http://41.89.164.27:8080/xmlui/handle/123456789/418 2026-09-08T04:13:37Z 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/123456789/2793 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/123456789/2703 ERROR PROPAGATION APPROACH IN ASSESSMENT OF BOILER EMISSIONS UNCERTAINITIES FOR TEA FACTORIES IN KENYA Kamunge, Moses; Okemwa, Peter; Nangendo, Isaac Many tea factories in Kenya still heavily rely on fuelwood for energy, leading to the release of carbon dioxide (CO2) and other pollutants, impacting the environment, and contributing to climate change. This study focuses on understanding how errors in boiler emission measurement tools, specifically flow meters, flue gas analyzers, and temperature sensors, propagate and affect the accuracy of emissions data, potentially complicating regulatory efforts and environmental assessments. In a bid to address the aforementioned issue, measurement data of the boilers under study were collected over six distinct periods from selected tea factories in Kenya, which captured a wide range of operational conditions. With the application of novel standard error propagation techniques, the uncertainties associated with each instrument in the measurements were considered. Results in this research revealed that significant variations in gas emissions readings, primarily due to errors from the instruments and general environmental fluctuations, such as temperature and humidity This paper centered on emissions of carbon dioxide, nitrogen oxides sulphur oxides and particulate matter and further explicated the effect of error propagation, showing how minor variations in sensor accuracy resulted in substantial change in under or overestimation of emissions levels. Findings in this study underscore the need for constant protocols in calibrations and the application of real-time correction methods within the equipment of boiler emissions monitoring. The analysis in this research showed that the current measurement systems might not adequately support compliance with the environmental regulations, which thereby threatens human life. Finally, concludes that the establishment of more robust methods of calibration practices in Kenya tea factories, the adoption of advanced monitoring equipment and technologies, and the adoption of real-time processes in data analysis work well to improve and mitigate errors emanating from measurement instruments. These recommendations aim to improve measurement accuracy, resulting in sustainable environmental practices in Kenya's tea industry and, by extension, contributing to climate mitigation 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2702 FUZZY LOGIC OPTIMIZATION OF MOISTURE CONTENT IN BOILER WOOD FUEL OF A TEA PROCESSING FACTORY IN KENYA. Kamunge, Moses; Okemwa, Peter; Nangendo, Isaack This research investigates the use of fuzzy logic to optimize the moisture content of wood fuel used for boilers in Kenya's tea processing factories. Moisture levels are crucial as they influence combustion efficiency, energy production, and emissions levels. Integration of a fuzzy logic control system into the wood-fired boiler significantly reduced the moisture content from an initial 23% to a more optimal 18%, as determined by simulation outcomes. This 5% reduction in moisture content was accomplished through the dynamic adjustment of various boiler operating parameters, in this case, fuel feed rate, combustion airflow, and steam pressure, integrating a fuzzy logic algorithm that drew insights from both expert and real-time sensory data. The simulated operation of the fuzzy logic control system showed an enhancement in boiler efficiency of up to 81%, a decrease in emissions of up to 178g/kWh, and an overall improvement in system reliability, thereby demonstrating the efficacy of integrating fuzzy logic in wood-fired boiler for enhancing performance and addressing moisture-related challenges. 2025-03-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2693 Influence of Alignment of Interests on TVET–Industry Collaboration in Trans-Nzoia County, Kenya Chepkwony, Ezekiel; Wanami, Simon; Okari, Florence Collaboration between Technical and Vocational Education and Training (TVET) institutions and industryiscritical for aligning skills development with labor market needs. However, misalignment of interests betweenthesestakeholders undermines the ef ectiveness of partnerships, leading to skill gaps and reduced employability of graduates. Thisstudy sought to examine the influence of alignment of interests on TVET–industry collaboration in Trans-Nzoia County. Thestudy was anchored on Institutional Theory by Meyer and Rowan (1977). The study adopted a descriptive survey researchdesign. The target population comprised 33 TVET institutions, 5 principals, 333 trainers, and 28 industry representatives. Using stratified and proportionate sampling guided by Krejcie and Morgan’s formula, a sample of 178 respondentswasdrawn. Data were collected using structured questionnaires and interview schedules. Validity was ensured throughexpert review, while reliability was confirmed using Cronbach’s alpha coef icients above the acceptable thresholdof 0.70. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data underwent thematicanalysis. The findings revealed that limited stakeholder consultations, dif ering operational priorities, and inadequatefeedback mechanisms significantly hindered collaboration. The study concluded that sustained engagement, joint planning, and transparent communication are essential for harmonizing interests. Recommendations include establishingjoint curriculum review committees, developing formal collaboration frameworks, conducting regular stakeholder forums, andenhancing information-sharing systems. These measures, if implemented, can strengthen TVET–industry linkages andimprove graduate readiness for the job market. 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2691 Association Of Quality Leadership With Educational Outcomes In Technical And Vocational Education And Training Colleges In Uganda Muhwezi, Loy; Ferej, Ahmed; Kiplagat, Hoseah The aim of quality assurance practices in educational institutions is to enhance the outcomes of any education system. This study focused on assessing the association of quality leadership with educational outcomes in public TVET colleges in Uganda. A cross sectional survey design and stratified random sampling with a lottery approach were used. A closed-ended questionnaire was used to collect data from 102 trainers, and was analysed using SPSS version 25 to generate both zero-order correlations and regression results. The findings show that quality leadership is important (Grand mean=3.7693, SD=.59219), and was reflected in the high awareness of the vision, mission, objectives and values of the college (mean=4.1528, SD=.92933) by respondents. The correlation analysis revealed a significant positive association between leadership and educational outcomes (r=0.764, P<0.01). It also revealed a significant positive leadership influence on educational outcomes (Beta=0.764, P<0.01). Regression analysis revealed that quality leadership accounted for 57.8% of the variation in educational outcomes. The study concluded that effective leadership is vital for improving educational outcomes in public TVET colleges in Uganda. The study recommends enhanced collaborative and participatory engagements with college stakeholders; adherence to established policies, strategies and regulations; establishing effective quality assurance mechanisms and frameworks such as periodical self-assessments, for continuous improvement and enhancement of quality outcomes. This study informs practical application of quality leadership to enhance educational outcomes in public TVET colleges in Uganda. 2025-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2630 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. 2026-04-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2629 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. 2026-03-01T00:00:00Z