Preparedness in Curriculum Implementation through Online Distance Teaching and Learning in National Technical Training Institutions in Kenya

Abstract

Shifts in the access and provision of education have necessitated the adoption of online distance learning in institutions, including Technical and Vocational Education and Training (TVET). The unprecedented changes require a commitment to implementing an appropriate curriculum for the online learning mode. This kind of transformation has, however, been curtailed by the lack of preparedness of TVET institutions in Kenya to implement curriculum through online distance teaching and learning. By exploring the multifaceted dimensions of this transformation, this research sought to investigate the state of preparedness in curriculum implementation in national TVET institutions as they transition to online distance learning with a view to recommending best preparedness practices. The specific objectives focused on the availability of information communication technology (ICT) infrastructure, provision of ICT user training and skills development, availability of appropriate online distance teaching and learning instructional materials, availability of financial support from various stakeholders, and how TVET policy moderates the independent and dependent variables. This study was anchored on constructivism and the theory of equivalency. It utilized a mixed-method approach and convergent parallel design. This study targeted the ten National TVET institutions, where three principals, three heads of Department, 35 trainers and 207 trainees from the Department of Applied Sciences provided the data. The research instruments were interviews for principals and Heads of Departments and questionnaires for trainers and trainees. Documents like the TVET policy and ODeL policy were analyzed. Research tools were pre-tested, and this enabled checking of validity and reliability. Mean, percentage and standard deviation were computed, while multiple regression analysis was used to assess the relationship of constructs. Contents and thematic analysis were to analyze data from documents, interviews and open-ended questions. Results were presented using tables, figures, themes and excerpts. The results indicate moderate preparation towards implementing curriculum through online teaching and learning. This was attributed to inadequate availability of ICT hardware, insufficient resources, and limited access to online instructional materials at national TVET institutions. The moderate level of preparedness was attributed to financial constraints, low levels of financial support for trainees and trainers in accessing affordable internet, and gaps in the capacity building of trainers and trainees. TVET policy stood out as a critical predictor variable in the curriculum implementation through online teaching and learning mode. Policy implementation, infrastructure improvement, collaboration with stakeholders, ICT skills development, continuous training, and financial support were crucial measures for addressing these challenges. The study recommends national TVET institutions foster collaborations with government agencies, industry partners, content providers, open educational resource platforms, and other organizations for funding opportunities, continuous development of online instructional materials, and training linkages. TVETA, and the Ministry of Education should establish clear policy guidelines and standards specifically addressing the implementation of online and distance learning curricula. TVET should also establish monitoring and feedback mechanisms that ensure the effective implementation of policy guidelines. The results of this study contribute new knowledge on institutional preparedness for implementing curricula through online teaching and learning modes