Exploring factors influencing quality training provision in technical and vocational education and training schools in Rwamagana district, Rwanda

Abstract

The Rwanda TVET policy aims to develop a competent labor force to bridge the skills gap in the market. Despite governmental efforts, significant challenges persist in cultivating a technically skilled workforce. This study investigated factors influencing quality training provision in TVET schools of Rwamagana district, Rwanda. Using multistage sampling techniques, data were collected from 157 trainees, 135 trainers, and 10 school managers. Descriptive analysis and multiple linear regression model were used to analyze the data. Key findings indicated that physical facilities significantly impact training quality, with trainees' mean score (M=3.0, SD=1.09) and trainers' mean score (M=2.95, SD=1.02). Continuous professional development (CPD) for trainers also showed a significant positive effect, with a mean score of (M=3.19, SD=1.19). Quality assurance factors furthermore influence in TVET quality training provision, with trainers' mean score (M=2.80, SD=0.612). The combined effect of physical facilities, CPD, and quality assurance contributed 77.5% to training quality improvement in TVET schools. Recommendations include regular updates and diversification of workshop materials to meet industry standards, establishing structured and mandatory CPD schedules, and implementing robust assessment frameworks by quality assurance entities to ensure continuous improvement in TVET quality training provision.