Technical and Vocational Education and Training Schools and Economic Empowerment of the Graduates in Muhanga District, Rwanda

ABSTRACT

 The purpose of this study was to establish the relationship between Technical and Vocational Education and Training Schools (TVETs) and economic empowerment of the graduates from TVETs in Muhanga District, Rwanda. This was based on three objectives namely to: investigate the relevance of TVETs in Muhanga District; to determine the level of economic empowerment of graduates from TVETs in Muhanqa District; and finally to establish the relationship between TVETs and economic empowerment of graduates from TVETs in Muhanga District, Rwanda. The study employed a descriptive survey and a descriptive correlation design. Using universal sampling, 183 respondents were sampled from 200 targeted populations and sampling was done through snowballing technique. The study used self-administered questionnaires as research instrument and the study ensured validity and reliability of instruments using Content Validity Index (CVI) and pretesting. The researcher followed all the ethical and logistic considerations of research. Data was analyzed qualitatively and quantitatively using statistical techniques such as mean, correlation matrix and regression analysis. Findings of the study indicated that the relevance of TVETs in Muhanga District in Rwanda was still low (mean=2.44); the level of economic empowerment of the graduates from TVETs was found to be generally high (mean=2.67). The study also found out that there is positive significant relationship between the TVETs and economic empowerment of graduates from TVETs in Muhanga District at (by the R. value of 0.974; F=3.355E3, beta value of 0.974, and p

TABLE OF CONTENTS

PreNm~nary page

ABSTRACT

DECLARATION A ii

DECLARATION B iii

DEDICATION iv

ACKNOWLEDGEMENT v

TABLE OF CONTENTS vi

LIST OF TABLES ix

OPERATIONAL DEFINITIONS OF KEY TERMS x

LIST OF ACRONYMS AND ABBREVIATIONS xi

Chapter

ONE: INTRODUCTION 1

1.1 Background of the Study 1

1.1.1 Historical Perspective

1.1.2 Theoretical Perspective 2

1.1.3 Conceptual Perspective 2

1.1.4 Contextual Perspective 3

1.2 Statement of the Problem 4

1.3 Purpose of the Study 5

1.4 Specific Objectives 5

1.5Research Questions 5

1.6 Research Hypothesis 6

1.7 Scope of the Study 6

1.7.1 Content Scope 6

1.7.2 Theoretical Scope 6

1.7.3 Geographical Scope 7

1.7.4Time Scope 7

1.8 Significance of The Study 7

TWO: REVIEW OF RELATED LITERATURE 9

2.1 Introduction 9

2.2 Theoretical Perspective g

2.3 Conceptual Framework io

2.4 Related Literature ii

2.4.1 Technical and Vocational Education and Training (WET) 11

2.4.2 Types of Vocational Trainings 13

2.4.3 Rwanda Scenario for Human Resources Development through WET 15

2.4.4 Economic Empowerment 17

2.4.5 Technical and Vocational Education and Training schools and Economic Empowerment 23

THREE: METHODOLOGY 26

3.1 Introduction 26

3.2 Research Design 26

3.3 Research Population 26

3.4 Sample Size 26

3.5 Sampling Procedures 27

3.6 Research Instrument 27

3.7 Validity and Reliability of Research Instruments 27

3.7.1 Validity 27

3.7.2 Reliability 28

3.8 Data Gathering Procedures 29

3.8.1 Before Data Gathering 29

3.8.2 During Data Collection 29

3.8.3 After Data Gathering 29

3.9 Data Analysis 29

3.10 Ethical Consideration 30

3.11 Limitations of the Study 31

FOUR: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 32

4.1 Introduction 32

4.2 Respondents’ Profile 32

4.3 Relevance of Technical and Vocational Education and Training Schools in Muhanga

District 34

4.4 Level of Economic Empowerment of Graduates of TVETs in Muhanga 37

4.5 Relationship between Relevance of TVETs and the level of Economic

Empowerment of the Graduates in Muhanga District 40

FIVE: DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS 44

5.1 Introduction 44

5.2 Discussion 44

5.2.1 Relevance of TVETS in Muhanga District 44

5.2.2 Level of Economic Empowerment of Graduates in Muhanga District 44

5.2.3 Relationship between TVETs and Economic Empowerment of Graduates 45

5.3 Conclusions 46

5.4 Recommendations 47

REFERENCES 49

APPENDICES IA, lB & IC: 53

APPENDIX I A: TRANSMITTAL LETTER FROM CHDR 53

APPENDIX IB: RECOMMENDATION FROM IPRC-SOUTH 54

APPENDIX I C: LETTER FROM RESEARCHER 55

APPENDIX II: CLEARANCE FROM ETHICS COMMITTEE 56

APPENDIX III: INFORMED CONSENT 57

APPENDIX IV: Part 1: FACE SHEET: Profile of Respondents 58

APPENDIX V: RESEARCHER’S CURRICULUM VITAE 62