Exploring The Use of Participatory Engagement by Technical Skills Graduates within Communities in Kenya: A Case of Maseno TVET Alumni

Abstract

This study sought to explore participatory engagement by technical skill graduates within Communities in Kenya; a case of Maseno TVET Centre in Kenya. The research objectives were to explore communication impact of technical graduates to the community within Luanda Sub-County, find out how graduates of Maseno TVET Centre, knowledge acquired within the community and to establish values Maseno TVET Centre Alumni have on the community. Participatory Engagement (PE) with the Relate-Create-Donate model, which apart from empowerment of graduates like Participatory Communication-PC, claimed the role of TVET alumni, like Maseno to sustainable economic transformation. In addition, PE emphasized collaboration among peers and groups of graduate trainees on technical skill values for societal transformation. The research was guided by an exploratory research design. The study population was a total of 200 graduates with sample size Seven of the 2022/2023 academic year in Maseno TVET Center, each representing skill training, conveniently living, working and with track records of positively contributing to the community and skill knowledge progress at Maseno TVET Centre. The researcher used in-depth interviews-(IDI) approach in the study where a funnel approach guide by Roller (2020) was adopted. Interview notes were analyzed and audio recording transcribed by TurboScribe.AI for direct quotations from the participants. The key finding in this study was that technical skill knowledge passed on to others by graduates fostered hope and reduced insecurity. Another finding showed that social communication networks enhanced community trust. The study found that alumni networks facilitated knowledge sharing and innovation and also that the values of patience, humility, and teamwork fostered social cohesion. The study recommended graduate training programs to focus on combining psychological support with technical skills. The researcher recommended that further studies should be carried out with different age groups in self-learning skill areas of skill development, technical skill and communication impact within communities.