Institutional Factors Influencing the Delivery of Competency Based Education and Training. A Case Study of Selected National Polytechnics.

Abstract

Kenya’s education and training system is undergoing reforms to address the mismatch between the skills of graduates and the needs of the labor market. The government introduced Competency Based Education and Training (CBET) in TVET, emphasizing hands on skills, industry relevance, and learner centered instruction. CBET delivery in national polytechnics faces numerous challenges, including a shortage of qualified trainers, inadequate infrastructure, limited resources, and ineffective assessments. While TVET reforms have been studied broadly, few focus on practical solutions to CBET challenges in national polytechnics. This study examined trainer formal qualifications, infrastructure adequacy and availability, and assessment practices. Specific objectives are: Examine the formal qualifications required for CBET trainers in National Polytechnics, Assess the availability and adequacy of infrastructure for the delivery of CBET in National Polytechnics, Explore the assessment methods used by CBET trainers to evaluate trainee competence in National Polytechnics and identify practical solutions for unqualified trainers, inadequate and unavailable infrastructure and weak assessment methods. The study was anchored by Constructivist Learning Theory and System Theory in Education. The study used a descriptive research design and an exploratory research design. Cross sectional data analysis was employed. Given the lack of data, the study used primary data for analysis. The study utilized data from 240 respondents from seven selected National Polytechnics. Analysis of descriptive statistics and non-parametric tests was used to evaluate the important characteristics and relationship between the study variables. The study findings show that over and above theoretical assessments, initiatives that target pedagogical training, practical applications and industrial experience are critical in CBET training. Additionally, the findings show that infrastructure is a big challenge, and the availability and adequacy of infrastructure tend to have better overall infrastructure and provide both trainers and students with an effective, holistic CBET learning experience. Following the study findings, it was recommended that the State Department for TVET, working with KNQA, TVETA, Kenya School of TVET and CDACC, develop a clear policy framework that elevates the minimum qualifications for TVET trainers to include competencies in practical, pedagogical training, and industrial exposure. In addition, conduct a feasibility study to identify the infrastructural needs of all national polytechnics, and come up with a clear road map on budgetary allocation and financing of adequate facilities in National Polytechnics.