IMPACT OF SKEWED COUNSELLING AT SECONDARY SCHOOL LEVEL ON VOCATIONAL AND TECHNICAL EDUCATION IN KENYA

Abstract

Vocational and Technical Education forms a very key foundation in enabling a nation to achieve aspired Millennium Development Goals and Sustainable Development Goals. Kenya as a country highly depends on technical skills to achieve The Vision 2030 and Sustainable Development Goals. This can only be achieved through proper and realistic career counseling information provided by the counseling teachers at secondary school level. According to KCSE results released every year, majority of the candidates score below grade C+ but above D which is the requirements for entrance at Diploma and Craft levels.  However, majority of students do not join Vocational or Technical Education due to a missing link between the natures of career counseling services offered at secondary school level. Counselors has expectations that majority of the candidates will join trainings at university levels thus package their counseling information on the few ignoring other students.  The objective behind this study was to examine the final results scored by students and the subject choice at secondary school, various career theories and models that guide career choices formed foundation for the study. The study used a descriptive design where data was collected through past existing data review from KNEC and one Technical Training Institute over a period of four years. Data was analyzed and presented in tables and figures. Findings revealed that majority of the candidates (80.33%) scored less than C+ and had no career information on Vocational and Technical Education. Secondary career guidance is also biases towards university education thus acting as a catalyst to kill students’ careers at lower levels entry.