| dc.description.abstract | An ideal Competency-Based Education and Training (CBET) curriculum requires adequate financing, modern infrastructure, qualified trainers, and active stakeholders’ involvement to ensure industry relevance and effective skills development. In practice, Technical and Vocational Education and Training (TVET) institutions in Kenya are facing unprecedented challenges in implementing CBET, posing question on level of preparedness. This study investigated the level of preparedness in curriculum implementation on CBET in public TVETs) in Mt. Kenya East Region. The purpose of the study was to examine critical indicators of preparedness for CBET curriculum implementation. The specific objectives were to determine the availability of CBET curriculum, assess the adequacy of financial allocation, examine the adequacy of infrastructure, evaluate the readiness of trainers and technical staff, and examine the extent to which the Board of Governors moderate curriculum implementation readiness. The study was guided by Systems Theory. A mixed-methods approach was employed and used an exploratory research design. The study was conducted in 19 public TVET institutions located in Mt. Kenya East Region, which were selected purposively for having functional Building and Civil Engineering Departments. The target population comprised 70,591 individuals, including 21 principals, 21 Board of Governors chairpersons, 128 heads of department (HODs), 1,263 trainers, and 69,158 trainees. Sampling techniques used included purposive sampling for institutions, principals, BOG chairpersons, and HODs; convenience sampling for 19 trainees; and Krejcie and Morgan’s formula for determining a sample of 154 trainers, proportionally distributed and sampled using simple random method. Data was collected using questionnaires for trainers and HODs, interview schedules for principals, BOG chairpersons, and trainees, and document analysis guides. Pre-testing was conducted to enhance instrument validity and reliability. Quantitative data were analyzed by applying descriptive statistics namely frequencies, percentage, mean, standard deviation, and inferential analysis namely Pearson correlation and multiple linear regression. Qualitative data were analyzed thematically and reported in themes, sub-themes, and verbatim in some cases. The overall response rate exceeded 90%. The study found that although the CBET curriculum was available, some were outdated and poorly disseminated; financial resources and infrastructure remained inadequate; and trainers lacked sufficient re-skilling programs. While BOG played a limited supportive role, they had no moderating effect, although all the preparedness indicators significantly influenced implementation success. The study concluded that successful implementation of CBET requires updated and accessible curriculum, increased financial investment, modernized infrastructure, and continuous capacity building of trainers. The BOG must be empowered to play a more proactive oversight and support role. Recommendations include enhanced curriculum review cycles, adequate government funding for CBET, strategic investments in infrastructure, trainer re-skilling programs, and governance reforms to strengthen BOG involvement. This study has indicated systemic gaps in CBET implementation readiness and has suggested change in policy and practices to actualize Kenya’s skills development agenda. | en_US |
