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Okinyi*, Jackline K.A. Nyerere and Samson I. Kariuki  \nDepartment of Educational Management, Policy and Curriculum Studies, Kenyatta University, P.O. Box 43844 – 00100, Nairobi, Kenya.  \nAccepted 16 April, 2021  \n\n| ABSTRACT\u003Cbr>The efficiency of educational institutions is critical in the justification of resource allocation and use. However, some developing countries like Kenya face efficiency challenges regarding resource utilisation and the flow of students through the school system at various levels of education and programs. Past research in Kenya has focused more on resource utilisation in public schools. Very few studies have looked at the internal efficiency of public vocational training centres (VTCs) . This paper assesses the level of internal efficiency in Kenya's public vocational training institutions through a mixed research design. The findings reveal low levels of internal efficiency as indicated by low enrolment, high dropout and low completion rates in the VTC institutions. The result also shows a low level of tutor utilisation. These results provide vital insights into improving the internal efficiency of public vocational training institutions in developing countries. The study recommends, among other things, subsidisation of examination fees to enhance students' completion rates.\u003Cbr>Keywords: Vocational education, tutor utilisation, graduation rate. |\n| --- |\n| *Corresponding author. Email: [rachelokinyi@gmail.com](rachelokinyi@gmail.com). |\n\nINTRODUCTION  \nThe term efficiency is widely used in economics as the optimum use of resources in a production process (Wilson et al. , 2018) . Besides its extensive use in economics, Kosor (2013) linked efficiency to education by considering education institutions as multi-product enterprises that have multiple inputs and produce various outputs, which are, however, difficult to measure as they do not have market prices, for example, enrolment of students. According to the International Institute for Educational Planning (IIEP) (2010) , education institutions'efficiency is assessed through internal and external efficiency. The assessment involves studying the dynamics of students’ flow from enrolment to graduation. It also includes time and resources needed to produce graduates leaving the education system at different levels and the relevance of graduates in society (IIEP, 2010) . The assessment can be approached in two trajectories, either through internal efficiency or external efficiency. External efficiency of education assesses graduates'relevance in relation to the needs of the economy and  \nsociety. In contrast, internal efficiency is concerned with the relationship between inputs and outputs in the school system (IIEP, 2010) . Awuor, Wanjala and Muriithi (2016) , on their part, describe internal efficiency as a measure for institutional effectiveness that is seen in terms of the flow of students in an education system following their enrolment and their performance at the end of an educational cycle.  \nUNESCO , IIEP and World Bank recommended wastage ratio and coefficient of efficiency as indicators for measuring internal efficiency level of education systems (UNESCO et al. , 2014) . According to UNESCO and IIEP (2016) , wastage ratio refers to ‘the number of pupil-years required to produce a number of graduates from a given school-cohort for a cycle or level of education in the absence of repetition or dropout’ while coefficient of efficiency is the reciprocal of wastage ratio. Moreover, UNESCO Institute of Statistics (UIS) (2017) noted that internal efficiency coefficient above 0.7 reflect a high overall level of internal efficiency of education  \nsystem . Further, UNESCO (2015) reported that repetition and dropout are associated w","cbCaigGqyJv1P9en","https://ap.wps.com/l/cbCaigGqyJv1P9en","pdf",155019,"English","# Abstract\n# Introduction\n## Conceptualizing internal efficiency\n## Indicators used to measure internal efficiency\n## Resources and utilisation\n## Measuring educational output and outcomes","[{\"question\":\"What does the paper focus on in Kenya’s public vocational training centres?\",\"answer\":\"It assesses the level of internal efficiency, specifically how inputs relate to outputs such as enrolment, dropout, completion, and tutor utilisation.\"},{\"question\":\"Which indicators are used to measure internal efficiency?\",\"answer\":\"The study cites indicators such as wastage ratio and coefficient of efficiency, linked to student flow from enrolment to graduation and losses from repetition and dropout.\"},{\"question\":\"What do the study findings suggest about internal efficiency in VTCs?\",\"answer\":\"They indicate low internal efficiency, shown through low enrolment, high dropout, low completion rates, and a low level of tutor utilisation.\"}]","Internal efficiency of public vocational training centres in Kenya | PDF",1792070927,25]