School of Education

EFFECTIVENESS OF OUTCOME – BASED MECHANICAL ENGINEERING TECHNICIAN TRAINING IN PUBLIC TECHNICAL VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS IN MOUNT KENYA REGION

2026-05-11T10:39:09Z

EFFECTIVENESS OF OUTCOME – BASED MECHANICAL ENGINEERING TECHNICIAN TRAINING IN PUBLIC TECHNICAL VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS IN MOUNT KENYA REGION MAINGI, APOLLO MUOKI Outcome-Based Education (OBE) is increasingly recognized as a transformative approach in technical vocational education and training (TVET), ensuring alignment between education and workforce competencies. This study examined the effectiveness of OBE implementation in mechanical engineering technician courses within public TVET institutions in Kenya’s Mount Kenya region. The research focused on four key objectives: (1) assessing the effectiveness of training in achieving OBE learning objectives, (2) evaluating curriculum alignment with the OBE framework, (3) examining teaching methods that enhance OBE implementation, and (4) determining the impact of assessment methods on OBE effectiveness. Targeting TVET institutions with a population of principals, department heads, trainers, and mechanical engineering trainees, the study used a descriptive survey approach. Out of the 1,120 people in the population, 288 respondents were chosen using Krejcie and Morgan's (1970) sampling technique. Using proportionate simple random sampling, the sample consisted of 256 trainees, 4 principals, 4 department heads, and 24 trainers. Structured questionnaires and interviews were used to gather data, and SPSS Version 29 was used for both descriptive and inferential statistics analysis (Pearson Correlation). Important conclusions showed that OBE efficacy and a number of characteristics were strongly positively correlated: Trainers (r=0.856, p=0.000) and trainees (r=0.849, p=0.000) both concurred that learning objectives had a major impact on OBE success. Both trainers (r=0.907, p=0.000) and trainees (r=0.874, p=0.000) attested to the importance of curriculum alignment in implementing OBE successfully. Teaching strategies and OBE efficacy were shown to be strongly correlated (trainers: r=0.882, p=0.000; trainees: r=0.757, p=0.000). Methods of Assessment: According to trainers (r=0.896, p=0.000) and trainees (r=0.747, p=0.000), evaluation techniques had a major effect on OBE results. All things considered, the study showed that OBE in mechanical engineering training increased institutional success, generated competent graduates, and improved syllabus delivery (mean score: 3.61, SD: 0.887).The study recommends that TVET institutions should strengthen partnerships with the TVET Authority (TVETA) and the Technical and Vocational Education and Training Curriculum Development, Assessment and Certification Council (TVET - CDACC) to ensure effective OBE program delivery., academic boards should periodically review and adjust curricula to better support OBE frameworks, institutions should continue adopting a mix of formative and summative assessments to evaluate training effectiveness in meeting OBE goals.

INFLUENCE OF TEACHERS’ MOTIVATION ON ACADEMIC PERFORMANCE OF STUDENTS WITH LEARNING DIFFICULTIES IN SECONDARY SCHOOLS IN KAKAMEGA NORTH SUB-COUNTY, KENYA

2026-05-11T09:40:47Z

INFLUENCE OF TEACHERS’ MOTIVATION ON ACADEMIC PERFORMANCE OF STUDENTS WITH LEARNING DIFFICULTIES IN SECONDARY SCHOOLS IN KAKAMEGA NORTH SUB-COUNTY, KENYA SHANGO, KOROFIA JACOB Teacher motivation is an essential component of the learning process that ultimately influences students’ academic performance. The academic performance of students can be regarded as interplay between the teaching and learning processes. Furthermore, students’ academic performance is closely associated with teachers’ motivation. Teachers’ motivation is pivotal in enhancing classroom excellence that is generally measured through students’ attainment of their learning outcomes. However, the academic performance of students with learning difficulties has been a pertinent issue in the education circle. The purpose of this study was to determine the influence of teachers’ motivation on academic performance of students with learning difficulties in secondary schools in Kakamega North Sub County. In particular ,the study sought to; Determine the influence of teachers’ in-service training on academic performance of students with learning difficulties in Kakamega north subcounty , to investigate the influence of teachers workload on academic performance of students with learning difficulties in Kakamega north subcounty as well as to examine the influence of teachers’ institutional work environment on academic performance of students with learning difficulties in Kakamega north subcounty. A cross sectional survey design was adopted for this study an attempt to achieve the objectives of the study. The target population for this study were students with learning difficulties in form two and form three classes as well as teachers of English and Mathematics spread out in the 55 registered secondary schools in Kakamega North Sub County. A sample of 132 teachers was selected using stratified random sampling method. Yamane’s formulae were used to determine the sample for this study. This study was guided by Herzberg’s two factor and McClelland achievement theories. Self-reported questionnaire was used to collect quantitative data whereas qualitative data was collected by use of structured interview guides. Descriptive statistics through computation of mean, percentages and standard deviation was used to analyse the data collected. Spearman’s rank correlation and Multiple linear Regression analysis was used analyse quantitative data at 95% confidence interval. The study established that in- service training for teachers had statistically significant moderate positive influence on academic performance of students with learning difficulties (β=0.267,t=8.713;p<0.001) .The study also revealed that teachers work load had significance statistical influence on academic performance of students with learning difficulties(β=0.456,t=6.531;p<0.001) .It was also established from this study that teachers’ institutional work environment had a significant statistical influence on academic performance of students with learning difficulties (β=0.563,t=11.13;p<0.001) .However, the three variables taken together did not significantly influence the academic performance of students with learning difficulties. This study concluded that all the three predictors of teacher motivation studied demonstrated that there is a significant influence of teachers’ motivation on academic performance of students with learning difficulties in Kakamega north sub county .Therefore the study recommends that there is need to have proper motivation strategies for teachers that will enhance their enthusiasm and morale to provide the extra attention ,support and assistance needed by the students with learning difficulties in order for them to enhance their learning progress . The ministry of education through relevant agencies should ensure proper teachers’ institutional work environment as well as ensure their workload remain within manageable limits to enhance teachers’ individualized attention to students with learning difficulties.

Digital Literacy as a Predictor of Graduate Employability in the 4th Industrial Revolution: A Review of Higher Learning Institutions in Kenya

2026-05-05T10:29:59Z

Digital Literacy as a Predictor of Graduate Employability in the 4th Industrial Revolution: A Review of Higher Learning Institutions in Kenya Chola, Raphael Digital literacy has become a key determinant of graduate employability in Kenya’s higher education system as labour markets increasingly demand competencies aligned with the 4th Industrial Revolution. However, many higher learning institutions continue to produce graduates with insufficient digital skills due to weak infrastructure, outdated curricula, and limited industry integration, leading to a persistent mismatch between training outcomes and employer expectations. This study examined the relationship between digital literacy and graduate employability within Kenya’s higher learning institutions including universities, national polytechnics, and specialized Technical and Vocational Education and Training (TVET) institutions in the context of the Fourth Industrial Revolution. It employed an integrative review design to synthesize empirical studies, theoretical literature, and policy documents drawn from peer-reviewed databases such as Google Scholar, JSTOR, ScienceDirect, Emerald Insight, and African Journals OnLine, alongside institutional repositories and national policy frameworks. The review focused on literature published within the last decade to capture current developments in emerging technologies, including artificial intelligence, big data, and the Internet of Things, within higher education and labour market systems. Data were analysed using thematic synthesis, guided by three core dimensions: availability and accessibility of digital infrastructure in higher learning institutions, alignment of academic programmes with 4IR labour market demands, and structural barriers influencing digital literacy acquisition among graduates. Digital literacy emerged as a significant, multidimensional predictor of employability, with graduates possessing advanced digital competencies securing formal employment up to 40% faster than peers with traditional academic qualifications alone. Despite enabling policy architectures such as the Competency-Based Education and Training framework and the Kenya Digital Economy Strategy, systemic barriers including inadequate digital infrastructure, uneven instructor preparedness, structural curriculum lag, and fragmented industry-academia collaboration persisted across all institutional categories. Significant deficiencies were identified in advanced competencies including data analytics, artificial intelligence application, cybersecurity, and the Internet of Things. The study concludes that strengthening digital literacy integration requires coordinated reforms across policy, institutional practice, and industry partnerships to enhance graduate readiness for the evolving 4IR labour market.

Pedagogical Approaches and Institutional Factors Influencing Skills Acquisition for Labour Market Integration in TVET Institutions in Kenya: A Systematic Review

2026-05-05T10:20:36Z

Pedagogical Approaches and Institutional Factors Influencing Skills Acquisition for Labour Market Integration in TVET Institutions in Kenya: A Systematic Review Chola, Mwasi Raphael; Wanami, Simon Technical and Vocational Education and Training (TVET) sector in Kenya constitutes a strategic pillar of the country's industrialization agenda under Vision 2030 and the Bottom-Up Economic Transformation Agenda. As the government intensifies efforts to reposition TVET as a pathway to meaningful employment, concerns persist regarding the alignment between institutional training outputs and labour market requirements. Despite growing empirical attention to factors affecting training quality, no comprehensive synthesis has examined how pedagogical approaches and institutional capacities collectively shape skills acquisition and subsequent labour market integration. This gap limits evidence-based policy formulation for enhancing TVET graduate employability. This systematic review examined pedagogical approaches, institutional capacities, and their interactions influencing skills acquisition and labour market integration outcomes for TVET graduates in Kenya. The study was guided by ecological systems and situated learning theories. Following PRISMA 2020 guidelines, comprehensive searches of Scopus, Web of Science, ERIC, ProQuest, Google Scholar, AJOL, and Kenyan institutional repositories identified 872 records. After screening and eligibility assessment, 55 empirical studies (2010–2026) were synthesized. The study utilized standardized tools for data extraction and quality appraisal, primarily employing narrative synthesis. Despite CBET policy mandates, lecture-based pedagogies persisted (86.5% of instructors) due to resource constraints and trainer capacity deficits. Work-integrated learning demonstrated superior employability outcomes yet remained limited by fragmented industry partnerships. Institutional capacity constraints were systemic: 93.06% of trainers not advancing qualifications, 72% lacking CBET-specific training, and graduation rates at only 27% nationally. Regional disparities were pronounced, with graduates outside Nairobi facing 54–69% lower formal employment odds. Positive interaction effects occurred where institutional investments aligned with pedagogical reform employability rates increased from 73.97% to 80.3% in well-resourced institutions. Pedagogical effectiveness and institutional capacity interact ecologically to determine graduate outcomes. Policy ambitions for competency-based training cannot succeed without concurrent investment in trainer development, infrastructure modernization, and industry partnership institutionalization. Closing implementation gaps requires recognizing that effective TVET depends upon aligned investments across pedagogical, institutional, and labour market system levels.

Influence of School Leadership Styles on the Implementation of Competency-Based Education in Public Primary Schools: Evidence from Endebess Sub-County, Trans Nzoia, Kenya

2026-04-23T11:54:33Z

Influence of School Leadership Styles on the Implementation of Competency-Based Education in Public Primary Schools: Evidence from Endebess Sub-County, Trans Nzoia, Kenya Kitiyo, Bernard C.; Muchimuti, Erastus; Kipkoech, Lydia This study examined the influence of school leadership styles on the implementation of Competency-Based Education (CBE) in public primary schools in Endebess Sub-County, Trans Nzoia, Kenya. Guided by the FullRange Leadership Theory, the study focused on instructional, democratic, transformational, and laissez-faire leadership approaches. A descriptive survey design was adopted, targeting 673 respondents, of which 299 were sampled through stratified random and census techniques. Data were collected using questionnaires and interviews, and analyzed through descriptive statistics, regression, and thematic analysis. Findings showed that instructional, democratic, and transformational leadership styles positively influenced CBE implementation, while laissez-faire leadership had a negative effect. The study concluded that effective leadership, coupled with teacher preparedness and adequate resources, is critical to successful CBE delivery. The paper recommends strengthening instructional and democratic leadership practices, enhancing leadership and teacher training, and improving resource provision.

Influence of Increased Trainees’ Enrolment on Collaboration Between Industries and TVET Institutions in Public TVET Institutions in Uasin Gishu County, Kenya

2026-04-13T10:49:45Z

Influence of Increased Trainees’ Enrolment on Collaboration Between Industries and TVET Institutions in Public TVET Institutions in Uasin Gishu County, Kenya Cheruiyot, Chepkurui Irine; Kyalo, Muthoka; Muyaka, Jafred Technical and Vocational Education and Training (TVET) institutions play a central role in producing a skilled workforce for Kenya’s growing economy. Recent government initiatives to expand access have led to increased enrolments in public TVET institutions, raising concerns about how this growth affects collaboration with industries that are vital for practical skill development. This study examined the influence of increased trainees’ enrolment on collaboration between industries and public TVET institutions in Uasin Gishu County, Kenya. A descriptive research design guided the study, targeting 17,800 trainees, 750 trainers, and 4 principals across four institutions. Using stratified and simple random sampling, the study engaged 1,780 trainees, 75 trainers, and all four principals. Data were collected through questionnaires and interviews, then analyzed using both descriptive statistics and thematic analysis. Findings revealed that industrial attachment remains the most common form of collaboration, followed by workshops, seminars, and limited research partnerships. However, the effectiveness of these collaborations was rated low, with 65.9% of trainees and 67.2% of trainers indicating that current industry linkages were not effective. The main challenges included resource constraints, technological gaps, limited time for industry engagement, and inconsistent support for securing attachments. Principals further highlighted systemic barriers such as understaffing, inadequate funding, and logistical difficulties that undermine institutional capacity to sustain quality training amid rising enrolment. The study concludes that while industry attachments dominate collaboration efforts, they are insufficient to address the growing skill demands under increased enrolment. Strengthening partnerships through dual training models, co-designed curricula, shared training facilities, and structured mentorship is necessary to enhance training quality. The study recommends greater government support in aligning enrolments with institutional capacity, expanded industry participation in training, and investment in modern facilities to ensure TVET graduates are adequately prepared for the labour market.

Effects of Promoting Competency-Based Training on Building Solar Energy Skill Base among Electrical Engineering Trainees in Kakamega County, Kenya

2026-04-13T10:20:24Z

Effects of Promoting Competency-Based Training on Building Solar Energy Skill Base among Electrical Engineering Trainees in Kakamega County, Kenya Asembe, Patricia Usaji; Kiplagat, Hoseah; Kuto, Naomi Inadequate skilled labor in the renewable energy sector, particularly in solar energy, presents a significant challenge to sustainable renewable energy achievement in Kenya. Despite the growing demand for solar energy solutions, many electrical engineering trainees lack practical competencies to meet industry needs. The purpose of this study was to examine the effect of promoting Competency-Based Education and Training (CBET) on building solar energy skill base among electrical engineering trainees in Kakamega County. Anchored on the Human Capital Theory, the study adopted a descriptive research design targeting a population of 108 electrical engineering trainees, from which a sample size of 108 respondents was selected. Data was collected using structured questionnaires and interview schedules. Instrument validity was ensured through expert review, while reliability was tested using Cronbach’s alpha coefficient (α = 0.812), confirming internal consistency. Data were analyzed using both descriptive statistics and inferential methods, including Pearson correlation and regression analysis. Ethical considerations such as informed consent, confidentiality, and voluntary participation were strictly observed. Findings revealed that promoting CBET had a positive and statistically significant effect on building solar energy skill base (β = 0.270, t = 2.237, p < 0.05), with a moderate positive correlation (r = 0.464, p < 0.01). The study concluded that competency-based training enhances technical expertise, industry readiness, and employability of electrical engineering trainees. The study therefore recommended that training institutions integrate modular, practical, and industry-aligned CBET curricula, strengthen industry-academia collaboration, and expand solar energy infrastructure for training.

Influence of Partnering in Capacity Building of Trainers on Industrial Skills Development in Engineering Training in Public Technical and Vocational Education and Training Institutions in Nairobi County

2026-04-13T08:42:38Z

Influence of Partnering in Capacity Building of Trainers on Industrial Skills Development in Engineering Training in Public Technical and Vocational Education and Training Institutions in Nairobi County Koech, Kipngeno Albert; Kiplagat, Hoseah; Sitawa, Hellen Globally, Technical and Vocational Education and Training (TVET) systems face increasing pressure to address persistent skill gaps while adapting to rapidly changing labor market demands. Despite significant investments in TVET, many countries still face persistent skill mismatches, where graduates lack the technical and soft skills required by industry. This calls for partnerships in capacity building of trainers which is key in equipping learners with industry-relevant competencies. Despite this, there have been limited studies on the influence of partnering in capacity building of trainers on industrial skills development in engineering training in technical vocational education and training institutions in Nairobi County providing a gap for the current study. Thus the study focused on the influence of partnering in capacity building of trainers on industrial skills development in engineering training in technical vocational education and training institutions in Nairobi County. The study adopted a descriptive research design. The target population was 334 HoDs, course tutors and electrical engineering trainers. The study used Slovin’s formula to calculate the sample size which is 182. The respondents were selected using a multistage sampling process. Data was collected by use of a questionnaire which was piloted for testing reliability and validity. Data was analyzed by use of descriptive and inferential statistics using Statistical Package for Social Sciences (SPSS) version 26.0 package and presented using tables. From the findings, the coefficient of determination (R square) of 0.215 indicated that the model explained only 21.5% of the variation or change in industrial skills development in engineering training. The study findings indicate that partnering in capacity building of trainers significantly influence industrial skills development in engineering training in technical vocational education and training institutions. Therefore, TVET institutions should consider strengthening partnering in capacity building using a policy framework to enhance their potential industrial skills development in engineering training.

EFFECTIVENESS OF LEARNER-CENTERED INSTRUCTION ON COMMUNICATION AND COLLABORATION COMPETENCY IN KISWAHILI LANGUAGE IN JUNIOR SCHOOLS IN NANDI COUNTY, KENYA

2026-03-30T06:44:29Z

EFFECTIVENESS OF LEARNER-CENTERED INSTRUCTION ON COMMUNICATION AND COLLABORATION COMPETENCY IN KISWAHILI LANGUAGE IN JUNIOR SCHOOLS IN NANDI COUNTY, KENYA KIBET, MERCY JEPKOSGEI Learner-centered instruction is a teaching approach that prioritizes the interests, needs, and abilities of the learners. Unlike traditional instructional methods, which are often teacher centered and lecture-based, learner-centered instruction encourages active learning, interaction, and critical thinking. The purpose of this study was to evaluate the effectiveness of learner-centered instructional strategies in enhancing the achievement of communication and collaboration skills in Kiswahili language among junior school learners. The study was guided by the following objectives: To establish how teachers implement learner-centered instructional strategies in Kiswahili language classes. To assess the perceptions of teachers and learners on the effectiveness of learner-centered instruction in enhancing communication skills. To determine the extent to which learner-centered instruction influence learners’ collaboration skills. Lastly, to determine the influence of learner-centered instruction on learners’ overall academic performance in Kiswahili language classes. This research is based on the Constructivist Theory postulated by Jean Piaget and Lev Vygotsky with the main teaching that knowledge is actively created by learners through interaction with their environment. The study used an explanatory sequential mixed-research design. The Study used both probability and non-probability sampling designs. Stratified sampling design was used to samples schools in Nandi north Sub County. Purposive sampling was used in selection of the learners and Teachers of Kiswahili. The sample size was 112 teachers of Kiswahili languages and 390 learners in grades 7, 8 and 9 drawn from public junior schools. The study used questionnaires, observation check list and document analysis guide in data collection. Pilot study was conducted in Mosop sub county. Data was analyzed using SPSS version 29 and excel, quantitative findings were presented in tables and figures. Observations were thematically analyzed and presented in narratives. The study adhered to research ethics. The findings of the study indicated that more than average number of teachers often incorporated group discussions into their lessons. Also, the study found that both teachers and learners had a positive view of learner-centered instructional strategies. Teachers strongly supported the use of group discussions, interactive teaching and learner presentations. Learner-centered instruction significantly enhanced learners' collaboration skills and had a positive effect on their academic performance. The study concluded that although group work and discussions were employed, they were not consistently applied across all lessons, indicating a moderate integration of learner-centered strategies. Additionally, formative assessments are underutilized, yet both teachers and learners strongly support learnercentered strategies; particularly group discussions, interactive teaching, and learner presentations, which they believe enhance engagement, communication skills, and academic performance. The study recommends enhancing professional development programs by incorporating structured retooling sessions. These sessions should aim to equip teachers with practical skills for implementing learner-centered strategies such as formative assessments, differentiation techniques, and collaborative learning models. Retooling efforts should be continuous, context-specific, and responsive to the distinct challenges faced by teachers in both urban and rural school environments.

TEACHER PREPAREDNESS IN TEACHING KISWAHILI IN THE COMPETENCY-BASED EDUCATION IN PUBLIC JUNIOR SCHOOLS IN KENYA

2026-03-30T06:37:13Z

TEACHER PREPAREDNESS IN TEACHING KISWAHILI IN THE COMPETENCY-BASED EDUCATION IN PUBLIC JUNIOR SCHOOLS IN KENYA WAMOKHELA, CATHERINE NEKESA This study aimed to examine teacher preparedness in teaching Kiswahili under a competency-based Education in public junior schools of Uasin Gishu County. The following objectives guided the study; to establish the competency of teachers of Kiswahili in teaching Kiswahili under the CBE, assess the availability of teaching and learning resources for teaching Kiswahili, to examine teachers’ perception toward teaching Kiswahili under CBE, and to determine the effect of teacher professional development on effective teaching of Kiswahili in junior schools. The study adopted Concerns- Based Adoption Model (CBAM) by Hall and Hord (2015) which places emphasis on addressing educators concerns at various stages of curriculum implementation. A descriptive survey research design was used to guide the study. The target population included 449 public junior schools, 416 teachers of Kiswahili in junior schools, and 449 head teachers in public junior schools in Uasin Gishu. Krejcie and Morgan's sample size calculation formulae were employed to obtain a sample of 207 teachers of Kiswahili. Purposive sampling was employed to select 15 head teachers to participate in the study. Data was collected using questionnaires, interview guides, and a document analysis guide. Piloting of research instruments was done in two selected schools in Kakamega County. Quantitative data was analyzed using descriptive statistics, which involved frequencies and percentages; inferential statistics included Pearson and regression analyses. This was done using the Statistical Package for Social Sciences (SPSS) version 26, and results were presented using tables, pie charts, and bar graphs. Qualitative data was analyzed thematically in line with the objectives of the study. The study's findings revealed significant challenges in implementing the Competency-Based Curriculum (CBE) for Kiswahili instruction in junior schools. The study also established a substantial gap in teacher preparedness and competence, with most teachers feeling that their knowledge and skills do not align with the demands of the new curriculum. This is further exacerbated by a lack of adequate teaching and learning resources and mixed perceptions among teachers regarding the effectiveness and inclusivity of the CBE approach in teaching Kiswahili. Additionally, the study identified significant shortcomings in the professional development opportunities provided to teachers, with many expressing dissatisfactions with the relevance and effectiveness of the training programs in supporting their implementation of Kiswahili under CBE. The study recommended that comprehensive interventions be implemented to address these challenges and ensure the practical instruction and successful implementation of the competency-based curriculum. The findings of the study will be helpful to policymakers on how to improve the teaching of Kiswahili and inform curriculum developers about the specific needs and challenges faced by teachers of Kiswahili in junior schools. It will also provide insights into areas where teachers might need additional training on professional development under CBE.