ASSESSMENT OF THE PREPAREDNESS OF TVET INSTITUTIONS FOR THE IMPLEMENTATION OF COMPETENCY-BASED EDUCATION AND TRAINING IN MECHANICAL ENGINEERING COURSES IN SELECTED COUNTIES, KENYA

Abstract

Competence Based Education and Training (CBET) is an outcome based model through which skills, attitude and knowledge is imparted to individual learner. The model focuses on what a trainee can do and is practical in nature. In Kenya, this model was launched in 2018 and has since not been fully rolled out in Technical and Vocational Education and Training (TVET) institutions. The purpose of the study was to assess the preparedness of TVET institutions for the implementation of CBET in mechanical engineering courses in the selected counties of: Kakamega, Nandi and Uasin Gishu. Mechanical engineering course consist of automotive engineering, mechanical production, plant operations, welding and fabrication among others. The specific objectives were: To examine the adequacy of trainers required to implement CBET; To assess the current state of physical infrastructure for the implementation of CBET; To identify the existing instructional resources related to CBET; To investigate the strength of industrial partnerships and collaborations for the implementation of CBET; To find out the adequacy of financial resources to support training activities related to CBET in mechanical engineering courses. The study employed simple random sampling, purposive sampling, stratified sampling techniques. The study had a sample size of 810 participants out of which 629 took part in the study. The 629 respondents comprised of: 278 trainees, 150 trainers, 30 Industrial Liaisons Officers, and 33 Principals and 138 employers. Trainers and trainees were derived from 33 TVET institutions across the three counties. The employers were derived from both formal and informal sectors involved in mechanical engineering related works. The study was guided by diffusion of innovations theory. The study adopted a descriptive research design. Data was collected using questionnaire. The validity of the research instruments was established by having the instruments critiqued by three experts from the University of Eldoret and curriculum development experts from Kenya Institute of Curriculum Development (KICD). The internal consistence was established using Cronbach’s coefficient which was above 0.70. The data was analyzed using descriptive statistics in form of frequencies, percentages and means. The analysis was aided by SPSS. The study revealed the following: Trainers, physical infrastructure and instructional resources were not adequate in TVET institutions; TVET institutions had weak partnerships and industrial collaborations. TVET institutions had insufficient financial resources to support mechanical engineering CBET courses. The study concluded that, TVET institutions were not sufficiently prepared for the effective implementation of CBET in mechanical engineering courses. Based on the findings of the study, the researcher recommended that the government to provide adequate funds, and employ more trainers; TVET institutions should support continuous professional development programs for trainers to enhance their expertise, teaching methodologies and instructional techniques; TVET institutions should establish and nature relationships with industry stakeholders to enhance partnerships and collaborations; TVET institutions should explore cost sharing strategies such as public-private partnerships to reduce the financial burden in TVET institutions.