This study set out to investigate the perception of TVET students towards the quality of TVET training. We used primary data collected from current TVET students and principals of institutes and colleges. We constructed a composite quality score as well as sub-scores using the principal components approach. We employed descriptive and quantitative techniques to analyze quantitative data. The qualitative data were analyzed using thematic and content analysis. The factors revealed to influence the overall perception of quality of TVET were: training equipment, method of training, soft skills, curriculum and content, trainers’ capability and public image. Students offering workshop based courses were less likely to have positive perception towards TVET training. Government should provide up-to-date equipment and technology, trainers be attached to the industry, more time be spent in the lab/workshop than in class, and re-tooling of tutors and/or recruitment of new tutors in order to support the new curriculum. Career guidance structures need to be established both at national and also at school levels. Government should increase funding to TVET in order to support the fundamental changes proposed.
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RUFORUM Working document series
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