Marginalization of Trainers in Technical and Vocational Education and Training in Kenya

Abstract

While TVET plays an invaluable role in the Kenyan economy, education at this level is still held in low esteem. Although many studies have focussed on marginalization of the institution in general or the trainees therein, there are hardly studies that focus on trainers’ marginalization. This study is a narrative which focusses on global and local literature related to TVET trainer marginalization and possible remedies. TVET trainers in Kenya are marginalised in their professional development and training, in their recruitment into the profession, and even with respect to their scheme of service which is haphazard and not harmonised. This review utilises labelling theory to demonstrate how TVET trainers are marginalised, and how this may be remedied. A practical implication from the study is that there is need to stress on individual and institutional initiatives so as to mitigate TVET trainer marginalization. Individuals can, for example, utilise social media avenues for professional development so as to improve their pedagogy and other training-related aspects. Socially, the society plays an important role in labelling theory. In this regard, TVET trainers’ marginalization can be mitigated with active involvement of members of the society who can help paint a positive image of these institutions, their trainers and trainees.