Abstract:
The study aimed at exploring the Influence of pastoralists’ perception of vocational education and training on enrolling their children in vocational education and training in hanang district council. Specifically, the study determined the perceptions of community members on Vocational Education and Training; determined the trend of enrolment of children from pastoral communities in VET, and found out determinants of parents’ decisions to send their children in VET.
The study was conducted in Hanang District council involving mainly the pastoral communities. The case study design was used. The DESO, DEO and principals of the Vocational Training Centre (VTC) were purposefully selected as potential respondents in the study.
The stratified sampling was employed to select educators and heads of households. The interview, questionnaire and documentary review methods were used to collect data.
Findings indicate that the pastoral community perceived VET as an alternative education system for providing practical skills and knowledge to young generation. However, in the same stance, VET is conceived to be for students who have failed to continue with further education. In terms of enrolment findings revealed it to be relatively low in the selected VTCs. Factors such as low education levels among parents, irrelevance of available programmes were mentioned. The fact that Vet is not compulsory, lack of parents’ interest for VET because it does not contribute to family economic growth; it resulted into unwillingness of parents to enrol their children for VET. Basing on the discussion of findings, there was absence of exemplary graduates to act as role models to attract parents to enrol their children to VET in the surrounding area. Parent demonstrated low motivation to send children in the VET schools.
In conclusion; the poor perception of VET quality undermines willingness of parents to enrol the children. The study suggest for government and private partnership to improve the quality and status of VET by increasing the quality of educators, provision of learning materials and the use of technology in teaching.
