http://41.89.164.27:8080/xmlui/handle/123456789/10 2026-09-08T02:16:22Z http://41.89.164.27:8080/xmlui/handle/123456789/2798 TVET Institutions and Industry Partnerships: Academic Staff’s Perceptions of their Perceived Effect on Graduates’ Employability Skills Bagumisiriza, Robert; Simiyu, John; Wanyeki, Paul Graduate’s employability skills remain a vital aspect in the Technical Vocation Education and Training based on the employers’ requirements across industries. This study aimed at establishing the perceptions of the TVET academic staff to examine how TVET-industry influence the employability skills of graduates. Particularly, this study focuses on the views of academic staff about how TVET-industry collaboration in curriculum development, sharing of training resources, industry participation in practical training and trainer professional development opportunities influence the TVET graduates’ employability skills as the study’s key constructs. The study conducted in 2024 utilized a cross sectional study design using a structured questionnaire with 5-point Linkert scale items that was administered to a sample of 217 academic staff who indicated the extent to which they agree with the statements corresponding to each construct. The sample wascorrelation, and Structural Equation Model (SEM) using the STATA 17.0 ((Stata-Corp College Station, TX, USA) software to study the relationship among the study variables. The results grounded in the perceptions of the academic staff showed significant relationships curriculum development, sharing training resources, industry engagement in practical training, professional development and employability skills of the graduates. Additionally, the findings revealed perceived direct perceived effects from practical training on sharing of training resources, professional development opportunities for trainers, and employability. More so, the findings showed that sharing training resources and training opportunities are perceived to have direct perceived effects on graduates’ employability. This paper emphasizes, from the perspective of academic staff at TVET institutions, the necessity of reinforcing collaborative relationships between TVET institutions and industry partners recommending joint curriculum design and review committees, industry-based internship, promotion of continuous professional development and sharing resources. While relying on the academic staff’s perceptions, this paper provides a great contribution towards the knowledge pool of TVET-industry partnership determinants of the employability skills of TVET graduates. selected using purposive sampling technique. The perception-based data was coded and analyzed using correlation, and Structural Equation Model (SEM) using the STATA 17.0 ((Stata-Corp College Station, TX, USA) software to study the relationship among the study variables. The results grounded in the perceptions of the academic staff showed significant relationships curriculum development, sharing training resources, industry engagement in practical training, professional development and employability skills of the graduates. Additionally, the findings revealed perceived direct perceived effects from practical training on sharing of training resources, professional development opportunities for trainers, and employability. More so, the findings showed that sharing training resources and training opportunities are perceived to have direct perceived effects on graduates’ employability. This paper emphasizes, from the perspective of academic staff at TVET institutions, the necessity of reinforcing collaborative relationships between TVET institutions and industry partners recommending joint curriculum design and review committees, industry-based internship, promotion of continuous professional development and sharing resources. While relying on the academic staff’s perceptions, this paper provides a great contribution towards the knowledge pool of TVET-industry partnership determinants of the employability skills of TVET graduates. 2026-06-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2797 Proposed Framework for Effective Collaboration between TVET Institutions and Industry for Enhancing Employability Skills: Evidence from Selected Institutions in Uganda Bagumisiriza, Robert; 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. 2026-03-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2795 Effects Of Integrating ICT in Teaching Electrochemistry Concepts on Student’s Attitude and Mastery of Content Obuya, Jabes; Waswa, Peter; Mubichakani, Joseph The purpose of this study was to investigate effects of integrating Information and Communication Technology (ICT) in teaching concepts on student’s attitude and mastery of content. The contention of this article is that poor performance in high school chemistry leads to limited understanding of essential scientific principles, hampering students' readiness for advanced STEM courses, reducing future career opportunities in science-related fields, and contributing to overall low academic achievement in sciences. Electrochemistry as a topic is regarded as one of the most difficult chemistry topics in which both pre-service teachers and students had learning difficulties. The abstract nature of chemistry that makes it highly amenable to ICT integration. The difficult concepts can be animated and made to appear simple. The study found that integrating ICT in teaching significantly improved students' mastery of electrochemistry concepts and improved student’s attitude. This approach enhanced understanding and engagement, aligning with research emphasizing hands-on, interactive learning with technology. In conclusion the ministry of education through curriculum developers should enhancing ICT integration in science education by providing professional training to teachers and ensuring adequate ICT infrastructure for integrating ICT into curriculum. 2025-10-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2794 Teacher Digital Skills and Teaching of Mathematics Subject in Lower Primary Karakacha, Lilian; Cheruiyot, Betty; Andiema, Nelly In the current digital age, teacher competency in the use of digital technology is essential. Therefore, this paper aimed to examine teachers’ digital skills and teaching and learning of mathematics activities in lower primary schools in Kanduyi Sub-County. The study adopted a mixed-methods approach, guided by a descriptive survey research design. The target population comprised 92 public primary school head teachers and 631 Grade 1–3 teachers. Using Yamane’s formula, a sample of 23 head teachers and 235 teachers was drawn through simple random sampling. Data collection tools included structured questionnaires and interviews. Qualitative data were analysed thematically in line with the study objectives and presented narratively, while quantitative data were processed using descriptive and inferential statistics with the aid of the Statistical Package for Social Sciences (SPSS Version 24). Data were analysed using frequencies, percentages, means, standard deviations, and correlation analysis. The study found that the level of teacher digital literacy skills on the Teaching of Mathematics in lower primary was at an average level (mean=3.29). Most teachers had higher capabilities to share information on mathematics activities through various digital platforms. However, research findings showed that most teachers in Kanduyi Sub-County lower primary school classes had lower literacy skills in using spreadsheets (for example, Ms Excel). The result revealed that the capacity of teachers to conduct digital classes was at a moderate level in most schools. Correlation statistics showed the existence of an average degree of correlation between teachers' digital literacy skills and mathematics learning activities in lower primary school. The paper recommends that there is a need for school management to consider sponsoring teachers to undergo continuous professional development training on digital literacy skills to enable them to acquire the necessary skills on how to operate and use the devices in classroom learning. 2026-02-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2793 TVET-industry Collaboration Mechanisms Enhancing Employability Skills of Technical and Vocational Education and Training (TVET) Graduates: Evidence from Selected Institutions in Uganda Bagumisiriza, Robert; 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), have significant positive effects on the employability skills of the TVET graduates. These results implied that employability skills of graduates rely heavily on the nature of curriculum studied, transfer of practical skills by industry experts to the learners through industrial training, availability of training resources that facilitate learning as swell as level of knowledge possessed by the trainers. The findings suggested establishment of joint curriculum design and review committees, the promotion of continuous professional development and research activities, and the creation of dedicated liaison offices. This research provided a great contribution towards the knowledge pool of key determinants of the employability skills of TVET graduates as well as establishing the need to formalize, strengthen and coordinate collaborations between the TVET institutions and the industry. 2026-08-03T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2787 EFFECT OF USING PHOTOMICROGRAPHS AND REAL SPECIMENS ON BIOLOGY PERFORMANCE IN SECONDARY SCHOOL IN NANDI SOUTH SUB–COUNTY, KENYA JERONO, CAROLINE The study focused on examining the effect of teaching secondary school biology using photomicrographs and real specimens on Biology performance in secondary schools in Kenya. Constructivism Learning Theory and Cognitive Discovery Theory were the two theories that the study used. This was predicated on the assumption that students actively create meaning from experience, which enabled them to find new concepts to supplement prior knowledge The statement of the problem is that Biology one of the three sciences being taught in secondary schools in Kenya, has been performing poorly as shown by the Kenya National Examination Council KNEC, (2022) report. Despite a lot of interventions by the Ministry of Education to improve on Biology academic performance, the objective has never been achieved. The objectives of the study were as follows; to examine the effect of teaching Biology using photomicrographs and real specimen on students’ academic performance. Secondly was to evaluate the influence of students’ attitude towards the use of photomicrographs and real specimens on their Biology academic performance, and finally to evaluate how the use of science process skills of the experiment during handling of real specimens and photomicrographs affects Biology academic performance. The Quasi –experimental design was used in the study where a pre-test Standardized Biology evaluation test (SBET) was administered to all the study participants. Then a treatment offered and later a post-test Standardized Biology evaluation test (SBET) to both photomicrograph and real specimens groups corresponding to treatment given. The target population was 2980, where 298 form one Biology student and 18 teachers were used as the respondents. The population of interest were identified using stratified sampling and simple random sampling techniques. Standardized Biology Evaluation Test SBET, a questionnaire for teachers TQ and for students SQ and checklist instruments were used as data collection instruments to generate data. The researchers’ supervisors validated the instruments during piloting. The reliability coefficient of r=0.83 was obtained. The internal consistency of instruments was estimated by use of test-retest technique. For establishment of consistency of the questionnaire, Cronbach’s Alpha coefficient that estimates the reliability of the instrument was used which gave Cronbach’s coefficient alpha of 0.89 for students and 0.84 for teachers. The researcher then carried out the data analysis from the collected data using descriptive statistics that is use of frequencies mean standard deviation and percentages. Also, inferential statistics (t- test) were used being guided by SPSS and excel. The study found out that the students in the experimental group performed better than those in the control group, the students’ attitude were positive on the use of real specimen teaching approach and that also the students had minimal mastery of the science process skills. The study recommended that the Teachers Service Commission (TSC) provide the use of real specimens teaching approach in secondary schools in order to improve performance in KCSE Biology Examinations, the Ministry of education (MOE) to provide guidelines on teacher training institutions on provision of adequate training to aid science teachers have transferable science process skills in teaching and learning and finally the Kenya Institute of curriculum Development (KICD) to take corrective measures in provision of adequate resources to meet the demands required for the education of teachers. This would in turn enable the teachers to use their skills in teaching and evaluating learners leading to improved performance in Biology in secondary schools in Kenya. 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2783 School-Based Strategies for Early Identification of Learners Living with HIV/AIDS and Their Educational Participation in Boarding Secondary Schools in Nandi County, Kenya Jepchirchir1, 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. 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2782 CARE AND SUPPORT STRATEGIES FOR LEARNERS LIVING WITH HIV/AIDS AND THEIR PARTICIPATION IN EDUCATION IN BOARDING SECONDARY SCHOOLS, NANDI COUNTY, KENYA JEPCHIRCHIR, EMILY Supporting Adolescents Living with Human Immunodeficiency Virus is important in achieving the global target of reducing the impact of HIV and AIDS as a public health threat by 2030. This need integrated adolescent friendly services that handle stigma, improve adherence to medication through early disclosure and by providing holistic care to enable them thrive as global efforts to improve their health outcomes. Kenya bears a significant burden of adolescents affected by HIV and has consequently prioritized interventions aimed at reducing HIV-related mortality, as well as stigma and discrimination among this group. School caregivers play a role in mitigating the challenges of ALHIV in protecting, inclusion and securing their well-being. The main purpose of this study was to investigate school -based of care and support strategies for ALHIV/AIDS and how these enhances their participation in education in boarding secondary schools in Nandi County, Kenya. The study objectives were: to explore early identification strategies of HIV positive learners through willful disclosure; to investigate stigma handling strategies: to determine ways of supporting treatment adherence; to assess ways of empowering school caregivers and to find out their challenges faced by school caregivers supporting HIV positive learners to enable them support learners participate in their education. The study was guided by Health Belief Model (HBM), Ecological Systems Theory (EST) and Implementation Science. The study adopted a pragmatic paradigm and descriptive survey design. Data were collected using interviews with principals and questionnaires for caregivers. A total of 362 participants were purposively selected from a target population of 1,207 school caregivers. The distribution were 25 principals, 50 nurses/matrons or boarding masters, 50 guidance and counselling and 236 class teachers. Quantitative data was analysed using descriptive statistics, and qualitative data was analysed thematically to support the quantitative findings. Study findings revealed that majority of the respondents 231(77.8%) agreed that school care giver knows learners living with HIV/AIDS in their school and has helped them support them to participate in their learning. A significant percentage (50%) of school caregivers had learners who had disclosed their HIV status and enabled them to access support. The majority of schools have made significant progress in reducing stigma and discrimination against learners living with HIV, and this has improved their educational participation. The study findings revealed that 64.7% of caregivers indicated that disclosed learners received reminders for clinic appointments, and most had developed personal responsibility in medication adherence. The study concludes that school-based care and support are vital for their participation in education and general well-being of learners living with HIV/AIDS. The study recommends continuous training and sensitization of school caregivers, alongside the strengthening of school-based care networks through linkages with health providers, peer support, and parental involvement. Schools should also promote inclusive, stigma-free environments to enhance educational participation and well-being among learners living with HIV/AIDS. 2026-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2768 ENERGY MANAGEMENT PLAN OF AN OPTIMIZED WOOD-FIRED BOILER IN A TEA PROCESSING FACTORY IN KERICHO, KENYA KAMUNGE, IMOSES Energy resources are generally constrained and costly, resulting in a gap between the rising demand for energy and the available supply. Tea factories are no exception, as many rely on boiler as a source of energy for their operations. The high cost of fuel has led these factories to adopt challenging solutions, such as using wood as a combustion source for boilers. Given that wood is an expensive source of fuel, implementing effective energy management strategies is crucial to ensuring sustainable productivity. This research aimed to optimize boiler energy usage and develop an energy management plan (EMP) to enhance boiler efficiency and minimize gas emissions. The study was grounded in three theories: the Theory of Moisture Sorption, the Phlogiston Theory, and the Lavoisier Theory. The researcher applied the research onion framework, focusing on factors such as air- fuel ratio, the boiler’s surface heat loss, the fuel&#39;s moisture content, and boiler flue gas losses. A fuzzy logic controller was designed to optimize the combustion process of the boiler. Simulations revealed that the fuzzy logic controller significantly improved the AF ratio, boosting efficiency from 78% to 81% during combustion. The optimized parameters enabled the creation of an energy management plan (EMP), which was validated using a continuous-time dynamic model. Validation results indicated an initial linear temperature increase, suggesting enhanced heat transfer and accelerated heat absorption by water. Near the boiling point of water (373.15 K or 100°C under standard atmospheric pressure), the graph plateaued, as additional heat contributed primarily to the phase change from water to steam. Applying the developed EMP in industrial settings would improve boiler combustion efficiency, enhance productivity, and reduce emissions, thereby mitigating environmental pollution. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2767 EFFECT OF DETERMINANTS OF QUALITY ASSURANCE IMPLEMENTATION ON INSTRUCTIONAL MANAGEMENT IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS IN NORTH RIFT REGION, KENYA KALULU, FRANCIS The objective of quality assurance in Technical and Vocational Education and Training (TVET) institutions is ensuring their training services effectively meet the demands of trainees, industry and society. Thus, TVET institutions have embarked on quality mission as an effort to uncover the best approaches for embedding quality assurance in their instructional management. In this regard, the study was designed to assess the effect of determinants of quality assurance implementation on instructionalmanagement in TVET institutions in North Rift Region, Kenya. The specific objectives of the study were to: determine the effect of technology on instructional management, assess the effect of trainer’s commitment on instructional management, analyze the effect of leadership on instructional management and find out the effect of resources on instructional management in TVET institutions in North Rift Region, Kenya. The study was anchored on the Deming&#39;s theory of quality management, cognitive learning theory and the systems theory. The study employed mixed method research design ingrained with positivist and interpretivist philosophy. The target population comprised of 470 trainers of mechanical engineering departments, electrical engineering departments, building departments, management representatives from ISO 9001: 2015 accredited TVET institutions in the North-Rift region. Multistage sampling technique was used to select the respondents. Krejcie and Morgan (1970) table was used to calculate the sample size of 214 respondents which was proportionally allocated to the TVET institutions using Neyman’s Allocation formula. The primary data was collected using closed-ended questionnaires and semi- structured interview schedule. Data was analyzed quantitatively using descriptive statistics (frequencies, percentages, means, standard deviation) and inferential statistics (Regression, Correlation and ANOVA) while qualitative data was analyzed thematically. The hypotheses were tested using multiple regression model using SPSS version 25. From the findings coefficient of determination (R square) of 0.784 indicated that the model explained only 78.4 % of the variation or change in instructional management of TVET institutions. Technology (t =2.212, P&lt;.05), trainer’s commitment (t =3.3012, P&lt;.05), leadership (t =2.227, P&lt;.05) and resources is (t =6.254, P&lt;.05). The study findings indicated that technology, trainers’ commitment, leadership and resources significantly affect instructional management of TVET institutions in North Rift Region, Kenya. Therefore, TVET institutions should consider strengthening and bundling technology, trainers’ commitment, leadership and resources using a policy framework to enhance their synergy in implementation of quality assurance. This will enhance positive and significant outcomes in terms of instructional management in engineering courses in public TVET institutions for the realization of sustainable development goals. 2025-01-01T00:00:00Z