Technical Vocational, Education and Training (TVET) is an incubator of research science and Technology. All technologically advanced countries like Britain, United States, France, Israel and Asian Tigers (China, Japan, Singapore) arrived where they are today by giving TVET the attention it deserves. The thrust of this study was therefore to promote a more nuanced view of TVET institutions as Higher Education Institutions (HEIs) and their role in promoting research, science and technology. The target population was all lecturers and students of TVET institutions in Kakamega County. Using a structured questionnaire, the study sampled views of 18 lecturers and 12 students from 3 TVET institutions in Kakamega County concerning the role of TVET institutions in promoting research, science and Technology. It was established majority of the institutions were in active collaborations with relevant institutions and that this had led to income generating projects relevant to their curriculum. However, inadequate funds were identified as an impediment in the role of TVET institutions as an incubator of research science and technology. As a way forward, it was recommended that TVET institutions should receive adequate funding to enable them to engage in research and to promote science and technology.
Table of Contents
1. Introduction
2. Conceptual Approaches
2.1 Entrepreneurial institution
2.2 Regional Innovation Model
2.3 Mode 2 model
2.4 Engaged model
3. Research objectives
4. Methodology
5. Research Results and Discussions
5.1 Projects related to curriculum
5.2 Partnerships with other institutions
5.3 Innovation
6. Conclusions and Recommendations
6.1 Conclusions
6.2 Recommendations
Objectives and Themes
The primary objective of this study is to analyze the function of Technical, Vocational Education and Training (TVET) institutions as incubators for research, science, and technology, specifically within the context of Kakamega County, Kenya. The research aims to evaluate how income-generating projects and industrial partnerships influence the institution's capacity to drive innovation and support practical skills development.
- The role of TVET institutions as Higher Education Institutions (HEIs).
- Evaluation of income-generating projects and their spillover effects on innovation.
- Assessment of industry-academia partnerships in fostering technological development.
- Analysis of institutional challenges, particularly regarding funding and management.
- Recommendations for curriculum alignment and enhanced support for research activities.
Excerpt from the Book
Conceptual Approaches
Entrepreneurial institution. This model states that higher education institutions (HEIs) are increasingly complementing their traditional mandates of teaching and research by engaging in economic development projects. These economic development projects by the institutions are directly linked with the growth of industries – such as in areas of ICT and Biotechnology (Trippl, Sinozic and Lawton, 2014). Industries then have spillover effects that lead to development in research, science and technology.
Regional Innovation Model. This model emphasizes interactive innovation processes between institutions of learning and industries or other organizations. The model looks at interaction with other players and how these interactions lead to innovations. Since TVET institutions are important knowledge producers- their interactions can lead to knowledge exchange between institutions and the industrial world. The interactions may takes a much wider set of knowledge transfer mechanisms like contract research, formal co-operations, provision of graduates to the local labor market. According to Raihan (2014), TVET institutions can bridge the gap by using updated technology.
Summary of Chapters
Introduction: Provides the background on TVET institutions globally and in Africa, emphasizing their vital role in technological development and economic growth.
Conceptual Approaches: Outlines four major academic models—Entrepreneurial, Regional Innovation, Mode 2, and Engaged—that define the interaction between HEIs and the industrial sector.
Research objectives: Details the specific aims of the study regarding the promotion of research, science, and technology within TVET institutions.
Methodology: Describes the qualitative research design, data collection methods, and the sampling of lecturers and students in Kakamega County.
Research Results and Discussions: Presents empirical findings on current income-generating projects, existing partnerships, and the general perception of stakeholders regarding the institution's role.
Conclusions and Recommendations: Synthesizes the findings and offers actionable suggestions such as increased funding and curriculum review to improve institutional performance.
Keywords
Technical and Vocational Education and Training, TVET, research, innovation, technology, Higher Education Institutions, HEI, Kenya, Kakamega County, curriculum, income generation, partnerships, SMEs, skill development, policy.
Frequently Asked Questions
What is the core focus of this research?
The study examines how TVET institutions function as incubators for research, science, and technology and assesses their contribution to regional economic development.
What are the central themes covered in the paper?
Key themes include the role of TVET in national development, the importance of industry-academic partnerships, innovation models in higher education, and the impact of funding on institutional output.
What is the primary research question?
The research asks to what extent TVET institutions in Kakamega County are effectively promoting research, science, and technology through their projects and external collaborations.
Which scientific methodology was applied?
The study utilized a qualitative approach, employing structured questionnaires to gather perspectives from lecturers and students across three sampled TVET institutions.
What topics are discussed in the main body?
The main body covers theoretical frameworks for institutional interaction, the empirical results of current income-generating projects, and analysis of stakeholder feedback regarding operational challenges.
How can this work be described by its keywords?
It is characterized by terms like TVET, innovation, technology, research, higher education, curriculum, and sustainable partnerships.
What is the significance of the "Regional Innovation Model" in this study?
It is used to emphasize how interactions between TVET institutions and local industries lead to knowledge exchange and innovation, bridging the gap between theory and practical application.
What specific impediments to research were identified?
The study identifies inadequate funding and a lack of proper management skills as the primary barriers preventing TVET institutions from fully realizing their potential as research incubators.
- Citar trabajo
- Dr Dina Were (Autor), James Okou (Autor), 2021, Technical, Vocational Education and Training: An Incubator of Research, Science and Technology, Múnich, GRIN Verlag, https://www.grin.com/document/1033894
