Role of Technical And Vocational Education in Peacebuilding: A Case of Selected Tvet Institutions In Wajir East Sub-County, Kenya

Abstract

This study examined the role of Technical and Vocational Education and Training (TVET) in promoting peacebuilding in Wajir East Sub-County, Kenya. Despite ongoing efforts by government and development partners to expand vocational training opportunities, the region continues to experience youth involvement in conflict, unemployment, and socio-economic exclusion. This study investigated how TVET contributes to peacebuilding by improving access to skills training, reducing youth participation in conflict, shaping perceptions toward peace, strengthening institutional strategies, and addressing key challenges affecting its effectiveness. The study was guided by five objectives: to examine access to TVET among youth; assess the role of TVET in reducing youth involvement in conflict; explore perceptions of former students on TVET’s contribution to peacebuilding; examine strategies used by TVET institutions in implementing peacebuilding programs; and identify key challenges and gaps in TVET-based peacebuilding initiatives. The research was anchored on the 4R Theory (Redistribution, Recognition, Representation, and Reconciliation) and Peacebuilding Theory, which explain how education systems can address inequalities and foster sustainable peace. A convergent mixed-methods design was adopted, integrating both quantitative and qualitative approaches. The study targeted a population of 987 respondents, including 573 students, 35 former students, 57 tutors, 37 administrators, 95 government officials, 25 peace practitioners, and 145 community stakeholders. Using Yamane’s formula, a sample size of 284 respondents was obtained. Data was collected using structured questionnaires and key informant interviews. Quantitative data were analyzed using SPSS Version 27, while qualitative data were analyzed thematically. A pilot study was conducted at the Livestock Training Institute in Wajir County involving 15 participants to test the reliability and validity of the research instruments. The findings revealed that access to TVET in Wajir East SubCounty is moderate (Mean = 3.51), with strengths in geographical accessibility and course relevance. However, access remains constrained by financial limitations, sociocultural barriers, gender disparities, and inadequate infrastructure. The study established that TVET plays a significant role in reducing youth involvement in conflict (Mean = 3.77) by enhancing employability, reducing idleness, and promoting positive behavioral change. Former students expressed positive perceptions (Mean = 3.74), viewing TVET as a platform for promoting social cohesion, trust, and peaceful coexistence. Additionally, TVET institutions were found to implement key peacebuilding strategies such as integration of peace education, partnerships with stakeholders, and community outreach initiatives (Mean = 3.69). However, these efforts are limited by challenges including inadequate funding, weak monitoring systems, low awareness, and persistent socio-cultural constraints, particularly affecting female participation. The study concluded that TVET has strong potential as a strategic tool for peacebuilding by addressing youth unemployment and structural drivers of conflict. However, its effectiveness depends on addressing systemic barriers that limit access and program implementation. The study recommended increased investment in TVET infrastructure, enhanced financial support for learners, promotion of gender-inclusive policies, strengthened community sensitization, integration of peacebuilding into curricula, and improved collaboration among stakeholders. Future research should explore the long-term impacts of TVET on peacebuilding and conduct comparative studies across different regions.