School of Education and Social Sciences
Permanent URI for this collectionhttp://41.89.31.6:4000/handle/123456789/321
Welcome to School of Education and Social Science collection.This collection contains Journal articles published by faculty affiliated to the school.
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Item Influence of Infrastructure Adequacy on the Preparedness of Curriculum Implementation of CBET in Public Technical Institutions in Mt. Kenya East Region, Kenya(Journal of Education, 2025-08) Caroline, Ringeera Kananu; Flora, Gacheri; Sabina, MurithiAdequate 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.Item Financial Preparedness for the Implementation of CBET Curriculum in Public Technical Institutions in Mt. Kenya East Region, Kenya((IJPP) International Journal of Professional Practice, 2025) Caroline, Ringeera Kananu; Flora, Ngeera Gacheri; Sabina, MurithiThe implementation of Competency-Based Education and Training (CBET) in public Technical and Vocational Education and Training (TVET) institutions is vital for aligning curricula with industry-required skills. Despite government funding, there is no structured financial support for execution of CBET. This study evaluated the adequacy of funding and infrastructure in preparation for CBET curriculum implementation. An exploratory research design grounded on mixed-method approach was espoused. The study targeted a population of 70,591 respondents, including 21 principals, 21 Board of Governors chairpersons, 1,263 trainers, and 69,158 trainees, drawn from Technical and Vocational Colleges, Technical Training Institutes, and National Polytechnics. Purposive sampling technique was used to select 19 principals, 19 Board of Governors chairpersons, and 19 class representatives, while proportionate sampling was employed in selecting 154 trainers from 19 TVET institutions with functional Building and Civil Engineering departments. Data were collected via questionnaires, interviews, and document analysis. Validity of the research instruments was ascertained for reliability. Quantitative data were analyzed descriptively (mean, standard deviation) and inferentially (correlation), while qualitative data underwent thematic analysis. Data was presented in tables and themes, and findings revealed inadequate CBET funding. The study concluded that inadequate funding of CBET significantly affects its implementation. The study recommends that the Ministry of Education establishes timely capitation disbursement mechanisms to address budgetary shortfalls, and set standardized minimum funding benchmarks for successful CBET implementation.Item Influence of Industrial Engagement on Development of Employability skills of TVET Graduates in Meru County((IJPP) International Journal of Professional Practice, 2024) Lucy, Mutembei Ndumba; Tarsilla, Kibaara; Paul, Gichohi MakuDevelopment of employability skills among TVET graduates increases their employability. However, despite reforms in TVET education in Kenya, Meru County continue to grapple with high unemployment rates among TVET graduates due to skills gap. This research aimed to establish the influence of industrial engagement on development of employability skills of TVET graduates in Meru County, Kenya. The Knight and Yorke Theory of Employability and Human Capital Theory informed the study. A sample size of 6 TVET institutions, 142 TVET trainees, 12 trainers, 72 graduates, 12 HoDs, and 6 Principals and 5 Key Informants were selected for this study. Simple random sampling, census sampling, purposive sampling, stratified sampling and referral sampling techniques were used to select participants. The study adopted a mixed-research approach, and used convergent parallel research design. Questionnaires and interview guides were used to collect data. The quality of data collection tools was assured by checking their validity and reliability. Descriptive and inferential statistics were applied to quantitative data and themes were generated from qualitative data. The study established a significant relationship between industrial engagement and development of employability skills. The study underscores the need for TVETs to strengthen partnerships with industries to enhance development of employability skills. The study concluded that there exists a skill mismatch in TVET graduates. The study recommended TVETs in Meru County, and Kenya at large, to embrace dual apprenticeship system which integrates school-based and work-based learning. The study further recommended TVET institutions to have elaborate connections and partnerships with industries in order ease the burden of looking for attachments, internships and apprenticeship by trainees.