Integrating participatory evaluation and epistemic network analysis to enhance vocational education of young adults in Kenya

Purpose Constructivists propose that engagement and perspective in active learning experiences influence learning. Participatory evaluation (PE), rooted in constructivism, offers insights into how participant feedback can shape studies and eliminate the risk of perpetuating mistakes, biases, hindering results, momentum and traction within the intended community. Design/methodology/approach This report covers two studies pertaining to tertiary education in rural Kenya: Study A and its successor, Study B. In 2023, Study A aimed to develop a tertiary education model for economically vulnerable students in rural Kenya. Study A converted qualitative transcribed interview data from Kenyan mentors and educators into quantitative data informing the tertiary model. Despite the implementation of this tertiary model in Kenya, economic instability persisted among the enrolled tertiary students. In 2024, a follow-up, Study B, engaged the same Kenyan mentors and educators who participated in the initial study to evaluate the findings of Study A. Findings The democratic process of PE revealed previously overlooked issues, enriching understanding and highlighting areas for improvement. Study B unearthed salient issues missed in Study A, including issues of funding and political challenges crucial for the sustainability of tertiary models and subsequent tertiary schools. Originality/value This study showcases the application of ENA and PE to enhance educational models, unveiling hidden connections and refining existing frameworks. This paper seeks to describe how epistemic network analysis discourse networks can be evaluated through PE to strengthen or modify existing models and explore the possibility of very salient unseen and also notable connections.