Influence of Infrastructure Adequacy on the Preparedness of Curriculum Implementation of CBET in Public Technical Institutions in Mt. Kenya East Region, Kenya

Abstract

Adequate infrastructure is essential for supporting curriculum implementation of Competency- Based Education and Training (CBET). Despite government funding, structured guidance for

dedicated financial support regarding infrastructure for CBET, its execution in Technical and Vocational Education and Training (TVET) is conspicuously haphazard. This study examined infrastructure adequacy on preparedness for CBET curriculum implementation in Kenyan TVET institutions. Grounded in system theory and employing a mixed-methods exploratory design, the study targeted 70,591 individuals across 21 principals, 21 Board of Governors chairpersons, 1,263 trainers, and 69,158 trainees. Stratified sampling helped to categorize TVETs into Technical and Vocational Colleges, Technical Training Institutes, and National Polytechnics. Purposive sampling selected principals, BOG chairpersons, and trainees, while proportionate sampling targeted trainers from 19 TVET institutions with functional Building and Civil Engineering programs. The final sample comprised 19 principals, 19 BOG chairpersons, 19 class representatives, and 154 trainers. Data collection utilized questionnaires, interviews, and document analysis, with validated and reliable instruments. Quantitative data underwent descriptive analysis (mean, standard deviation) and inferential analysis (correlation), while qualitative data received thematic analysis. Results were presented through tables and themes. Findings revealed that while the CBET curriculum existed, it lacked currency and adequate dissemination. Both physical and ICT infrastructure proved inadequate across most TVET institutions. The study conclusively demonstrated that insufficient physical and ICT infrastructure significantly impedes effective CBET implementation in Mt. Kenya East TVET institutions. The study proposes evidence-based recommendations for the Kenyan Ministry of Education: (1) establish and enforce timely disbursement mechanisms for TVET capitation funds addressing chronic budget shortfalls, (2) develop standardized minimum funding benchmarks for CBET implementation tied to specific program requirements, and (3) create partnership frameworks facilitating sustainable industry collaborations. These recommendations address the critical infrastructure gaps hindering effective CBET curriculum implementation in TVET institutions in Kenya.