The Impact of Curriculum Implementation Strategies on Graduate Employability in Tvet Institutions in Kenya. A Case of Nairobi Metropolitan Counties

Abstract

This paper investigated the impact of curriculum implementation strategies in TVET institutions on the employability of graduates in Kenya. It examined how the alignment of curricula with industry demands, practical training components, and the incorporation of emerging technologies affect the readiness graduates for the job market. The study was anchored on strategic theory. Survey research design was used in the study. A sample size of 353 was selected from a target population of 3036 key TVET management staffs from 506 public and private TVET institutions in Nairobi, Machakos, Kiambu and Kajiado. Applying Yamane formula, stratified sampling technique was used to select 59 principals/deputy principals, 59 Registrars, 59 Dean of students for academics, and 176 Heads of Departments. A selected number of Ministry of Education officials were interviewed for additional data. Primary data was collected using a questionnaire consisting of both close and open-ended questions to capture quantitative and qualitative data. The findings concluded that curriculum implementation strategies had a significant influence on graduate employability. This underscores the need for a more comprehensive approach to curriculum development and implementation in TVET institutions. To bolster graduate employability, the study recommendations was that regular curriculum reviews should be encouraged to ensure that the educational content remains relevant to the dynamic needs of the job market. Market-driven updates and additions to courses can equip graduates with the skills and knowledge demanded by employers.