Explore the evidence.
Understand the reach.

The project sought to look into the role of the Community vocational training centers in the wider socio-economic empowerment of women. It aimed to find out the effects of skills training on social-economic empowerment of women, examine the impact of Technical and Vocational Education and Training on social-economic empowerment of women and explore ways of improving the performance of Technical and Vocational Education and Training on social-economic empowerment of women. The study adopted a quantitative descriptive and explanatory design. This way the detailed description comes before the final explanation. The study primarily depended on questionnaires to get study data. Findings indicate that indeed vocational training can enable women to create employment opportunities and give them access to the job market. The findings identified equal pay, access to education (including vocational training), Gender equality in the workplace, respect for human rights and non-discrimination, and gender-sensitive recruitment as factors that TVETs use to reduce discrimination and improve women’s quality of life. Vocational training centers are still subject to negative perceptions where people think that they are “lesser” institutions. The vocational centers need to shed the label that they are for failures, that they are lesser institutions, and that they are not prestigious enough. Improvement can also come through advocacy. Overall, the study ascertained that vocational training provides positive outcomes especially in the lives of women and girls. They get to enjoy increased wages, employment mobility, employment opportunities, entrepreneurship and social transformation. Therefore, there should be an increase in the number of vocational centers.  

The aspect of relevance becomes an indicator of the success of vocational education. In order for vocational school graduates to be able to compete in the era of technological disruption, Vocational Schools are required to be able to produce graduates who have the alignment of competencies possessed by each graduate with the competencies needed in the world of work. To achieve the relevance of vocational education, the development of an integrated solution model for the preparation of vocational education graduates needs to be based on the need for ICT-assisted career services. In this study, survey design was used to examine the mapping of student/graduate needs, career service managers, and graduate users and development design to design an integrated solution model for the preparation of vocational education graduates. The results of mapping the needs of students/graduates, career service managers, and users are used as the basis for developing an integrated solution model for preparing vocational education graduates. It is hoped that this model can be used to optimize career services for students and vocational school graduates in Indonesia in the era of technological disruption.

The purpose of this study was to explore the Effect of Entrepreneurship Education on Innovation Capability of TVET Graduates in Kenya. The study used a cross-sectional survey research design. The study used the entire population as a sample since the accessible population was all TVET graduates in Kenya. The main data collection instrument was semi-structured questionnaire. The questionnaire was tested for reliability and validity. The study found out that entrepreneurship education is key to the innovation capability of TVET graduates in Kenya. The study found out that respondents were interested in pursuing entrepreneurship as a career path. However, with the absence of an adequate platform or systems at the TVET institutions, students are not engaged in entrepreneurial paths in any significant way. Further, the study determines that TVET institutions should focus on entrepreneurship education that would provide the graduates with innovation skills that offer high valued contributions to the accomplishment of quality strategy goals and organizational objectives, enabling businesses to achieve market-leading performance and thus competitive advantage.  The TVET graduates need to be equipped with entrepreneurial skills that will help them improve their firms or where employed in order to capture a higher market share

The aspect of relevance becomes an indicator of the success of vocational education. In order for vocational school graduates to be able to compete in the era of technological disruption, Vocational Schools are required to be able to produce graduates who have the alignment of competencies possessed by each graduate with the competencies needed in the world of work. To achieve the relevance of vocational education, the development of an integrated solution model for the preparation of vocational education graduates needs to be based on the need for ICT-assisted career services. In this study, survey design was used to examine the mapping of student/graduate needs, career service managers, and graduate users and development design to design an integrated solution model for the preparation of vocational education graduates. The results of mapping the needs of students/graduates, career service managers, and users are used as the basis for developing an integrated solution model for preparing vocational education graduates. It is hoped that this model can be used to optimize career services for students and vocational school graduates in Indonesia in the era of technological disruption.

The project sought to look into the role of the Community vocational training centers in the wider socio-economic empowerment of women. It aimed to find out the effects of skills training on social-economic empowerment of women, examine the impact of Technical and Vocational Education and Training on social-economic empowerment of women and explore ways of improving the performance of Technical and Vocational Education and Training on social-economic empowerment of women. The study adopted a quantitative descriptive and explanatory design. This way the detailed description comes before the final explanation. The study primarily depended on questionnaires to get study data. Findings indicate that indeed vocational training can enable women to create employment opportunities and give them access to the job market. The findings identified equal pay, access to education (including vocational training), Gender equality in the workplace, respect for human rights and non-discrimination, and gender-sensitive recruitment as factors that TVETs use to reduce discrimination and improve women’s quality of life. Vocational training centers are still subject to negative perceptions where people think that they are “lesser” institutions. The vocational centers need to shed the label that they are for failures, that they are lesser institutions, and that they are not prestigious enough. Improvement can also come through advocacy. Overall, the study ascertained that vocational training provides positive outcomes especially in the lives of women and girls. They get to enjoy increased wages, employment mobility, employment opportunities, entrepreneurship and social transformation. Therefore, there should be an increase in the number of vocational centers.  

The purpose of this study was to explore the Effect of Entrepreneurship Education on Innovation Capability of TVET Graduates in Kenya. The study used a cross-sectional survey research design. The study used the entire population as a sample since the accessible population was all TVET graduates in Kenya. The main data collection instrument was semi-structured questionnaire. The questionnaire was tested for reliability and validity. The study found out that entrepreneurship education is key to the innovation capability of TVET graduates in Kenya. The study found out that respondents were interested in pursuing entrepreneurship as a career path. However, with the absence of an adequate platform or systems at the TVET institutions, students are not engaged in entrepreneurial paths in any significant way. Further, the study determines that TVET institutions should focus on entrepreneurship education that would provide the graduates with innovation skills that offer high valued contributions to the accomplishment of quality strategy goals and organizational objectives, enabling businesses to achieve market-leading performance and thus competitive advantage.  The TVET graduates need to be equipped with entrepreneurial skills that will help them improve their firms or where employed in order to capture a higher market share