Competency Based Education Training in Selected Public Vocational Training Institutions in Nairobi County: An Empirical Assessment

Abstract

Competency-Based Education and Training (CBET) has gained significant attention in vocational training as an approach aimed at equipping students with practical, industry-relevant skills. This study is rooted in three complementary theories. The Competency Theory emphasizes the mastery of specific competencies rather than traditional time-based learning structures. Secondly, the Experiential Learning Theory underscores the value of hands-on training and real-world application, while Constructivism highlights the active role of learners in constructing knowledge through experience. Despite the potential of CBET to enhance employability, its implementation in public vocational training institutions faces numerous challenges, necessitating a comprehensive empirical assessment. This study employed a descriptive research design to evaluate the effectiveness of CBET in enhancing student competencies, identify challenges hindering its successful implementation, and propose mitigation strategies. Guided by a pragmatic philosophical approach, the research integrated both quantitative and qualitative methodologies (mixed-method design) to ensure a well-rounded investigation. Survey questionnaires and focused group discussion (FGDs). For data analysis, quantitative responses were analyzed using Statistical Package for the Social Sciences (SPSS) to generate statistical insights and trends, while qualitative data were processed using NVIVO to identify thematic patterns and deeper contextual meanings. The findings revealed that the implementation of Competency-Based Education and Training (CBET) in public vocational training institutions in Nairobi County had to a greater extent improved students’ skills and competencies, with 75.27% rating it effective or very effective and 59.89% observing improved competencies. Additionally, 80.21% of the respondents felt that CBET adequately prepared students for employment, with 45.05% indicating they were very prepared. Hands-on training (50%) and competency-based assessments (30.22%) were identified as the most beneficial aspects. However, challenges such as lack of trained instructors (43.96%), insufficient funding (39.86%), inadequate learning materials (35.74%) and limited industry collaboration (30.22%) were reported. The study also highlighted infrastructural gaps, with only 12.34% rating equipment and facilities as excellent and 39.86% indicating inadequate stakeholder support. This study concludes that even though CBET has shown promising results in enhancing vocational skills and employability, its full potential cannot be realized without addressing key challenges such as resource limitations, instructor training, and industry collaboration. In light of the findings, the study recommends that vocational training institutions should invest in enhanced instructor training, strengthen industry partnerships, and secure more funding to improve the implementation and effectiveness of CBET programs.