Effect of Technical and Vocational Education and Training Institutional Learning Outcomes on Job Creation and Innovation in Rwanda: A Case of Kicukiro District

Abstract

This study aims to investigate the effect of TVET institutional learning outcomes on job creation and innovation in Rwanda, specifically the case of Kicukiro district. The study has three specific objectives which are to assess the TVET learning and training outcomes in Kicukiro district, Rwanda, to identify factors influencing the effectiveness of TVET programs in driving innovation and job creation in Kicukiro district, Rwanda, to evaluate the relationship between TVET learning outcomes and Job creation in Kicukiro district, Rwanda. This research was supported and underpinned by two theoretical frameworks: the human capital theory, by Gry Becker and Theodore Schultz, and the transformation learning theory, developed by Jack Mezirow in 2000. A descriptive survey design for data collection was implied in the study. The respondents were 437 respondents made of 138 TVET trainers, 23 headteachers and 276 TVET graduates from different TVET schools in Kicukiro district, Rwanda. A variety of methods, including simple random and purposive sampling methods were used to choose the study participants. Guided interviews and questionnaires were used to collect date. Specifically, the questionnaires were made for TVET graduates and TVET trainers, while interview guides were designed for school head teachers. Interview guides collected quantitative date which were thematically analyzed. Each item from the questionnaires was analyzed using IBM SPSS 22.0 software. And the data were presented and discussed using tables and figures. The study's findings showed that 78.8% of respondents strongly agreed or agreed that TVET programs equipped them with necessary technical skills, while 73.5% combined strongly agreed and agree that problem-solving abilities were enhanced. Findings also revealed that 68.2% of graduates combined strongly agreed and agreed on the relevance of the TVET curriculum to industry needs, though concerns about access to modern technology persisted. Finaly results of the study revealed that 71.2% of graduates strongly agreed that TVET skills contributed to employment, while 68.9% highlighted problem-solving skills as enhancing their job performance and career prospects. Based on the findings, the research recommended Rwanda Polytechnic to update the TVET curriculum to better match industry needs, focusing on technology and entrepreneurship. Strengthening industry partnerships for hands-on experience is crucial, and trainers should seek continuous professional development. Students are encouraged to fully engage in both theoretical and practical learning to boost job readiness and innovation.