the respondents agreed that funds were received by the institution in regular installment. this was because fund were remitted to the institution regularly in order to help focus on the production of credits and publications which contributes to greater focus on the individual institution’s "production" in terms of the number of students completing programmes and the number of publications generated by research activities and 21(23%) of the respondents were not sure as they had no clue whatsoever on the receipt of funds by the institution regularly. While 01(01%) which is the lowest number disagreed that funds were not received regularly by the institution basing the argument on the fact that financial credit practice in Mbale and Uganda as a whole is not as widespread as it could be with financial credit being extended to only the most valued and trusted institution due to lack of confident in the legal system to enforce contracts.
This finding is in line with that of Norwegian Association of Higher Education Institutions (2000-2001) where it was found out that financial incentives in educational programs were viewed as a means of encouraging institutions to increase the quality of their educational programmes and research and to implement more structural changes. Financial rewards based on publication in international review journals and books, along with increased internationalization and improved support systems for faculty exchange, are seen as important means of accomplishing these goals. This implies, a lack sufficient fund to support educational activities undermines the effectiveness of VET delivery services.
4.2.2 Relationship between determinants of effectiveness & VET programs
Table 8: Relationship between VET program and effectiveness determinant Variables
[pic] Figure 8: Response on relationship between VET programs and effectiveness variables
Table 8 & figure 8 above reveals that the highest number 66(73%) agreed that there was a significant relationship between VET programs and effectiveness determinant variable such as financial resources, technological integration, manpower resources & trainees’ motivation amongst other variables. This was because at the institutional level emphasis is seconded on availing VET programs with adequate funds. It is further debated that, both the quality and funding system underscore the importance of designing quality study programmes that facilitate student success. Value computer technology and seek ways to connect program and instructional management with appropriate computer technology, especially the Internet. Accomplish task, which is an organizational requirement in which staff derive satisfaction which is a human resource requirement. Incorporate appropriate teaching methodologies with more experienced instructors who are capable to provide feedback to and discussion with the less experienced trainees. While 06(07%) of the respondents which is the lowest number disagreed that there was no relationship between VET programs and effectiveness variables basing arguments that non of the above postulated reasons where valid and as such there was no significant relationship between the two variables and 18(20%) of the respondents were not sure as they didn’t know the type of relationship coexisting btween the variables listed
The finding above is in line with that of the researcher through the study that was carried out at Elgon technical Mbale. This is because from support of the first hypothesis the Pearson correlation was positive, which clearly indicates that trainee motivation is a healthy source of influencing VET’s effectiveness. The result indicates that variable financing has weak relation with the second independent variable manpower resources, which is very much visible from Pearson correlation between trainee motivation and VET program. From correlation we can come to know that both trainee motivation and technological integration are influencing VET effectiveness, though results are a bit different from the normal perception of the people about determinant variable elements as a dominant source of VET effectiveness. The reason can be that, the respondents from whom data was collected might have their weak perception about effectiveness determinant or they might have attended a few VET programs or events. As data was collected from within the institution where perhaps effectiveness determinants seems very rare so, from these results both hypothesis are proved to be positively affecting VET programs with trainee motivation marginally high though going against perception of people regarding these variables.
4.2.3 Technology integration on effectiveness of VET programs
Table 9: Response on appropriate number of technologies
[pic] Figure 9: Response on appropriate number of technology
Table 9 & figure 9 reveals that 64(71%) of the respondents agreed that there is appropriate number of technologies in use within the institution. This was attributed to the presence IT laboratory, architecture & electrical workshops and engineering practices. They argued that, at Elgon Technical, Students were engaged in a variety of field work attachments and internships where they were required to be attached to a certain company of their choice in order to gain hand on skills. A variety of technologies used by instructors in demonstrating and transferring practical skills on to students for the types of technologies are available at Elgon Technical (see Appendix II). And 9(10%) which is the lowest number of respondents disagreed to the view in point. Where they buttressed that there was lack of competency in ICT practices which is an essential element of technological integration in the institution. They argue that, integration of ICT in VET program enhances high quality delivery of knowledge and skills that are relevant in the real working environment. While 17(19%) of the respondents were not sure whether there was appropriate number of technologies in use within the institution as they were not updated on the latest technological innovations embraced by the institution.
This finding is in line with that of Paryono and Quito (2010) who posited that the integration of ICT is not only an option but also a necessity for making the education process more attractive. It is believed that adopting of technology in transferring knowledge and equipping trainees is central initiating effective delivery of knowledge and skills to students. These changes have been especially important to VET programs in supporting workforce development (Buntat et al. 2010).
Table 10: Response on more practical work carried out in Elgon Technical, Mbale
[pic] Figure 10: Response on practical work carried out in Elgon Technical
Table 10 & figure 10 above, findings reveal that 78(87%) which is the highest number of respondents agreed that there was more practical work carried out in Elgon Technical, Mbale. This was because of the presence of architectural workshops and computer practices held at the institution. VET trainers are also usually urged to keep pace with changing technology in the institution in order to assure their roles still relevant to produce tomorrows’ labor. While 12(13%) which is the lowest number were not sure on whether there was more practical work carried out in Elgon Technical. This was because of shoddy so called practical work carried out at the institute thence rendering the services worthless.
This finding is in agreement with that of Jawarneh et al. (2007) who stressed that the appropriate use of ICT resources in the workshop and classroom helps equipping students with the necessary knowledge and skills to use these tools effectively in their working. According to Buntat et al (2010) to ensure technical and vocational programs are relevant to the society, VET teachers must be able to use these new technologies that are continually changing the ways how people live, work, and learn. Therefore, VET trainers are urged to keep pace with changing technology in order to assure their roles still relevant to produce tomorrows’ labor. Because their competency in ICT is essential if they are to be successful instructional leaders as they transfer this competency to their students (Kotrlik et al. 2000). In short, integration of ICT in VET program enhances high quality delivery of knowledge and skills that are relevant in the real working environment.
4.2.4 Manpower resource on effectiveness of VET
Table 11: Response on presence of knowledgeable tutors/facilitators
[pic]
Figure 11: Response on presence of knowledgeable tutors/facilitators
Table 11 & figure 11 reveals that 66(73%) of the respondents agreed that there was presence of knowledgeable tutors/facilitators at Elgon technical, Mbale and 18(20%) of the respondents neither agreed nor disagreed to the response on whether there knowledgeable tutors/facilitators in Elgon technical institute, Mbale in numbers. This was buttressed to the presence of lecturers, instructors/facilitates and supervisors up to attune of approximately 78 totaling in number. They also affirm that for practical session’s students are often divided in smaller numbers for effective supervision and skill development. It is worth noting that, such sessions are conducted in fields or workshops as routines and course units; and since there are several courses which require expertise, students are often under the supervision of a technical expert who instructs and serves as enablers to students’ skill enhancements. While 06(07%) disagreed that there was limited presence of knowledgeable tutors/facilitators in the institution because of lack of qualities like academic qualifications and knowledge of the subject matter, competencies and skills, and the commitment of trainers which could have otherwise impacted on the teaching and learning process (Likewise, classroom instruction mostly depends upon the teacher quality (TQ).
This finding is in line with that of the researcher who found out that the institute had a population of 84 tutors; this includes lecturers, instructors/facilitates and supervisors. According to qualitative data, respondents revealed that for practical session’s students are often divided in smaller numbers for effective supervision and skill development. It is worth noting that, such sessions are conducted in fields or workshops as routines and course units; and since there are several courses requires expertise students are often under the supervision of a technical expert who instructs and serves as an enablers to students’ skill enhancements.
Table 12: Response on presence of competent leadership team
[pic] Figure 12: Response on presence of competent leadership team
From table 12 & figure 12, findings reveals that 76(84%) which is the highest number of respondents agreed that there was presence of competent leadership team in the institution responsible for decision making and the day to day running of the institution. This was because of presence of excellent trainers who possess a significant personal profile and as such are considered better adjusted, more disciplined, more creative, more enterprising, more sociable, more assertive, and much more caring. While 14(16%) which is the lowest number of respondents disagreed that there was presence of competent leadership team in the institution because of lack of sufficient arrangements for training and refresher courses, lack of managerial skill an knowledge, inflexibility with little motivation in adopting to the opportunities, lack of basic competences which undermines the effectiveness of training programs in the institution.
This finding is in line with that of Leach (1991a) who noted that excellent trainers possess a significant personal profile and thus considered excellent trainers who are better adjusted, more disciplined, more creative, more enterprising, more sociable, more assertive, and much more caring. This implies that excellent manpower/trainers are motivated by “exciting, that is; challenging work that allows for a high level of involvement hence facilitating effective training practice to enhance quality output.
4.2.5 Trainees’ motivation on effectiveness of VET programs
Table 13: Response on whether Trainees’ expectation stirs morale for engagement
[pic] Figure 13: Response on whether Trainees’ expectation stirs morale for engagement
Table 13 & figure 13 indicates that 71(79%) of the respondents agreed that Trainees’ expectation stirs morale for engagement. This was because of the presence of characteristics variables such as motivational orientations, self-esteem and learning approaches which were considered important factors influencing academic achievements. While 18(20%) of the respondents were not sure on whether trainee expectations stirs morale for engagement as they were not well versed with the expectations of these individual trainees, and 01(01%) which is the lowest number of respondents disagreed that Trainees’ expectation does not stirs morale for engagement. This was because expectations of the trainees were ambiguous and as such could not stir their morale in any way whatsoever.
This finding is in agreement with that of Wentzel (1998) who stated that interest in activities tends to increase the likelihood that individuals formulate goals relating to that activity and invest time and effort to achieve them. This indicates that trainees’ motivational level to achieve or learn has a significant effect on quality of VET programs in regards with willingness and effort to acquire taught skill. Furthermore, it is asserted that individual characteristics such as intelligence, cognitive styles, and personality play an important role in learning and instruction as does the context of learning (Wentzel, 1998). Other research findings have shown that individual students’ characteristics variables such as motivational orientations, self-esteem and learning approaches are important factors influencing academic achievements.
Table 14: Response on whether Trainees’ have high level of commitment
Figure 14: Response on whether Trainees’ have high level of commitment
From table 14 & figure 14 above, findings reveal that 47(52%) which is the highest number of respondents agreed that Trainees’ have high level of commitment. This was because of the motivational element inform of financial rewards that was rewarded to the trainees inform of benefits which motivated them to achieve the goal for which the institution was set for and as such students were often found to be expectant and interested to enhance hand on skills. While 07(08%) which is the lowest number of respondents disagreed that Trainees’ had no high level of commitment, this was because of the meager reward received by the trainees which didn’t compel them to achieve results and as such had low level of commitment in achieving the institutional overall objective. On the other hand, 36(40%) of the respondents were not sure whether Trainees’ had high level of commitment. This was because they were not aware of types of reward that these individual trainees were entitled to receive and as such had no clue whatsoever on whether the dummy variable called reward could inculcate high level of commitment.
This finding is in line with that of the researcher through the study that was conducted at Elgon technical institute, Mbale. Where the researcher found out that due to the fact that most of the taught content was practical, students were somehow found to be expectant and interested to enhance hand on skills, it was further revealed that the practical methodology of education system at Elgon Institute encouraged and raised students’ hope to learn. A student noted “At Elgon Institute, we are taught to work not to sit in offices or formulating policies” A students asserted (A student at Elgon Technical). Since students are prepared from start what they are after they are always positive and engaged.
