Group Learning Challenges and Emerging Perspectives in Non-Formal Training Programs for the Vulnerable Youth in Nakuru County, Kenya

Abstract

Youth participation in education and training for self and national development is a right and among the Sustainable Development Goals (SDGs) advocated for by UN to ensure inclusive and equitable quality education that promotes lifelong learning opportunities for all by 2030. The same is envisaged in Kenya's youth policy document, SDGs and also as a right entrenched in the constitution. However, this right is not enjoyed by all but those who can afford to access formal system of education and training. This excludes the vulnerable and disadvantaged youth who may have dropped out of the system for one reason or another with no alternative path to acquisition of skills, knowledge and attitudes. Addressing the challenges surrounding non-formal training programs for vulnerable youth would provide an alternative pathway to access skills and benefit all other disadvantaged groups. This paper examines challenges facing delivery of skills to the vulnerable youth in non-formal training programs in Nakuru County, Kenya. The study employed mixed methods research design where data was collected as part of feed- back after skills training sessions. The target population was all the vulnerable youth in Nakuru County, while the accessible population was vulnerable youth groups registered with different organizations. Group learning model together with supporting techniques was adopted as the delivery method. A sample of four youth groups comprising of 120 members was purposively selected. Two groups were trained in craft skills using transformative methods of training while the other two were trained in the same skills using transmissive methods. Multiple sources of feedback such as attendance register, observation checklist and recording of exhibited behavior during and after the training, ability to make quality craft products and participants were used for evaluation. This information was recorded and analyzed qualitatively. The training evaluation  process revealed challenges which included; Absenteeism, Apathy and low motivation, social cultural factors, learning difficulties, lack of financial support, psychosocial issues. The challenges inhibit acquisition of skills in different ways, and it is therefore imperative for trainers and other stake holders in non-formal training programs to be aware of this development and equip the trainers with the necessary skill to mitigate the challenges for effective training.