Factors affecting practical skills acquisition in Technical and Vocational Education and Training (TVET) schools in Rwanda: the case of Rulindo district

Abstract

TVET schools aim at equipping learners with practical skills, and these will help them to be more competitive on the labour market. This will reduce unemployment among young people and help Rwanda to continue growing its economy and become a middle income country. However, there are challenges that affect the practical skills acquisition in TVET schools in Rwanda. This study examined the factors that affect the practical skills acquisition in the TVET schools in Rulindo district, the challenges that affect the TVET schools in Rulindo district, and the effects of these challenges on the practical skills acquisition. A sample of 299 respondents was selected to identify the factors, determine the challenges and their effects and present recommendations and suggestions. This sample comprised 280 TVET trainees, 16 trainers and 3 school managers. Questionnaires were administered to collect data from trainees and trainers, and interviews were conducted out to collect data from the school managers. The descriptive statistics to analyse the quantitative data and thematic analysis approach was used for qualitative data. The findings were presented in tables, graphs, charts and texts. The findings of this study revealed 5 main factors that influence practical skills acquisition in TVET schools. These are: relevance of curriculum, qualification of trainers, hands-on training, industry partnership and availability of resources. Above 75.0% of respondents strongly agreed with all these factors. Only 12.5% were neutral about the industry partnership and none of the respondents (0%) disagreed with any of these factors; they all agreed or strongly agreed. The challenges the hinder the TVET schools include, among many others, the following: lack of training manuals, insufficient materials, tools and equipment for practical sessions, insufficient infrastructure and difficulty in finding IAP for trainees. Some of the effects caused by the aforementioned challenges include getting insufficient practical skills, poor performance in IAP and uncovered curricula. All the respondents (100%) presented the lack of training manuals as the most challenge they have. The respondents who presented the insufficient qualified trainers are 53.2%. All other challenges were revealed by 75.0% or more of the respondents. Despite the challenges that affect practical skills acquisition in TVET schools, some respondents expressed their recognition of importance of TVET. They also provided their recommendations on what should be done to overcome such factors that hinder the practical skills acquisition in TVET schools. For instance, they suggested that the government and TVET education stakeholders vi should provide adequate infrastructure to schools in order to make the learning environment conducive. In addition, the industrial attachment program should be done at different times in order to ease the companies that host trainees.