2025 Volume 16 Pages 106-117
This study investigates how young people in Kenya perceive the significance of higher education by focusing on two distinct educational pathways: Technical and Vocational Education and Training (TVET) institutions and four-year universities. As student enrollment in higher education increases, understanding how these educational choices are shaped has become a critical issue. Drawing on qualitative interviews with students enrolled in both TVET institutions and universities in Nairobi, the research explores their motivations for enrollment, perceptions of each institution, and how these are shaped by their socioeconomic backgrounds. The findings reveal that students in TVET institutions emphasize the immediate benefits of education, such as “being able to find work quickly” and “acquiring practical, hands-on skills.” Many selected their educational paths based on economic rationality, prioritizing access to employment and supporting their families in the short term. In contrast, university students focused on long-term goals, including “access to high-paying professions,” “higher social status,” and “building professional networks.” University education was often viewed as a symbolic path to success. However, their understanding of TVET was limited, and they often lacked accurate information about alternative options. Differences in how students perceive and evaluate TVET and university education are closely linked to structural conditions such as household income, parents’ educational attainment, and the presence or absence of support from families and schools. These factors create unequal access to information, influencing the formation of aspirations and the evaluation of educational options. Educational choice, therefore, is not merely a matter of individual motivation but is embedded in broader social contexts and constraints. In conclusion, this study reconsiders the relative value placed on TVET and university education in Kenya by foregrounding the voices of students currently enrolled in these institutions. It emphasizes the need to establish a more equitable information provision system and to revise educational policy frameworks so that young people can make informed, realistic decisions aligned with their life goals and socioeconomic realities.
