Abstract:
Globally, there have been concerns about the quality of training from both providers and
industry due to the changing nature of working place and technological advancement.
Baseline surveys from different countries have found out that there is a weak connectivity
between theory and practice in the labour market, which is attributed to the lack of
industry involvement in TVET academic programmes. Due to the inability of TVET
institutions in North Rift Region, Kenya to produce workforce with hands-on skills, there
was need for research on training approaches on integration of competency-based
education. The goal of this study was to assess how far CBET has been integrated as a
new strategy for quality training in TVET institutions in order to achieve Kenya Vision
2030. The study's objectives were to determine the impact of staff capacity building on
effective CBET integration, assess the extent of CBET approach application in classroom
instruction, determine the extent to which workplace experience learning has been
integrated in TVET institutions, and determine the constraints encountered in integrating
CBET approach in TVET institutions. The Diffusion of Innovation Theory and System
Theory were used in the study. The descriptive survey research design was used in this
study. The study targeted six principals, six industrial liaison officers, ten thousand
trainers, eighteen industry supervisors, and two thousand trainees.. The study findings
revealed that there was a significant positive correlation between staff capacity building (r
= .612, p < 0.001), application of classroom instruction (r = .476, p < 0.001), workplace
experience (r = .638, p < 0.001) and quality education in TVET institutions. The study
findings revealed that there was positive linear effect of staff capacity building (β1=.155,
p=0.027), classroom instructions (β2=.230, p=0.002), workplace experience (β3=. 273,
p=0.000) and constraints experienced (β4=. 295, p=0.000) on quality education. The study
concluded that CDACC had lagged behind in terms of capacity building. Appraisal that
was very essential in regards to capacity building was not effectively done thus making it
difficult to identify the inherent gaps in the CBET approach. There were inadequate
workshops thus hampering trainees from regularly participating in practical aspects of
CBET instruction. Lower academic requirements set for recruitment into the TVET
programs was creating a negative attitude and perception that CBET was for low
achievers. The study recommended that a more holistic, humanistic and client-based
approach that encompasses current market trends should be put into focus as trainers
carry out classroom and practical aspects of TVET. Trainers need to understand the
market trends. Course titles such as food and beverages will need to be relooked into
because they are being overtaken by the current market trends.
