Assessment of Art and Design Students Attachment Learning Experience Relevance Towards Job Market in 2021 in Kenya
- May 13, 2022
- Posted by: rsispostadmin
- Categories: IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue IV, April 2022 | ISSN 2454–6186
Dr. Mical Ongachi Wagah
Maseno University, Kenya
Abstract: The Vision 2030 in Kenya which was officially launched in July 2008 has the Economic Pillar that aims to achieve an average economic growth rate of 10 per cent per annum and sustaining the same until 2030. Art, craft and design program at the higher institutions in Kenya embody some of the highest forms of human creativity meant to fulfill vision 2030. A high-quality art and design education engage, inspire and challenge university students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. The students are exposed after third year in their undergraduate program to attachment which is supposed to translate what is taught in class to the job market. It is upon this backdrop that this study assessed art and design student’s attachment learning experience relevance towards job market in 2021. The objective of this study was to establish whether what was taught in class was the same as what they found in attachment work stations. The population of this study was 60 third year students in public universities in Kenya. The study focused on fashion and interior design students at university level in Kenya who belong to Art and Design Department. The findings revealed that students are exposed to both theory and practical which have components that rated so high in terms of relevance while on attachment.
Key Words: Relevance, Skills, Attachment, Art and Design
I. INTRODUCTION
Ketamo and Passi-Rauste (2019) points out that our society is facing the challenges of continuous change, global competition, digitalization, and the replacement of human labor by smart automation. At the same time, companies are reporting a lack of skilled workers and global skills mismatches. This does not mean that there are no skills on offer – rather, available skills do not have enough demand. Katemo and Passi-Rauste are interested in why labour market has skills yet they are not on demand but this study was establishing whether what was taught in class to fashion designers and interior designers in the art and design department was relevant to what the students were to find in the workstation while on attachment. The design students in higher institutions of learning have skills ranging from tailoring to interior designing that are meant to meet the market demand in terms of relevance. In addition, skills have not been defined in a commensurable manner between different actors, not even in terms of the terminology used, not to mention the precise semantic meanings of these terms.
Charu (2019) on the other hand points out that Students usually enroll in higher education institutes for earning an
