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Green Technologies integration in selected TVET institutions towards sustainable development in Kenya

Authors:

Abstract

Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. The SDGs cover various aspects of sustainable development from ending poverty and hunger, to health, equality and inclusivity as well as access to energy. Steady growth and sustainable development are basic tenets of Kenya Vision 2030 and the Constitution of Kenya 2010. Technical and Vocational Education and Training (TVET) is being ascribed a central role in the discussion about implementation of sustainable development and green economy, as it prepares people to consider environmental and sustainability aspects for appropriate application in their professional practice. While a green Technologies approach that supports sustainable utilization of natural resources and efficient utilization of energy and other inputs is attractive for Kenya, the challenges, risks and opportunities have not been widely discussed and understood. In cognizance of the knowledge gaps, the study sought to investigate the factors the influence integration of green technologies towards sustainable developments among TVET institution in Kenya. The study adopted quantitative approach and cross-sectional online Survey Research design and online questionnaire were administered to 383 respondents sampled from 41 public Technical Vocational colleges using multistage and simple random sampling approach. Descriptive statistics was used and simple regression equations were developed to test the strength of association between each independent variable and the dependent variable. The regression analysis results showed that all Green Technology variables influence Sustainable development in TVET institutions; Green Technology Policy p-value of 0.000, Green Pedagogical readiness p-value of 0.000 and Green Curriculum Content p-value of 0.000. This implies that these factors are significant since the p-values< 0.05. The study found out that there is need for TVET institution in Kenya to consider the Green Technology Policy, Green Pedagogical readiness, Green Curriculum Content towards sustainable development agenda in Kenya. In view of the findings, the study recommended the government through TVET authority, Education decision makers, planners and policy makers to develop the strategy for a holistic approach for integrating green Technologies in TVET in consideration to Green Technology Policy, Green Pedagogical readiness and Green Curriculum Content.
Green Technologies integration in selected TVET institutions towards sustainable
development in Kenya
Corresponding Author: Tirus Muya Maina, Murang’a University of Technology
Contact Email: tirus.maina@gmail.com/ tmuya@mut.ac.ke, Cellphone: 0721913790
Other Authors
David M. Kahando, The Technical University of Kenya
Charity Mweru Maina, The Technical University of Kenya
Abstract
Sustainable development is development that meets the needs of the present without
compromising the ability of future generations to meet their own needs. The SDGs cover
various aspects of sustainable development from ending poverty and hunger, to health,
equality and inclusivity as well as access to energy. Steady growth and sustainable
development are basic tenets of Kenya Vision 2030 and the Constitution of Kenya 2010.
Technical and Vocational Education and Training (TVET) is being ascribed a central role
in the discussion about implementation of sustainable development and green economy,
as it prepares people to consider environmental and sustainability aspects for appropriate
application in their professional practice. While a green Technologies approach that
supports sustainable utilization of natural resources and efficient utilization of energy and
other inputs is attractive for Kenya, the challenges, risks and opportunities have not been
widely discussed and understood. In cognizance of the knowledge gaps, the study sought
to investigate the factors the influence integration of green technologies towards
sustainable developments among TVET institution in Kenya. The study adopted
quantitative approach and cross-sectional online Survey Research design and online
questionnaire were administered to 383 respondents sampled from 41 public Technical
Vocational colleges using multistage and simple random sampling approach. Descriptive
statistics was used and simple regression equations were developed to test the strength of
association between each independent variable and the dependent variable. The
regression analysis results showed that all Green Technology variables influence
Sustainable development in TVET institutions; Green Technology Policy p-value of
0.000, Green Pedagogical readiness p-value of 0.000 and Green Curriculum Content p-
value of 0.000. This implies that these factors are significant since the p-values< 0.05.
The study found out that there is need for TVET institution in Kenya to consider the
Green Technology Policy, Green Pedagogical readiness, Green Curriculum Content
towards sustainable development agenda in Kenya. In view of the findings, the study
recommended the government through TVET authority, Education decision makers,
planners and policy makers to develop the strategy for a holistic approach for integrating
green Technologies in TVET in consideration to Green Technology Policy, Green
Pedagogical readiness and Green Curriculum Content.
Keyword: Green Technology Policy, Green Pedagogical readiness, Green Curriculum
Content, Greening TVET, Green Economy.
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