School of Education

TVET-industry Collaboration Mechanisms Enhancing Employability Skills of Technical and Vocational Education and Training (TVET) Graduates: Evidence from Selected Institutions in Uganda

Sun, 01 Mar 2026 00:00:00 GMT

TVET-industry Collaboration Mechanisms Enhancing Employability Skills of Technical and Vocational Education and Training (TVET) Graduates: Evidence from Selected Institutions in Uganda Robert, Bagumisiriza; Simiyu, John; Wanyeki, Paul The purpose of this study was to explore the influence of TVET-Industry collaboration in curriculum development, industry participation in practical training, sharing of training resources and training opportunities on employability skills of TVET graduates. This study considered more factors that influence graduate employability skills in addition to curriculum development as has been studied by many scholars. This study utilized cross sectional survey data collected from 217 trainers & heads of department. The data was analyzed using correlation, stepwise OLS multiple regression to study the relationships among the study variables using the Stata 17.0 (Stata-Corp College Station, TX, USA) software. The study findings showed that curriculum development (β=0.619, p<0.05), industry involvement in practical training (β=0.169, p<0.05), sharing of training resources (β=1.107, p<0.05), and training opportunities for trainers (β=0.446, p<0.05),

Proposed Framework for Effective Collaboration between TVET Institutions and Industry for Enhancing Employability Skills: Evidence from Selected Institutions in Uganda

Wed, 01 Jan 2025 00:00:00 GMT

Proposed Framework for Effective Collaboration between TVET Institutions and Industry for Enhancing Employability Skills: Evidence from Selected Institutions in Uganda Robert, Bagumisiriza; Simiyu, John; Wanyeki, Paul Effective collaborations between TVET institutions and industry play a significant role in the acquisition of technical and soft skills by the learners and in sharing knowledge. This study focused on proposing a framework towards effective collaboration between TVET institutions and the industry to enhance the employability skills of the graduates. The study utilised qualitative responses from 217 trainers, including heads of academic departments, 11 principals of TVET institutions, and 18 industry experts, including operational managers, human resources, and staff. The qualitative data was analysed using thematic analysis supported by Dedoose software. The framework was developed using the Context Input Process Product (CIPP) model. The participants identified key collaborating areas, including: curriculum development, industrial training, training of staff, and sharing training resources. More so, the participants identified facilitating activities that supplement the core mechanisms identified, including seminars, workshops, and cocurricular activities. Nonetheless, the results established that this partnership experiences barriers such as poor communication, varying policies, values, cultures, resource gaps, financial constraints, and limited skills of some trainers. The framework emphasises clear stakeholder involvement, clear collaboration mechanisms and strategies, collaborative resource mobilisation, streamlined communication, reporting and feedback channels, and monitoring and evaluation of collaboration for effectiveness. This framework is a useful resource towards building strong and meaningful partnerships between the TVET institutions and the industry, which facilitates practical training to improve the skills of the trainees, thus meeting the skills requirements of the job market.

Challenges Faced by School Caregivers in Providing Care and Support to Learners Living with HIV/AIDS in Boarding Secondary Schools in Nandi County, Kenya

Fri, 01 May 2026 00:00:00 GMT

Challenges Faced by School Caregivers in Providing Care and Support to Learners Living with HIV/AIDS in Boarding Secondary Schools in Nandi County, Kenya Jepchirchir1, Emily; Kipkoech, Lydia; Limo, Alice This study explored the challenges faced by school caregivers in providing care and support to ALHIV in boarding secondary schools in Nandi County, Kenya. A qualitative descriptive research design was adopted. The target population comprised of principals (84) of boarding secondary schools in Nandi County. The study employed purposive sampling to select principals (25) from boarding secondary schools. Data were collected through semi-structured interviews and analyzed thematically. Findings revealed that caregivers face multiple challenges, including inadequate specialized training, persistent stigma and discrimination, limited psychological and health support services, financial constraints, and minimal parental involvement. These challenges interconnect, undermining the effectiveness of school-based support systems and affecting learners’ well-being and educational participation. The study concludes that addressing these challenges requires a holistic, multi-sectoral approach, including continuous caregiver training, strengthened institutional support, increased funding, enhanced parental engagement, and effective implementation of existing HIV/AIDS policies. The findings provide valuable insights for policymakers, educators, and healthcare providers in designing interventions that enhance the capacity of caregivers and promote inclusive, supportive school environments for learners living with HIV/AIDS.

School-Based Strategies for Early Identification of Learners Living with HIV/AIDS and Their Educational Participation in Boarding Secondary Schools in Nandi County, Kenya

Sun, 01 Mar 2026 00:00:00 GMT

School-Based Strategies for Early Identification of Learners Living with HIV/AIDS and Their Educational Participation in Boarding Secondary Schools in Nandi County, Kenya Jepchirchir, Emily; Limo, Alice; Kipkoech, Lydia Human Immunodeficiency Virus (HIV) continues to pose significant health and educational challenges, particularly for adolescents in boarding secondary schools. This study examined school-based strategies for early identification of learners living with HIV/AIDS (ALHIV) and their influence on educational participation in Nandi County, Kenya. A descriptive survey design was employed, targeting 362 school caregivers and principals from 25 purposively selected fully boarding secondary schools. Data were collected using structured questionnaires and analyzed through descriptive statistics, including frequencies, percentages, means, and standard deviations. Findings indicated that most caregivers were trained to identify vulnerable learners and provided individualized guidance and counselling during Form One admissions, facilitating learners’ participation. However, gaps were noted in peer mentorship, parent-caregiver interaction, dedicated personnel for HIV support, and opportunities for learners to share challenges, which limited early identification and support. The study concluded that willful disclosure of HIV status is essential for effective caregiver support, but inconsistent disclosure practices and fear of stigma hinder early intervention. It is recommended that schools establish clear, confidential protocols for disclosure, train caregivers in ethical handling of HIV-related information, and integrate early identification processes into routine school operations to enhance the health, well-being, and educational participation of ALHIV.

Effects of Athletic Sports Competitive Events on the Performance of Para Athletes in Kenya

Mon, 01 Sep 2025 00:00:00 GMT

Effects of Athletic Sports Competitive Events on the Performance of Para Athletes in Kenya Kiptembur, John K.; Ng’ang’a, Wambui; Otuya, Robert Competitive events are pivotal to the development and performance of para-athletes, spanning talent identification to elite performance. This study examined the effects of competitive event structures on the performance of Kenyan para-athletes, aiming to understand how competitive event approaches influence para-athlete outcomes. An exploratory case study was conducted involving twenty para-athletes selected from a larger population of sixty-six. In-depth interviews and observational data were collected, with validity and reliability ensured through a pilot study involving five para-athletes. Data analysis followed a Straussian grounded theory approach, involving open, axial, and selective coding to identify core categories and develop a theoretical framework. The study revealed a critical gap in competitive opportunities for Kenyan para-athletes, with participants reporting minimal exposure to such events. The research further demonstrated that the existing parasport governance framework significantly affects the nature and availability of competitive events. To enhance para-athlete performance, a strategic overhaul of the parasport structure and leadership is imperative. This includes fostering an environment conducive to increased competitive opportunities, aligning with the performance characteristics derived from the athlete brand image model: athletic expertise, competitive style, sportsmanship, and rivalry. The findings underscore the need for targeted interventions to bridge the gap in competitive opportunities and support the development of para-athletes. Future research should focus on developing a robust parasport system to optimize competitive event accessibility and para-athlete performance, ensuring that para-athletes can achieve their full potential. Additionally, the study highlights the importance of tailored training programs and support systems to address the unique challenges faced by para-athletes. By implementing these recommendations, stakeholders can create a more inclusive and competitive environment for para-athletes in Kenya and beyond.

Effect of Preparation of Professional Records in Teaching Oral Skills in Public Primary Schools in Ainabkoi Sub-County

Wed, 01 Apr 2026 00:00:00 GMT

Effect of Preparation of Professional Records in Teaching Oral Skills in Public Primary Schools in Ainabkoi Sub-County Karani, Gladys Gesare O.; Okar, Florence Mokeira; Chepkosgei, Seraphine Language is the art of expressing ideas through random signs and symbols, which serves as a communication tool. The majority of public elementary schools place less emphasis on teaching oral skills and more on teaching reading and writing because these two are examined in the Kenyan Education System. The purpose of this study was to determine the role of preparation in teaching oral skills in public primary schools in Ainabkoi Sub-County. The study used social development and interaction theory. The study adopted a descriptive research design and was done in selected primary schools in Ainabkoi sub-county. The target population of the study was 421 respondents from 99 primary schools in Ainabkoi Sub-County. The sample size of 205 respondents, 48 Head Teachers, and 157 Primary school teachers of English, Grades 4 to 6, was obtained using Yamane's formula. A pilot study was carried out in Moiben Sub-County to enable the validity and reliability of research instruments. Quantitative data were obtained and analyzed using descriptive statistics and inferential statistics. The study findings indicated there was a positive linear effect of the role of preparation of professional records in teaching oral skills (β1=.436, p=0.030). The study concluded that a well-prepared teacher who understands learning objectives, uses diverse methods, provides ample practice, and gives constructive feedback. The recommendations in the study emphasize the importance of investing in professional development programs for teachers in order to effectively teach oral skills. It is therefore necessary to invest in professional development to equip teachers with the necessary skills and knowledge to effectively teach oral skills.

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

Wed, 01 Jan 2025 00:00:00 GMT

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

Wed, 01 Jan 2025 00:00:00 GMT

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

Wed, 01 Apr 2026 00:00:00 GMT

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

Sun, 01 Mar 2026 00:00:00 GMT

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.