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Advances in Social Sciences Research Journal – Vol.7, No.12

Publication Date: December 25, 2020

DOI:10.14738/assrj.712.8188. Were, C. M. (2020). Technology Training and Empowerment for the Visually Impaired: Kenya Perspective. Advances in Social Sciences

Research Journal, 7(12) 736-744

Technology Training and Empowerment for the Visually Impaired:

Kenya Perspective

Charles Michael Were Phd.

Lecturer, Maseno University, Kenya.

Special Needs Education, Department.

ABSTRACT

A key goal of education for any country is to make sure that every pupil

has a chance to excel, both in school and life. Increasingly, a child’s

success in school will determine his success as an adult; will determine

whether he/she goes to college, what profession that he/she enters and

how much they are paid. Kenya’s education system has laid emphasis on

a cluster of science subjects that must be passed for one to be placed in

a meaningful course at tertiary level, university and finally employment.

The Visually impaired child has been disadvantaged and this study

therefore tried to investigate why there are more street beggars who

are Visually impaired as compared to other persons with disabilities

in the Kenyan major towns. The study was conducted in the three towns

within Kenya, namely: Kisumu, Nakuru and Nairobi. The study

population was 145, and a purposive sampling was used to select the 60

respondents. The study found that the Visually impaired persons who

were beggars on the street had basic education at primary level and

some had form four certificate, however they had failed to gain any

meaningful employment due to the growing need of technology in the

work place and the increasing interest in the role of information and

communication technologies for one to be employed. The study also

found that as much as there is an increasing effort by the Government to

have computer studies for all schools in Kenya. The Jaw’s programme is

lacking in those computers and therefore the visually impaired learners

have not had an access to computer education and hence the mass influx

of beggars. The study recommends that of the schools where the

Visually impaired learners are in inclusive education, there should be at

least two computers with a Jaw programme to help the Visually

impaired have an access in computer literacy and hence employment

opportunity. The study also recommends that the street beggars with

form four educations should be given vocational training with

information technology so as to empower them with the current basic

skills to compete favourable with other job seekers.

INTRODUCTION

A key goal of education for any country is to make sure that every pupil has a chance to excel, both

in school and life. Increasingly, a child’s success in school will determine his success as an adult; will

determine whether he/she goes to college, what profession that he/she enters and how much they

are paid.

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Were, C. M. (2020). Technology Training and Empowerment for the Visually Impaired: Kenya Perspective. Advances in Social Sciences Research Journal,

7(12) 736-744

URL: http://dx.doi.org/10.14738/assrj.712.8188 737

Participating In The Job Market

There is a direct correlation between education and employment. It is hardly surprising therefore,

that people with visual impairment are under-represented in the labour market. Like education,

employment and economic independence has, over recent times, come to the fore as a basic

entitlement for persons with visual impairment. The Persons with Disabilities Act (GOK, 2004)

advocates for employment of persons with disabilities without discrimination, it stipulates that: no

employer shall discriminate against a person with a disability in relation to the advertisement of

employment...the determination or allocation of wages, salaries, pension, accommodation, leave or

other such benefits; the choice of persons for posts, training, advancement, apprenticeships,

transfer, promotion or retrenchment; the provision of facilities related to or connected with

employment, or any other matter related to employment.

Foremost, it has been noted that the 8-4-4 education system (eight years in primary, four in

secondary, four in University) and other tertiary training institutions continue to produce

thousands of graduates, who are either poorly equipped for entry into the labour market, or

substantially lack the necessary life skills (GOK, 2007). This poor tooling, and lack of basic

competencies, especially amongst those with visual impairment, has been a huge limitation. Options

available to youth include the choice for ‘unskilled labour markets’, which are either extremely

exploitative, or which demand certain physical capabilities. Such work may include jobs on

construction sites, the security sector and others, which are least likely to be perceived as being

suitable for youth with visual impairment. These reflections are supported by the findings of a study

by Muuya (2002), that school head teachers maintained ‘traditional aims of special education in

terms of control, containment and care still outweigh those of a broad and balanced educational

provision’. There was ‘relatively little emphasis on the importance of preparation for employment.

Besides, it could be argued that dominant societal beliefs which view people with visual impairment

as incapable of having a role in wider society and most likely to spend their lives at home (Kisanji,

1993) may also result in lack of preparation for employment. Lack of competencies and other

constrains to visually impaired person’s transitions to labour market have been established as lack

of technological skills. A study on transition to the job market for persons with orthopedic

disabilities (Nyamoki,2008) identified lack of sensitivity by employers, and constricted contacts and

networks to facilitate employability as key hindrances to getting a job. Another related study, which

traced young persons (former street children) who had undergone vocational training at the

National Youth Service (Khaemba,2008), outlined insufficient personal and social skills as barriers

to both getting and retaining a job. Similarly, Ndinda (2005) noted that the choice of course and

trades to pursue was extremely limited for students with visual impairment. This was due to the

cluster of subjects related to the courses which laid emphasies on science subjects, an area that the

visually impaired perform poorly. Students with visual impairment seeking vocational qualification

had primarily two stereotyped choices: tailoring, and dress making. Not only were the courses

limited in choice, but these were also perceived as not being competitive enough, further

disadvantaging these students in the job market. This was further compounded by shortage of

qualified teachers and limited resources for acquisition of tools.

Technology is a two-edged sword for people with visual impairment in that it renders some physical

disabilities far less relevant to job performance, opening up a range of occupations previously

considered in accessible to people with disabilities. On the other hand, technological innovations