Technical and Vocational Education and Training as Factors in the Socio-Economic Development of Rwanda A Case Study of Bushoki Sector, Rulindo District

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dc.contributor.authorAlbertine, Bamutake Zikama
dc.date.accessioned2023-01-17T12:28:05Z
dc.date.available2023-01-17T12:28:05Z
dc.date.issued2014
dc.description.abstractSocio-economic development gaps are a constraint to development in Rwanda. Technical and vocational education and training (TVET) has been advanced as a solution to this constraint in government policies and programs. This research assessed the TVET strategy of the government as a factor in the socioeconomic development of Rwanda, taking the Bushoki Sector of Rulindo District as a case study. Specific objectives were to identify skills gained from TVET by its beneficiaries, establish the relationship between TVET and new enterprise development and job creation, thereby improving employment opportunities for its graduates and other job seekers, analyze the contribution of TVET to the satisfaction of basic needs and promotion of developmental activities generally, and recommend ways of improving TVET's effectiveness for the sustainable socio-economic development of the Bushoki sector in Rwanda. The study adopted a mixed approach, i.e., quantitative and qualitative methodology, to data collection and analysis, including the use of a questionnaire, interviews, and document reviews to collect data. The sample composition was 79 percent men and 21 percent women. The dominant skills generally believed to have been gained from the training program are: hair cutting and dressing (18 percent of respondents), tailoring (18 percent of respondents), handcrafts (14 percent of respondents), and driving (10 percent of respondents). Most of those graduates from TVET have gained jobs from others (48 percent of respondents), while others are self-employed (41 percent of respondents). The incomes of TVET graduates contribute to the provision of food (78 percent of respondents), health insurance (67 percent of respondents), social events (58 percent of respondents), buying clothes (52 percent of respondents), education (45 percent of respondents), building houses (25 percent of respondents), and savings (22 percent of respondents). Among the challenges of TVET, the study found the major ones to be limited access to credits, a skills gap, inadequate infrastructure, insufficient raw materials, and an uninformed population. Among the recommendations made in the study are the need to support the facilitation of credits, TVET cooperatives, and TVET training centers in rural areas. Rwanda will achieve long-term socioeconomic development goals with effective TVET interventions.en_US
dc.description.sponsorshipKabale Universityen_US
dc.identifier.urihttp://hdl.handle.net/20.500.12493/896
dc.language.isoenen_US
dc.publisherKabale Universityen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectTechnical and Vocational Educationen_US
dc.subjectTrainingen_US
dc.subjectSocio-Economic Developmenten_US
dc.titleTechnical and Vocational Education and Training as Factors in the Socio-Economic Development of Rwanda A Case Study of Bushoki Sector, Rulindo Districten_US
dc.typeOtheren_US

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