http://41.89.164.27:8080/xmlui/handle/123456789/318 2026-04-04T18:16:01Z http://41.89.164.27:8080/xmlui/handle/123456789/2568 Influence of Availability of Tools and Equipment on Practical Skill Acquisition in Technical Training Institutes in South Rift, Kenya Bett, Chebet Joyce; Kanyeki, Gacebi Francis; Kerre, Wanjala Bonaventure Technical and Vocational Education and Training (TVET) is key for preparing a skilled workforce by providing practical, hands-on competencies that meet labor market demands. The effectiveness of this training, particularly in Kenya's key sectors, relies heavily on the quality and availability of essential tools and equipment. However, many institutions face a persistent problem of inadequate and outdated equipment, which directly hinders skill acquisition and creates a mismatch between graduate abilities and industry needs. This study examined the influence of training tools and equipment on the acquisition of practical skills in Technical Training Institutes (TTIs) within Kenya’s South Rift region. The study was guided by the Functional Context Theory advanced by Thomas Sticht (1975). It applied an interpretivist paradigm and adopted an embedded mixed methods research design. The target population consisted of 1,240 respondents, including trainees, trainers, and administrators from selected technical institutes. A sample of 310 participants was drawn through stratified and simple random sampling to provide adequate representation. Data collection involved structured questionnaires administered to trainees and trainers, as well as interview guides with principals. Quantitative data were analyzed using descriptive statistics in SPSS version 29, while qualitative data were analyzed thematically. Findings of the study revealed significant disparities in the adequacy and modernity of training resources across institutions. While 50.9% of trainees and 58.5% of trainers reported inadequacy of tools, a substantial proportion (49.1% of trainees and 41.5% of trainers) expressed satisfaction, highlighting inconsistency across institutions. Regarding workshop adequacy, 68.1% of trainees affirmed their institutions were well-equipped, compared to evenly split trainer views, suggesting perceptual differences between trainees and instructors. On equipment modernity, 56.5% of trainees and 56.1% of trainers agreed that tools were up-to-date and relevant, though a significant minority highlighted reliance on outdated resources. Importantly, 72.0% of trainees and 86.6% of trainers strongly affirmed that the availability and quality of equipment directly influence skill acquisition, underscoring the consensus that tools are indispensable for bridging theory and practiceQualitative findings reinforced these results, with both trainers and trainees emphasizing that adequate tools enhance learning scope, improve demonstrations, and promote mastery of practical competencies. Principals further noted that strained resources, exacerbated by rising enrollments, hindered quality training delivery despite efforts to maintain facilities. The study concludes that while some progress has been achieved in equipping TTIs, gaps in adequacy, equity, and technological modernity persist, threatening consistent training quality. It recommends increased government funding, regular maintenance, strengthened industry partnerships, integration of tools in pedagogy, and robust monitoring frameworks to ensure equitable access to modern, industry-relevant training equipment. These measures are critical for producing competent, work-ready graduates capable of driving Kenya’s socio-economic transformation. 2025-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2566 Effect Of Modular Syllabus Implementation Strategies On Performance Of Technical Courses In Technical Vocational Education Training In Nairobi County, Kenya Kimemia, Joseph Irungu; Simiyu, John; Dimo, Herbert Quality education and training are essential for national progress, with Technical Education and Vocational Training institutions focusing on continuous improvement aligned with Sustainable Development Goals. However, rising unemployment and inadequate skills among Kenyan Technical Education and Vocational Training graduates, due to poor modular strategy implementation, threaten youth livelihoods. In this regard, the main objective of this study was to investigate the effect of modular syllabus implementation strategies on the performance of technical courses in Technical Vocational Education Training in Nairobi County, Kenya. The specific objectives of the study were to: determine the effect of modular partnership strategy, modular digitalization strategy and modular assessment strategy on the performance of technical courses in Technical Vocational Education Training in Nairobi County, Kenya. Based on Constructivism Theory, this study employed a descriptive survey method targeting 5,633 participants, including 5,204 engineering students, 418 engineering tutors, and 11 principals from 11 Technical Education and Vocational Training institutions in Nairobi County that implemented modular syllabi. The sample size included 359 individuals: 11 principals, 26 tutors, and 322 students. The data was analyzed using SPSS version 28.0, where quantitative data underwent descriptive and inferential statistical analysis, and results were presented in tables. Qualitative data was analyzed for themes and sub-themes, and findings were illustrated with quotations. The study found significant positive effects of modular partnership, digitalization, and assessment on the performance of technical courses in Technical Education and Vocational Training. Moreover, modular digitalization strategy had the greatest effect on the performance of technical courses in Technical Education and Vocational Training, followed by modular partnership strategy, and lastly modular assessment strategy. The results suggest that enhancing digital tools, building strong partnerships, and improving assessment methods significantly boost the performance of technical courses, with digitalization having the most substantial impact in practical settings. The study concludes that modular partnership, digitalization, and assessment strategies all significantly affect the performance of technical courses in Technical Education and Vocational Training in Nairobi County, Kenya, with modular digitalization having the strongest impact. 2025-08-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2563 nfluence of Monetary Remuneration on Workplace Performance among Technical and Vocational Education and Training (TVET) Graduates in Uganda Mineral Water Production Industry Mwebaza, Ivan; Simiyu, John; Mutheu, Paul-Mutei Virginia Skilled TVET graduates are essential to sustaining Uganda’s rapidly expanding industrial base. However, despite the surging demand for technical expertise, companies often fail to implement effective compensation strategies. The pay structures do not adequately value TVET skills or match job contribution, leading to widespread employee dissatisfaction and low motivation. Inconsistent compensation, poor performance reward systems and internal pay disparities are key factors driving down staff commitment and overall workplace efficiency. Therefore, this study sought to investigate the relationship between monetary remuneration and workplace performance to determine how financial incentives, salaries, and other forms of compensation influence the performance outcomes of TVET graduates in Uganda’s mineral water production sector. The study was guided by principles of Human Capital Theory and adopted positivist paradigm. Descriptive research design was employed targeting 90 TVET graduates working in three selected mineral water production firms. A stratified random sampling technique was used to sample 73 respondents. Data were collected through a structured, self-administered questionnaire comprising closed-ended questions rated on a five-point Likert scale. Validity was assessed using the Content Validity Index (CVI), while reliability was confirmed through a pilot test analyzed using Cronbach’s Alpha, where a coefficient of 0.7 or higher indicated acceptable internal consistency. Analysis utilized descriptive statistics, Pearson correlation, and simple linear regression via using the Statistical Package for the Social Sciences (SPSS version 20). Descriptive analysis showed moderate satisfaction with pay (xˉ= 3.2), with timely salary payments and recognition of qualifications receiving the highest ratings (xˉ= 3.8), while allowances and gratuity benefits were rated low (xˉ= 2.2). Workplace performance was rated high (xˉ= 4.15), particularly in skill utilization and minimizing resource waste (xˉ= 4.2). Correlation analysis indicated a strong positive relationship between monetary remuneration and workplace performance (r = 0.844, p < 0.001). Regression results further confirmed monetary remuneration as a strong predictor of performance (β = 0.844, p < 0.001), accounting for 70.6% of the variance in workplace performance. These findings demonstrate that timely and structured pay, salary differentiation by qualification and performance-linked incentives substantially enhance productivity among TVET graduates in the mineral water sector. It is recommended that company management prioritize the immediate review and standardization of auxiliary benefits (e.g., gratuity and allowances) to enhance employee morale, secure long-term talent retention, and close the identified satisfaction gap. 2025-11-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2562 Competence Based Training and Skill Acquisition of Automotive Students in Technical Training Institutes in the Eastern Region of Uganda Okung, Samson; Okemwa, Peter; Orawo, Doreen A. The aim of this study was to examine the effectiveness of Competence-Based Training (CBT) in enhancing skill acquisition among automotive students in technical training institutes in eastern Uganda. Specifically, it investigated the influence of instructional resources, infrastructure relevance, human resource capacity, and financial adequacy on students’ practical skill development. A mixed-methods research design was employed, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of the factors affecting CBT implementation and outcomes. The study was conducted in Technical Training Institutes located inEastern Uganda. Data collection and analysis spanned a defined period aligned with the academic calendar and institutional availability, though the exact duration was not specified. A total of three hundred forty-one (341) individuals participated, including 288 students, 40 instructors, and 13 administrators, selected through stratified sampling. Questionnaires, interviews, focus group discussions (FGDs), and document analysis were used for data collection. Quantitative data was analyzed using descriptive and inferential statistics with the aid of Mini-Tab 2022 software while qualitative data was thematically analyzed. Validity and reliability was ensured through pilot testing. On the influence of instructional resources towards CBT, results showed moderately effective (mean = 2.89, SD = 1.28); 75.7% of students used them weekly, but 80.9% faced access challenges. FGDs and interviews confirmed shortages (47% of students, 80% of instructors). For infrastructure, it was observed that; slightly adequate (mean = 3.24, SD = 1.24); 90.6% of students found it conducive, yet 80% of instructors cited outdated equipment, supported by maintenance logs (60%). It was also observed that of human resource capacity generally offer support to CBT with (mean = 3.56, SD = 1.10); 77.8% of students noting methodological alignment, but 70% of instructors reported staffing shortages, confirmed by training records. Finally, financial adequacy was found to be inadequate with mean = 2.84 and SD = 1.32 and 87.5% of students acknowledged its impact on practical training, while 38.5% of administrators lacked funding mechanisms, as revealed through interviews and budget reviews. The study identified critical gaps in instructional resources, infrastructure, staffing, and financial support that hinder effective skill acquisition under the CBT framework. These findings offer valuable insights for policymakers and educators aiming to strengthen technical education and vocational training in Uganda. 2025-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2546 Association Of Quality Leadership With Educational Outcomes In Technical And Vocational Education And Training Colleges In Uganda Muhwezi, Loy, K. Abaine; Ferej, Ahmed; Kiplagat, Hoseah The aim of quality assurance practices in educational institutions is to enhance the outcomes of any education system. This study focused on assessing the association of quality leadership with educational outcomes in public TVET colleges in Uganda. A cross sectional survey design and stratified random sampling with a lottery approach were used. A closed-ended questionnaire was used to collect data from 102 trainers, and was analysed using SPSS version 25 to generate both zero-order correlations and regression results. The findings show that quality leadership is important (Grand mean=3.7693, SD=.59219), and was reflected in the high awareness of the vision, mission, objectives and values of the college (mean=4.1528, SD=.92933) by respondents. The correlation analysis revealed a significant positive association between leadership and educational outcomes (r=0.764, P<0.01). It also revealed a significant positive leadership influence on educational outcomes (Beta=0.764, P<0.01). Regression analysis revealed that quality leadership accounted for 57.8% of the variation in educational outcomes. The study concluded that effective leadership is vital for improving educational outcomes in public TVET colleges in Uganda. The study recommends enhanced collaborative and participatory engagements with college stakeholders; adherence to established policies, strategies and regulations; establishing effective quality assurance mechanisms and frameworks such as periodical self-assessments, for continuous improvement and enhancement of quality outcomes. This study informs practical application of quality leadership to enhance educational outcomes in public TVET colleges in Uganda. 2025-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2545 Assessing Industry Employer Involvement in Enhancing Quality of Training in Ugandan TVET Colleges Muhwezi, Loy. K. Abaine; Ferej, Ahmed; Kiplagat, Hoseah This study assessed the role of industry employer involvement in enhancing the quality of Technical and Vocational Education and Training outcomes in public colleges in Uganda. Grounded in Human Capital Theory, the study adopted a mixed methods design and stratified random sampling with a lottery and purposive approaches. A closed-ended questionnaire was used to collect data from 102 trainers, and was analysed using SPSS version 25 to generate both zero-order correlations and regression results. Interviews and focus group discussions facilitated data collection from 13 college managers, 8 industry managers, and 68 trainers respectively. The findings from quantitative data show that industry employers enhanced quality of TVET through curriculum development (mean = 3.8056, SD = 0.98780) and review (mean = 3.7222, SD = 1.06443) to align training with labour market needs. The correlation analysis revealed a significant positive association between industry employer involvement and TVET outcomes (r=0.623; P<0.01) and a significant positive influence onTVET outcomes (Beta=0.623; P<0.01). Qualitative findings analyzed in NVivo 15 revealed five themes of employer participation; industrial attachments, curriculum development and review, partnerships with practitioners and professional bodies, collaborative community-based training projects, and awareness creation. The study concludes that employer involvement in TVET activities substantially enhances quality outcomes in Ugandan TVET colleges. However, involvement remains uneven, with limited employer contributions to infrastructure, scholarships, and governance structures. The study recommends clear policy frameworks and guidelines that encourage the establishment of formal partnership agreements, addressing systemic and policy challenges and improving communication and collaboration between TVET institutions and industry. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2544 Influence of Teacher’s Technological Competence on the Adoption of Digital Education Technology in Teaching of Home Science in Secondary Schools in Baringo County, Kenya Jemuta, Mercy; Aming’a, Robert; Koross, Rachel Technology is a critical component of instruction in education in the 21st century. However, the integration of digital education technology in secondary schools has been hindered by varying levels of teachers’ technological competence, which affects effective teaching and learning. In Baringo County, challenges such as limited training, inadequate infrastructure, and insufficient professional support exacerbate the problem, leading to inconsistent adoption of digital tools. The purpose of this study was to establish the influence of teachers’ technological competence on the adoption of digital educational technology in teaching Home Science in secondary schools. The study was anchored on the Technology Acceptance Model (TAM), which emphasizes perceived usefulness and perceived ease of use as determinants of technology adoption. A descriptive survey research design was adopted, targeting 19 public secondary schools offering Home Science. The population comprised 63 Home Science teachers and 19 principals, sampling 63 teachers and 8 principals purposively. Data was collected using questionnaires and interview schedules, with validity ensured through expert review and reliability tested using Cronbach’s alpha (α ≥ 0.7). Quantitative data were analyzed using descriptive statistics, while qualitative data were thematically analyzed. Ethical considerations included informed consent, confidentiality, voluntary participation, and authorization from NACOSTI. The findings revealed that while most teachers expressed confidence in using digital tools, a majority lacked training, troubleshooting skills, and regular updating of knowledge, limiting effective integration. The study concluded that technological competence significantly influences adoption and recommended strengthening continuous professional development, collaborative partnerships, and peer-to-peer mentorship to enhance digital integration in Home Science teaching. 2025-10-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2511 Propensity Score Matching Analysis of the Association between Instructor Competence and Utilization of Digital Tools in TVET Institutions of Uganda Aata, Kisu Mohammed; Wadada, Robert; Kiplagat, Hoseah; Muyaka, Jafred The effectiveness of online teaching in Technical and Vocational Education and Training (TVET) institutions largely depends on instructor competence in utilizing digital gadgets. This paper utilizes the Propensity Score Matching model to examine the association between instructor digital gadgets utilization competence and online teaching/learning among selected TVET institutions. This paper presents and emphasizes the critical role of digital competence among instructors as a necessary condition for online teaching. A cross-sectional survey design was employed. Univariate analysis using bar charts and histograms was done. The bivariate analysis covered an ANOVA table and scatterplot, while the Multivariate level entailed the Propensity Score Matching model. The findings showed that instructor competence in digital gadget utilization enhances online teaching, but rural residences and poor infrastructure limit engagement. Internet access remains a major hindrance, requiring government intervention for free connectivity. Practical fields face significant challenges in integrating online teaching, necessitating hefty investments in digital learning tools and simulators. Financial constraints among instructors, due to limited income-generating activities, further reduce online teaching adoption in TVET institutions. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2510 Determinants of Instruction Mode Choice in TVET: A Conditional Logit Analysis of Instructor Assessment Competence, Class Size and Institutional Capacity Aata, Kisu Mohammed; Kiplagat, Hoseah; Muyaka, Jafred Aims: The main purpose of this paper was to examine the role of instructor assessment competence, class size, and institutional capacity in influencing the choice of instruction mode among TVET institutions in Uganda. Study Design: A mixed-methods survey design was employed.Place and Duration of Study: This study was conducted across seven Technical and Vocational Education and Training (TVET) institutions in Uganda across all four regions that make up Uganda, between February 2024 and April 2024. Methodology: A conditional logit choice model developed by McFadden (1974) was employed to investigate how various factors influence the probability of selecting among four different teaching modes: projects (used as the base alternative), face-to-face, blended, and online. This study comprised 184 instructors, 406 trainees, and 36 administrators. Instructors and trainees were interviewed using a structured questionnaire deployed on the Kobo Collect online tool, while an interview guide was used with the administrators of the TVET institutions. The administrators included the Principals, Deputy Principals, Academic Registrars, Deans of Students, and Procurement Officers. The 5-point Likert nature of the data enabled quantitative data analysis using T-tests for estimating differences in mean online teaching scores across assessment and evaluation constructs. Furthermore, the conditional logit (McFadden’s choice) model was employed to evaluate the choice of instruction in TVET based on instructor competence in the assessment of online modules. Results: The t-test results showed statistically significant differences between respondents who conducted online teaching and those who did not, with online instructors consistently reporting higher scores across all assessment and evaluation measures (e.g., overall score difference = 6.93, t = 5.76 ***). The choice model results showed that higher instructor assessment and evaluation competence reduced the likelihood of selecting a teaching mode (coef = -0.0030071; p-value = 0.001). For face-to-face learning, larger class sizes decreased preference (coef = -0.0553527, pvalue = 0.000), while for online learning, larger institutional size increased preference (coef = 1.038766, p-value = 0.001). Institutional size significantly influenced online teaching adoption, aligning with Munene et al. (2023) and Kahiga et al. (2024), who found that larger TVET institutions were better equipped for robust ICT infrastructure and technological resource acquisition. Conclusion: As TVET institutions expand, online teaching is preferred as a mode of instruction, especially in this digital era. Therefore, TVET institutions should develop the capacity for expansion in both infrastructure, assessment competences and the modules taught. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2475 Effect of Learning Objectives of Mechanical Engineering Technician Training on Effectiveness of OBE Implementation in Public TVET Institutions in Mount Kenya Region Maingi, Apollo; Dimo, Herbert; Okemwa, Peter Outcome Based Education (OBE) is an outcome-based model implemented in Public Technical Vocational and Training Institutions (TVET) since September 2023 aimed at addressing shortcomings observed from the 8-4-4 system. Despite its promising outcomes, research from other implementers of the OBE have identified several challenges with the model. Additionally, the impact of OBE implementation in Kenya are not yet fully understood within technical education specifically in TVET. The purpose of this study was to determine the effect of learning objectives of mechanical engineering technician training on effectiveness of OBE implementation TVETs in Mount Kenya region. The study employed simple random sampling, purposive sampling and stratified sampling techniques. The study had a sample size of 288 participants out of which 281 took part in the study. The study was guided by OBE theory. Data was collected using questionnaires for key stake holders including: mechanical engineering trainees and trainers, principals and HODs. The internal consistency was established using Cronbach’s coefficient which was above 0.70. the data was analysed using descriptive statistics in form of frequencies, percentages and means. The study results revealed that trainers (r=0.856, p=0.000) agreed that there was a strong significant positive relationship between the learning objective and effectiveness of OBE implementation in TVET. Additionally, results showed that trainees (r=0.849, p=0.000) believed there was a strong significant positive relationship between the learning objective and effectiveness of OBE implementation in TVETs. The study concluded that learning objective had a statistical effect on effectiveness of OBE implementation in TVETs. The study recommends that TVET managers should ensure that there is a continued collaboration with the TVETA and CDACC for effective delivery of the learning objectives for OBE programs. Also, they need to strengthen industrial partnership to suit the local industry and learner needs. 2025-01-01T00:00:00Z