http://41.89.164.27:8080/xmlui/handle/123456789/365 2026-04-05T17:37:51Z http://41.89.164.27:8080/xmlui/handle/123456789/2297 FACTORS AFFECTING IMPLEMENTATION OF ONLINE TEACHING AND LEARNING IN ENHANCING EDUCATION IN TECHNICAL AND VOCATIONAL COLLEGES IN KAKAMEGA COUNTY, KENYA AYUMA, SHARON This study investigated the factors affecting the implementation of online teaching and learning in technical and vocational colleges (TVCs) in Kakamega County, Kenya. As online education becomes increasingly important for delivering flexible learning opportunities, TVCs face unique challenges that hinder its successful implementation. Despite the growing global focus on online learning, there is a lack of region-specific research addressing these challenges within TVCs, particularly in Kakamega County. The study aimed to fill this gap by identifying and analyzing the key factors influencing the implementation of online teaching and learning in this context. Four objectives guided the study which included: To determine the trainer’s attitude in the implementation of online teaching and learning in TVCs in Kakamega County; to determine the Trainees’ attitude in the implementation of online teaching and learning in TVCs in Kakamega County; to find out the adequacy of the online teaching and learning resources to support the teaching and learning in TVCs in Kakamega County; and to establish the level of effectiveness of online teaching and learning in enhancing education in TVCs in Kakamega County. This study adopted the theory of diffusion of innovations. The study employed a mixed method research approach whereby the study targeted 4 Principals, 1 County Director of Education, 230 Trainers and 6610 Trainees from the Technical and Vocational Colleges in Kakamega County. Purposive sampling was used to select 4 Principals of Technical and Vocational Colleges and 1 County Director of Education while simple random sampling was employed to select 12 Trainers and 361Trainees from the 4 sampled TVCs. Quantitative data were obtained through the use of questionnaire, while qualitative data were gathered using interview schedule and document analysis guides. Quantitative data was analyzed using descriptive statistics and inferential statistics where descriptive statistics included frequencies and percentages while inferential statistics involved Pearson correlation analysis. On the other hand, qualitative data was analyzed using a conceptual content analysis. The trainers and trainees viewed online teaching and learning positively, citing its cost-effectiveness, convenience, and affordability. However, limited infrastructure and technical difficulties hinder its implementation. Most government TVCs in Kakamega county lacked adequate resources, leading to failure in implementation of online teaching and learning. Despite these challenges, online teaching and learning proved effective in improving education access. The managers of TVCs in Kakamega County should encourage positive attitudes towards online teaching and learning, ensure the availability of necessary resources including tablets, desktop computers, and internet connections, and ensure the correct utilization of available resources to improve the quality of online education in the TVCs. This will help in the adoption and implementation of online education in the county 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2279 EFFECTIVE UTILIZATION OF WORKSHOP FACILITIES FOR SKILLS ACQUISITION IN PUBLIC TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS IN NAIROBI COUNTY, KENYA TUTI, MUSUU DANIEL One of the objectives of Technical and Vocational Education and Training (TVET) is to impart adequate and appropriate skills in their trainees, consistent with the emerging technologies at all levels of the economy. However, despite the government’s effort to equip TVET institutions with workshops the quality of training is still low with inadequate and some outdated facilities coupled with undue emphasis on theory and certification, which could be attributed to poor utilization of workshop facilities. The general objective of this study was to investigate the utilization of workshop facilities for skills acquisition in public TVET institutions in Kenya. The study was guided by the following three specific objectives; to determine the extent to which syllabus relevance, staff competency and equipment maintenance affected the effective utilization of workshop facilities for skills acquisition in public TVET Institutions in Kenya. To achieve the objectives a sample of 298 respondents was selected consisting of students, technicians and trainers from three TVET institutions within Nairobi County, Kenya. Stratified, purposeful and simple random sampling methods were applied in choosing the participants. The observation schedule and the respondents’ interview through questionnaires were the data collection instruments. The data was analyzed by use of Statistical Package of Social Scientists (SPSS) version 21. According to the findings, the three independent variables; relevance of workshop facilities to the syllabus, competency of staff and maintenance of the workshop facilities influenced the workshop facility utilization significantly. There was a positive and significant relationship between the relevance of the facility and equipment to its effective utilization level. Most of the trainers and technicians were not trained on newly acquired equipment. According to the respondents, repairs of the machines and facilities were not timely done. The challenge of few workshops was cited by most of the respondents followed by need to have repair of the machines and facilities being done on time. Through the observation checklist there was at least an idle machine in every institution mostly due to breakdown or awaiting full installation. Based on the logistic regression analysis, staff competency had the highest impact on increasing the workshop facilities utilization. It is recommended that the TVET institutions must have a standard procurement policy and procedure manuals which outlines purchasing procedure, maintenance and staff training. It is recommended that a similar study be done at different counties and institutions to ascertain the research and generalizability of the findings. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2274 CHALLENGES CONTRIBUTING TO FAILURE TO ENSURE SUCCESSFUL COMPLETION OF BUILDING PROJECTS IN PUBLIC LEARNING INSTITUTIONS IN BARINGO COUNTY KIBET, CHERONO HOSEA Up to 30 percent of construction works in Kenya’s public learning institutions end up, either not completed or not successfully completed. The general objective was to assess how some management processes contributed to failure to ensure successful construction of building projects in learning institutions in Baringo County. Objectives of the study included; to determine how public financing; public procurement; public works management; and, public project planning related factors contribute to failure to ensure successful construction of building projects in learning institutions in Baringo County. The study was anchored on the theory of discounted cash flow. Research design was the descriptive survey approach with both quantitative and qualitative data. The target population was 1895 with a sample of 950 individuals. The sample comprised heads of public learning institutions, construction project PMC chairpersons, sub-county public works officers, NG-CDF managers, county director of TVET and county director of primary and secondary education together with contractors who had recently participated in construction works in schools and colleges. A process of multistage random sampling was applied. Research instruments included a questionnaire, an interview schedule and an observation checklist. Research instruments were tested for validity through supervisor review and their reliability determined through piloting on a sample of 85 respondents in neighboring Nakuru County. Analysis of data was conducted using descriptive statistical analysis, Chi-square homogeneity test and linear multivariate regression analysis. Based on the Chi-square homogeneity test; respondents were homogeneous in their agreement that public financing, procurement, works management and project planning related factors actually contributed to failure to ensure successful construction of building projects in learning institutions and did so adversely. This was reaffirmed by the multivariate regression analysis. Further, under certain circumstances, the three desired outcomes of public building construction of quality, cost optimization and timeliness were incompatible and could not be attained concurrently. Quality and cost optimization was incompatible under financial constraints; as was timeliness and cost under restricted procurement. A project that took a long time to complete cost more and was of lower quality. It is recommended that the Kenyan laws and regulations dealing with procurement, project funding and works management should be reviewed to remove constraints. It is suggested that the same research questions be evaluated using a similar multipronged approach, but on a nationwide scale. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2272 INFLUENCE OF TVET INSTITUTIONS’ CAPACITY BUILDING PROGRAMS IN ENHANCING INDUSTRIAL READINESS FOR PHOTOVOLTAIC SOLAR ENERGY SECTOR IN UASIN GISHU COUNTY, KENYA KIBET, CHUMBA PATRICK The challenges facing Kenya in adequately preparing its workforce for opportunities in renewable energy are significant. Skill gaps persist due to the lack of standardized and comprehensive capacity-building programs within Technical and Vocational Education and Training (TVET) institutions. These programs often lack coherence, relevance to industry needs, and access to quality training facilities and resources, exacerbating the problem. Furthermore, there is a disconnect between educational institutions and industry stakeholders, leading to mismatches between graduates' skills and employers' demands. The rapid pace of technological innovation in the solar PV sector adds to the challenge of keeping training programs up-to-date. Therefore, the purpose of the study was to assess the influence of TVET institutions’ capacity building programs in photovoltaic solar energy industry readiness. The objectives of the study were to determine the influence of Industry partnerships and internship programs on solar (photovoltaic) energy , to assess the influence of research and innovation initiatives on industry readiness, to examine the influence of soft skills development on solar photovoltaic industry readiness and to establish the influence of technopreneurship incubation programs on industry readiness. The study was conducted in TVET institutions in Uasin Gishu County. The study was anchored on the Human Capital Theory proposed by Gary Becker in 1964. The target population for the study comprised of 6 heads of institutions, 20 trainers and 295 trainees. Using Yamane sample size formulae, a sample of 178 respondents consisting of 6 principals, 11 trainers and 161 trainees were selected to participate in the study. The study findings revealed that capacity-building programs in TVET institutions in Uasin Gishu county had a positive influence on solar photovoltaic industry readiness among graduates meaning that the effective implementation of capacity building programs in TVET institutions lead to student readiness for renewable energy industry. The study recommended that institutions should strengthen their partnerships with industry stakeholders and expand internship programs to provide trainees with practical exposure and hands-on experience in the solar photovoltaic industry. Additionally, institutions should prioritize the integration of research and innovation initiatives into their curriculum to enhance technical knowledge and foster creativity among trainees. Institutions should also embed modules or workshops focusing on various soft skills into their training programs and provide opportunities for practical application within the industry. Furthermore, expanding technopreneurship incubation programs to nurture entrepreneurial skills among trainees was recommended, with emphasis on offering resources, mentorship, and support for business development while facilitating networking opportunities in the solar photovoltaic industry 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2271 THE FACTORS INFLUENCING THE ACQUISITION OF VOCATIONAL SKILLS IN TECHNICAL SKILLS IN VOCATIONAL TRAINING CENTRES IN TANA RIVER COUNTY, KENYA OPIYO, OOKO JAMES Vocational education is integral to human development since it provides young people with the skills and knowledge they need to succeed in the workforce. This aim of the study was to investigate the factors leading to the acquisition of technical skills among trainees in the vocational training centres in Tana River County, Kenya. The objectives of the study were to investigate the perception of trainees towards skills acquisition, to find out satisfaction level among trainees towards vocational training and skills acquisition, determine the availability of the physical facilities and resources for skills acquisition in vocational training centres, to investigate the extent of the instructor’s competence in teaching towards skill acquisition in vocational training centres in Tana River County. The study, based on the Social Cognitive Career Theory (SCCT), explored how self-efficacy and expected training outcomes influence motivation and persistence in skill acquisition. A descriptive research methodology, incorporating both quantitative and qualitative techniques, was employed. The target population included 9 institutions in Tana River County, with 322 respondents: 250 trainees, 54 trainers, 9 heads and 9 deputies of the vocational training centres. Trainees and trainers were selected randomly, while principals were purposively selected. Data was collected using questionnaires for trainees and trainers, and interviews for principals. Reliability was assessed through a pilot study and test-retest techniques. Quantitative data was coded and analysed using SPSS version 26, with results presented in tables and frequencies. Trainees viewed vocational skills as inferior to academic education, with 72.5% dissatisfied with their courses, and many commented on the adequacy of workshops, tools, and resources. Physical facilities were deemed inadequate by 71% of respondents, with differing opinions between trainers and administrators. The shortage of qualified trainers, noted by 74.9% of trainees, affected training quality. Recommendations included in-service training programs and hiring highly qualified trainers, with further studies suggested on community perspectives on vocational education for youth. The study recommended that the County Government of Tana River should implement in-service training programs for trainers. Furthermore, the County Government needed to emphasize recruiting and retaining highly qualified trainers. For suggestions for further study, the County Government of Tana River could find stakeholders' views about the need for vocational education for youth. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2268 COMPLIANCE WITH THE OCCUPATIONAL SAFETY AND HEALTH ACT (2007) IN PUBLIC TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) INSTITUTIONS IN KISUMU COUNTY, KENYA OCHIENG, OCHIENG Occupational health and safety is a disciplinary area which is concerned with the protection and safety, health and welfare of people engaged in any kind of work or employment. In TVET institutions the role of promoting safety and health education is even more significant since the courses acquired there are practical in nature hence the risk of injury is higher. This study investigated the observance of OSHA 2007, OSH risk management and safe systems of work. This study investigated compliance with Occupational Safety and Health act 2007 (OSHA 2007) in Technical and Vocational Educational and Training (TVET) institutions in Kisumu County, Kenya. This study was guided by the following objectives; to investigate awareness of Occupational Safety and Health Act 2007 in public TVET institutions in Kisumu County, Kenya. To establish existence of Occupational Safety and Health training in public TVET institutions in Kisumu County, Kenya. To determine the existence Safety Health and Environment committees in TVET institutions in Kisumu County, Kenya. To investigate on the compliance with legislation of occupational safety and health risk management practices and of safe systems of work as stipulated in the Occupational Safety and Health Act 2007 in public TVET institutions in Kisumu County, Kenya. The findings will be valuable to the Ministry of Education in its mandate to ensure Education is delivered in a safe environment. The study will also be important to TVET authority and the institution’s management, by informing on existing gaps regarding occupational safety. The information obtained from this research will be useful to the Directorate of Occupational Safety in its mandate to ensure all places of work are safe. Descriptive survey research design was employed to collect data on what, when, where, and how of the compliance with OSHA 2007 in Kisumu County, Kenya. The research targeted 26 registered public TVET institutions, 26 principals, 416 trainers, 234 workshop technicians and 32,000 trainees in Kisumu County, Kenya. The sample size was 24 public TVET institutions, 24 principals, 203 trainers, 148 workshop technicians and 395 trainees. The research adopted stratified random sampling to acquire a sample. Quantitative and qualitative data was collected through observation checklist and questionnaires respectively. The data collected was analysed using descriptive statistics. The data was analysed using Statistical Package for the Social Sciences. The findings were: Majority of the TVET institutions had OSHA 2007 in practice but the awareness of its statutes was inadequate; training on occupational safety were seldom conducted and when conducted there was no documentary evidence; Most TVET institutions didn’t have safety committees; compliance to legislation of occupational safety, health risk management practices and safe systems of work were neglected in most TVET institutions. The study recommends that; emphasis be given in regard compliance on the OSHA 2007 in public TVET institutions, the OSHA 2007 safe systems of work be installed in public TVET institutions, the top management in TVET institutions to comply and enforce OSHA 2007 in the work places, the TVET Authority to ensure compliance to OSH risk management practices in TVET institutions such as risk assessment programmes, workplace audits and workplace inspections. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2263 ASSESSING GREEN ENGINEERING COMPLIANCE IN MECHANICAL ENGINEERINGCURRICULUM IN TECHNICAL TRAINING INSTITUTES IN WESTERN KENYA ISOE, NYAKINA BENARD United Nations’ instituted the Sustainable Development Goals [SDGs] in 1992.Since then, governments across the globe have been under intense pressure to promote the advancement of a green economic regime in their various countries. Green engineering is a key component of thegreen economy initiative. To institute a green economic regime, technicians and engineers must be taught the principles of green engineering. Most of the technical manpower involved in green engineering projects is graduates of the TVET institutions. Any initiative to promote the advancement of green engineering in Kenya must therefore put the TVET sector at its core. The purpose of this study was to assess if mechanical engineering courses as taught in TVET institutes inWestern Kenya were green engineering compliant. The study restricted itself to the evaluation of mechanical engineering programs in the TVET institutes based in the four counties of former Western Province, namely; Bungoma, Kakamega, Busia and Vihiga. Objectives of the study included; to determine how green mechanical engineering departments in TVET institutes are ; to determine what the Kenya Government policy on the greening of TVET institutes is; to determine how green mechanical engineering research in TVET institutes is and to determine how green the mechanical engineering course curricula are. The study was anchored on Edwin Locke’s goal settingtheory of motivation. It was hypothesized that since college principals and trainers were not involvedin the formulation of the greening policy, actual implementation greening initiative would stagnate on the ground. The target population comprised all the 25 TVET institutes in the study area; the2500 mechanical engineering students; the 144 mechanical engineering trainers and the 25 college principals. Sampling was done by the method of multistage random sampling. The sample comprised 13 principals, 75 trainers and 952 students. Sample size tables of Krejcie and Morgan were used to determine the number of students for the study. The number of 13 principals and 75 trainers in the 13th sampled colleges was small and it was not found appropriate to reduce the number further by sampling. The research instrument was a questionnaire. The instrument was validated and subjected to reliability tests before administration. Data was analyzed using descriptivestatistics and further, put into a linear multivariate regression model run on SPSS. The results demonstrated that implementation of greening of TVET initiatives by the government was stagnating on the ground, despite availability of policy and implementation guidelines in colleges. There was a general agreement among respondents that government policy on greening of TVETs in Kenya as a step towards ensuring the advancement of green engineering was available. Respondents generally felt that departmental /college compliance with greening principals was the lowest. According to the respondents, performance in green research and green curriculum was moderately good. It is recommended that the government provides targeted incentives, including letters of commendation, job group promotions and in-service training opportunities to encourage both principals and trainers to put emphasis on the greening initiative. It is further recommended that resources be availed to college heads to enable them put in place and implement strategic plans for the greening of TVET institutes. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2255 ANALYZING THE FACTORS THAT INFLUENCE THE CHOICE OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING OPTION BY SECONDARY SCHOOL STUDENTS IN UGANDA MWESIGWA, JOSEPH SAMUEL This study aims to analyze the factors influencing the choice of Technical and Vocational Education and Training (TVET) option by secondary school candidates in Uganda. The purpose was to understand the dynamics affecting TVET enrolment, focusing on the availability of career guidance information, the perceptions of secondary school teachers, the method of course selection by TVET college students, and the awareness of parents to secondary school students’ regarding TVET as a career choice for their children. The theoretical framework of this study was guided by the Theory of Enlightenment Education and the Educational Theory of Pragmatism, emphasizing the integration of scientific and technological education and the practical application of knowledge. The conceptual framework revolved around the career guidance information, method of selection, perception of secondary school teachers, and awareness of the parents in choosing TVET as a career for their children. To achieve this, the study employed a descriptive research design, targeting 1,200 participants, including secondary school students, teachers, parents, and TVET college trainees from major institutions in Uganda. Purposive and simple random sampling techniques were used to gather representative data. Data collection instruments, including questionnaires and interview schedules, were pre-tested for validity and reliability using the Cronbach alpha method and subsequently analyzed using the Statistical Package for Social Sciences (SPSS). The study revealed that access to career guidance information, the absence of diagnostic assessments, and disparities in career guidance departments significantly influence TVET course selection by students. Secondary school teachers’ perceptions of TVET as a viable career path critically impact students’ educational and career decisions. Effective course selection methods were found to be pivotal, with factors such as academic challenges, affordability, parental preferences, and societal respect playing influential roles. Moreover, parents’ awareness about TVET was seen to significantly affect students’ choices, indicating a need for improved information dissemination for this option. Based on these findings, the researcher recommends that the Ministry of Education implement comprehensive career guidance programs in secondary schools, establishing dedicated career guidance departments to empower students with the necessary information to make informed decisions regarding TVET course selection. This study contributes to the existing literature by proposing a career guidance model that integrates all stakeholders and emphasizes the need for policy reforms to incorporate TVET concepts into the regular education curriculum. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2251 EFFECTIVENESS OF TRAINING ON SKILLS DEVELOPMENT AMONGST TRAINEES IN BUILDING AND CIVIL ENGINEERING IN TECHNICAL AND VOCATIONAL EDUCATION TRAINING INSTITUTIONS IN UGANDA AKUNDA, TIMOTHY This study investigated the effectiveness of training on skills development amongst trainees in building and civil engineering in Technical and Vocational Education and Training institutions in Uganda. Technical and Vocational Education and Training (TVET) involves studying technologies and science, offering the youth opportunity to acquire skills, attitudes, and knowledge in various occupations to match with the world of work. The purpose of the study was to explore the effectiveness of training on skills development amongst trainees in building and civil engineering in TVET institutions in Uganda. The study was guided by the following research questions; “Which factors affect skills development in technical and vocational education and training institutions in building and civil engineering; how is technical and vocational education and training conducted for skills development amongst trainees in building and civil engineering; what effect does skills development have amongst trainees in building and civil engineering and which strategies could be used for improving on skills development amongst trainees in building and civil engineering? The study adopted cross-sectional analytical type of design because of its schedules to collect data about the effectiveness of training on skills development amongst trainees in building and civil engineering in TVET institutions in Uganda. Data was collected using questionnaires and interviews, from 317 trainees, trainers, managers of industries, technicians and heads of department in building and civil engineering sector. The data collected was coded then entered, cleaned analyzed descriptively into statistical package for social sciences (SPSS), then cleaned and presented in the form of descriptive statistics. The findings revealed a strong consensus among respondents regarding factors affecting skills development in Technical and Vocational Educational and training in technical institutions in Uganda. It was concluded that: Level of education of trainers, Training facilities, were considered significant factors because they were rated above average. Formative and Summative evaluation of trainees on internship by industry and institutions’ supervisors, are significant factors because of their categorization of workers in industry, is considered the study also identified challenges such as curriculum misalignment, lack of modern infrastructure, and financial constraints. It was therefore recommended that practical work, be aligned with constructivist principles, be emphasized for hands-on in order to match with world of work. It was also recommended that TVET institutions should conduct regular evaluations of training methods to gauge effectiveness of training on skills development amongst trainees of building and civil engineering sector. Also adopt flexible approaches to accommodate diverse learning preferences, recognizing that trainees may have different perceptions of effective learning methods that could improve their training on skills development. TVET institutions should encourage collaboration with Industry Partners to foster close collaboration in training of trainees. The purposes of enhancing trainees on skills development, prepare them for successful integrations into the world of work. In conclusion TVET institutions should focus on modernizing the equipment and tools to match with curricula to keep pace with technological advancements. In industry, standards in a way of emphasizing practical work, projectbased learning, and should be encouraged to bridge the gap between theory and practice, when providing trainees with hands-on practical as a way of improving on skills development amongst trainees on their learning experiences. 2024-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2239 I NST IT UTI ON AL PR A C TI CES I M PE DI N G C O M ME RC I ALISA TI ON O F IN NOV A TI VE TE CH NOLO GY SO LU TIO NS I N SEL EC TED T VET IN STI TU TIO NS I N KE NY A Kiberenge, John Cornelius For over a decade, the Technical and Vocational Education and Training (TVET) system in Kenya has witnessed increasing demands to undertake technology innovations with commercial intent. Although this goal is not to be achieved at the expense of skills training, the drive has attracted funds and grants purposed to stimulate catalytic activities in innovations. TVET institutions have been working hard to create programs that encourage technology innovations. This study came about after noticing that, although there are many innovative products, very few of them are successfully turned into commercial products. There seems to be a challenge in turning these innovations into marketable goods. The study looked at the practices of certain innovative TVET institutions to understand what is preventing their technology solutions from being commercialized. It used the open-innovation model as a guiding framework. The study assessed the use of external technology, value creation and collaboration in promoting commercialisation of innovative technology solutions. A descriptive survey research design was used. TVET institutions in Kenya, which were actively involved in technology innovations and whose innovations were ranked highly were selected by a simple random method. Heads of these TVET institutions and Lead officers in government agencies concerned with innovation commercialisation were interviewed. TVET innovators responded to a questionnaire. The study collection data using interview schedule, questionnaire, document analysis and an observation checklist. A pilot study was conducted in two TVET institutions to assess the validity and reliability of research instruments. Research data was analysed by descriptive, correlation and exploratory factor analyses. The study revealed that innovators and TVET institutions were inadequately equipped to undertake competitive commercial innovations. Most innovators had little or no training related to innovation commercialisation. More so, technology innovations were not treated with the seriousness deserved to commercialise them. It emerged that TVET institutions were under-utilising their internal infrastructure, external partnership, human resource and thus impeding their efforts to commercialise. A model of commercialisation of innovative technology solutions was developed. It emphasised on a strong interlinkage in development of audacious internal policies and processes that spark innovations with commercial intent, utilisation of collaborations and institution’s resources for production of market competitive products. The study recommended formulation of enabling policies, training of innovators in innovation commercialisation skills, promoting collaborative practices, adaption of robust market strategies among others. This study will be significant to government agencies, TVET Authority, TVET institutions, industry players and other stakeholders who are involved in funding innovations and developing policies aimed at promoting innovation commercialisation 2024-01-01T00:00:00Z