Impact Of Vocational Training On Job Placement For Persons With Intellectual Disability In Nakuru County, Kenya

ABSTRACT

This was a descriptive survey design study aimed at determining the vocational

training impact on job placement for persons with intellectual disability (PWID) in

Nakuru municipality, Nakuru County, Kenya. The study was to; establish prevocational

skills received prior to joining vocational training programs, determine

vocational programs in special schools, determine activities carried out in sheltered

workshops and assess transitional programs available in special schools. Target

populations were special schools for PWID with vocational training programs. Two

special schools with vocational programs were purposively selected. The study

population included; two head teachers, seven vocational teachers, forty eight current

learners and their parents and thirty four former learners and their parents all from

the selected schools. From each of the two sampled special schools, the head teacher

of the school, three vocational teachers, seven present learners and seven current

parents were purposively selected. Snowball method was used to sample ten former

learners and ten former parents. Questionnaires, interview guides and observation

schedules were used to gather data. Pilot study was done at Venessa Grant Special

School in the neighboring Rongai constituency as it has a vocational program.

Content validity of tools was established to ensure they measured the content of the

concepts and reliability was ensured through a test-retest procedure to the pilot

group. Data collected was analyzed through Statistical Package for Social Sciences

(SPSS) computer software. Frequency tallies and percentage calculations were

applied. Findings of this study were; pre-vocational skills being offered to PWID

learners although some skills given less preference. Also noted was that vocational

skills were offered although the technical ones were ignored by learners with ID.

Sheltered workshop was given preference for job placement by majority of teacher

and parent of PWID learners however; demerits of the same were also sighted.

Lastly, transitional programs were available in the institutions however; there was

laxity from parents and teachers on administering the same to the PWID.

Conclusions therefore were; PWID transit to vocational programs with inadequate

readiness skills which has negative effect on vocational skills acquisition and miss

employment opportunity as the courses they enrol for have less market or the market

is flooded. It was also concluded that before PWID join sheltered workshops, their

actual need should be ascertained. Lastly, there is lack of support from significant

persons in transition of PWID to the world of work which could results to a majority

of them not gaining employment even if they have skills. This study therefore

recommended that PWID learners be offered all pre-vocational skills adequately and

vocational counselling be offered intensively to PWID by trained vocational

counsellor. The study also recommended that PWID actual needs be properly

assessed and ascertained before they join sheltered workshops and finally significant

persons to play their role in ensuring successful transition of PWID to the world of

work. Implementation of the recommendations of this study may have positive

impact on stakeholders and may create more insight and understanding on vocational

programs and job placement for PWID. It may promote learning, teaching and transitional process in special schools and vocational institutions for PWID.