Assessment Of Integration Of Competency Based Education And Training Approach For Quality Education: A Case Of Technical And Vocational Education And Training Institutions In North Rift Region, Kenya

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.