DETERMINANTS OF IMPLEMENTATION OF COMPETENCY-BASED EDUCATION AND TRAINING IN TECHNICAL AND VOCATIONAL INSTITUTIONS IN MERU COUNTY

Abstract

The traditional TVET system in Kenya has been criticized for its focus on theoretical knowledge rather than practical skills, leading to a skill gap in the workforce. This has resulted in high rates of youth unemployment and underemployment. To address this problem, the Kenyan government has adopted the CBET approach, which emphasizes the development of practical skills and competencies that are relevant to the job market. However, the implementation of CBET in Technical and Vocational Education and Training (TVET) institutions in Kenya has been slow and faces several challenges, including lack of infrastructure, inadequate funding, and a shortage of qualified trainers. The purpose of this study was to assess the determinants of implementation of Competency-Based Education and Training (CBET) in TVET institutions in Meru County. The specific objectives of this study were; to examine the influence of trainee factors on implementation of competency-based education and training, to determine the influence of trainer factors on implementation of competency-based education and training and to assess the influence of institutional factors on implementation of competency-based education and training. The study adopted a descriptive survey design using mixed methods approach. The target population included 6000 TVET trainees, 422 trainers, 44 technicians and 19 principals in the 19 public TVET institutions in Meru County. Using Krejcie and Morgan (1970) sample size determination formula, 363 respondents were selected to participate in the study. These included 335 trainees, 23 trainers, 3 technicians and 2 principals. Interview schedules and questionnaires were used to collect data where institution principals were interviewed while questionnaires were administered to trainers, technicians and trainees. Data obtained was analyzed using quantitative and qualitative techniques. Based on the findings from the first objective, the study found a significant positive correlation between trainee factors and implementation of competency-based education and training (r =.276; p=.000) meaning that trainee factors affected implementation of competency-based education and training in Meru County. Based on the findings from the second objective, it was established that there was a significant positive correlation between trainer factors and implementation of CBET (r =.232; p = .000) meaning that trainer factors affected implementation of competency-based education and training in Meru County. Based on the findings from the third objective, it was found out that there was a weak positive correlation between institutional factors and implementation of CBET in Meru County(r=.286; p=.000) depicting that institutional factors affected implementation of competency-based education and training in Meru County. The study's recommendations include the need to improve trainee preparedness and motivation for Competency-Based Education and Training (CBET) through orientation programs, career counseling, and mentorship, address trainer competencies through comprehensive training and support programs, and prioritize the allocation of resources, clear guidelines, and policies to enhance CBET implementation with regular monitoring and collaboration with stakeholders. The findings from the study will be useful to education stakeholders in successful implementation of competency-based education in technical institutions in Kenya.