| dc.description.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 | en_US |
