YOUTH EMPOWERMENT AND LIVELIHOODS: A CASE OF RURAL YOUTH

REGISTERED IN GROUPS INVOLVED IN HORTICULTURE PRODUCTION IN

TRANS NZOIA COUNTY, KENYA

BY
NYALE NAZI MARY
D53/OL/27189/2013

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE REWARD OF THE DEGREE OF MASTERS IN
BUSINESS ADMINISTRATION IN PROJECT MANAGEMENT OPTION OF
KENYATTA UNIVERSITY

JULY, 2018
 DECLARATION

This research Project is my original work and has not been submitted for award of a degree or

any other qualification in this university or other institution of learning.

Signed: ___________________________ Date:

Nyale Mary Nazi

D53/OL/27189/2013

The research Project has been submitted with my approval as University supervisor.

Signed: ___________________________ Date:

Dr. Jane Wanjira

Lecturer,

Department of Business Administration,

School of Business,

Kenyatta University

i
 DEDICATION
I wish to dedicate this research project to my family for the support they accorded me

throughout my studies for without their support it would have not been possible to complete it.

ii
 ACKNOWLEDGEMENT

My appreciation goes to God Almighty for his consistent grace throughout the MBA course

and finally the strength and courage to undertake this research Project. My greatest gratitude

goes to my friends and family for their encouragement, presence and support. My sincere

appreciation goes to Mr. Dennis Ouma who took his invaluable time to help in coordinating

the rural youth groups enabling data collection to be a success.

I also take this opportunity to appreciate my supervisor, Dr. Jane Wanjira for the precious

assistance and supervision that she gave me during this research project process. My gratitude

to all my fellow students for their inspiration and encouraging comments and to the Kenyatta

University management for availing the resources I needed to carry out this research.

God bless you all!

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 TABLE OF CONTENTS

Declaration. …………………………………………………………………………………..i

Dedication . …………………………………………………………………………………..ii

Acknowledgement . …………………………………………………………………………iii

Tableof Contents …………………………………………………………………………...iv

List of Tables ……………………………………………………………………………...viii

List of Figures ……………………………………………………………………………….x

Abbreviations and Acronyms ……………………………………………………………..xi

Operational Definition of Terms ………………………………………………………...xiii

Abstract…………………………………………………………………………………..…xv
CHAPTER ONE: INTRODUCTION ……………………………………………………..1

1.1Background of the study…………………………………………………………..............1

1.1.1Youth Empowerment…….……………………………………………………...........3

1.1.2 Livelihoods……………………………………………………………………...........5

1.1.3 Horticulture Production amongst rural Youth In Trans Nzoia……………………….8

1.2 Statement of the Problem. …………………………………………………………...10

1.3 Objectives of the Study ................................................................................................12

1.3.1General Objective …………………………………………………………........12

1.3.2Specific Objectives …………………………………………………………........12

1.4 Research Hypotheses ………………………………………………………………..13

1.5 Significance of the Study ……………………………………………………………13

1.6 Scope of the Study …………………………………………………………………..14

1.7 Limitations of the Study ……………………………………………………………..15

1.8 Organization of the Study …………………………………………………………...16

CHAPTER TWO: LITERATURE REVIEW………………………………………. …..18

2.1 Introduction………………………………………………………………….. ……...18

2.2 Theoretical Review…………………………………………………………….........18

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 2.2.1 Critical Social Theory of Youth Empowerment..………….………………………......18

2.2.2 Maslow’s Hierarchy of Needs Theory.......................……………………………........20

2.2.3 The Growth Theory..…………………………………………………………….........23

2.3 Empirical Review……...…………………………………………….....………..........24

2.3.1 Financial Literacy Training and livelihood……………………….…..………............24

2.3.2 Provision of Initial Start-UpCapital and Livelihood…..………………………...........26

2.3.3 Market linkages and Livelihood………………………..……………………….........27

2.3.4Horticulture Empowerment and Livelihood…………………...…………………..........29

2.4 Summary of Research Gaps…………………………………...………………….......33

2.5 Conceptual Framework . ……………………………………………………………..34

CHAPTER THREE: RESEARCH METHODOLOGY ………………………………..36

3.1 Introduction ………………………………………………………………………….36

3.2 Research Design. …………………………………………………………………….36

3.3 Target Population . ……………………………………………………………….......36

3.4 Sampling Procedure and Sample Size …………………………………………........38

3.4.1 Sampling Procedure…………………………………………………….…..............38

3.5 Data Collection Instruments ………………………………………………………...38

3.6 Validity and Reliability of the Research Instrument ………………………………...39

3.6.1 Validity…………………………………………………….…………………..........39

3.6.2 Reliability of Instruments…………………………………………………………...40

3.7 Data Collection Procedure …………………………………………………………..40

3.8 Data Analysis and Presentation ……………………………………………………..41

3.9 Ethical considerations ……………………………………………………………….42

CHAPTER FOUR: RESEARCH FINDINGS, DISCUSSION AND

INTERPRETATION……………………………………………………………………...44

4.1 Introduction ………………………………………………………………………….44

4.2 Response Rate ..... ……………………………………………………………………44

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4.3 Reliability Test………………………………………………………………………..44

4.4 Demographics Characteristics………………………………………………………...45

4.4.1 Gender Distribution……………………………………………………………...........45

4.4.2 Composition of Respondents by Age………………………………............................46

4.4.3 Marital Status ……..…………………………………………………………..............47

4.4.4 Level of Education ……………………………………………………………………48

4.4.5 Crops Produced ………………………………………………………………….........49

4.4.6 Land ownership …………………………………………………………....................49

4.4.7Crop production ……………………………………………………………...….........50

4.4.8 Land Size ……………………………………………..………………………...........51

4.4.9 Education and Financial Literacy Training…………………………………….…….52

4.5 Descriptive Statistics for the Research Variables…......................................................54

4.5.1 Financial Literacy Training and livelihood……………………………………...........54

4.5.2 Provision of Start-Up Capital and Livelihood…………………………………..........61

4.5.4 Horticulture Empowerment and Livelihood……………………..................................64

4.6 Inferential statistics…………………………………...………………………………67

4.6.1 Tests of regression assumptions…..……………………………………………..........68

4.6.1.1 Normality test…………………………………………………………………68

4.6.1.2 Homogeneity of Variance…………………………………………………….70

4.6.1.3 Test for outliers……………………………………………………………….72

4.7 Test of hypothesis……….………………………………………………………..............78

4.7.1 Coefficient of Determination……………………………………………………….78

4.7.2 Analysis of Variance (ANOVA)……………………………………………………79

4.7.3 Multiple Regression Analysis……………………………………………………….80
CHAPTER FIVE: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS......83

5.1 Introduction………………………………………………………………………......83

5.2 Summary of Findings…………………………………………………………………83

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 5.2.1Financial Literacy Training and Livelihood…….……………………………………83

5.2.2Provision of start-up capital and Livelihood…….……………………………….......83

5.2.3Market Linkages and Livelihood…………………………………………………….84

5.2.4Horticulture Empowerment and Livelihood…………………………………………84

5.3 Conclusions…………………………………………………………………………...85

5.4 Recommendations of the Study……………………………………………………….86

5.5 Suggestions for Further Study………………………………………..………………87

REFERENCES . ……………………………………………………………………………88

APPENDICES…………………………………………………………………………........92

Appendix I: Letter of Transmittal…………………………………………………………….92

Appendix II: Questionnaire………………………………………………………………......93

Appendix III: Registered Youth groups in Trans Nzoia County……………………….......101

Appendix IV: Map of Trans Nzoia East Sub County………………………………………104

Appendix V: Approval of Research Proposal…………………………………………........105

Appendix VI: NACOSTI permit….……………………………………………………......106

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 LIST OF TABLES

Table 2.1: Summary of Literature and Research Gaps ............................................................ 33

Table 3.1 Population of the study ............................................................................................ 37

Table 4.1 Response Rate .......................................................................................................... 44

Table 4.2 Reliability Tests ....................................................................................................... 45

Table 4.3: Crops produced ...................................................................................................... 49

Table 4.4: Land Ownership ..................................................................................................... 50

Table 4.5: Crop Production ..................................................................................................... 51

Table 4.6 Land size ................................................................................................................. 52

Table 4.7: Education and Financial Literacy Training ............................................................ 53

Table 4.8: Financial Literacy Trainings ................................................................................... 54

Table 4.9: Financial Records Challenges................................................................................. 56

Table 4.10: Interaction With Farm Africa ............................................................................... 57

Table 4.11: Formation of Horticulture Enterprises .................................................................. 58

Table 4.12: Provision of Start-Up Capital ............................................................................... 59

Table 4.13: Income Generated ................................................................................................. 60

Table 4.14: Engagement of market supplied ........................................................................... 61

Table 4.15: Engagement in contract farming ........................................................................... 62

Table 4.16: Market where produce is sold on contract ............................................................ 62

Table 4.17: Gender participation in marketing ........................................................................ 63

Table 4.18: Savings and credit ................................................................................................. 64

Table 4.19: Self-employment................................................................................................... 66

Table 4.20: Creation of Employment....................................................................................... 67

Table 4.21: Normality tests ...................................................................................................... 68

Table 4.22: logarithmic Transformation for Normality Test ................................................... 68

Table 4.23: Friedman’s Test .................................................................................................... 69

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Table 4.24: Homogeneity of variance ...................................................................................... 70

Table 4.25 Model Summary………………………………………………………………….78

Table 4.26: Summary of One-Way ANOVA ......................................................................... 79

Table 4.27: Multiple Regression Analysis ............................................................................... 80

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 LIST OF FIGURES

Figure 2.1: Conceptual Framework ......................................................................................... 35

Figure 4.1: Gender Distribution ............................................................................................... 45

Figure 4.2 Composition of Respondents by Age ..................................................................... 46

Figure 4.3 Marital Status…………………………………...………………………………...47

Figure 4.4: Level of Education ................................................................................................ 48

Figure 4.5: Outliers for Financial Literacy .............................................................................. 72

Figure 4.6: Outliers for Provision of Start- Up Capital ........................................................... 73

Figure 4.7: Outliers for Market Linkage. ................................................................................. 74

Figure 4.8 Outliers for Savings and Credit…………………………………………………..76

Figure 4.9 Outliers for Create Employment……………………………………………….....77

x
 ABBREVIATIONS AND ACRONYMS

AEO Authorized Economic Operator

BDS Business Development Services

CBOS Community Based Organizations

CDF Community Development Fund

CIS Commonwealth of Independent Status

DFID Department for International Development

FAO Food Agricultural Organization

GDP Gross Domestic Product

GOK Government of Kenya

HCDA Horticultural Crops Development Authority

IFAD International Fund for Agricultural Development

ICT Information and Communications technology

ILO International Labor Organization

KARI Kenya Agriculture Research Institute

KNBS Kenya National Bureau of Standards

KYEP Kenya Youth empowerment Project

KYEDP Kenya Youth Empowerment Development Program

KKV Kazi Kwa Vijana

MDG Millennium Development Goal

MoYA Ministry of Youth affairs

NAYCOM National Youth Commission

NASSIT National Social Security and Insurance Trust

NGO Non- Governmental Organizations

NCSD National Council for skill Development

OECD Organization for Economic Cooperation & Development

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SD-FAO Sustainable Development – Food and Agriculture Organization

SLF Sustainable Livelihood Framework

SPSS Statistical Package for Social Science

TYSA Trans Nzoia Youth Sport Association

UNEP United Nations Environmental Programme

UNDP United Nations Development Programme

USAID United States of America Aid for International Development

UNFPA United Nations fund for Population and Activities

VSLA Village Savings and Loan association

WEDF Women Enterprise Development Fund

YESA Youth Empowerment in Sustainable Agriculture

YEDF Youth Enterprise Development Fund

YISA Youth Initiative for Sustainable agriculture

YEEP Youth Employment and Empowerment Program

xii
 OPERATIONAL DEFINITION OF TERMS

Attitude: It represents a psychological evaluation of dimensions such as good or

bad, like or dislike, pleasant or unpleasant. It influences an individual’s

choice of response and action towards a certain idea or situation.

Empowerment: Empowerment is a liberation program which the under privileged are

empowered to practice their rights by obtaining access to resources and

get involved actively in the process of shaping the society either

economically, socially or politically thus enhancing their decision

making capabilities.

Employment: Employment is a contract involving an employee and an employer that

the employee will give particular services on the job, and in the

employer's designated workplace, to make possible the achievement of

the employer organization’s mission and goals, for an agreed

remuneration. The contract can be an official employment contract

implied, or verbal.

Horticulture Export: This is the movement of high quality produced and consumed fruits

and vegetables from one country to another for the purpose of increasing

the foreign exchange earner for the exporting region/ country.

Innovation: The procedure of interpreting an invention or idea into a service or good

that generates value or for which customers will pay.

Livelihoods: Livelihood is a way of making a living. It comprises of the activities,

assets, and capabilities required to earn an income to sustain and cope

with the necessities of life i.e. provision of the basic needs of an

individual that include food, shelter, clothing and education that help

recover from stress and shocks of life.

xiii
Poverty: Situation where people's basic needs for clothing, shelter, and food are

not being met.

Perception: The process of being aware of something, an insight or knowledge

gained by thinking and translating it to either attractive or unattractive

without realizing the importance of the situation or object.

Self- Employment: Self-employment is referred to as the process of earning some money

straight from customers through clients, other organizations or working

as opposed to being an employee of a business (or person).

Sustainability: Sustainability is the capacity or ability of something to be sustained or

to maintain itself. It’s about taking what we need to live now, without

corrupting the capability for persons in the days to come in meeting their

requirements.

Youth: This is a period of evolution from the reliance of childhood to

adulthood’s freedom, specifically in relation to employment and

education, because ‘youth’ is frequently signified as individuals

between the ages of departing from compulsory education, and finding

their first job.

Youth Empowerment: Youth empowerment is a cultural, attitudinal, and structural process

whereby young people acquire the authority, agency, and ability to make

choices and employing social, economic or political change by engaging

this in their own lives and the lives of other people, including youth and

adults.

xiv
 ABSTRACT
In Kenya, 35% of the Kenyan population is youth of ages between 15 to 34 years old. They are
recognized as Kenya’s most critical untapped resource with the highest unemployment rate of
67%. Due to the increasing population of unemployed youths in Kenya, the Government of
Kenya (GoK) started youth initiatives programs to provide training and Internship aimed at
providing relevant work experience and skills to enhance sustainable livelihoods and self-
employment. Kenya’s agriculture sector is the largest foreign exchange earner taking10 per
cent annual economic growth, with horticulture taking 4 per cent making it a popular industry
for providing informal self-employment and income generating opportunities. The purpose of
the study was to establish the extent to which youth empowerment activities will have on their
livelihoods. The study was guided by the following specific objectives: To determine the
influence of financial literacy trainings, provision of start-up capital influence, market linkages
and horticulture empowerment on livelihood of the youth in Trans Nzoia East. The study was
be guided by Critical social theory of youth empowerment, Maslow’s hierarchy of needs theory
and theory of growth. The study employed descriptive research design where a target
population of 99 registered youth groups in Trans Nzoia East Sub County consisting of 2,024
members and a target sample size of 110 was drawn. These groups participated in the youth
empowerment in sustainable agriculture (YESA) project. Probability sampling and Yamane’s
formula were used to draw 22 groups that participated in the study. Systematic sampling was
used to select number of members per group. Primary data was collected using structured
questionnaire. Reliability of the data collection instruments was done using Cronbach’s alpha.
Validity was done through pre-test to check inadequacies on the tools before actual data
collection. Descriptive statistics were used to analyze the data by giving the standard
deviations, mean, percentages and inferential statistics in the form of correlation tests and
regression analysis. Results were presented using tables, pie charts and bar graphs. The study
established that financial literacy trainings had significant and positive effect on the livelihoods
of the youth as the youth realized that they had a challenge in keeping records and that their
level of education contributed to the slow uptake of understanding the record keeping concepts.
The study also revealed that there was a significant and positive effect on the provision of start-
up capital to the livelihoods of the youth which enabled them to start their horticulture
enterprises, enabled them to borrow loans and earn incomes. The linkage to markets also
revealed a significant and positive effect on the youths’ livelihoods as it showed that market
accessibility and information was important as it allowed availability of ready market for their
horticulture products boosted their income generation. Horticulture empowerment of the youth
also displayed a significant and positive effect on their livelihoods as it provided an opportunity
for the youth to participate in savings and credit activities that allowed them to accumulate
money to invest in the horticulture enterprises. It also allowed them to appreciate that
horticulture provides an avenue for self-employment as it gave most of the youth opportunity
to manage and make decisions on the operations of their own horticulture enterprises. It was
recommended that youth empowerment programs. Promotion of horticulture production as an
employment opportunity for the youth should be emphasized with the aim of increasing quality
and quantity of harvest and income to achieve lasting impacts.

xv
 CHAPTER ONE: INTRODUCTION

1.1 Background of the study

The number of today’s young people generation is slightly below 1.8 billion against a world’s

population of 7.5 billion (World population prospects UN report, 2017).The emergence of a

sudden increase in large population of the youth can have an unprecedented effect on any

country. This largely depends on governments’ response to either the positive or negative effect

of this growing population by laying out means of taking care of the young people’s needs and

assisting the to engage fully and responsibly in their economic and civic affairs(UNFPA report,

2014). There are limitation that are often experienced by the rural youth while accessing the

Livelihood opportunities which include high highly dependence on the services and networks

which enable entry into work and help to support youth at work. There is a broad requirement

for multiple livelihood strategies in rural areas which encompass the search of white collar jobs

(Gina Porter, 2008).

The access to sustain rural livelihoods is necessitated by the Natural Resource management

and agricultural information, knowledge and public services which are of crucial significance

in supporting natural resource-based livelihoods, predominantly in the aspect of environmental,

climatic, and market changes that command adaptation of new solutions. The existing power

relations often marginalized the rural poor are from accessing knowledge, production activities

to improved technology. Importantly, the main aim of research and technology development

in natural resource management and agriculture is to attend to the wealthy or large-scale

farmers and livestock producers, while the inadequacy in acknowledging and backing the

formal research &development for the smallholder-led technology and knowledge production

remains unrecognized (OECD, 2012).

As the search for employment heightens amongst the rural youth, the growth of the global

economic outlook for 2017 and 2018 seems to positively increase because of the advanced

economies that are moderately picking up due to investment and trade. Despite the economic
1
1. 1
growth, there is no tangible economic recovery, a status specifically affecting the large numbers

of young people entering the job market. There is an expected rise of the global youth

unemployment rate in 2017 to 13.1 per cent, with the expectation of having 70.9 million young

people unemployed, a figure that is well below the crisis peak of 76.7 million in 2009 (ILO,

Global employment trends for youth, 2017).

The Kenya’s population has a 35% of it as young people aged 15 - 34 year olds, with a 67% as

the highest unemployment rate. The annual labor market welcomes over one million young

people who are without any skills with some having either dropped out of school or completed

school and not enrolled in any college (Kenya National Bureau of Statistics, 2009). Though the

youth are integral part of society, they lack skills to manage enterprises successfully and young

people who choose to go into self-employment have to face the problem of access to capital.

The majority of Kenyan youths are unemployed, underemployed or underpaid. Youth

unemployment protracts reliance on parents, reduces self-esteem and promotes dissatisfactions

which increase the likelihood of violence, crime and conflict (Richard, Cincotta). Kenya has

clearly identified employment creation as a key policy objective as envisioned in Vision 2030.

Government of Kenya report (2009) noted that to address economic inequalities there was need

to create more income generating opportunities especially for the youth.

The government is currently implementing programs with the broad outcome of empowering

youth under the National Action plan. They include expanding the National youth service and

revitalization of youth polytechnic training, There are other key youth programs in the area of

sports and talent development. The subsequent inventiveness presently being employed by the

government to reduce youth unemployment include; Youth Enterprise Development Fund

(YEDF), Women Enterprise Development Fund (WEDF) and Kenya Youth Empowerment

Project (KYEP).

2
1. 2
1.1.1 Youth Empowerment

Youth empowerment is whereby young people acquire the skill, authority, and agency to make

decisions and implement change in their own lives and the lives of other people, including

youth and adults through an attitudinal, structural, and cultural process (Vavrus & Fletcher,

2006). Youth empowerment aims at improving the quality of life and is achieved through

participation in youth empowerment programs which may include opportunities like;

developed internships and attachments, advisory programs, financial, legal, marketing and

other assistance, and creating an equal engaging field in terms of jobs, markets and capital

access (Ledford, 2013; Zimmerman, 1988; Zimmerman, 2000; Minkler, 1990).

The three different categories of youth empowerment are individual, organizational and

community empowerment (Ledford, 2013; Zimmerman, 1988; Zimmerman, 2000; Minkler,

1990). Individual empowerment relates to young people or adults with emerging skills to

practice control and improve their know-how. Organizational empowerment relies on the

opportunity for young people or adults to acquire the skills needed to gain control over their

lives and also involves the organizations that provide, and benefit from the youth by providing

alternatives to service provision, as well as organizations that develop and influence policy

resolutions.

Community empowerment includes an attempt to better the community, react to risks to quality

of life, and allows for people’s contribution at a local, state, and national level. An example is

the Agricultural youth empowerment, which has brought about the youth initiative for

sustainable agriculture (YISA) a project located in Nigeria which is focused on young

graduates of agricultural discipline and other youths interested in agriculture to gain from this

agro-knowledge based organization that aims to empower the Nigerian youth to promote

agriculture (Ogunremi, Ogunremi & Faleyimu, 2012).

3
1. 3
In Kenya, there are various projects on Youth Empowerment which are geared to better the

lives of youths living and working in Kenyan rural settings. To ensure provision of skills

training and capacity building to young people in rural settlements is the overarching aim of

youth empowerment in rural settlements. The programs are being executed in Kenya to

generate employment prospects for continued development of young people. The main goal is

to enhance the livelihoods of both men and women, living and working in rural settlements, by

providing interactive training skills in agri-business development in horticulture production

that will lead to skills, financial literacy and farm management skills experience to compete for

production and marketing space in the horticultural industry (OECD, 2012).

In view of the Youth empowerment in sustainable Agriculture (YESA) project, it strengthened

and assisted the youth groups to start and manage agricultural businesses. Training and

technical assistance in agronomy and marketing were delivered by the project. These assisted

the groups to access markets for their products, and encouraged the young members to

participate actively in local leadership and governance. In addition, the YESA project

developed linkages with private sector companies that provide market opportunities, which

ensured that the youth groups continued to generate income. The project aimed to have at least

60% commercially viable enterprises with clear linkages to profitable markets. To ensure

sustainability, the project helped the youth groups to register CBO’s (Community based

organizations) or commercial enterprises and trained them on business management as private

or social enterprises (Farm Africa YESA project report, 2015). These include Supporting the

youth with both technical and financial training, facilitating them with seed capital to start up

the agri-enterprises, facilitating market linkage and contractual farming agreements, savings

and linking the farmers to credit institutions and create employment.

This project focused on empowerment of the youth with financial literacy trainings, start-up

capital, market linkages and horticultural production training. These four empowerment areas

4
1. 4
were chosen by the project as they were seen to directly impact knowledge and skills that can

be sustainably used by the youth to improve their livelihoods.

Financial literacy, start-up capital, market linkage and horticulture empowerment are

community based empowerment activities which entailed sensitization and mobilization of

youth to form organized groups within the villages. The organized youth groups were then

taken through different aspects of trainings on financial literacy so as to provide knowledge

which would enable them to do farming as a business. The start-up capital was provided in

groups to assist them in initiating the business that will eventually contribute to individual

youth business set up.

To ensure that the business enterprises worked appropriately, the project looked at the market

linkages that were done at the group level. This was because markets required large volumes

of produce which required the farmers to market the produce together. To ensure quality

production of the produce, the youth were taken through trainings on horticultural production.

These were mainly on-farm trainings that involved practical work using the set up

demonstration plots. The horticulture production provided trainings on good agricultural

practices that informed the farmers on the proper crop management skills to increase their

production and eventually increase in incomes that will sustain their livelihood requirements.

1.1.2 Livelihoods

Livelihood is described as a process of earning a living. It involved people’s capabilities, assets,

income and activities required to secure the necessities of life. The sustainability of livelihood

was experienced when people were able to deal with and regain from devastations and traumas,

coupled with enhancing their welfare and that of coming compeers without destroying the

natural environment or resource base (Robert Chambers and Gordon Conway 1992). The

Sustainable Livelihoods Framework (SLF) was developed by the UK Department for

International Development (DFID) with the purpose of building on the work of practitioners

and academics so as to better understand how people developed and maintained livelihoods.

5
1. 5
Therefore, the many factors that affected a person’s livelihood and how those factors interacted

with each other were analyzed by using this framework as a tool, making it more useful for

understanding livelihoods. The observations made by SLF on livelihoods was of systems that

provided an avenue to appreciate what resources people pulled from, the plans they created to

earn a living, the background in which a livelihood was created and those factors that enabled

a livelihood more or less exposed to shocks and stresses ( DFID report, 2014).

Measurement of livelihoods can be based on six components which are; Food security,

Nutrition Security, Economic Security, Shelter/water & sanitation security, Health Security

and Education security (TANGO International Inc, 2004). Food Security was explained in

relation to food accessibility, handiness, and consumption (Riley et al., 1999). The perspective

of a household livelihood looked at food security as a function of whether food was readily

available either on-farm or in the market place, whether families had access to the food, and

whether patterns of food consumption, plus intra-household distribution, were such that the

nutritional needs of all family members were taken care of.

In principle, the quantity and quality of food available to families throughout the year and the

distribution food among all family members was assessed at the impact level using the

livelihood analysis of food security. The food utilization component was a livelihood outcome

that was closely related to food security which was used to measure nutritional Security. The

child and maternal nutritional status were the conventional components of nutritional security.

Economic Security was comprised with a steady income or other resources to aid a standard of

the current living status and in the probable future (TANGO International Inc, 2004).

Economic Security had also been defined by the ICRC as the capability of persons, families or

communities to meet their essential needs (Food, basic shelter, clothing and hygiene qualify)

sustainably and with dignity (ICRC Economic Security, 2013). Shelter/Water &Sanitation

security had been combined using group approaches by global health community to guarantee
6
1. 6
fundamental services like accessing secure drinking water, access to essential sanitation

services and hygiene, training and education. Health Security had several components

considered to be critical. The already witnessed low levels of incomes and production in a

family were attributed to the frequency of illness episodes which had a harsh effect on the

productiveness of family members, thus upsetting the nutritional and food security (TANGO

international Inc, 2004). There was a direct relationship between the accessibility of primary

health care by households in the country side and their level of reach to the required medical

care. Education security consisted of the general education levels of the families, educational

differences amongst gender, and the general literacy levels amongst the adults in the families

(TANGO international Inc, 2004).

In Kenya, a youth empowerment programme Yes Youth Can, sought to achieve peaceful

coexistence and create new livelihood opportunities for youth. The programme established

approximately 5,000 Village Youth Groups within six counties and 1,200 of these groups were

registered with the Ministry of Gender and Social Development. These groups allowed youth

to lead campaigns around community and national issues. Providing these experiences helped

them with livelihood opportunities and lead to jobs (Education & Life skills, World vision,

2012). Based on the different components of livelihood components that were measured, this

project dwelled on several livelihood components which were household incomes where the

study focused on the frequency of income generated from the export horticultural activities,

dietary diversity that focused on the number of meals available on a daily basis and also the

dietary diversity on food intake.

This was based on ten food types/ groups (tubers and cereals; fish, meat and poultry; eggs;

dairy; nuts and pulses; vegetables and fruits rich in vitamin A), capability of accessing

education where the focus was finding out how many youths had gone back to some form of

education to further their knowledge, encompassing both secondary and tertiary education for

7
1. 7
the out of school youth and also ability to support their young children to attend school

continuously (Farm Africa YESA evaluation report, 2015). Housing component was based on

the previous status of housing before the youth got engaged in horticultural production and the

status after and self-employment helped the project to find out if the youth had been sustainably

provided with income generating horticultural enterprises that offered them secure self-

employment opportunities (Farm Africa YESA evaluation report 2015).

1.1.3 Horticulture Production amongst Rural Youth in Trans Nzoia County

The horticultural sector in Kenya is comprised of fresh vegetable, fruits, spices root crops,

flowers and herbs production. Small scale farmers with acreage of below 10acres are the major

producers of these crops with their total production contributing around50- 60%, implying that

the horticultural segment occupies a big part in improving the rural wealth status by creating

jobs and wealth. The commercial production under this sector is largely occupies by large-scale

farmers who own above 20 acres of land (Ministry of Agriculture, 2010). An average growth

of the sector has been experienced at 12% thus contributing 13% to the GDP. At least 2.5

million people are employed within the horticultural sector making it one of the largest foreign

exchange earners in Kenya.

The small scale farmers provide 2% of the total 4% produce on the horticultural exports

(Ministry of Agriculture, 2012) compare to 90% the total horticultural production utilized in

the domestic market. Since the majority contributors to this sector are the small holders, it is

prudent to ensure crop productivity improvement while aiming at reducing the cost of

production through maximum utilization of area under production to increase revenue (Minot

& Ngigi, 2002). Despite having 75% reliance on agriculture production for supporting the

rural people in Kenya, unemployment is still a big menace.

With an aging farming population close to sixty 60 years (UNDP, 2011), showed that in a

decade or two farming activities will reduce if this is not made attractive for the youth to

participate in. In this decade, a lot of activities are being digitized, thus farming technologies

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1. 8
should be modernized in order to have youth interested. These modern technologies reduce the

bulkiness of agricultural work, increases the returns per unit area thus providing a regular

income for the youth. The answer is in horticulture production for export, where only 4% of

the total horticulture production is exported and 96% goes to the domestic markets. In 2012,

the revenue from domestic horticulture was at Ksh 217billion covered an extent of 662,835

hectare with a volume of 12.6 million tons produced, while the export market produced 380,000

MT of exported produce which was valued at Ksh 87 billion which is a contribution of a

probable 36 percent of the agricultural GDP and is one of the fastest growing sub-sectors with

growth rates of between 15 and 20 percent per year (Horticulture validated report, 2012).

This project was conducted in Trans Nzoia County which is one of the forty seven (47) counties

in Kenya. This County is located in the former Rift Valley Provinces, and its main urban center

is Kitale. This County was selected because of its vibrant agricultural activities with a

popularity in maize production, good climatic conditions and vast water sources which can be

tapped for irrigated agriculture. The 2009 Population and Housing Census enumerated a total

of 818,757 persons in the County. The largest cohort in Trans Nzoia County is covered by the

youth which takes 80.9% of the population. The biggest burden that the young people

encounter is unemployment, which leads to devastations and consequent engagement to many

unsafe behaviors such as drugs abuse, criminality and other forms of decent dissipation (Trans

Nzoia County Integrated Development Plan report, 2013-2017).

The main reason for lack of employment opportunities for the youth was lack of or inadequate

employable skills and entrepreneurial culture. Statistics show that 82% of the youth have

primary and secondary education, 92% have formal education but no technical / entrepreneurial

skills and this creates a huge gap. This gap has exposed the youth to lack sustainable income

generating activities that support provision of their basic needs i.e. accessing higher education,

improved dietary intakes, better housing, social & welfare relations and access to better health

services (Trans Nzoia County Integrated Development Plan report, 2013-2017).

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In recognition of this situation, expanding economic opportunities for the youth was cited as a

priority in the 2008/2009 Government of Kenya Fiscal Budget. This programme ensured active

participation and positive engagement of the youth in recovery efforts that included skills

development for business, labor intensive employment activities such as agriculture,

construction of community infrastructure roads, dams, boreholes, cattle dips and re-forestation

activities (UNDP, livelihoods recovery document). Youth exposure to the agricultural

opportunities in the region had not been highlighted by the County despite the fact that the

County is traditionally a maize growing zone; farmers require huge tracks of land to ensure

profitability, a venture which the youth cannot afford.

To address this gap, Farm Africa through the youth Empowerment in sustainable Agriculture

project, engaged the young farmers in Trans Nzoia County in export horticultural production

and marketing with the aim of reducing poverty through agricultural enterprises with a market

led production concept that guarantees produce sale and income generation (Farm Africa

YESA Report, 2013). Specifically, the project assessed the levels at which the horticulture

enterprises affected the accessibility to the youths basic needs.

1.2 Statement of the Problem

In Kenya, the youth faces a series of challenges which include lack of employment

opportunities; every year a total number of 500,000 youth graduate from diverse tertiary

institutions, but due to slow economic growth, corruption, nepotism and demand for

experience, 75% of these youth remain unemployed. The other greatest challenge is based on

youth empowerment and participation which encompasses the involvement of youth in

transformative activities. In Kenya, the youth are side lined in participating in public forums

as they are seen as idle, immature, disrespectful and not concerned about the community’s

well- being. These young people need to be branded in platforms where they can speak and

express themselves and inspire belief that can catalyze impact through youth led development

initiatives (Liebrandt and Mlatsheni, 2004). Lack of exposure to education and training has

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resulted in denying the young people access to quality education due to high costs, poverty and

lack of appropriate facilities resulting to high school drop outs (World Bank, 2004c).

The young people also lack the necessary skill set for self- employment due to either none

completion of university or college or completion of university or college courses where they

did not have adequate training and exposure. Also the country’s training institutions either

lack the appropriate facilities and technologies to prepare students adequately, creating a

challenge to meet the market demand for professionals. Young peoples’ access to finance is a

huddle due to their passive inability to comply with the high transaction costs, lack of collateral,

appropriated financial documentation and difficulty in managing and assessing the youth’s

profile thus a prerequisite for the lending institutions to avoid the youth. Other challenges the

young people face are involvement with crime and drugs which is mostly financially motivated

(United Nations, 2004), inaccessibility to proper health care, access to information and

communication technology, involvement in environmental activities and depressed leisure,

recreation and community services that can be used to nature the young peoples’ talents.

This is supported by a research done by Badejo, Agunyai and Adenyemi (2015) on the effect

of youth empowerment in the state and job creation for the Osun State Youth empowerment

Scheme (OYES) was to identify the challenges in its implementation and evaluate the effect

on capacity building of the youth. The general results showed that the OYES only provided

palliative measure that created few jobs. Since the OYES scheme focused on unskilled menial

jobs, it was felt that the capacity building provided did not improve the youths lives. This was

attributed to the numerous faults and challenges that the OYES faced due its implementation

hence the research established that the achievements and the expected outcomes of OYES did

not have a direct link hence leaving a glaring gap between them. The economies world-wide

are progressively incapable of providing the young people with jobs due to the increase in the

global youth population which have reached a historical high of 1.8 billion people. A youth

employment crisis is being felt around the world with the livelihoods challenges surrounding

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youth becoming progressively difficult. Therefore, to ensure these young people are able to

lead healthy and productive life, innovative and sustainable approaches should be invented so

as to contribute to socioeconomic development in their communities (MCI, 2007).

In Kenya, Studies on youth empowerment to improve livelihoods have taken different forms.

A study done by Agufana (2015) on the influence of youth empowerment programs on national

development in Kenya showed that the importance of youth empowerment programs at the

regional, national as well as international levels was evidenced by increased interest among

policymakers, researchers as well as practitioners in the participation of youths in different

areas of the economy. The study showed that youth operate small scale business ventures

mainly for maintenance and earn only small profits that hinder business expansion

opportunities thus resulting in heavy reliance on credit to increase stock.

Therefore, this study depicts the reason for carrying out this study as it focused on youth

empowered by both resources in terms of access to capital in kind and trainings in technical

and business skills to improve their horticultural enterprises and have healthy relations with

markets for growth of their enterprises. The empowerment activities are geared to assisting the

young farmers to create self-employment opportunities and increase incomes to improve their

wellbeing. It’s only that this study focuses on horticulture industry which has a lot of room for

growth as opposed to the kind of businesses promoted or supported by the YEDF and Uwezo

funds.

1.3 Objectives of the Study

1.3.1 General Objective
The general objective of this study is to establish the extent to which youth empowerment

activities will have on their livelihoods.

1.3.2 Specific Objectives

The specific objectives of the study were:

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 i. To determine how financial literacy trainings influence livelihoods of youth in Trans

Nzoia East.

ii. To evaluate how the provision of start-up capital influence the livelihood of youth in

Trans Nzoia East.

iii. To examine how market linkages influences livelihoods of youth in Trans Nzoia East.

iv. To show the influence of horticulture empowerment on livelihoods of youth in Trans

Nzoia East.

1.4 Research Hypotheses

HO1: There is no significant relationship between financial literacy training and

livelihoods

HO2: There is no significant relationship between startup capital and livelihoods

HO3: There is no significant relationship between market linkages and livelihoods

HO4: There is no significant relationship between horticulture empowerment and

livelihoods

1.5 Significance of the Study

The outcomes and commendations of this paper would contribute to widening the experience

of the rural youth. The Policy makers in many developing and emerging economies

acknowledge will also be guided by the unrelenting nature resulting from the “youth bulge”

challenge and to identify ways to effectively incorporate the rural youth into the labor markets

and societies of their countries.

The findings of this project are essentially useful to the Ministry responsible for Youth

Development and Empowerment at the National level that will help them come up with

strategies useful in addressing youth unemployment in Kenya. This study has provided data

and information that can be used by the County Government of Trans Nzoia in coming up with

a marshal plan and strategic plan on youth employment and job creation strategies for

sustainable development.

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The government, non-governmental organizations and the donor community as well as

business development service providers can use this study to provide direction on how best to

involved the rural youth in viable agricultural activities that can provide consistent income

generation and secure their livelihoods. This paper will also be beneficial in interjecting to the

available information/literature that may be used by educational intellectuals who may desire

to conduct further research on a similar/ interlinked subject matter.

The opportunities identified in this study can be used to appraise policies, direct stakeholders

who participate in formulating and designing programs and projects directed to the youth in

horticulture sector and provide learning platforms that will interest the youth to invest their

funds and time into horticulture.

1.6 Scope of the study

The study was conducted in Trans Nzoia East Sub County, Trans Nzoia County. This sub

county was selected because it is the water tower and there are enormous opportunities in

irrigated agriculture and a lot of untapped youth involvement in smallholder horticultural

production targeting export and local markets. The respondents were drawn from the Youth

empowerment is sustainable Agriculture (YESA) project. The study was done from April 2016

to March 2017.

The study utilized the descriptive survey design. To obtain a representative sample, research

participants were carefully chosen through the simple random sampling technique which

involves the selection of respondents such that each person has equal chances of participating

in the survey. Data collection was done using both secondary and primary data methods.

Questionnaires were used in the study for data collection. Statistical package (SPSS) was used

to code and analyze the influences of the various variables of youth empowerment. Frequency

distribution and percentages were used while Correlation analysis, an inferential data analysis

technique were used in analysing and comparing variables to find their associations.

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1.7 Limitations of the study

Comprehensive coverage of the research was restricted by the geographical expanse of the

County. This was mitigated through proper identification of the specific areas to which the

Farm Africa YESA project was most active and focusing on those farmers within those areas.

The constraints of time and resources also limited the rolling out of the project and were

specific to the data collection exercise. This was mitigated by the creation of a clear program

that provided number of days to collect the data in the specific areas and the cost implication.

This plan provided a clear indication of the time to be consumed by the data collection and the

actual number of people required to do the work. Targets for each enumerator were also set so

as to ensure proper utilization of resources per day of data collection.

There was limited documented information on the subject for the area. This was because there

was no other similar project carried out within the region. Therefore getting facts and figures

were highly dependent on the Farm Africa staff. This was solved by having close relation with

the Farm Africa staff and constant communication on the findings on the ground as the Farm

Africa project were also keen to find out if the project had an impact in the communities they

were working in. The willingness of participants to give information was a unique limitation

since they did not trust my involvement in the project. This called for prior introductions with

the Farm Africa field staff that provided a background of the project and the importance of the

findings to them, thus it was prudent for them to cooperate.

The literacy level of the informants was a glaring limitation since not all the informants had

received formal education. This was mainly mitigated by deliberately having an enumerator

from within the community who could translate the questions to mother tongue. Another way

used was to engage a group leader who did the translation for the enumerators and a token was

provided for them after the days’ work. The youth are normally very dynamic as they are in a
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stage of self-discovery, hence resulting in migration from their original area of settlement either

due to pursuit of further education, marriages or look for alternative income generating

activities i.e. formal employments. This affected their availability to provide adequate

information during data collection.

The harsh weather conditions during the long rains could hinder accessibility to the interior

areas due poor infrastructure i.e. bad roads hence reducing the chances of reaching the expected

target number of youth. These challenges were mitigated by identifying the active target youth

groups which are clustered in marketable units through mobile phone contacts provided by

Farm Africa office for data collection. The enumerators emanated from the community as they

had prior trainings on data collection by farm Africa YESA project. This helped in accessing

data from areas with poor infrastructure during the heavy rains.

1.8 Organization of the Study

This research project is structured into five chapters; the first chapter includes an introduction

which constitutes background of the study highlighting information on youth empowerment,

horticulture production, and rural youth in Trans Nzoia. It also gives information on the

statement of the study, objectives, and research questions, significance of the study, scope of

the study and the limitations of the study.

The literature review in the second chapter provided the theories that support the study on youth

empowerment in the theoretical review. It also provides the empirical review where studies

done on youth empowerment project in different areas are highlighted. A conceptual

framework is outlined showing the independent, dependent and moderating variables.

The third chapter covered the research methodology used in the study. This chapter provided

an introduction on the research methodologies followed by the detailed approach on research

design that was used, target population, sample size and sampling techniques, data sources and

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collection, validity and reliability of the data collected, data collection procedures and data

analysis.

Chapter four provides a highlight on the response rate analysis and descriptive analysis of the

research variables and addresses the inferential statistics used. This chapter also provides

information on data interpretation and discussions of the analysis conferring to the objectives

of the research. A summary of the main findings of the study have been highlighted in chapter

five. This chapter also includes conclusions, recommendations and summary of further studies

made in relation to policy and further studies.

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 CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction
This section contains a comprehensive literature evaluation of previous studies and arguments

associated with Youth empowerment and livelihood improvements through horticultural

enterprises training around the globe. The chapter concludes with a theoretical and conceptual

framework which is an illustrative depiction of the association between the independent

variables and the dependent variable and then a summary of the chapter

2.2 Theoretical Review

This study was be guided by four theoretical models; Critical Social Theory of Youth

Empowerment (CYE), theory of empowerment, Maslow’s Hierarchy of Needs Theory and the

theory of growth.

2.2.1 Critical Social Theory of Youth Empowerment

The genesis of the Critical social theory of youth empowerment emanates from the youth

empowerment models have been developed on the empowerment theory which was developed

by a social scientist Julian Rappaport (1981) who anchored his developments of the

empowerment theory on the Marxist sociological theory. He first began the formation of

Empowerment Theory in his paper Terms of Empowerment/ Exemplars of Prevention: Toward

a Theory for Community Psychology. In his paper, Rappaport argued that empowerment theory

was rooted in the notion that people gained power from having a sense of their personal

influence within the structure of social and political power. The theory of Critical social theory

was constituted as an effort to reform and rethink the Marxist social criticism; it majorly

rejected the mainstream political and intellectual views, criticized capitalism, promoted human

liberation, and consequently attempted to expose domination and oppression in their many

forms (Harney, 2012). Thus, this contributed to the development of the critical social theory of

youth empowerment which began with a theoretical synopsis of examination and

empowerment of conceptual models of youth empowerment. These were built on six important

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1. 1
scopes of Critical Youth Empowerment (CYE) which was designed to integrate chances for

the youth to be empowered (Jennings, 2006; Parra-Medina, 2008; Hilfinger-Messias, 2008).

The main features of the critical social of youth empowerment theory are elaborated as follows:

The youth will feel valued, respected, encouraged, and supported when the social environment

is welcoming and provides them with a safe environment (Jennings, 2006; Parra-Medina, 2008;

Hilfinger-Messias, 2008). The environment provides a comfort zone that brings an opportunity

for the youth to disclose their state of belonging, able to take risks and their feelings (Heath,

1991). It is where youth are able to be themselves, try out new roles and skills, find a sense of

ownership, articulate their own ingenuity, articulate their opinions in decision-making

processes, rise to challenges and are then by the adults who assist them to experience both

failure and success by supporting them to move away from their normal comfort zone.

Meaningful Participation and Engagement are essential in providing the youth with

opportunities to participate in useful activities that will enable them generate meaningful

impact and also given an opportunity for youth to practice and learn essential participatory and

leadership skills (e.g. oral and written communication, organizing, planning) (Jennings, 2006;

Parra-Medina, 2008; Hilfinger-Messias, 2008). Adults and Youth to have reasonable Power-

Sharing between them; the framework of the CYE has a number of models that have addressed

chances leadership roles for the youth to participate in (Chinman & Linney, 1998; Kim, 1998),

which have supported the development of valuable leadership skills amongst the youth. The

youth should be support by an adult leader with no dominance so as to attain combined power

between adults and youth, which is important for youth empowerment (Jennings, 2006; Parra-

Medina, 2008; Hilfinger-Messias, 2008).

Community-Level and Integrated Individual Empowerment; Opportunities need to be provided

by the Youth empowerment agendas for the growth at both community and individual levels

where these two stages Individual level empowerment should have a positive impact on the

community level The author also mentions Zimmerman’s Psychological Empowerment theory
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and emphasizes that the inclusion of resource accessibility, use of open governance structures

and tolerance for diversity assist in the community level empowerment process (Jennings,

2006; Parra-Medina, 2008; Hilfinger-Messias, 2008).

Sociopolitical and Interpersonal Processes Engagement in Critical Reflection; Most of youth

empowerment models do not include critical reflection as one of the important dimension The

CYE confers that empowerment will not be possible where lack of awareness to the invisible

and visible processes and structures in social institutions are not taken care of fully. Reflection

is least recognized in youth programs as more emphasis is more on activities. Involvement in

Socio-political Processes in Order to Effect Change; some of the activities in the community

for youth engagement are in social change and sociopolitical processes (Jennings, 2006; Parra-

Medina, 2008; Hilfinger-Messias, 2008). Therefore, without the capability of the youth to

address the social values, structures, processes and practices of the issues at hand, then they are

not justly empowered.

Zimmerman (1995) argued that gaining mastery within a given social environment is

considered to be empowerment. These skills involve the consideration of the fundamental

practices and processes of that environment and the best way to have an effect on them. Hence,

this theory supports this study as it depicts the need to provide economic opportunities to the

youth through empowerment on skills that can influence their decision making in society and

take part in social change efforts.

2.2.2 Maslow’s Hierarchy of Needs Theory

Maslow’s hierarchy of needs was influenced by the Need theory which was also called the

Three Needs Theory which was first proposed by McClelland in the 1960’s as a motivational

model that attempted to explain how the needs for power, affiliation and achievement affected

the actions of people. The Maslow’s hierarchy of needs was proposed by Abraham Maslow in

his paper A Theory of Human motivation, 1943 building onto the Need theory. Maslow

addresses the issue of motivation in his famous Maslow’s Hierarchy of Needs Theory which

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states that each need must be satisfied in turn, by having the need that deals with the most

obvious needs for survival itself come first. Importantly, the satisfaction of the lower order

needs of emotional and physical well-being should be fulfilled; hence the concern of personal

and influence development which are of the higher order needs follow. On the other hand, there

will be no concern about maintaining the higher order needs if the essentials that fulfill our

lower order needs are removed (Maslow, 1970).

The main feature of Maslow’s hierarchy of needs is motivation which is an internal state that

serves to activate and give direction to our thoughts. According to the African Union

Commission’s, the empowerment of the young people can only be realized if there is an

acknowledgement that they have or can make knowledgeable decisions freely, take action

based on those decisions, form opportunities in life, are cognizant of the consequences of those

selections, and agree to take responsibility for the outcomes of their actions (AU, 2010).

Motivation is considered as a key ingredient for success. An economically empowered person

gains more confidence, has elevated self-esteem and earns respect from his peers and the

society in general. The different measures of success are termed as the achievement motivation

(Elliot & Church, 1997). Our motives are organized in form of a hierarchy where the most

basic needs are at the bottom and must be met first, and onto other needs.

When considering youth empowerment, it is only after the youth have fulfilled their basic needs

of food and shelter that they can move to the other higher needs including social interactions

and active participation in the community. Therefore, social empowerment means that one

must achieve a certain level of success so as to earn them respect from others, and raises self-

esteem. A socially empowered youth tends to be more active in community development

activities and also participate in policy planning and implementation at community levels

(Curtis, 2008). However, it is important to note that financial support still remains the anchor
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for real empowerment for the youth, because this will warrant their participation in policies or

issues that they feel are directly profiting them. When they feel included, they are more likely

to participate (Carver & Baird, 1998).

The willingness of the youth to take the first step and take advantage of the finances available

to them through the Youth Fund is the only way to for youth empowerment take off. Accessing

capital for starting up businesses is a difficult task for the youth, and few of them cannot get

loans from established commercial and financial institutions due to lack of collateral. A

business can grow even from meager capital as long as it is turning in regular revenue. When

the loans are disbursed on time and in the amounts requested, then the youths can grow their

businesses and empower themselves.

There is positive synergy in groups and exchange of ideas, leading to better outcomes (Sorkin

et al., 2001). Therefore, with a business enterprise that is successful, the youth can move from

basic needs to fulfilling higher needs. This theory of motivation may partly explain why the

youth who have not met their lower level needs are poor participants in social and community

affairs. This theory supports this study as it evaluates a case study where the Youth

Empowerment in sustainable Agriculture project is promoting horticulture enterprises by

encouraging participation of the youth in both technical and financial literacy trainings for

improved crop production skills and better utilization of incomes, providing start-up capital to

motivate the youth engage in agri-businesses and linking them with markets for sustainability

in income generation. These supports are hoped to improve their livelihoods by accessing the

basic needs like provision of foods, better shelter, and access to education and health care.

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2.2.3 The Growth Theory
The growth theory was developed by Paul Romer in 1980’s. The theory embraces the fact that

economic growth is not external forces but predominantly as a result of endogenous forces.

The main engine supporting endogenous development is the exclusion of the conjecture of

reducing returns to investment hence endogenous development theory which states that

investment in human wealth/ capital, knowledge, and innovation are important contributors to

economic growth. The focus of the theory is also on external positivity and a knowledge-based

economy which is a as a result of spillover effects leading to economic development. The policy

measures are highly depended upon by the long run growth rate of an economy as described

by the endogenous growth theory (Economics course book, 2012).

The main features of this theory as identified by Romer (1990) are the significance of research

such that the more we conduct research the quicker we can grow and invent. The implication

of an endogenous growth theory is that strategies which encompass change, competition,

innovation, and openness will stimulate growth. On the other hand, strategies which have the

outcome of limiting or slackening change by favoring or protecting specific existing industries

or firms are prone to slow growth to the disadvantage of the community over time. Valuable

use of resources and proper management by people stimulates Economic growth. Romer has

argued that underdeveloped nations can be set on a different and better trajectory for growth

when there are improved institutions and rules (Endogenous technological change, Paul Romer,

1980).

This study examined the economic gain of the youth after they have been empowered with

capital and skilled trainings to run horticulture enterprises within their localities. The

horticulture enterprises in which the youth were engaged in required intensive labor and

acquisition of land either through renting or donation from the community members. Therefore
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this provided an avenue for the supported groups to engage the larger community in providing

services that attracted wages, hence bringing about economic growth through an overflow of

benefits to both the empowered youth and the community.

2.3 Empirical Review

2.3.1 Financial Literacy Training and livelihood
A study was done by Plan international revealed that financial literacy training provided young

people with the capability to finance their futures and be aware of the difference between needs

and wants. The ultimate goal for empowering the youth’s on financial literacy was to disrupt

the progression of economic poverty by empowering the youth with practical skills that can

help them understand entrepreneurship, at the same time giving them a sense of hope and

interest in participating in self-employment as effective career options (Plan International

Report, 2012).

The report revealed that groups which had adopted the financial literacy trainings involving

monetary savings influenced the fight against youth unemployment, by supporting young

people to participate more effectively in market opportunities and also through lessening these

challenges to entrepreneurship. The Study concluded that Youth entrepreneurship and savings

are approaches that share common methodologies and goals thus, incorporating financial

education and activities help youth make good financial decisions (Plan International Report,

2012).

Entrepreneurship training has been assisted by the World Bank in a number of countries. As

Premand (2012) impact evaluations implies that there were insufficient outcomes in Tunisia

but positive impacts for young entrepreneurs in rural areas in Uganda and Colombia. The

Tunisia “Turning Thesis into Enterprise” program offered business training and tutoring to

undergraduate students who graduate with a business plan and submit their plan to a

competition. Participants reported a 3 percentage point increase in their probability to be self-

employed from a low baseline of 4 per cent. However, the training did not affect students’

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probability of finding a job or increasing their earnings. The Entrepreneurship Development

Program (EDP) in Nigeria was designed for the Nigerian youths as a vital mechanism to youth

unemployment and aimed to help them consider realistic options of self-employment or starting

a small business.

A monitor survey showed an escalating involvement in Entrepreneurship activities in South

Africa which was being viewed as a legitimate career option and individuals were being given

confidence to take responsibility for their individual success. South Africa’s focus on Skills

Development Strategy strives to provide training needs of both the informal and formal sectors.

However, as Bennell (1993) notes fundamental disagreements between the government and

employers meant that the government move forward with its own proposals that would borrows

heavily from active labor market policies adopted in Australia, Sweden and other developed

industrial countries. Such heavy reliance on training policies has brought concerns about the

development in very different economic and social contexts.

In Kenya, the Monitor survey (2012) results showed that the local entrepreneurial environment

had a positive perception: Important strengths comprises of adequate skills for entrepreneurial

ventures produces by a reliable education system, a strong culture of entrepreneurship and

restricted administrative burdens. However as much as business persons believe that they get

substantial value from business support services, survey responses show that the fees charged

are too expensive for start-ups.

In Kenya, the main mechanism for improving skill levels for Jua Kali was done by the provision

of training vouchers enterprises in the Micro and Small Enterprise and Technology Project

through the implementation of provision of training vouchers to 60,000 entrepreneurs and

workers who had already established jua kali (hot sun) manufacturing enterprises. The voucher

system in Kenya was envisioned to promote private sector training provision while building on

25
1. 2
traditional forms of apprenticeship and other forms of enterprise-based training in the informal

sector and encouraging cost recovery even amongst the poorest. This study therefore endeavors

to establish the extent to which financial literacy skills imparted to the rural youth influence

their livelihoods.

2.3.2 Provision of Initial Start-up Capital and Livelihood

The UK department for education and skills (2013) published a paper on non-statutory

guidance on youth opportunity and capital fund which revealed that grants provided in

Knowsley in 2004 linked more than 560 young people in the neighborhood who have chosen

to be in the local network. The grants has benefited more than 330 young people have benefited

directly enabling the young people in North Huyton neighbor hoods support a range of

activities and projects on educational residential for school pupils; workshops on life skills,

and other co-curricular activities. This study does not show the economic benefits of the capital

fund provided, rather provision of skills and social interaction of young people in the

community.

A study done on investigated factors affecting success of projects funded by youth enterprises

development projects in Kenya using a case study of Kigumo District by Grace Njogu (2014),

revealed that most successful businesses were attributed to entrepreneurship trainings done

based on the type of businesses ventured into or continue business training as they progress. In

year 2006, the established of the Youth Enterprise Development Fund was done with an

exclusive aim of reducing unemployment amongst the 61% of the unemployed youth

population in Kenya.

A three year strategic plan was developed by the fund to address various aspirations and needs

of the youth, and to address the challenges it had faced in the past. This study shows that ninety

two percent (92%) of the unemployed Youth only had formal schooling other than job training.

Therefore, the main challenge noted in the study was that formed to succeed, a deliberate effort

in including business planning, financial management and skills in entrepreneurship would be

26
1. 2
imparted to the youth before financial support was provided. This was because the community

clearly showed laxity in development of entrepreneurship culture because of perceiving the

funds as a political fund initiated by the government to boost its political interest.

Therefore, this project established the impact of knowledge and provision of initial working

capital to engage the youth in starting of their horticulture enterprises is seen as a key thing.

This is because the youth are unable to access inputs for crop production as accessing capital

is a hard task. This initiation then will enable them to progress in developing these enterprises

into lasting businesses.

2.3.3 Market linkages and Livelihood

A study done in Kenya on the youth enterprise development fund (YEDF) and development of

enterprises (October, 2012) wanted to assess the effects of the youth development fund on the

growth of small enterprises and socioeconomic development for the youth through awareness

on understanding its objectives and access to loans. This study concluded that raising

awareness of YEDF amongst the youth, its purposes and loan features will have an outcome

on the development of small enterprises resulting in more youths applying for the loans and

also use the loans pragmatically in order to pay back.

According to Amenya (2011) many of the young people are not informed as it should be about

the loans thus making accessibility of the loans a big challenge. Therefore, it is paramount that

adequate information on YEDF objectives and loan features should be provided to the youth.

Therefore, reducing the young peoples’ problems will have an impact on development of

enterprises in that more youths will participate in profitable activities. The study on youth

enterprises on inhibiting factors and opportunities done by Paul Omondi (January 2013) was

to find out the constraints encountered by the young business persons in gaining access to

markets for their products in different sectors of the economy; and to pinpoint opportunities for

the promotion of strategic marketing and market linkage arrangements for young entrepreneurs

in Kenya. This research concluded that limited human capital to accomplish entrepreneurship
27
1. 2
is prone to negatively impact on the quality of new ventures. It can also limit decisions to pursue

formalization thus inhibiting market penetration and growth.

A paper on linking small holder growers to markets and the implications to extension and

advisory services (Shaun et al., 2014) was done to explore the shifting responsibilities of

agricultural extension services and the increasing efforts on the business needs and produce

marketing of smallholder farmers. The important matters focused on included finding better

means of coming up with policies, sustaining and coordinating services that would develop the

capabilities of farmers to increase incomes by connecting various types of markets including

regional and informal domestic markets, traditional cash crop markets, formal and higher value

markets, and up-coming food aid and organized public markets (Poulton, Dorward & Kydd,

2010).

It was noted in this project that a critical part of any long-term development strategy was to

look at ways to connect the smallholder growers to markets, a strategy considered to reduce

hunger and poverty. It was found out by the development and research communities that

achieving large-scale poverty reduction and resilience in rural communities could not be

supported by agronomic services alone. A number of efforts had been initiated to promote

mechanisms that will assist in shifting from production to market-based investment programs.

These initiatives included contractual farming, certification, market analysis, and strategies to

strengthen support value chain investment and local business development. The facilitation to

accessing the market had been complemented by production-based systems approaches.

Therefore, farmers who lacked the necessary support could be adversely affected by the

market-based approaches especially when they were poised to engage with markets.

Particularly, this is true when farmers were connected to high value, formal markets as shown

in the case study of Nicaraguan growers who were linked to high value coffee and horticulture

and markets (Shriver, Brenes & Abdalah, 2012).

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1. 2
2.3.4 Horticulture empowerment and livelihood

In Kenya, the Smallholder Horticulture Empowerment and Promotion (SHEP) Approach

project was initiated with the aim of is initiating an innovative development modality which

was developed by the collaborative efforts of the government of Japan and Kenya. The

horticulture empowerment was provided to the small holder farmers through improving the

capacity in management of market oriented horticulture farming and their technical skills to

produce as per the market requirements. Through this approach, the farmers have been able to

raise incomes from horticulture. Other interventions that were promoted through the SHEP

initiative include business linkage establishment between service providers and the farmers,

strengthening farming couples through promotion of gender equality trainings, introduction to

saving culture, use of horticulture as a form of employment and farmer initiated market

surveys. The SHEP initiative resulted in improved productivity and farmers’ incomes through

the horticulture initiatives and their livelihoods have improved not only during the intervention

period, but also for years after the intervention. This projects’ impact can be seen clearly from

the now self-reliance the farmer groups have and the creativity in increasing the ventures into

their horticultural farming businesses thus ensuring self-employment (JICA report, 2014).

In Sierra Leone today, youth face a disheartening constraint: an economic scenario where

acquiring honest employment especially in rural areas has been largely brought about by lack

of job opportunities. An array of other issues further worsens the situation due low educational

levels of many young people and inadequate work experience leading to low demand for labor.

The youth employment constraint has been given precedence by the Government of Sierra

Leone (GoSL) and is a key factor to its national development agenda in both the Prosperity

Agenda (2013 - 2017) and Agenda for Change (2008 - 2012).

A report based on a project called Youth Employment and Empowerment Program (YEEP),

which was introduced in 2011; the support of the Sierra Leone’s youth empowerment was built

on UNDP’s wide post-war experience. The project was intended to reinforce national strategy,

29
1. 2
coordination and policy for employment of the youth and wanted to avail basic provision of

services for the young people throughout the country, including career advice, guidance and

business development. The Programme concentrated on three important issues: Policy and

Institutional Development; which concentrated on the Ministry of Youth Affairs (MoYA) by

building adequate technical capacity and to facilitate policy development for the National

Youth Commission (NAYCOM), making sure that pertinent policies were clear and

synchronized and created positive influence on employment creation. Empowerment of the

Youth; concentrated particularly, on working through the reinforcing of Chiefdom and District

Youth Councils on promoting leadership and youth empowerment.

Employment Promotion; the provision of employment promotion services such as internship

opportunities and support to micro, small and medium-sized business development were done

though the effort of concentrating on supporting the young people in their move from school

to work. Through this project, the leading role which UNDP took in job creation initiatives and

youth entrepreneurship comprised of a functioning framework which took the lead in the

establishment of five Business Development Service (BDS) hubs in Newton, Freetown,

Kenema, Bo and Makeni and the designing of the BDS vision. The hubs act as centers for

consolidating market info, availability of useful entrepreneurship learning’s and coaching

services and pro-bono legal support, and mentorship. The hubs also assist the young

entrepreneurs to gain access to finance. Trained at the BDS hubs were done to approximately

850 youths (48% of which are female). As a result of this assistant, there was as expansion of

about 359 businesses, of which 108 of the expanded businesses were government registered

business with registration authorities including the National Social Security and Insurance

Trust (NASSIT). As a result of the expansion and establishment of new businesses, 204 new

jobs were created.

The 200 youth-led businesses were supported to establish their enterprises through

entrepreneurship trainings and business management knowledge led by technical advisor and

30
1. 3
coaches, while another 400 youth, 50% of whom are women, were assisted through the supply

of inputs, extension services to build their individual agri-businesses and training (UNDP,

Sierra Leone 2012). Therefore, to conclude, entrepreneurial skills hasten the minds of the

youth providing them with a stepping stone for creating jobs and excelling in income

generation. This study will largely borrow on providing technical skills on horticultural

enterprise engagement so as to ensure growth in the industry through creation of jobs for the

rural youth in Trans Nzoia.

The youth savings in developing countries report (May 2010) shows that low income youth

may be a high leverage tool when they possess savings accounts to help them achieve both

financial inclusion and youth growth. Some recent proof shown from the study conducted on

Youth Savings Accounts (YSAs) has shown that there is need to completely comprehend the

potential responsibility of YSAs as a progress tool in different contexts, thus require more

observations in their performance in a broad selection of cultural, economic and institutional

conditions, and to foster visions from cross country assessments.

A paper done by the Rwandan Government (2011) on programs dealing with financial access

to youth and women revealed that women and youth are partially recognized in the financial

sector where an estimated 12% of total credit is provided to women even though they are

important contributors to private enterprise. Lending to women comprises a portfolio of 22%

and 23% specifically from MFIs and SACCOs respectively. This is even with the 2011

Establishment Census showing that with the exclusion of women participation in agriculture,

26% of the enterprises are led by women. The paper showed that young people are relatively

equally constrained.

Young people cannot invest in productive enterprises due to underemployed and have limited

financial accessibility. Unfortunately, the amount of money to be lent to young people from

the available financial sector was not indicated in the data. An initiative by the Rwandan

Government was to start financial programs that will give Capacity building and training with

31
1. 3
special importance to financial literacy (to address the non-financial barriers) and access to

finance and programs on credit enhancement (to address the financial barriers). Furthermore,

the program was directly linked to the Financial Sector Development Program (FSDP) which

had aggressively targeted 80% of the population to ensure access to formal finance by 2017

and this program will play a substantial role towards reaching this target of financial inclusion.

A study based on an integrated approach to empower youth on microfinance Project (YMF),

has demonstrated success through an integrated youth economic empowerment program that

promoted youth savings groups (YSGs) and delivered financial education, life skills, and

entrepreneurship training to nearly 90,000 youth (age 15-24) in Niger, Senegal, and Sierra

Leone from 2009 to 2014. YMF demonstrated that when provided with appropriate financial

instruments and training, Women and youth can make informed choices about how they

manage their financial and non-financial assets by enhancing their economic self-reliance and

contribute to household well-being through increased investments in nutrition, education, and

health. This study was done to comprehend how young peoples’ savings groups can put in to

the fight against youth unemployment, through alleviating the challenges to entrepreneurship.

In this study, the emphasis to introduce the aspect of village savings and loaning associations

to the rural youth was because when compared to credit-led models. The village savings and

loaning have regular savings which are small, social insurance, participatory management; low

pressure to borrow; and access to large amounts that can meet family demands which all make

savings groups eye-catching to youth. Therefore, this becomes particularly critical that the

policy makers are drawn to the significance of assisting initiatives that are youth based like

youth savings groups because they could simply be revolved into a platform for youth

entrepreneurship. This could be an effective way of combating the unemployment constraint

currently bedeviling the country.

32
1. 3
2.4 Summary of Research Gaps

This study addressed the importance of empowering the rural youth to improve their

livelihoods. The research gaps to be addressed by this study include; Lack of innovative and

sustainable approaches that will enhance productivity amongst the rising youth population. It

also addressed the effects of engaging youth in horticulture production and the provision of

both technical and financial knowledge that would expose the youth to reduced rate of

economic improvement or growth as it hindered their ability to invest and grow any business.

Table 2.1: Summary of Literature and Research Gaps

Author Study Findings Study Focus on

and year limitations current study
of study

Nina An integrated Youth The youth This study

Nayar approach to participating in lack the included
(2014) empower youth savings groups means to financial literacy
in Niger, gain confidence access as a youth
Senegal & Sierra in community financial empowerment
Leone economic education & approach
activities. services

Bernard The nature, Youth in urban Inaccessibility Market linkages

Munyao challenges and set up experience to ready on livelihoods to
Muiya consequences of a lot of problems employment avoid challenges
(2014) urban youth especially when for urban of
unemployment. transitioning youth unemployment
from education faced by youth in
to productive urban areas
system

Ipenyl Social Studies Entrepreneurship The concept Financial

Peter Edor education and skills to be of social literacy training
(2012) entrepreneurship introduced and studies & on livelihoods to
for youth used for assist entrepreneurs help youth to be
empowerment in students who are hip activities able to save
Nigeria jobless to be and how well money from
empowered on they could their earning in
self-employment solve anti- engaging.
social
problems,
which will
solve
problems of
youth
employment

33
1. 3
 Khaoya Influence of Youth engaged Inaccessibility This study
Bulimo youth enterprise in various to capital for included
Jacob and development businesses after business start- engagement of
Dr. Makori fund in Kanduyi accessing the up for the the rural youth in
Mononge Constituency YEDF loans youth to Horticulture
(2016) were seen to lack sustain their enterprises for
valuable livelihoods self-
knowledge on employment to
entrepreneurship improve their
and networking livelihoods
to penetrate
markets for their
products was
also a challenge.

Yuchen Empowering It was evident Lack of This study

Feng youth in that young enhanced includes
(2012) Resource poor people can be technology empowering the
community in empowered that can be youth with start-
Kenya through through ICT used to uplift up capital as a
ICT training trainings, the economic resource to
however it was status of the commence
noted that not all individual the horticulture
young people rural youth enterprises to
have the improve their
opportunity to livelihoods
access and
benefit from the
technology

2.5 Conceptual Framework

A conceptual framework is a brief account of the phenomenon being researched accompanied

by a visual or graphic depiction of the main variables of the research (Mugenda, 2008). From

the conceptual framework shown in Figure 2.1, the independent variable is youth

empowerment which is operationalized as financial initiatives, market linkage and

employment. The dependent variable in the study is on livelihood which will take into

consideration the general livelihood for the respondents. The moderating variables to measure

the general livelihood will include; horticulture enterprises, consumption patterns, income

pattern, education, age and gender.

34
1. 3
Independent Variables

Financial Literacy Training

 Banking
 Budgeting
 Income planning
Dependent variables
Startup Capital
 Access to finance Livelihood
 Permit  Food Security
 Inventory  Health
 Housing
Market Linkage
 Local firms
 Clients
 Cooperatives

Horticulture Empowerment
 Savings and credit
activities
 Employment
opportunities
Source: Author (2017)

Figure 2.1: Conceptual Framework

Figure 2.1 shows the relationship amid dependent variables and independent variable. The

independent variables are financial literacy training, startup capital, market linkage and

horticulture empowerment and the dependent variable is the livelihood. The intermediate

variables are consumption pattern, income pattern, education, age and gender.

35
1. 3
 CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction

This chapter draws the methods that were exploited to conduct the research, focusing on

sampling procedures, target population, research design, sample size and research instruments

and their reliability and validity, collection and analysis of data.

3.2 Research Design

This study used a research design called descriptive survey. Descriptive survey research

designs are employed in exploratory and preliminary studies to permit the study to collect

information, summarize, present and construe for the principle reason of clarification (Orodho,

2002). Mugenda and Mugenda (2003) and also give the reason for descriptive research as

reporting and determining the state in which things are. Borg and Gall (1989) observed that the

intension of the descriptive survey research was to create statistical information about facets of

education that appeal to the educators and policy makers. The research will be suited within

the provisions of descriptive survey research design because the researcher will gather data and

report the state in which things are without changing any variables.

3.3 Target Population

The target population for this project consisted of all the registered youth groups in Trans Nzoia

East Sub County. According to the statistics from the Farm Africa empowerment office, there

were 99 registered youth groups. The target population for this study was 2,024 members of

the groups. These groups consisted of rural youth farmers who had engaged in horticultural

production lined to specific market outlets under the Farm Africa’s youth empowerment in

sustainable Agriculture (YESA) project.

The project focused on farmers who cultivated (within the last 2 seasons – 2015/2016) the short

term crops. These short term crops are the horticultural crops which come to maturity within

36
1. 3
50-90 days and are harvested for another one month. This enables the youth to get a consistent

and quick income from the enterprises.

Table 3.1 Population of the Study

S/No Group Name Total (n0) Proportion{(n/N)*n0}where N=2024

1. Wiyieta Youth Group 19 5
2. Transformer SHG 17 4
3. Motokach 23 5
4. Cherengani Export Growers 25 6
5. Kapsara Microcatchment A 70 17
6. Makutano Youth Group 37 9
7. Silwa S.H. Group 14 3
8. Kirita Nzoia Horticulture 25 6
9. Pilgrim SHG 11 3
10. Visiwani group 25 6
11. Huruma Group 22 5
12. Utulivu Women Group 21 5
13. Glory Youth Group 11 3
14. Botwa Dev Group 25 6
15. Job United youth Group 13 3
16. Glory Youth Group 11 3
17. Mutundu SHG 25 6
18. Surungai Group 15 4
19. Kiptoi Cheokatit 15 4
20. Marathon SHG 20 5
21. Jaribu Chera 21 5
22. kokwet SHG 15 4
Total N=480 n=110

Source: Farm Africa YESA data (2017)

37
1. 3
3.4 Sampling Procedure and Sample Size

3.4.1 Sampling Procedure

The project used the probability sampling method specifically the systematic sampling

technique to get sampling units from which the respondents were chosen from the given list

of N (99) groups, after the first group, every 5thunit (i.e. N/n=5) was selected up to 22 units of

groups as in Table 3.1. Yamane’s formula was used to get the number of units. Sample size of

the groups was determined by the help of Yamane formula;

n0 = N =28
1+N (α2)
n= n0 =22
1+ (n0-1)
N

Where:

n0 = the original sample size before finite correction is applied to reduce it.

N = is the Population size which in this study is 99 groups in Trans Nzoia East sub county

α = is the margin of error which in this study is 0.025

n= (the number of youth groups selected) is 22

A sample size of 110 respondents were then drawn from the 22 groups based on the size of

each group using proportional sampling with an assumption that not all the members of the

groups would be available during the data collection period.

3.5 Data Collection Instruments

The data sources employed in this research project was on primary data. The project employed

the use of questionnaires for primary data collection. The questionnaires were preferred

because they are straightforward and less time consuming for both the researcher and the

participants (Owens, 2002). Since questionnaires collected information that was not directly

observable, they were considered appropriate for the project as they inquired about

38
1. 3
experiences, feelings, attitudes, motivations as well as accomplishments of individuals (Borg

and Gall, 1996). This was widely because the contributors were not influenced in any way by

the project. Structured questionnaires were designed to meet the objectives of the project. Each

item was developed to address specific themes of the project. The questionnaire captured the

business identification information, demographic information (location, age, marital status,

education level, and land size and land ownership) and information based on the specific

objectives.

3.6 Validity and Reliability of the Research Instrument

3.6.1 Validity
Validity shows whether the items measure what they are designed to measure (Borg and Gall,

1989). It talks about the degree to which a study precisely assesses or reflects on the exact

concept that the study is trying to measure. It is the degree to which results acquired from the

analysis of data actually portrays the phenomenon under study and the preciseness and

meaningfulness of inferences, which are based on the research results.

A pilot test was done to aid in establishing the clarity, relevance, suitability and accuracy of

the research instrument. Borg and Gall (1989) noted that two to three cases are sufficient for

some pilot studies. For this study, a sample of 10 is preferred. The sample of ten was picked

from members of other groups that are not part of the groups scheduled to take part in the

survey. The pilot assisted the study to recognize the items which could have been inadequate

and made necessary corrections.

According to Borg & Gall (1996), the content validity was inspected to confirm that the

instruments would respond to all the research questions. The researcher then made adjustments

corrections, and additions centered on the analysis of the pilot results, to some research

instruments with expertise advice from the supervisor.

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1. 3
3.6.2 Reliability of Instruments
Reliability is the uniformity of research measurements, or the degree to which a research

instrument measures the same way each time it is used under identical conditions with the same

subjects. In other words, it is the repeatability of a research measurement. If an individual

scores the same on a test given twice, then the measure is considered reliable.

In this study Cronbach's Alpha was used to compute correlation values among the responses

of the questions of the questionnaire. Cronbach's alpha splits all the responses of a

questionnaire and runs correlation values for them all. Finally, the computer output provides

one number for Cronbach's alpha and similarly to the correlation coefficient, the nearer the

Cronbach's alpha value is to one, the higher the reliability estimate of the research instrument.

It is important to note that reliability is estimated, not measured.

The main aim of Cronbach’s alpha is to give an indicator of the internal reliability or uniformity

of items in a multiple item scale or index (Vogt, 1999). For scales, higher levels of a reliability

coefficient are associated with lower random error and greater measurement of the true score.

Since it is based on the number of items included in the scale, reliability will increase as the

number of items increases. Reliability coefficient of Cronbach’s alpha value greater than (or

equal to) 0.7 are generally accepted as indicative of a reliable scale, while those less than 0.7

are generally not considered a reliable scale.

3.7 Data Collection Procedure

The collection of Primary data was done via a structured questionnaire by using the drop and

pick-later method. The added advantage of using questionnaires is that less time is used on data

collection and it less costly (Borg and Gall, 1996). Mugenda and Mugenda (2003), advice that

questionnaires are commonly used to get key information about a population under study.

The study first obtained an introduction letter from the university approving collection of data

and conducting the study, this was used as an introduction to the respondents. A research permit

to conduct the study was obtained from the National Council of Science and Technology
40
1. 4
(NACST) in order to conduct research in Kenya. The study employed the aid of research

assistants who underwent a comprehensive induction course on administration of the

questionnaires. Thereafter the office of the District Education Officer for Trans Nzoia East

District was contacted before the start of the study. Research assistants were employed to

administer the questionnaires to the respondents with close supervision from the researcher.

Focus group discussions with the other available group members other than those chosen to be

interviewed took place thereafter to help collect data that can ascertain information collected

in the questionnaires. The respondents selected were each briefed on how to fill in the

questionnaire. The respondents were given a time frame within which they were to respond to

the questionnaire after which the questionnaire could be collected by the research assistant

within the agreed time. The questionnaires were divided into five sections, the first giving the

demographic information of respondents while the other four were structured in line with the

research objectives.

3.8 Data Analysis and Presentation

The researcher conducted data cleaning after all data was collected. The data cleaning involved

identification of inaccurate or incomplete responses, which were rectified to improve the

quality of the responses. After data cleaning, the data was coded and entered in the computer

for analysis using the Statistical Package for Social Sciences version 22. This research

produced both quantitative and qualitative data. The data was analyzed in line with the

objectives of the study. Qualitative data was analyzed qualitatively using content analysis based

on analysis of meanings and implications emanating from respondents information and

documented data.

As observed by Gray (2004) qualitative data provides rich descriptions and explanations that

demonstrate the chronological flow of events as well as often leading to serendipitous (chance)

41
1. 4
findings. On the other hand, simple descriptive and inferential statistics (regression model) was

employed to analyze quantitative data.

The regression model assumed the following equation:

Y = β1X1 + β2X2 + β3X3 + β3X3 + ε.

Where Y = Livelihood

X1= Financial Literacy Training

X2= Startup Capital

X3= Market Linkages

X4 = Horticulture Enterprises

β1, β2, β3 are coefficients of determination

ε is the error term.

3.9 Ethical considerations

In research, ethical considerations are defined as making sure that the study adapts to the

standards of conduct of the authorities in the area of research. Issues like deception to

participants, confidentiality of information given, voluntary participation of respondents,

analysis and reporting, danger or harm to participants and anonymity and any other

professional code of ethics expected are some of the examples of ethical issues that may arise

(SRA, December 2003). To make sure that the research was done according to the expectations

of all authorities and in an ethical manner, the researcher first obtained an introductory letter

from Kenyatta University to consolidate data from the rural youth farming groups in Trans

Nzoia County.

Also, the study made sure that the required research authorities were consulted, permission

granted and due explanations given to the respondents before start of the study. The study had

a moral duty to handle the sensitive information with great tact. The respondents to be involved

in the study were informed that the instruments being administered were for research use only.

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1. 4
The study also reassured respondents who were unwilling to disclose some information, that

the information will be treated with confidentiality.

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1. 4
 CHAPTER FOUR: RESEARCH FINDINGS, DISCUSSION AND
INTERPRETATIONS

4.1 Introduction

This chapter presents the findings and discussions of the study as captured in the analysis of

the objectives.

4.2 Response Rate

A total of 110 questionnaires were distributed to the sampled respondents. Amongst these,

101 respondents were able to respond to the questionnaires. The study achieved a response

rate of 91.8% (N=110)

Table 4.1 Response Rate

Sample Response Rate

110 101 91.8%

110 101 91.8%

Source: Survey Data (2017)

The response rate is greatly creditable since it was far above the threshold of 75% that is

proposed for analysis of the data by Mugenda (2008) who states that the response rate of

50% is adequate for analysis and reporting while a rate of 60% is good and a response rate of

70% and above is excellent. This high rate was achieved since questionnaires were

administered under close supervision of the researcher thus satisfactory to make conclusions

of the project.

4.3 Reliability Test

The reliability test was calculated using Cronbach’s alpha whose aim is to give an indicator of

the consistency or internal reliability of items in a multiple item scale or index (Vogt, 1999).

Reliability was tested with the employability of Cronbach’s alpha coefficient to obtain a

coefficient.

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1. 4
Table 4.2 Reliability tests

Reliability Coefficient

Variable Cronbach's Alpha N of Items

Financial literacy 0.694 7

Provision of start-up capital 0.688 16

Market linkage 0.732 7

Horticulture empowerment 0.795 11

Average 0.727

Source: Survey Data (2017)

As shown in the findings presented in Table 4.2, the Cronbach’s Alpha for the four categories

obtained were 0.694, 0.688, 0.732and 0.795. As a general rule, a reliability coefficient greater

than or equal to 0.7 is considered acceptable and a good indication of construct reliability as

indicated by Reid (2006). Therefore, an average reliability coefficient of 0.727 showed that the

instruments had a higher reliability that encouraged the researcher carry on with the data

collection. These average value exceeded the prescribed threshold of 0.7 (Mugenda and

Mugenda, 2008).

4.4 Demographics Characteristics

4.4.1 Gender Distribution
The researcher sought to establish the gender of the respondents.

Gender distribution

Female
41%
Male
59%

Figure 4.1: Gender distribution

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1. 4
As shown in the results from Figure 4.1, the majorities (59.0%) of the respondents were male

and 41% were female. The analysis showed that there was almost an equal participation of the

males and females in the horticulture production activities. These results indicated that

horticulture production was mainly dominated by male counterparts. These in line with

Boserup (2010) who argue that access to land for women was difficult and cannot access credit

for their independent agricultural activities since they are unable to provide collateral. Gender

is described as a socio-economic consideration that is useful in analyzing the responsibilities,

roles, constraints and opportunities of both women and men along diverse religion, ecological

lines, and ethnic (Odiaka, 2004).

4.4.2 Composition of Respondents by Age

The researcher sought to establish the age of the respondents.

Figure 4.2 Composition of respondents by Age

Agee of respondents
120 101
100

80
57
60 Series1
33
40
11
20

0
18 - 24 years 25-30 years 31-35 years Total

Source; Survey data (2017)

Figure 4.2 showed that majority of male and female who were empowered during the Farm

Africa YESA project are between the age of 31-35 which indicates 57% of the respondents,

while those under the age of 25-30 years had 33 %, and the remaining 11% were of ages

between 18-24. This indicated that older youth have more potential of being productive

entrepreneurs after being trained and empowered. Metzger et al. (2009) showed that middle

and late adolescents may benefit from exposure to various types of opportunities and peer

46
1. 4
groups for identity development while early adolescents may benefit from the influence of

positive adult role models.

The help associated with activity participation for rural youth were the same across age groups,

which imply that the growing experiences and resources given by involvement in activities are

equally significant across ages. While there is similarity in the general assistance, the course

through which activities put in to positive development may differ across age (Metzger et al.,

2011)

4.4.3 Marital Status

The researcher sought to establish the marital status of the respondents.

Figure 4.3: Marital status

Marital status
120

100
101
80
82
60
Series1
40

20
14 2 3
0
Married Single Divorced Widowed Total

Source; Survey data (2017)

From Figure 4.3, the study found out that 82% of the respondents were married, only 14% were

single, 2% divorced and 3% widowed. The results show that the highest respondents were

married as compared to singles, divorced and widowed youth. Most of the respondents were

married and as such Eccles et al, (2014) found that married people are able to coordinate better

and identify with their participation in any agricultural activity and construct meaning from

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them hence forming an organized activity involvement which is a central component of identity

development.

4.4.4 Level of Education

The researcher sought to establish the level of education of the respondents.

Figure 4.4 Level of Education

Level of education
Series1

Total 101

Tertiary 16

Secondary school 39

Primary School 30

A level 2

O level 11

Source: Survey data (2017)

From figure 4.4, the results from the project found that most of the respondents engaged in

horticulture enterprise farming were not highly educated as only 16% had schooled up to

tertiary level, 39% of the youth respondents had reached secondary level, and 30% had reached

primary level while O level and A level had 11% and 2% respondents. The results show that

the highest level of education reached by the youth is secondary school level compared to

primary, tertiary, O level and A level. Therefore, this means that accessing white collar jobs in

Kenya is very competitive and most of the time requires people who are highly educated hence

these findings explain the reason why many of the rural youth are engage in farming activities

as majority of them have their highest level of education as secondary school level.

These findings are in line with the findings of Ani (2010) who observe that educating the

farmers generally enhances food crops production amongst the farmers, seemingly resulting

from their efficiency in using new production technologies. Linking to one’s school and its

48
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resources may be particularly significant for rural youth to acquire the educational help

associated with the agricultural activity.

4.4.5 Crops Produced

The researcher sought to establish the crops produced by the respondents.

Table 4.3: Crops produced

Crops produced

Crops produced Frequency Percent

Local vegetables
52 51.5

Export vegetables
49 48.5

Total 101 100.0

Source: Survey Data (2017)

It was also found that the crops produced by the farmers were both for local and export market.

Fifty one point five percent of the respondents grew local vegetables while 48.5% respondents

grew export vegetables. The results show that there is a slight higher preference (1%) for

growing local vegetables compared to the export vegetables.

These results concur with the findings of Gillespie (2012) who observe that smallholders are

able to get different types of diet and also purchase more essential items for the household as a

result of an increase in income. This has a tendency to suggest a better dietary quality. For

instance, producing commercially is frequently related with higher incomes and more

production of food; thus the smallholders can boost their food security and nutrition especially

when they produce cash crops, allowing families and individuals better access to nutritious

foods. Access to education and health care, either at the national or household level can be

improved by economic growth from agriculture (Hawkes et al., 2012).

4.4.6 Land ownership

The researcher sought to establish the land ownership composition of the respondents

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Table 4.4: Land Ownership
Land ownership

Frequency Percent
Land ownership Sole ownership 12 11.9
Community land
1 1.0

Joint ownership
4 4.0

Leased land
45 44.6

Family land
32 31.7

Inherited 7 6.9
Total 101 100.0

Source: Survey data (2017)

From table 4.5, the results showed that 44.6% of the respondents leased land 31.7% of the

respondents used family land for farming while 11.9% of the respondents had sole ownership

while 6.9% and 4% had inherited the land or had joint ownership. These results show that the

common means of acquiring land for farming by the youth is leasing followed by use of family

land. These results show that land is a key factor in horticulture and it could be a hindrance to

many rural youth who are engaging in farming activities.

The findings of Chikwendu and Adekoya (2011) show that, accessing loans from bank and

more types of resources as security such as lack of land ownership is great inhibitor to

smallholders. According to FAO (2010), land ownership that is insecure is typical of many

growers in less developed countries. Insecure land ownership comes from a several sources,

largely resting on the historical pattern of land acquisition and settlement. Land ownership has

the potential to increase or decrease agricultural production thus improving farmers

livelihoods.

4.4.7 Crop production

The researcher sought to establish the reason for crop production by the respondents.

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Table 4.5: Crop Production

Reason for crop production

Frequency Percent
Reason for crop production Self-employment 93 92.1
Income 4 4.0
Investment 3 3.0
No alternatives for incomes
1 1.0

Total 101 100.0

Source: Survey data (2017)

From Table 4.7, the results unearthed that most of the respondents' reason for crop production

was solely for self-employment at 92.1%, since getting white collar employment continues to

become just but a dream for most people not only in Trans Nzoia but also in Kenya as a whole.

Only a few were after getting income (4%), investment (3%) and 1% had no other alternatives

for income.

Waddington, (2010) argued that to resolve challenges of the farming community and to get

technologies, skills, and information to better their well-being and livelihoods, it was largely a

precursor of crop production which includes various organizations that facilitate and support

individuals practicing in agricultural production. Since a livelihood comprises the capabilities,

assets and activities required for a means of living; it is evident that provision extension

services in agriculture intend not only to increase income and productivity but also to improve

multifaceted aspects of rural life (Birner, 2014).

4.4.8 Land Size

The researcher sought to establish the land size owned by the respondents.

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Table 4.6 Land size
Land size

Frequency Percent
Land size 0.1-0.2 acres 24 23.8
0.2-0.3 acres 34 33.7
0.3-0.4 acres 29 28.7
Over 1 acre 11 10.9
5 acres 3 3.0
Total 101 100.0
Source: Survey data 20017

From the Table 4.9, the results showed that quite many respondents (33.7%) cultivated between

0.2 to 0.3 acres of land, 28.7% had between 0.3 to 0.4 acres to put to use, 23.8% have between

0.1 to 0.2 acres, 10.9% use more than 1 acre of land to cultivate per crop cycle of horticulture

produce. Berhanu (2007) observe that the likelihood of expanding livelihoods reduced by

growing land size as growers with bigger land are thought to live on the farm since land

motivates farming. Non-farm activities of like petty trading, part-time wage employment, and

selling labour is gaining popularity especially for poor and less poor families with small land

sizes and other required resources, indicate how families react to a reducing ratio of farm

holding to family. Farm households with small land holdings of working land sizes and with

no or less livestock have a high tendency to revert their livelihood methodology to non-farm

jobs.

4.4.9 Education and Financial Literacy Training

The researcher sought to establish the extent to which education level hindered the provision
of the financial literacy trainings to the respondents.

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Table 4.7: Education and financial Literacy training

Level of education

Primary Secondary
O level School school Tertiary None Total

Extent to Very great 0 9 12 1 1 23

which extent 29.9%
education Great 1 4 4 0 0 9
hinder extent 11.7%
understandin Undecided 2 6 2 1 0 11
g of these
14.3%
trainings
Small 3 1 6 2 0 12
extent 15.6%
Very small 4 6 9 3 0 22
extent 28.6%
Total Count 10 26 33 7 1 77
% of Total 13.0% 33.8% 42.9% 9.1% 1.3% 100.0%
Source: Survey data (2017)

Table 4.7 shows that 29.9% of the respondents thought that education level indeed hindered

understanding of training offered to a very great extent. These views were conveyed by those

youths who had secondary school (15.6%) and primary school 11.7%). Other response was at

11.7% who thought it hindered to a great extent, 14.3% were undecided, another 15.6% said it

was on a small extent while 28.6% said it hindered to a very small extent. These varied results

show that the respondents did not reach a consensus on the issue. This also calls for

improvement in the way the trainings are conducted since it should be done to help all farmers

despite their education background.

Plan International Report (2014) show that the ultimate goal for empowering the youth’s on

financial literacy is to terminate the sequence of economic poverty by providing the young

people with a feel of hope and endow them with the practical skills that can assist them

understand entrepreneurship and engage in self-employment as effective career options. Grace

Njogu (2014) revealed that most successful businesses were attributed to entrepreneurship

trainings done based on the business type engaged in or carry on with business training as they

advance.

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4.5 Descriptive Statistics for the Research Variables

This section presents the findings based on the research objectives of this study. The study used

descriptive and inferential statistics in the analysis and discussion

4.5.1 Financial Literacy Training and livelihood

The section sought to assess the literacy levels of the horticulture enterprise farmers and the

running of their business since the main aim of the engagement in the activity is to get income.

Financial literacy among youths in Trans Nzoia is hindered by the level education as per table

4.7 which complicates their economic lives making youth vulnerable to socio-economic issues.

The following factors were assessed and the results are as presented in tables 4.8.

Table 4.8: Financial Literacy Trainings

Descriptive Statistics

N Mean Std. Deviation

Financial record challenges 98 1.38 0.487

Any financial literacy training 101 1.31 1.056

Whether financial literacy training was useful 88 1.85 0.878

Whether level of education is a hindrance to

91 1.69 0.464
understanding these training

Extent to which education hinder understanding

83 3 1.631
of these trainings

Training benefits 90 1.7 0.8

Valid N (list wise) 70

Source: Survey Data (2017)

Table 4.8 shows that the mean for financial records challenges was 1.38 with a standard

deviation of 0.487 which is further away from the mean indicating that the there was a greater

variation in the responses from most of the respondents. This is in line with Germain (2010)

who observe that recordkeeping is perceived as an odd job by most business operators; a

required duty to just retrieve some more required money at the end of a particular period of

time for example after an year, thus to many business operators accurate record keeping is not

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as important. Therefore, it became a recipe of failure, for a large number of these enterprises

from the beginning.

The respondents agreed that they all received some financial literacy training as the findings

show that the mean was at 1.31 and standard deviation was at 1.056 which is closer to the mean

indicating that there were very little variations in the responses from the respondents. These

findings concur with the findings of King and McGrath (2012) who observe that training is

essential in ensuring the farmers are equipped with the knowledge of keeping the record for

every transaction they make and hence be in a position to account for what they have put into

taken out of the enterprise. Clelland (2011) the business men require to have some basis of

accounting irrespective of the size of their enterprises.

The respondents found the trainings to be useful according at different levels as the standard

deviation at 0.878 is further away from the mean of 1.85 indicating that there were varied

responses to the usefulness of the financial literacy trainings. Therefore this indicates that the

farmers highly benefited from the training conducted and welcome the idea since it helped

them be informed on the necessity of keeping records and calculating profits and losses made.

According to Stone (2012), training has the clear task in the attainment of an institutional goal

by including the interests of the workforce and organization.

The respondents also had a small variation in their responses to how they felt that their level of

education did not hinder their level of understanding the financial literacy trainings as shown

by the mean at 1.69 and the standard deviation at 0.464. At a mean of 3.00 and standard

deviation of 1.631 clearly shows that the respondents had different views on to the extent at

which the level of education hindered them from understanding the financial literacy trainings

despite the fact that most of them had not gotten any further training apart for the basic

secondary education as shown in the demographics. The findings further indicate that the
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1. 5
respondents benefited from the trainings as indicated by the mean on training benefits at 1.7

and standard deviation at 0.8. These findings are supported by a research done by Khaoya and

Makori (2016) on the influence of youth enterprise funds in Kanduyi Constituency, a fund that

provided access to capital for youth to start businesses but lacked the business skill to maintain

manage them, hence their findings show that it is imperative to support youth with

entrepreneurial skills which will enable them to manage their businesses more effectively

hence enhance their economic growth.

The study analyzed the relation between financial records challenges and provision of any

financial training as shown in table 4.9.

Table 4.9: Financial records challenges

Any financial literacy training
Yes No Total
Financial record challenges Yes Count 46 15 61
62.2%
No Count 31 6 37
37.8%
Total Count 77 21 98
% of Total 78.6% 21.4% 100.0%

Source; Survey data (2017)

Table 4.13 shows that 62.2% of the respondents faced challenges in keeping financial record

despite having received financial trainings. Thirty seven point eight percent of the respondents

did not have any challenges in keeping any financial records as they had been trained on

financial literacy. Bowen (2009) examines that there is a convincing association between level

of training and the business performance in the business management specifically in record

keeping of the business finance. Keeping proper records of the business transaction is an

important factor in business management.

These results show that 78.6% of the respondents received financial trainings and 21.4% of the

respondents did not receive any financial literacy trainings. This shows that there was high

number of respondents that face financial record keeping challenges despite having a high

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1. 5
number of respondents receiving the financial literacy training. This means that trainers need

to find out the specific area that is a challenge to the youths and device the best training method

to disseminate the financial record keeping curriculum. Otenyo and Matanda (2008) observe

that in Kenya many people lacked managerial experience and training. The actual managers or

owner of these businesses build their personal methodologies to management, through a course

of trial and error.

4.5.2 Provision of start-up capital and livelihood

Table 4.10: Interaction with Farm Africa

Interaction with Farm Africa

Frequency Percent Valid Percent Cumulative Percent

Valid Fair 6 5.9 5.9 5.9

Good 30 29.7 29.7 35.6
Very good 65 64.4 64.4 100.0
Total 101 100.0 100.0

Source: Survey data (2017)

The findings on the interaction with Farm Africa show that the respondents felt that it was

generally good and very good as shown by the percentages 29.7% and 64.4% respectively. This

indicates that the farmers welcomed the organization and participated in their project fully. The

farmers were able to start the horticulture enterprises using different means. According to

YEEP (2011) where UNDP took the leading role initiating youth entrepreneurship and job

creation initiatives and helped the training of 850 young entrepreneurs on BDS and

establishment of 359 businesses.

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Table 4.11: Formation of Horticulture Enterprises

Cumulative
Frequency Percent Valid Percent Percent

Valid Own initiative 9 8.9 9.2 9.2

Assistance from experienced
1 1.0 1.0 10.2
farmers
Assistance from parents 4 4.0 4.1 14.3
Got assistance from Farm
61 60.4 62.2 76.5
Africa
Used own savings 19 18.8 19.4 95.9
Borrowed loan 4 4.0 4.1 100.0
Total 98 97.0 100.0
Missing System 3 3.0
Total 101 100.0

Source: Survey data (2017)

The findings on how most of the horticulture enterprises were started show that 62.2% of the

respondents received assistance from Farm Africa to start their horticulture enterprises with

only 19.4% using their own savings to start up the enterprises, the rest were 9.2% on own

initiative, those who borrowed loans and were assisted by parents4.1% and 4.1% respectively

and 1.0% were assisted by experienced farmers. This confirms that the youth lack access to

capital to finance their own businesses thus rely heavily on other organizations to jump start

their business initiatives so as to prosper as entrepreneurs.

These findings agree with the findings of Daniels (2009) who claims that the significance of

horticulture can be validated by its advantages like provision of raw materials for industries,

high returns per unit area, high export value, production of more food energy per unit area than

that of field crops, high per unit area yield, better use of undulating lands, best utilization of

wasteland, floriculture, nursery preparation, whole engagement by a grower/laborer, and

stabilization of peoples’ empowerment by providing employment opportunities through

processing, seed production, mushroom cultivation, etc.

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Table 4.12: Provision of start-up capital

Descriptive Statistics

N Mean Std. Deviation

Whether horticulture farming business is good 99 1.10 1.005

Interaction with Farm Africa 101 1.42 .604

YESA support useful 96 1.10 .307
Always be provided with YESA support
100 1.93 .924

Rate YESA support 99 1.60 .669

Whether startup capital enabled you work
productively 99 1.04 .198

Valid N (list wise) 92

Source: Survey Data (2017)

Horticulture production seems to be a good business venture as the respondents felt that it was

a good business based on the mean at 1.1 and standard deviation at 1.005 which is closer to the

mean indicating that there was very little variation in the responses. This concur with Muriira

(2006) who found that foreign income, air-cargo space availability, the real exchange rate

and the concessions under Rome Conventions all positively influence the volume of

horticultural exports from Kenya.

The findings from the descriptive analysis show that the interactions of Farm Africa project

YESA was highly appreciated with little variation in their responses as shown by the means

1.42 on interaction with Farm Africa, 1.93 on always be provided with YESA support and 1.6

on YESA rate support which had standard deviations of 0.6.4, 0.924 and 0.669 respectively.

However the findings also indicate an aspect of dependency syndrome as farmers purpose to

rely on Farm Africa support for their business which is not sustainable. These findings further

support Khaoya B. J. and Dr. Makori M. (2016) research on the influence of youth enterprise

funds in Kanduyi Constituency, a fund that provided access to capital for youth to start

businesses but lacked the business skill to maintain manage them, their findings show that the

youth are in need of both capital and knowledge on entrepreneurship so as to succeed in their

business ventures.

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Table 4.13: Income Generated

Descriptive Statistics

N Mean Std. Deviation

If monthly income has increased since

99 1.01 .101
start of farming
Range of income per month before
101 1.93 .711
YESA intervention
Range of income per month after YESA
101 2.67 1.106
intervention
Having access to different food types
99 1.09 .289
influenced your health status
Whether Income improved your housing 97 1.07 .260
Income influenced number of meals
96 1.29 .457
taken in a day
Valid N (list wise) 91

Source: Survey data (2017)

These findings show that the start- up capital provided by Farm Africa’s project has seen a

tremendous increase in the farmers’ monthly income at a mean of 1.01 and a standard deviation

of 1.01 indicating that there were no variations in the responses. An improvement on the

incomes generated on a monthly basis can be seen by the means of 1.93 and 2.67 for incomes

generated before YESA’s interventions and after YESA’s interventions with standard

deviations of 0.711 and 1.106 respectively indicating slight variations in the responses. To

some extent the incomes have enabled the farmers to access different types of foods, increased

the number of meals per day and seen an improvement in their housing as per the means 1.09,

1.29 and 1.07 respectively and standard deviations at 0.209, 0.457 and 0.26 respectively.

The results indicate that the incomes generated by the farmers’ after the provision of startup

capital have had some impact in their livelihoods. These findings are supported by the

Maslow’s Hierarchy of needs theory (1970) that states that each need must be satisfied in turn,

starting with the first, which deals with the most obvious needs for survival itself. Therefore,

the youth were able to reach some satisfactory level for their basic needs on food, shelter and

health as the results clearly indicated that they were able to access different types of foods have

increased number of meals and were able to improve the status of the housing.

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4.5.3 Market Linkage and livelihood

Table 4.14: Engagement of market supplied

Frequency Percent Valid Percent Cumulative Percent

Valid Through personal market

7 6.9 7.1 7.1
search
By organization 56 55.4 56.6 63.6
Through other farmers 35 34.7 35.4 99.0
By chance 1 1.0 1.0 100.0
Total 99 98.0 100.0
Missing System 2 2.0
Total 101 100.0

Source: Survey data (2017)

These findings show that most respondents got involved with the current markets they supply

through a linkage by an organization depicted by 56.6% response. The other respondents

interacted with the market through information from other farmers and personal market search

indicated by 35.4% and 7.1% respectively. Only 1% of the respondents engaged with the

market by chance. These findings are supported by Shaun et al. (2014) on their a paper on small

holder growers being linked to markets and the effects to advisory and extension services which

was done to explore the agricultural extension services responsibilities and the developing

emphasis on the business and marketing need of small holder growers. This study showed that

there was a need to help the small holder farmers in finding better means in coordinating

sustainable services that would develop the capacities of the growers to increase incomes by

connecting them to different types markets comprising of the regional and informal domestic

markets, emerging structures and food aid markets hence easing poverty (Poulton et al., 2010).

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Table 4.15: Engagement in contract farming

Frequency Percent Valid Percent Cumulative Percent

Valid No 6 5.9 6.1 6.1
Yes 93 92.1 93.9 100.0
Total 99 98.0 100.0
Missing System 2 2.0
Total 101 100.0

Source: Survey data (2017)

These findings show that 93.9% of the respondents have working contracts with markets and

only 6.1% do not engage markets through contracts. This shows that they have more confidents

in dealing with export crops than local vegetables due to availability of a well-defined market.

Birner et al. (2014) argue that farming using contracts has been a reality for many years as a

way of shaping up the commercial agricultural production of both large and small scale

growers. Changes in consumption habits like the increasing number of supermarkets in many

countries, the developing role provided by fast-food outlets, and the continued expansion of

world trade in fresh and processed products; have also provided the use of contract farming.

Table 4.16: Market where produce is sold on contract

Frequency Percent Valid Percent Cumulative Percent

Valid Both 22 21.8 22.2 22.2
Local market 23 22.8 23.2 45.5
Export market 54 53.5 54.5 100.0
Total 99 98.0 100.0
Missing System 2 2.0
Total 101 100.0

Source: Survey data (2017)

These results show that 54.5% of the respondents sell their produce directly to export markets,

23.2 % to local markets while 22.2% of the respondents sell their produce to both local and

export markets. According to the Ministry of Agriculture (2012) small scale farmers provide

2% of the total 4% produce on the horticultural exports compare to 90% the total horticultural

production utilized in the domestic market. Since the majority contributors to this sector are

the small holders, it is prudent to ensure crop productivity improvement while aiming at

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reducing the cost of production through maximum utilization of area under production to

increase revenue (Minot & Ngigi, 2002).

Table 4.17: Gender participation in marketing

Descriptive Statistics
N Mean Std. Deviation
Women active in marketing farm produce 100 1.05 .219
Men allow women to be active in
100 1.03 .171
marketing produce
Valid N (list wise) 100

Source: Survey data (2017)

From a mean of 1.05 and a standard deviation of 0.219 shows a small variation in response

indicating that women participate in marketing of farm produce, while a mean of 1.03 and

standard deviation of 0.171 shows that the respondents agree that women are allowed by men

to actively participate in marketing activities within their societies. The results show that

women were allowed to participate in marketing activities within these communities and

amongst the youth. These findings concur with the findings of Khaoya and Makori (2016)

research findings where they emphasized on the need of exposing the rural youth to marketing

networks for their products. It was seen that marketing was a challenge especially after the

youth’s had been provided with loan as working capital from YEDF and fail to sell their

produce leading to loan defaults and youth financial frustrations

These results are also supported by a working paper by FAO (2011) on women’s role in

Agriculture which showed that about 43% women participated in agriculture mainly in the

developing countries with a focus on the agricultural labour force globally. This paper implied

that there are considerable variations in the involvement of women in rural labour markets

across regions, but invariably women are over represented in part-time and seasonal work,

unpaid, and the evidence available implies that women are always paid lower than men, for the

similar work. A re-affirmation by this paper supports the results as it depicts women’s critical

support to agriculture and rural enterprises across the developing world.

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4.5.4 Horticulture empowerment and livelihood
This study sought to assess the importance of savings and credit to rural youth engagement in

horticultural activities.

Table 4.18: Savings and credit

Descriptive Statistics

N Mean Std. Deviation

Do age limit exist for participation in

savings and credit activities 101 1.94 2.063

Participate in savings and credit

101 1.17 .376
activities
Whether credit or loan is a source of
capital for business 94 1.50 2.184

Is age a hindrance to accessing loans in

credit institutions 101 1.35 1.062

Whether you have ever accessed credit

for your horticulture 99 1.34 .477

Pay loan consistently without defaulting

88 1.03 .183

Pay from horticulture enterprise income

89 1.08 .271

Borrowed credit in form of farm inputs

99 1.67 1.069

Would you recommend a saving culture

to fellow youth 99 1.03 .172

Valid N (list wise) 80

Source: Survey data (2017)

The standard deviation 2.063 for age limit for participation in savings and credit and 2.184 for

whether savings and credit are as source of capital are larger than their means which are 1.94

and 1.5 respectively. These results indicate that age may not be a limiting factor for one to

participate in savings activities and that indeed savings are a source of capital for the youth to

take part in the horticulture enterprises. Savings and credit activities are particularly popular

amongst these rural youth as seen by the means of 1.17 and standard deviation on 0.376 for the
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participation of youth in savings and credit and 1.34 and standard deviation on 0.477 which

show a small variation in response, therefore indicating that age in not a hindrance on accessing

credit. This shows that if well trained in savings and credit more youth are able to participate

and create wealth which can be used for investment in small businesses.

The findings show that the youth have been able to borrow loans both in cash and kind as seen

by the mean of 1.67 and standard deviation of 1.069. This shows that given a youth are dynamic

in borrowing as they can wish to access either cash or loan in kind to kick start their businesses.

This is supported by the study done by Rwandan Government (2011) on youth and women

access to finance programs which revealed that women and youth are significantly underserved

in the finance sector. It showed that underemployed youth have restricted access to finance and

consequently cannot invest in productive enterprises. Another study that supports the saving

and credit initiative for the youth is on integrated approach to empower youth on microfinance

project (YMF) which demonstrated success through the involvement of youth in in youth

savings groups (YSGs) and delivered financial education. This enabled the youth to make

informed decisions about how they manage their financial and non-financial assets by

enhancing their economic self-reliance and contribute to the household well-being.

The study also sought to establish if the horticulture enterprises being promoted by the Farm

Africa project which sought to promote employment amongst the youth. The information

provided by the respondents was mainly to seek their views to remain in horticulture production

as an employment opportunity or otherwise seek white collar jobs. Table 4.23 provides the

following findings;

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Table 4.19: Self-employment

Frequency Percent Valid Percent Cumulative Percent

Valid work with own terms and

2 2.0 2.1 2.1
conditions
Earning one living from ones
4 4.0 4.2 6.3
profession
Earning income through
profitable business 34 33.7 35.4 41.7
operations operated directly
Individual working for himself
56 55.4 58.3 100.0
rather than for an employer
Total 96 95.0 100.0
Missing System 5 5.0
Total 101 100.0

Source; Survey data (2017)

The findings show that the respondents 58.3% of the respondents understand self-employment

as an individual working for himself rather than for an employer, while 35.4% thought that it

is earning income through profitable business and others though that it was earning ones living

from ones profession or work with own terms and conditions at 4.2% and 2% respectively.

This indicates that they have a basic understanding of the difference of being employed and

self-employed. This understanding helps them to be self-reliance as the business solely depends

on their own initiatives and efforts to make it grow. It was also important to know if the youth

acknowledged that horticulture could be a form of employment for them. This is shown in table

4.20.

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Table 4.20: Creation of Employment

Descriptive Statistics

N Mean Std. Deviation

Can horticulture enterprise provide self-

100 1.02 .141
employment
Feel horticulture has provided employment
for you 99 1.14 1.020

Would you leave horticulture for a white

99 1.82 .388
collar job
Valid N (list wise) 99

Source: Survey data (2017)

The findings show that the respondents appreciate the fact that horticulture enterprises provide

an opportunity for self-employment. This is seen from the means of 1.02 on horticulture

providing self-employment, 1.14 on the feeling that horticulture has provided self-employment

and 1.82 on leaving horticulture enterprises for white collar job. These have their standard

deviations as 0.141, 1.020 and 0.388 respectively. The main reason why the respondents

support horticulture as a self-employment entity is because it provides daily income and some

sense of independence in business.

These findings are supported by a development project that was supported by UNDP (2012)

called youth employment and empowerment program. Their module on youth employment

concentrated on supporting the youth changeover from school to work by availing services on

employment promotion like internships and assistance to small, medium sized and micro

business development. Following the establishment and expansion of new businesses, 204 jobs

created. In essence, youth adopt faster once they are given direction on employment

opportunities and are trained on how to get incomes form those employments.

4.6 Inferential statistics

Regression analysis was used to get an equation which defines the degree to which the variation

in the dependent variable is described by the independent variable. Regression analysis is a

suitable tool to examine the strength of the relationship between one dependent variable (Y)

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against a changing variable (independent variable). The study used a regression model to

establish the impact of youth empowerment on the livelihoods of the rural youth based on the

mean and standard deviations of the study variables.

4.6.1 Tests of regression assumptions

4.6.1.1 Normality test

The study used the Shapiro-wilk tests for normality to examine the variables. At 95%

confidence interval level, the null hypothesis is that the data are normally distributed. These

were together derived from SPSS calculations on the dependent variable which is livelihoods

that is based on the food security, health and housing.

Table 4.21: Normality tests

Tests of Normalitya
Kolmogorov-Smirnovb Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Financial literacy trainings 0.348 49 0 0.641 49 0
Provision of start-up capital 0.386 77 0 0.596 77 0
Market linkage 0.463 91 0 0.417 91 0
Horticulture empowerment 0.404 75.3 0.555 75.3 0
b. Lilliefors Significance Correction

Source; Survey data 2017

The findings showed the p value to be <0.05 meaning that the data is not normally distributed

across the dependent variables thus there is no significant relationship between them. To solve

the normality problem, the study applied a logarithmic transformation on the Dependent

variables as shown in table 4.22 so as to make the data approximately normally distributed.

Table 4.22: logarithmic transformation for Normality test

Tests of Normalitya

Kolmogorov-Smirnovb Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Financial literacy trainings 0.318 49 0 0.735 49 0.004
Provision of start-up capital 0.358 86 0 0.637 86 0
Market linkage 0.467 91 0 0.419 91 0
Horticulture empowerment 0.443 86 0 0.463 86 0

b. Lilliefors Significance Correction

Source: Survey data (2017)

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After subjecting the normality test to logarithmic transformation, the results still showed

skewed distribution. Therefore, the data was then subjected to nonparametric test (Friedman’s

test) which allows the comparison of more than two dependent groups as shown on table 4.23.

Table 4.23: Friedman’s test

Ranks

Mean Rank

Financial literacy 4
Provision of start-up capital 5.5
Market linkage 3.5
Horticulture empowerment 5.5

Overall Median 4.6

Test Statisticsa

N Chi-Square df Asymp. Sig.

Financial literacy 95 150.127 3 0

Provision of start-up capital 77 661.096 15 0
Market Linkage 91 311.51 5 0
Horticulture empowerment 68 315 8 0

a. Friedman Test

Source: Survey data (2017)

From table 4.23 above, the results showed that the provision of start-up capital and horticulture

empowerment ranked first at 5.50and the mean is much closer to the overall mean (4.60), while

the financial literacy and market linkage variables are close together (i.e. 4.00 & 3.50

respectively).This is in line with Josanthony (2014) who argued that food is an essential human

requirement/ need. The right to food is important and lack of it lots of various human rights

cannot be experienced. Nevertheless, the availability and accessibility of food in the desired

and quality quantity all through a given year remains a dream for many people around the

world.

The Friedman’s test showed significant relationship between the dependent variables where

X2(2,N=95)=150.127,p<.001, X2(2,N=77)=661.096,p<.001, X2(2,N=91)=311.51,p<.001,

X2(2,N=86)=315,p<.001, for financial literacy, provision of star-up capital, market linkage,

and horticulture empowerment respectively. These results were in line with the results of
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Hazzelip (2012) who observe that in these areas, there were many issues affecting the food

security situation and that the recognition of this was growing. These include socio-economic

factors such as, poor agricultural practices, low levels of household incomes and expenditure

patterns, and marketing practices.

4.6.1.2 Homogeneity of Variance

The homogeneity test was tested using the Levenes’s test which is used to assess the equality

of variances for a variable calculated for two or more groups. This was to test if the k samples

have equal variances. Therefore if the assumptions are met, the distribution follows the F

distribution with degrees of freedom g-1 and N-g

Table 4.24: Homogeneity of variance

Test of Homogeneity of Variances

Levene
df1 df2 Sig.
Statistic
Financial literacy 3.278 3 79 0.303
Provision of Start-up capital 3.456 3 91 0.216
Market linkage 5.625 3 90 0.011
Horticulture empowerment 2.977 3 88 0.246

Source: Survey data (2017)

The findings showed that at 95% significant levels, the significance of the independent

variables were 0.303, 0.216, 0.011and 0.246 whose p-values >0.05showing that the variances

were homogenous. The significant value of 0.303 on financial literacy trainings showed that

there was enough evidence showing that the variances were homogenous. The results indicated

that they had gained benefits from financial trainings. This indicated that proper planning of

the incomes enabled the farmers to take care of their basic needs such as getting enough food

which most likely had resulted in good health hence reduced visits to the health centers. These

findings were supported by the Farm Africa YESA report, 2015 which showed that financial

literacy trainings aimed at equipping the young farmers with established knowledge and skills

that allowed them to make effective and informed decisions regarding money matters. These

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trainings enabled the farmers to understand the importance keeping records, budgeting and

planning, saving and credit/ loaning.

The results also showed a 0.216 significant value for provision of start-up capital which showed

that when the young farmers were facilitated with start-up capital they were able to initiate the

horticulture enterprises which enabled them to know their costs of production and profits and

the first thing that tend to improve was access to food and other basic requirements which made

them live comfortably.

Food accessibility is one of the key basic need requirements amongst the human beings. The

rural growers were capable of getting money through their horticulture enterprises. This will

enabled them to afford food for more months within the year (Farm Africa YESA report, 2015).

Since food is an essential basic need, these results are supported by the theory of Hierarchy of

needs by Maslow which states that each need must be satisfied in turn, starting first with the

most obvious needs for survival itself (Maslow, 1970). It is only when the youth have fulfilled

their basic needs on shelter, food and education, than they move to other higher needs which

include social interaction and other community activities (AU, 2010).

These results also indicate that at 0.246 significant levels on horticulture empowerment, the

farmers engaged on crop production and felt that the horticulture enterprises provided

employment for them. These results were supported by the fact that in Kenya, the small scale

farmers provide 2% of the total 4% produce on the horticultural exports (Ministry of

Agriculture, 2012) compared to 90% the total horticultural production utilized in the domestic

market. Since the majority contributors to this sector are the small holders, it is prudent to

ensure crop productivity improvement while aiming at reducing the cost of production through

maximum utilization of area under production to increase revenue (Minot & Ngigi, 2002).

Therefore, horticulture is seen to provide more economic opportunities for the smallholder

farmers and at the same time, due to the sector’s openings it proffers to small-scale
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commercialize farms and the high labour requirements, the developing market for horticultural

produce has been envisaged as a strategy for pro-poor in poverty alleviation amongst the rural

people (Ministry of Agriculture, 2012).

4.6.1.3 Test for outliers

Outliers are data points that appear to be significantly different than the majority of the data

points. This study sought to establish if there were any outliers by testing for outliers using

the interquartile range rule on all the study’s objectives. This provides box plots which

contain several statistical measures that explore the data and provide a visual of how the data

is distributed.

Figure 4.5 Outliers showing financial literacy

The findings do not show any evidence of outliers for financial literacy trainings. The results

show that the median on the yes response is on the lower quartile which means that many of

the responses were greater than the median while on the no response; the median is in the

middle thus indicating that there were equal responses to the median. The median for the yes

response is on the 25% quartiles while that of the no response is on the 30% quartile. This

means that the responses on the no had a higher median that those on the yes response. The

boxes response on yes has its lower whisker at 10% while the box on neither has a lower or

upper whisker. This indicates that the yes responses are greater in number that the no responses.

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These results indicate that the respondents agreed that they received financial trainings and also

agreed that they had more months of the year to which they were food secure. These findings

are supported by the Farm Africa YESA report, 2015 which showed that financial literacy

trainings equipped the young farmers with a combination of knowledge and skills that allowed

them to make effective and informed decisions regarding money matters. These trainings

enabled the farmers to understand the importance keeping records, budgeting and planning,

saving and credit/ loaning, thus they were able to plan wisely in crop production and the income

received they were able to access food more months in the year. This indicates that proper

planning of the incomes enabled the farmers to take care of their basic needs such as getting

enough food which most likely has resulted in good health hence reduced visits to the health

centers.

Test for outliers was also done for provision of star-up capital as shown in figure 4.6.

Figure 4.6: Outliers for provision of start-up capital

The findings do not show any evidence of outliers. The results show that the medians on both

the yes and no response are on the same quartile at 25%, though there is an extended box on

the yes response up to 40% which shows that there were more responses more than the median

compared to the no responses. The yes response box has its lower whisker at 10% which is

longer that the upper whisker on the no response which indicates that the responses on the yes

were more than those on the no response. The results indicate that the respondents were in

agreement that the provision of the start-up capital was helpful in starting up their horticulture

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enterprises and that the income helped in accessing food for more months in the year. Access

to capital is one great challenge for young farmers/ entrepreneurs as most financial institutions

do not have favorable packages for them and also at this young age, the youth do not have

collateral to secure any loans. From the Farm Africa, YESA report, 2015, it showed that

provision of start-up capital to the youth enhanced their ability to engage in horticultural

business have generated income for their own upkeep.

These results are supported by the study done by Rwandan Government (2011) on financial

accessibility programs to youth and women which revealed that women and youth are

significantly underserved in the finance sector. It showed that underemployed youth have

restricted financial access and thus are unable to invest in productive businesses. Therefore

assisting the young farmers to access capital in kind and also engaging them in savings and

credit activities amongst themselves enabled them to make informed decisions about how they

manage their financial and non-financial assets by enhancing their economic self-reliance and

contribute to the household well-being.

Test for outliers was also done for market linkages as shown in figure 4.7.

Figure 4.7: Outlier for Market linkages

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The results show that there are four outliers in the lower quartile at both level one on the yes

response and level 2 on the no response. The medians are at the same level of 4% with the yes

response having most of the responses on the lower side of the median meaning that the

responses were lower than the median while those of the no response were higher than the

median. The yes box has both the upper and lower whiskers at 5% and 2% respectively. This

shows that there were more responses on the yes response than on the no response.

These results indicate that the respondents allow women to engage in productive marketing

activities. For sustainability in food security and welfare, market-oriented agricultural

production is considered a viable option which has been promoted by policy makers with the

expectation that it can raise household income and at the same time increase productivity of

food crops due to increased input use (Pingali, 1997).This marketing component is also

supported by Khaoya and Makori (2016) research findings where they emphasized on the need

of exposing the rural youth to marketing networks for their products. It was concluded that

marketing played a great role in ensuring income generation hence it is the greatest challenge

especially after the youth’s had been provided with loan as working capital from YEDF and

fail to sell their produce leading to loan defaults and youth financial frustrations.

Test for outliers was also done for horticulture empowerment activities which include savings

and credit activities as shown in figure 4.8 and creation of employment as shown on figure 4.8.

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Figure 4.8: Outliers for savings and credit
The findings show that there are no outliers therefore the results show that two responses have

their median at the same level of 10%. All the responses are above the medians indicating that

the numbers were larger than the median. The response boxes are the same length i.e. the

highest level is at 20% indicating that the respondent have equal opinion on the variables thus

could not agree on the if their involvement in credit and savings influenced the number of meals

taken in a day. The results indicate that savings and credit activities were not directly linked to

the food accessibility.

However, a study on youth on microfinance Project (YMF) demonstrated success through an

integrated youth economic empowerment program that promoted youth savings groups (YSGs)

and delivered financial education, life skills, and entrepreneurship training to nearly 90,000

youth (age 15-24) in Niger, Senegal, and Sierra Leone from 2009 to 2014. YMF demonstrated

that when provided with appropriate financial instruments and training, Women and youth can

make informed choices about how they manage their financial and non-financial assets by

enhancing their economic self-reliance and contribute to household well-being through

increased investments in nutrition, education, and health. This study was done to effectively

comprehend the way savings groups for the youth can have a say in the fight against youth

unemployment, through alleviating the challenges to entrepreneurship.

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Figure 4.9: Outlier for create employment.
The findings show that here are no outliers; therefore the results show that the yes response has

its median at the lower level of the quartile at 10% while the no response has its median at the

upper level of the quartiles at 20%. This shows that the yes responses had their numbers lager

than the median while the no responses had their numbers smaller than the median. This

indicated that the respondents agreed that they felt horticulture provided self-employment for

them.

This shows that engaging the youth in crop production activities provided a platform for

employment which can generate income to aid in the day to day living. These results are

supported by a report based on a project called Youth Employment and Empowerment Program

(YEEP), which was started in 2011; which built on UNDP’s extensive post-war experience

while assisting the empowerment youths in Sierra Leone. The project resulted to around 359

businesses expanded and saw108 amongst the expanded businesses being registered with

government business registration authorities comprising of the National Social Security and

Insurance Trust (NASSIT). Two hundred and four new jobs were created as a result of the

establishment and expansion of the new enterprises. Two hundred youth-led enterprises were

also helped to grow their businesses through entrepreneurship trainings and business

management skills guided by advisor and technical coaches. Fifty percent amongst the Four

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hundred youth were women, who were assisted through extension services, supply of inputs

training, and to start their own agri-businesses (UNDP, Sierra Leone 2012).

4.7 Test of hypotheses

4.7.1 Co-efficient of Determination

The study sought to establish the goodness of fit by summarizing the discrepancy between the

observed values and the values expected under the regression model. To test the regression

model, R-squared (Co-efficient of determination) was used which is the proportion of the

variance in the dependent variable that is predictable from the independent variable. Therefore,

the study used the R2 between 0 and 1 to indicate the extent to which the dependent variable is

predictable.

Table 4.25: Model Summary

Model Summaryb-

Adjusted R Std. Error of the

Model R R Square Square Estimate Durbin-Watson

1 0.514 0.279 0.166 0.696 1.624

a. Predictors: (Constant), Financial literacy, Provision of start-up capital, Market Linkage, horticulture
empowerment

b. Dependent Variable: Livelihood (food, housing and health)

Source: Survey data (2017)

For this project, an R-squared of 0.279, was obtained indicating that the data is not close to the

fitted regression line atp=≤0.001. This is because the R2 is closer to zero than 1. However, the

predictor values (financial literacy training, provision of start-up capital, market linkage, and

horticulture empowerment) are directly associated with the observed value (food security,

health and housing). This shows that there is a 27.9%, of variation in the observed values that

is explained by the predictor values respectively. These results indicate that the observed values

on food security, health and housing are slightly influenced by the predictor values of financial

literacy trainings, provision of start-up capital, market linkage, and horticulture empowerment.

Perhaps, indicating that the youth had not fully optimized their engagement in the horticultural

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enterprises and needed more time to stabilize these businesses to experience the full impact on

food security.

4.7.2 Analysis of Variance (ANOVA)

Table 4.26: Summary of One-Way ANOVA

ANOVAa

Sum of Mean
Model df F Sig.
Squares Square

Regression .0926b
13.7292 9.6 1.385 2.455
1
Residual 48.5326 65.4 0.753 0
Total 62.2618 75 0 0
a. Predictors: (Constant), Financial literacy, Provision of start-up capital, Market Linkage, horticulture
empowerment
b. Dependent Variable: Livelihood (Food, housing, health)

Source: Survey data (2017)

The results revealed that the main effect of the dependent variables (food security, health and

housing) were F(9.6,65.4)=1.385,p≥0.05. It is obvious from the above that financial literacy

trainings provided, provision of start-up capital, market linkages and horticulture

empowerment were significant at 5% level of significance (F=2.455; P=0.0926) thus

contributing to the youth’s improvement on food security, health and housing. The results

further show that the predictor values (financial literacy trainings, provision of start-up capital,

market linkages and horticulture empowerment) are assumed to have provided avenues to

acquired more income or retain income from the youths’ horticultural activities hence enabling

the youth to improve their livelihoods through proper utilization of money hence leading to

some income being invested in housing, health and food security. The provision of financial

literacy trainings is in line with the findings of King and McGrath (2012) who observe that

training is essential in ensuring the farmers are equipped with the knowledge of keeping the

record for every transaction they make and hence be in a position to account for what they have

put into taken out of the enterprise.

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4.7.3 Multiple regression analysis

The study further determined the beta coefficients of financial literacy, provision of start-up

capital, market linkage and horticulture empowerment verses the dependent variables on

livelihoods (Health, food security and housing). The findings are presented in Table 4.27.

Table 4.27 Multiple regression analysis

Beta Coefficientsa

Unstandardized Standardized
Model Coefficients Coefficients t Sig.

B Std. Error Beta

(Constant) 0.818 1.067 0 0.819 0.453
1 Financial literacy 0.27 0.312 0.129 0.807 0.379
2 Provision of start-up capital 0.016 0.155 0.039 0.314 0.325
3 Market linkage 0.101 0.096 0.105 1.008 0.387
4 Horticulture empowerment 0.205 0.558 0.054 0.393 0.444
a. Dependent Variable: Livelihood (Health, Housing, Food security)

Source; Survey data 2107

The model can be represented as:

Livelihood = 0.818 +0.270 financial literacy + 0.016 Provision of start-up capital + 0.101

market linkage+ 0.205 horticulture empowerment

The study show that β1= 0.270 (p-value = 0.379 which is more than α = 0.05). This suggests

that we fail to reject the null hypothesis that there is no significant relationship between

financial literacy and livelihood. The results mean that each unit increase in the positive effect

of financial literacy, there is a 0.270 unit increase in the livelihood. These findings concur with

the findings by Lusimbo (2011) that there has been no growth for businesses whose managers

have low financial literacy. The recommendations from this study show that financial literacy

training programs should be organized for MSEs across the county, Incorporating financial

education in the school curriculum from Primary level so that individuals are financially

informed early in life. Other findings indicated that the main aim of including financial

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activities is to draw the “unbanked” population into a financial system that is formal, to enhance

their skills to acquire financial facilities varying from payments, savings and transfers to

insurance and credit (Hannig& Jansen, 2010).

The study also show that β2 = 0.061 (p-value = 0.325 which is more than α = 0.05) which

indicates that we fail to reject the null hypothesis stating that there is no significant relationship

between provision of start-up capital and livelihood. This indicates that for each unit increase

in the positive effect of top management commitment, there is 0.061 units increase in

livelihood. The study is supported by Eija Soini’s (2005) report whose findings show that the

financial capital is the most crucial amongst other various types of capital. The rising

requirements of cash for health care school fees, and farm inputs, added to the decrease farm

produce is forcing growers to look for off-farm jobs.

The value of β3 = 0.101(p-value = 0.387 which is more than α = 0.05) which implies that we

fail to reject the null hypothesis stating that there is no significant relationship between market

linkage and livelihood. This indicates that for each unit increase in market linkage, there is up

to 0.101 units increase in livelihood.

These findings are in consistent with Dorward, Poole, Jammie and Kydd (2003) who found

that there is a significance of the private sector and markets for pro-poor poverty reduction and

well-being development. The report deduces that the poor peoples’ well-being is directly

dependent on their participation in a variety of markets as private agents, employees or

suppliers and the poor themselves recognize the challenges with markets as significant to their

well-being.

The value of β4 = 0.205(p-value = 0.444 which is greater than α = 0.05) which implies that we

fail to reject the null hypothesis stating that there is no significant relationship between

Horticulture empowerment and livelihood. This indicates that for each unit increase in
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horticulture empowerment, there is up to 0.205 units increase in livelihood which is very

negligible.

The research on the Inland Niger Delta region of Mali showed that crop producers and livestock

boosted diversification of their well-being systems to distribute risk on generation of income

from their farms, but this diversification is fetching less and less effectiveness in providing

producers with their needs (Davies 1996a:284). Conferring to Davies, every family selects an

intricate mix of activities corresponding to a variety of well-being criteria in the bigger context

of more dependence on the market, and of a current recognized negative cycle of adaptation

and subsistence.

In general the results of the study from the inferential statistics showed that youth

empowerment had a positive effect on the youth’s livelihoods. The finding are supported by

Mautos (2013) whose study showed that livelihood projects that are youth-led improved youth

access to physical, social, human, natural and financial assets to a limited extent. The reports

emphasized that dedicated, innovative and enthusiastic youth business persons worked together

to incapacitate impediments that led to the formation of youth-led microenterprises which

brought the youth together.

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 CHAPTER FIVE: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

5.1 Introduction

This chapter provides a summary of the findings of the study, discussion of the results,

conclusions, and recommendations. It also outlines proposed areas of future research.

5.2 Summary of Findings

5.2.1 Financial Literacy Training and livelihoods

The results of this research showed that the financial literacy trainings were significant at 5%

level of significance as it contributed to the youths’ empowerment in engaging in horticultural

activities. The respondents agreed that they all received some financial literacy training. The

respondents found the trainings to be useful at different levels. The study also revealed that

respondents also had a small variation in their responses to how they felt that their level of

education did not hinder their level of understanding the financial literacy trainings. Majority

of the respondents also thought that education level indeed hindered understanding of the

financial literacy training offered to a very huge level. This is because the results indicated that

there was no consistency in record keeping with most farmers thus showing that the trainings

may not have had a major effect on improving the record keeping.

5.2.2 Provision of start-up capital and livelihoods

The study findings showed that the provision of start-up capital was significant at 5% level of

significance as it provided an avenue for the rural youths’ to start off their business and made

incomes that enabled them to stay in the horticulture activities. The effect of the start-up capital

was positive as the interaction of the respondents with Farm Africa’s YESA project was

generally good and very good as shown by the majority of the respondents. The findings on

how most of the horticulture enterprises were started showed that the respondents received

assistance from Farm Africa to start their horticulture enterprises with only few respondents

who used their own savings to start up the enterprises, the rest were on own initiative, those

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who borrowed loans and were assisted by parents and others were assisted by experienced

farmers. The findings also showed that horticulture production is a good business.

5.2.3 Market Linkages and livelihoods

These study findings showed that market linkages were significant at 5% level of significance

as it enabled the farmers to access the markets for their different products and sold them to gain

some income. This had a positive impact in that most respondents got involved with the current

markets they supply through a linkage by an organization. It was established that the

respondents interacted with the market through information from other farmers and personal

market search. The study findings show a small variation in response indicating that women

participate in marketing of farm produce and also the respondents agree that women are

allowed by men to actively participate in marketing activities within their societies.

5.2.4 Horticulture Empowerment and livelihoods

The findings from this study showed that the horticulture empowerment on ensuring that the

farmers were trained on savings and credit and realization that horticulture enterprises can

create employment was quite significant at 5% level of significance. The horticulture

empowerment had a positive impact on the rural youth as the savings and credit activities were

particularly popular amongst these rural youth as indicated by majority of the respondents. This

showed that if well trained in savings and credit more youth would be able to participate and

create wealth which could be used for investment in small businesses. It was also established

that the youth were able to borrow loans. This showed that youth are dynamic in borrowing as

they can wish to access either cash or loan in kind to kick start their businesses.

The findings of this study show that the horticulture enterprises were a preferred mode of

employment to the rural youth as they felt that it provided them with direct incomes which took

care of the daily needs. These enterprises also provided them with a sense of business

independence thus enabling them to exercise self-supervision and make independent decisions.

This showed that when the youth are given a chance to run an enterprise in the presence of

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knowledge provision, they are able to adopt and expand their business and the reliance on white

collar jobs is reduced.

5.3 Conclusions

From the findings, the research concludes that the youth empowerment positively influenced

the rural youth’s livelihoods. On financial literacy training, the study concludes that financial

literacy training programs for the youths contributed heavily to the establishment of sustainable

horticultural production enterprises in Trans Nzoia County. However, these trainings did not

have a positive impact as the farmers had a challenge in keeping proper records to which they

could gauge their businesses with. It was noted that the education level was one of the key

issues that contributed to the slow rate of uptake of any trainings on business skills and

entrepreneurship thus bringing out that gap on record keeping. These trainings on financial

literacy were intended to equip the youths with knowledge and skills to manage their business

successfully, and make sound financial decisions.

On startup capital the study concludes that youths were facing challenges in accessing credit

from financial institutions and initiatives such as those undertaken by Farm Africa YESA

project in providing support on start-up capital enabled them to start business. It was also seen

that the youths could likely grow dependent of the programs, thus a need to ensure that they

got used to financing their own businesses with time through the project for sustainability in

growth. On marketing linkages, the study concluded that women were found to be active in

marketing of the produce and organizations such as Farm Africa helped link most of the youths

to their current markets. On horticultural empowerment, this study concluded that the

introduction of savings and credit activities enabled most respondents to participate as this was

attributed to the widespread awareness programs which were initiated by Farm Africa YESA

project as well as National Government initiatives such as Youth empowerment programs. The

horticultural empowerment also provided an employment opportunity for the youth to which

they were able to produce horticultural products thus accomplishing the need to increase

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incomes leading to improved economic status as well as having a high nutritive base of crop

products that helped in improving their health.

5.4 Recommendations of the Study

On financial literacy training, the study recommends that financial literacy is a vital training

that should be conducted to help entrepreneurs save enough to provide adequate capital to

invest in their businesses. Financial literacy training should be based on income and education

levels because highly educated consumers with high incomes can be just as ignorant about

financial issues as less educated, lower income consumers. People should be asked to choose

among various investment and savings products because the financial landscape is very

dynamic. The Government, through youth empowerment programs should continuously offer

training to youths especially those with no technical skills, on new production and marketing

strategies/ techniques that aim at increasing quality and quantity of harvest to achieve lasting

impacts.

On startup capital, this study recommends that public partnerships should be fostered between

the government, development partners, non-governmental organizations, financial institutions

and other relevant financial institutions to ensure that people can access capital towards

investing in horticulture production as well as entrepreneurship in Trans Nzoia County.

On market linkages, this study recommends the inspiring of formation of growers’ or an

assembly market through the promotion of new market by supporting improved planning in

the local towns. The study also recommends assisting the start of new trading relationships that

help to arbitrate in the event of breakdowns in communication and disputes. Good relationships

should be established to better the knowledge of growers about their markets and how they can

befit additional profitable and more commercially oriented by increasing market demand

through the production of market preferred crops. Information should be provided in advance,

like traders’ business terms, probable array of prices and other companies worth contacting etc.

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On horticulture empowerment, this study recommends that industrialization should be boosted

to create more opportunities and employment to the ever rising number of unemployed youths

in the country since horticulture farming is not a holistic panacea to lack of employment among

the youths and not every youth is interested in horticulture farming.

In general, the study recommends that youth livelihood development must be supported by the

willingness to share knowledge and collectively work together so that to expand outreach to

the youth growing populations enabling a collective environment that will maximize the impact

of the surge of youth entering the workforce hence curbing the unemployment menace.

5.5 Suggestions for Further Study

This study recommends that further studies should be conducted specifically to improve the

delivery of financial literacy trainings, more so on record keeping which proved to be a difficult

subject to train on. Another area of study is on the influence of market opportunities or technical

assistance on the performance of horticulture enterprise among youths in Trans Nzoia County.

Further research should be conducted in another region for the purposes of comparison in

engagement of rural youth in horticulture activities to know whether this is a venture that will

help the Country create employment for the youth through the horticulture sector. This will

enable understanding of how empowerment influences youth, groups, or whole community

with intersections like sexuality, gender, race, culture, class and language among other

inequalities. Market linkage is an important factor for building business enterprises; hence

more collaboration with private sector would boost entrepreneurship in farming. This can

therefore be enhanced through further research on both productivity and market demand that

leads to promotion on market led commercial production for the rural youth.

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 APPENDICES

Appendix I: Letter of Transmittal

Mary Nyale
P.O. Box 52158– 00200 GPO
Nairobi
October, 2016

The ………………………………..
……………………………………..
Dear Sir/Madam,
RE: ACADEMIC RESEARCH
I am a student at Kenyatta University currently pursuing a Master’s Degree in Project Planning

and Management. As part of the course requirement, I have to undertake a research project. To

this effect therefore, I am conducting a research on the effects of empowerment on livelihood

based on a case study of rural youth engaged in horticulture enterprises in Trans Nzoia County.

In addition to this, the information generated will be useful for improving agricultural activities

in the area. The information generated will therefore be for public good. However, where

confidentiality is required, this will be maintained.

To assist in the realization of the above, I am kindly requesting for your assistance in

responding honestly to this questionnaire. .

Looking forward to your corporation.

Yours faithfully,
Mary Nyale
REG No.D53/OL/27189/2013

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Appendix II: Questionnaire

1. Business Identification

This section is to be completed for each farmers visited

1. Ward Name___________________
2. Sub –Location Name ___________________
3. Group Name ___________________

2. Demographic Information (Please tick where appropriate)

1. Gender Male Female

2. Age [ ] Below 18 Years 3. Marital status [ ] Married
[ ] 18-24 Years [ ] Single
[ ] 25-30 Years [ ] Divorced
[ ] 31-35 Years [ ] Widowed
4. What is your highest education level?

O level [ ] A Level [ ] Primary School [ ]

Secondary school [ ] Tertiary college [ ] Not schooled [ ]

5. What horticultural crops are you mostly involved in production? (Please tick where
appropriate)

A. Local Vegetables; Cabbages [ ], kales [ ], Tomatoes [ ], potatoes [ ], carrots [ ],

Chili [ ]

B. Export vegetables; French beans [ ], Snow peas [ ], Sugar snaps [ ],

Garden Peas [ ]

C. Other ________________________________________________________

D. None of the above

6. In the last two seasons, how many cycles of horticulture production have you done? (Please
tick in the box provided)

1. 1 cycle [ ] 2. 2cycles [ ] 3.3cycles [ ] 4.Above 3cycles [ ]

7. What are your plans for farming production for the next five years? (Please tick in the box
provided)

1. Continue with the crop production in the same size [ ]

2. Increase the crop production slightly [ ]
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 3. Increase the crop production significantly [ ]
4. Leave the crop production and get employed [ ]
5. Sell the land [ ]

8. What is the legal ownership status of the land under cultivation? (Pease tick appropriately in
the box provided)

A. Sole ownership [ ] B. Community land [ ] C. Joint ownership [ ] D.

Leased land [ ] E. Family land [ ] F. Inherited [ ]

9. Why did you prefer to start your own crop production? (Pease tick appropriately in the box
provided)

A. Family tradition [ ] D. Small investment is required [ ]

B. To be self-employed [ ] E. No other alternative for incomes [ ]

C. Brings high income [ ] F. Others (Specify) ----------------

10. What size of land do you normally cultivate per crop cycle of horticulture produce? (Pease
tick appropriately in the box provided)

1. 0.1-0.2 acres [ ] 4. Over 1 acre [ ]

2. 0.2-0.3 acres [ ] 5. More than 1 acre [ ]
3. 0.3-0.4 acres [ ]

3. Financial literacy

1. What is the level of farm incomes generated from the horticulture activities? (Pease tick
appropriately in the box provided)

1. Excellent [ ] 2. Good [ ] 3. Fair [ ] 4. Poor [ ]

2. How much do you earn per week form the horticulture enterprises? (Pease tick appropriately
in the box provided)

1. Ksh 200- 1000 [ ] 2. Ksh 1000- 2000 [ ]

3. Ksh 2000- 5000 [ ] 4. Ksh 5000 and above [ ]

3. How has your experience ben on keeping your financial records? (Pease tick appropriately
in the box provided)

1. Excellent [ ] 2. Good [ ] 3. Fair [ ] 4. Poor [ ]

4. Please give two challenges you have experienced in handling financial
records______________________________________________________
___________________________________________________________________
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5. Have you been trained on financial literacy? (Please tick appropriately in the box provided)

1. Yes 2. No

6. Were the trainings on financial literacy useful to you? (Please tick appropriately in the box
provided)

1. Very Useful [ ] 2. Useful [ ] 3. Average [ ] 4. Not useful [ ]

7. To what extent has the level of education hindered your understanding towards the trainings.
(Pease tick appropriately in the box provided)

Very Great Extent [ ] Great Extent [ ] Undecided [ ] Small Extent [ ]

Very Small Extent [ ]

8. What other benefits have these trainings added to you and your group? [Read out options to
the interviewee]

a. Understand how to do business and know how to check for profits and losses [ ]

b. To plan for my farming activities [ ]

c. To plan for my other needs and ensure reinvestment to continue the business [ ]

d. It is too much to plan, I just use it as needs arise [ ]

4. Provision of start-up capital

1. How do you rate horticulture enterprise farming as a good business? (Pease tick
appropriately in the box provided)

1. Excellent [ ] 2. Good [ ] 3. Fair [ ] 4. Poor [ ]

2. How did you start your horticulture enterprise? (Pease tick appropriately in the box provided)

a. Borrowed loan [ ] b. Used my savings [ ]

c. Through the assistance of Farm Africa [ ] d. Assistance from my parents [ ]

e. Assistance from experienced farmers [ ] f. Own initiative [ ]

3. How was your interaction with farm Africa activities?

1. Excellent [ ] 2. Good [ ] 3. Fair [ ] 4. Poor [ ]

4. How helpful was YESA’s project support in providing start-up capital? (Pease tick
appropriately in the box provided)

1. Excellent [ ] 2. Good [ ] 3. Fair [ ] 4.Poor [ ]

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5. Do you think this kind of support should always be provided to you?

1. Yes 2. No 3. Sometimes

6. How would you rate YESA’s project Support? (Pease tick appropriately in the box provided)

1. Excellent [ ] 2. Good [ ] 3. Fair [ ] 4.Poor [ ]

7. How effective was the start-up capital on your work? (Pease tick appropriately in the box
provided)

1. Excellent [ ] 2. Good [ ] 3. Fair [ ] 4. Poor [ ]

8. Has your monthly income increased since you started the horticulture enterprises?

1. Yes [ ] 2. No [ ]

9. At what range was your income per month before YESA’s project intervention? (Pease tick
appropriately in the box provided)

1. Ksh 0-1000 [ ] 2. Ksh 1000-4000 [ ]

3. Ksh 4000-10000 [ ] 4. More than Ksh 10000 [ ]

10. What is the range of income per month after YESA’s project intervention? (Pease tick
appropriately in the box provided)

1. Ksh 500-2000 [ ] 2. Ksh 2000-6000 [ ] 3. Ksh 6000-12000 [ ]

4. Ksh 12000-30000 [ ] 5. More than Ksh 30000 [ ]

11. Has this income influenced the number of meals you take in a day? (Pease tick appropriately
in the box provided)

1. Yes [ ] 2. No [ ]

12. How many meals did you use to take before this horticulture farming? (Pease tick
appropriately in the box provided)

1. One [ ] 2. Two [ ] 3. Three [ ]

13. How many months in a year are you able to say you are food secure? (Pease tick
appropriately in the box provided)1. 0-3 months [ ] 2. 3-6 months [ ] 3.6-9 months [ ]
4. 9-12 months [ ]

14. How often did you go to the dispensary for treatment before you started engaging yourself
with the horticulture enterprises? (Pease tick appropriately in the box provided)

1. Once a week [ ] 2. Once in two weeks [ ] 3.Once a month [ ]

4.Once in two months [ ] 5.All the time [ ] 6. Not at all [ ]
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15. How often do you go to the dispensary for treatment after the interventions on horticulture
enterprises? (Pease tick appropriately in the box provided)

1. Once a month [ ] 2. Once a week [ ]

3. Once in two months [ ] 4. It has been a long time [ ] 5. Not at all [ ]

16. How do you rate the accessibility to different types of foods and it having influence on your
health status? (Please tick in the box provided)

1. Excellent [ ] 2. Good [ ] 3. Fair [ ] 4. Poor [ ]

17. Rate the effect of horticulture enterprises on the improvement of your housing? (Please tick
in the box provided)

1. Excellent [ ] 2. Good [ ] 3. Fair [ ] 4. Poor [ ]

18. What would you proposed as the best way organizations can empower youth to start-up
businesses like this? ____________________________________________________

5. Market linkages and gender participation

1. How active are the women in marketing their farm produce? (Please tick in the box provided)

1. Very Active [ ] 2. Fairly active [ ] 3.Active [ ] 4. Not active [ ]

2. How often do men allow the women to be active in marketing their farm produce? (Please
tick in the box provided)

1. Very often [ ] 2. Often [ ] 3. Sometimes [ ] 4. Not at all [ ]

3. How did you get engaged with the market you are supplying produce to? (Please tick in the
box provided)

1. By chance [ ] 3. Linked by an organization [ ]

2. Knew them through other farmers [ ] 4.Through personal market search [ ]

4. Do you understand what contract farming is? (Please tick in the box provided)

1. Yes [ ] 2. No [ ]

5. How would you rate your engagement in contract farming? (Please tick in the box provided)

1. Excellent [ ] 2. Good [ ] 3. Fair [ ] 4. Poor [ ]

6. Which market are you selling your produce to on contract? (Please tick in the box provided)

1. Export market [ ] 2. Local Market [ ] 3. Both [ ]

7. How often do you supply the produce? (Please tick in the box provided)

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1. Once a week [ ] 2. Twice a week [ ] 3.Once in two weeks [ ] 4. Once a month [ ]

6. Horticulture empowerment and savings and credit activity

1. Is there an age limit for one to participate in savings and credit activities? (Please tick in the
box provided)

1. Yes [ ] 2. No [ ]

2. How do you utilize your money from the horticulture enterprise proceeds? (Please tick in
the box provided)

1. Spend it on house hold needs [ ] 2. Pay school fees [ ]

3. Save some [ ] 4. Reinvest in farming [ ]

5. All the above [ ] 6. Luxury satisfaction [ ]

3 What percentage is reinvested back into horticulture production? (Please tick in the box
provided)

1. 1- 20% 2. 20-40% [ ] 3. 40-60% [ ] 4. 60-80% [ ] 5. 80-100% [ ]

4. How would you rate your participation in any savings and credit activities? (Please tick in
the box provided)

1. Excellent [ ] 2. Good [ ] 3. Fair [ ] 4. Poor [ ]

5. How much do you contribute for savings per month? (Please tick in the box provided)

1. Ksh 0- 100 [ ] 2. Ksh 100-200[ ] 3.Ksh 200-5004 [ ] More than Ksh 500 [ ]

6. Is taking credit or accessing loan an option for you to get capital for your horticulture
enterprises? (Please tick in the box provided)

1. Yes [ ] 2. No [ ]

7. How can you rate the access of credit for your horticulture enterprises? (Please tick in the
box provided)

1. Excellent [ ] 2. Good [ ] 3. Fair [ ] 4. Poor [ ]

8. Where do you borrow credit from? (Please tick in the box provided)

1. Family members [ ] 3. Banks [ ] 4. Sacco [ ]

2. Group table banking activities [ ] 5. Friends [ ]

9. What collateral do you use to guarantee your loans? (Please tick in the box provided)

1. House hold goods [ ] 4. Group individual members [ ]

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 2. Personal Shares [ ] 5. Group shares [ ]

3. Personal Savings [ ] 6. Other (Specify)

10. How much is your latest loan amount borrowed for horticulture production? (Please tick in
the box provided)

1. Ksh 1000- 3000 [ ] 2. Ksh 3000- 6000 [ ]

3. Ksh 6000- 10000 [ ] 4. More than 10,000 [ ]

12. What is the minimum repayment period? (Please tick in the box provided)

1. One month [ ] 2.Three months [ ] 3. Six months [ ]

4. One year [ ] 5. More than one year [ ]

13. How would you rate the payment of your loan consistently without defaulting? (Please tick
in the box provided)
1. Excellent [ ] 2. Good [ ] 3. Fair [ ] 4. Poor [ ]
14. Does the repayment of the loan come from income from the horticulture enterprises?
(Please tick in the box provided)
1. Yes [ ] 2. No [ ]
15. Have you borrowed credit in form of farm inputs? (Please tick in the box provided)
1. Yes [ ] 2. No [ ]
Please list them ___________________________________________________
_________________________________________________________________
16. Would you recommend a saving culture to fellow youth? (Please tick in the box provided)
1. Yes [ ] 2. No [ ]
Give reasons for your answer

7. Horticulture empowerment and creation of self- employment

1. What do you think self-employment is? (Please tick in the box provided)
a. A situation where an individual works for himself rather than working for an employer [ ]
b. It is where an individual earns his income through conducting profitable operations from a
trade or business that he operates directly. [ ]
c. Earning one’s living from ones profession [ ]
d. To work with own terms and conditions [ ]
Other (Specify)
2. Do you think horticulture enterprises can provide self-employment? (Please tick in the box
provided)

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 1. Yes [ ] 2. No [ ]
Please explain
3. Rate how the horticulture enterprise has provided employment for you? (Please tick in the
box provided)
1. Excellent [ ] 2. Good [ ] 3. Fair [ ] 4. Poor [ ]
4. Given a chance for a white collar job, would you leave the horticulture farming? (Please tick
in the box provided)
1. Yes [ ] 2. No [ ]
Please explain your answer

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Appendix III: Registered Youth groups in Trans Nzoia County

No. Group Name Males Females Total

1 Songea Youth Group 9 10 19
2 Digital Sifa Group 10 8 18
3 Kigunya Youth Bunge 4 9 13
4 Gifted hand 12 13 25
5 Jaribu Chera Youth Group 7 9 16
6 Mtundu SHG 9 8 17
7 BSG USHINDI 3 14 17

8 Biribiriet Youth Empowerment 22 0 22

9 Juhudi Kiptoi SHG 14 10 24
10 Upendo SHG 3 23 26
11 Upendo Chemoset 9 14 23
12 Kibomet A.C.K 14 4 18
13 One another SHG 3 22 25
14 Nzoia C.B.O SACCO 13 12 25
15 Shield Youth Group 10 4 14

16 Chemoset vision SHG 17 8 25

17 Plateau Youth Group 7 13 20
18 Road to Success 14 11 25
19 Mwakaki SHG 4 10 14

20 Kapsara Environment Youth Club 8 8 16

21 Emdin SHG 48 22 70
22 Kapsara Mtoni Mbili 14 1 15
23 California Sibanga 6 10 16

24 Sitatunga Small Scale Farmers 7 11 18

25 TransNzoia Red YG. 38 37 75
26 Motosiet spring Youth Group 17 20 37

27 Getaomwabo Stop changaa Group 7 16 23

28 BodaBoda Y.G 10 10
30 Mwamba Y.G 12 10 22
31 JaribuKachi Youth Group 11 8 19
32 Greenlight youth group 7 7 14
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 33 Mikiki S.H.G 13 4 17
34 ARise and shine 11 9 20
35 Mwamko Mpya Y.G 10 4 14
36 Koki Micro Group 12 3 15
37 Tugumo Horticulture Youth group 10 15 25
38 Riziki SHG 18 3 21
39 CherenganiUmoja 8 2 10
40 Ngangana Youth Group 9 0 9
41 Green light 12 13 25
42 Twabokire SHG 5 6 11
43 Tusaidiane 5 10 15
44 Holland SHG 13 12 25
45 Takchuitai Youth Group 12 11 23
46 Tunen B youth Group 11 2 13
47 Visiwani group 4 21 25
48 Getkur youth 11 9 20

49 Tusaidiane Community Organization 9 13 22

50 Avalina Community 8 1 9
51 Siponzo women Group 51 51
52 Baraka Youth Group 6 16 22
53 MichaiKhuambane 8 14 22
54 Mwirut Youth Grp 9 8 17
55 16Sisters 16 16
56 Seum BereaS.H Group 6 7 13
57 Kiptoror Christian Youth Group 21 21
58 Isuu youth Group 4 18 22
59 Prokonet SHG 13 8 21
60 Inuka Glory 9 12 21
61 MwangazaMaili Saba 13 2 15
62 Glory Youth Group 4 7 11
63 Lusomo Group 8 15 23
64 Jitegemee Youth Group 11 8 19
65 Jitahidi SHG 12 5 17
66 Mutundu SHG 18 7 25
67 Botwa Dev Group 9 16 25
68 Kaplamai SHG 3 19 22
69 California SHG 17 4 21
70 Surungai Group 15 15
71 UmojaSabwani CBO 7 13 20
72 Job United youth Group 9 4 13
73 Undugu Youth Welfare 10 9 19
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 74 KiptoiCheokatit 8 7 15
75 kaplemur SHG 3 18 21
76 Califonia SH G 17 4 21
77 Marathon SHG 13 7 20
78 Geta Nuru SHG 6 11 17
79 utu bora SHG 7 7 14
80 CherenganiHort farmers 14 7 21
81 Jamii Bora SHG 6 14 20
82 JaribuChera 9 12 21
83 Songea Botwa Women 7 18 25
84 Vika women group 6 19 25
85 Nasi Green Vallan 6 16 22
86 kiimick SHG 11 10 21
87 kokwet SHG 4 11 15
88 Twabokire 0 25 25
89 St. Peter's 19 7 26
90 Chepsiro Tachasis 14 8 22
91 Mwiriti 9 10 19
92 Proconet 14 17 31
93 Ujamaa Youth Group 11 3 14
94 KisimaSafina 0 21 21
95 Starehe Women Group 0 16 16
96 Cheptiret Women Group 0 11 11
97 Seum Progressive 12 10 22
98 Isum Women Group 4 12 16
99 Geta Exodus YG 8 4 12
TOTAL 934 1090 2024
Appendix III: Registered youth groups in Trans Nzoia East Sub County, Trans Nzoia
County

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Appendix IV: Map of Trans Nzoia East Sub County

104
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Appendix V: Approval of research proposal

105
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Appendix VI: NACOSTI permit

106
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