School of Education

Competency-Based Assessment and Curriculum Delivery in Technical and Vocational Education and Training Institutions in Kajiado County, Kenya

2026-09-30T09:03:15Z

Competency-Based Assessment and Curriculum Delivery in Technical and Vocational Education and Training Institutions in Kajiado County, Kenya Wagwa, Ochieng Joshua; Wanami, Simon; Nangendo, Isaac Competency-based assessment (CBA) has become an important component of Technical and Vocational Education and Training (TVET), supporting the alignment of assessment with occupational competencies and intended learning outcomes. However, evidence on how CBA implementation translates into effective curriculum delivery remains limited, particularly in county-level TVET contexts. Kajiado County’s expanding TVET sector supports skills development in a rapidly changing local economy, while institutions respond to various learner needs and labour-market demands. This study therefore examined the influence of CBA on curriculum delivery in TVET institutions in Kajiado County, Kenya. Anchored in Constructivist Learning Theory, the study adopted a mixed-methods explanatory sequential design, drawing a sample of 100 participants from a target population of approximately 2,000 TVET stakeholders using purposive and stratified random sampling techniques. Data were collected from 20 academic administrators, 30 lecturers, 30 students (achievement tests and focus group discussions), and document analysis across five TVET institutions. Descriptive statistics (means, standard deviations), one-sample t-tests, and thematic analysis were employed. Administrators rated CBA integration positively (composite mean = 3.41; Q1 mean = 3.77, t(19) = 4.678, p < .001), with curriculum alignment emerging as the dominant integration strategy (40.0%). However, monitoring and evaluation mechanisms were rated neutral and not significantly different from the midpoint (mean = 2.93, t(19) = −0.360, p = .722). Focus group participants perceived curriculum alignment as only partial (43.3%), and document analysis revealed moderate compliance for curriculum guides (0.73) and assessment rubrics (0.60). The study concludes that while CBA has been meaningfully embedded through curriculum alignment and staff training, weak monitoring systems and inconsistent rubric application constrain its influence on curriculum delivery. Strengthening monitoring frameworks, instructor professional development, and rubric standardization is recommended.

Influence of Road Types on Lifespan of Public Service Vehicle Coil Springs in Homa Bay County, Kenya

2026-09-30T08:38:07Z

Influence of Road Types on Lifespan of Public Service Vehicle Coil Springs in Homa Bay County, Kenya Sewe, Shadrack Onung’a; Okemwa, Peter; Mubichakani, Joseph Public Service Vehicles (PSVs) in Homa Bay County rely heavily on helical coil springs to absorb dynamic shock loads, yet the county's heterogeneous road network ranging from paved bitumen highways to unpaved earth and murram tracks accelerates mechanical fatigue, causing premature spring sagging, cracking, and fracture, with attendant safety and financial costs for operators. This study sought to establish the influence of road types on the operational lifespan of coil springs in PSVs within Homa Bay County. The study was anchored on mechanical fatigue (stress-cycle) theory, which explains component failure as a function of repeated dynamic loading. A mixed-methods descriptive cross-sectional design was adopted, combining quantitative and qualitative approaches. The target population comprised PSV drivers/operators, SACCO fleet managers, and automotive mechanics operating within Homa Bay County's major routes, from which a sample of 133 respondents (100 drivers/operators, 18 fleet managers, and 15 mechanics) was drawn through stratified random and purposive sampling. Data were collected using questionnaires, interview guides, and observation checklists, whose validity was established through expert review and pilot testing, and reliability through Cronbach's Alpha and data triangulation. Data were analyzed using descriptive statistics, Chi-Square tests, One-Way ANOVA, and thematic analysis. Findings revealed a marked lifespan reduction correlating with declining road surface quality: vehicles on bitumen roads averaged 100,000– 120,000 km before spring replacement, compared to 35,000–50,000 km on gravel roads and 18,000–25,000 km on unpaved earth routes, with overloading further exacerbating failure rates. The study concluded that road surface type significantly influences coil spring lifespan and recommends targeted road infrastructure investment, stricter load-limit enforcement, and route-based preventive maintenance scheduling for PSV fleets.

Digital Infrastructure and Linguistic Repertoire Development among English Language Teacher Trainees: Evidence from a Ugandan University

2026-09-30T07:04:08Z

Digital Infrastructure and Linguistic Repertoire Development among English Language Teacher Trainees: Evidence from a Ugandan University Dumba, Simon; Okemwa, Peter; Okari, Florence Mokeira This study explored the impact of digital infrastructure on the linguistic repertoires of English language teacher trainees at Kyambogo University in Uganda. While significant research has been conducted on digital access and connectivity in higher education within the Global South, the specific relationship between infrastructure and language development has not been adequately theorized or empirically investigated. The research incorporated data from a survey of 150 teacher trainees and semi-structured interviews with 10 English language teaching lecturers, employing a convergent mixed-methods design. The quantitative analysis revealed that access to computer laboratories was a significant predictor of linguistic repertoire development (β = 0.357, p < 0.001), while internet accessibility alone did not show a significant effect (β = 0.037, p = 0.578). The regression model accounted for 64.3% of the variance in linguistic repertoires (R2 = 0.643, adjusted R2 = 0.634). Qualitative data provided insight into these statistical results, indicating that structured, supervised, and shared access in laboratory environments offered greater contributions to language development than mere internet connectivity. Lecturers characterized laboratories as conducive environments for instructor oversight, equitable access, distraction management, and observable translanguaging practices, advantages unattainable through individual connectivity. These results challenge the assumption that connectivity is the primary concern in digital education infrastructure. This study enhances sociocultural theories, communities of practice, and translanguaging frameworks by illustrating that infrastructure bolsters linguistic repertoires when it is organized, equitable, and pedagogically managed. The findings suggest important implications for teacher education in multilingual African contexts, advocating for investments in structured access points that may provide greater benefits for language development compared to connectivity alone.

Digital Interactions and Linguistic Repertoires: Evidence from English Language Teacher Trainees at Kyambogo University, Uganda

2026-09-29T11:39:58Z

Digital Interactions and Linguistic Repertoires: Evidence from English Language Teacher Trainees at Kyambogo University, Uganda Dumba, Simon; Okemwa, Peter; Okari, Florence Mokeira The purpose of this article was to investigate digital interactions and linguistic repertoires among teacher trainees at Kyambogo University in Uganda. It examines how three digital interactions trainee-trainee, trainee-lecturer, and trainee-content influence the linguistic repertoires of English language teacher trainees. The contention of the article is that digital platforms have become routine components of teacher education in multilingual contexts, yet the linguistic consequences of this integration remain empirically under studied. Drawing on a convergent mixed-methods study of 150 teacher trainees and 10 ELT lecturers, the study found that trainee-content interaction was the strongest predictor of linguistic repertoire development (β = 0.348, p < 0.001), followed by trainee-trainee interaction (β = 0.206, p = 0.026). Trainee-lecturer interaction showed no significant direct effect (β = 0.069, p = 0.393), suggesting its influence works indirectly through task design and feedback quality. Qualitative findings showed that digital platforms implicitly favour English while marginalising local languages, pushing trainees into translanguaging practices that remain institutionally unrecognised. The article concludes that digital interactions create unequal sociolinguistic environments,

Digital Delivery Tools and Linguistic Repertoires: Which Platforms Matter for English Teacher Trainees in Uganda?

2026-09-29T09:35:15Z

Digital Delivery Tools and Linguistic Repertoires: Which Platforms Matter for English Teacher Trainees in Uganda? Dumba, Simon; Okari, Florence Mokeira; Okemwa, Peter Digital delivery tools are central to English language teacher education in multilingual contexts, yet evidence on which specific tools influence trainees' linguistic repertoires remain scarce. This study investigated how digital delivery tools collaboration tools, learning management systems (LMS), virtual classrooms, video platforms, and work-showcase tools influence the linguistic repertoires of English language teacher trainees. A convergent mixed-methods design was employed, involving 150 teacher trainees (questionnaire) and 10 ELT lecturers (semi-structured interviews) at Kyambogo University, Uganda. Quantitative data were analysed using descriptive statistics, correlation, and multiple linear regression; qualitative data were analysed thematically. Regression analysis revealed that LMS (β = 0.346, p = 0.001) and collaboration tools (β = 0.257, p = 0.023) significantly predicted linguistic repertoire development, explaining 32.4% of the variance. Virtual classrooms (β = 0.157, p = 0.090), video platforms (β = -0.100, p = 0.250), and work-showcase tools (β = -0.050, p = 0.626) did not reach statistical significance. Qualitative findings showed that while video platforms were perceived as useful for listening comprehension, passive consumption did not drive repertoire development without structured tasks. Digital delivery tools influence linguistic repertoires unevenly. Tools that support sustained interaction, repeated language production, and peer feedback exert stronger effects than tools enabling passive consumption. Teacher education programmes should prioritise pedagogical integration of LMS and collaboration tools over mere provision of access.

Digital Delivery Tools and Linguistic Repertoires: Which Platforms Matter for English Teacher Trainees in Uganda?

2026-09-23T13:46:05Z

The Impact of Light Emitting Diode (LED) Lighting Use on Electricity Consumption in Nyeri County, Kenya

2026-09-23T13:20:02Z

The Impact of Light Emitting Diode (LED) Lighting Use on Electricity Consumption in Nyeri County, Kenya Mawira, Nyaga; Nangendo, Isaac; Okemwa, Joshua Despite the global and national shift toward energy-efficient lighting, electricity consumption in Kenya remains constrained by persistent supply interruptions, rising tariffs, and incomplete household transition from conventional incandescent and fluorescent bulbs to LED technology. Further, there is inadequate empirical evidence documenting the actual impact of LED adoption on local electricity consumption patterns. This study sought to examine the impact of LED lighting use on electricity consumption among households in Nyeri County, Kenya. The study was anchored on the Energy Efficiency Theory and adopted a pragmatist research paradigm using a mixed-methods research design. The target population comprised approximately 175,000 households across Nyeri County, from which a sample size of 384 households was determined using the Yamane formula and selected through stratified random sampling; 315 questionnaires were successfully completed, yielding an 82.0% response rate. Data were collected using structured questionnaires and key informant interview guides. Quantitative data were analyzed using descriptive and inferential statistics via SPSS, while qualitative data were analyzed thematically. Ethical clearance was obtained from NACOSTI, with informed consent, confidentiality, and voluntary participation upheld throughout. Findings revealed that 62.2% of households primarily used LED bulbs, with greater bulb ownership and longer duration of use associated with lower reported electricity consumption. The study concluded that LED lighting adoption significantly and positively influences household electricity consumption reduction in Nyeri County, though adoption remains incomplete. It recommends intensified awareness campaigns, cost-reduction incentives, quality standards enforcement, and integration of LED promotion into rural electrification programmes.

Evaluating the Compliance Levels of Electrical Safety Rules and Guidelines in Selected Technical and Vocational Education and Training Institutions in Nyeri County, Kenya

2026-09-23T09:48:26Z

Evaluating the Compliance Levels of Electrical Safety Rules and Guidelines in Selected Technical and Vocational Education and Training Institutions in Nyeri County, Kenya Ndirangu, Benson Mungai; Wanami, Simon; Nangendo, Isaac Electrical safety is critical in TVET institutions due to frequent handling of live circuits, machinery, and electrical tools. This study evaluated electrical safety compliance in selected TVET institutions in Nyeri County, Kenya. Using a descriptive survey design, quantitative data were gathered via questionnaires from 290 respondents (234 trainees, 56 trainers) and analyzed using descriptive and inferential statistics. Qualitative data from six administrator interviews and six observation checklists were analyzed thematically. The results demonstrated moderate overall compliance (M = 3.11, SD = 0.91). Specifically, guideline adequacy recorded a mean of 3.12 (SD = 0.96), compliance with safety rules 3.09 (SD = 0.95), safety equipment 3.14 (SD = 0.95), and safety training 3.11 (SD = 0.94). A significant association was found between safety training and compliance levels, χ2(4, N = 290) = 232.81, p < .001 (Cramer’s V = .634). Multiple regression revealed that guideline adequacy, safety equipment, and safety training jointly explained 84.7% of compliance variance, F(3, 286) = 527.885, p < .001. Safety equipment was the strongest predictor (β = .370), followed by safety training (β = .305) and guideline adequacy (β = .289). Qualitative and observation findings revealed outdated or generic guidelines, weak routine inspection, equipment serviceability gaps, irregular practical safety training, supervision challenges and budgetary constraints. The study concludes that compliance is moderate and requires an integrated institutional approach combining accessible workshop-specific guidelines, functional safety equipment, continuous practical training, routine inspection and stronger supervision. Keywords: Electrical safety rules, Safety compliance, TVET institutions, Electrical safety training, Safety equipment.

The Mediating Role of Industry Partnerships in the Relationship between Practical Skills Outreach and TVET Teaching Quality in Uganda

2026-09-23T09:03:10Z

The Mediating Role of Industry Partnerships in the Relationship between Practical Skills Outreach and TVET Teaching Quality in Uganda Tiondi, Charles; Wamalwa, Chrispinus; Dimo, Herbert Introduction: Today, acquiring skills through TVET is not enough; there is a need to identify the market within communities, with the aim of delivering multiple benefits for trainees, trainers, industry, and TVET institutions. This study explores the mediating role of industry partnerships in the relationship between practical skills outreach and TVET teaching quality in Uganda. Methods: The study used a cross-sectional observational design. The study sites were Nyamitanga VTI and Rwentanga Farm Institute in Western Uganda, as well as Sesse Farm Institute in Central Uganda. A quantitative approach was used, with a structured questionnaire administered and later digitized in the Kobo Collect toolbox. The analyses were done in JASP version 0.98.1. Descriptive statistics and mediation analysis were conducted. Results: Results from the mediation analysis show that industry partnerships strongly mediate the relationship between practical skills outreach and quality teaching in TVET. Therefore, without proper industry exposure, collaborations, innovations, and strong teamwork, the practical skills outreach may not impact the quality of teaching effectively. Conclusion: Outreach programmes create a mutual win-win situation among the three players: trainees, industry, and TVET institutions. TVET institutions must introduce outreach programmes in their curriculum to enhance their teaching effectiveness through industry partnerships. These programmes enable the institution to gain reputation and prestige; trainees gain both field and institutional skills as well as create immediate employment, while the industries benefit through innovations.

Effectiveness of Outreach Programme Strategies in Practical Skills Development among TVET Trainees in Uganda

2026-09-23T08:14:22Z

Effectiveness of Outreach Programme Strategies in Practical Skills Development among TVET Trainees in Uganda Tiondi, Charles; Wamalwa, Chrispinus; Dimo, Herbert Background: Most Technical and Vocational Education and Training (TVET) institutions in Uganda lack awareness regarding the necessity of outreach programmes for their long-term sustenance. Consequently, these institutions miss critical opportunities to equip learners with practical skills, connect with local markets, and promote institutional reputation. Aim: This study explored the potential of outreach programme strategies to foster industry-aligned practical skills development in Uganda. Methods: Descriptive statistics, frequency tables and plots, and independent-samples t-tests (preceded by Brown-Forsythe tests of equality of variances) were used to examine practical- skills development (items PS1-PS5) across community, school-based, and ICT-related skills outreach programmes. Results: Descriptive statistics showed that skills gained through outreach programmes most strongly complemented institutional training, while frequency tables indicated high levels of agreement that outreach improved real-world application, hands-on experience, exposure to tools and work conditions, and problem-solving. Frequency density plots revealed that these effects varied by field of study, with agricultural trainees responding more to certain items, building and construction trainees to others, and fashion/design and automotive trainees to still others. The t-test confirmed that average practical skills development increased significantly after outreach strategies were introduced, particularly for school-based programmes supporting farmers. However, ICT-related outreach had insignificant improvement. Conclusions: Outreach programmes, when properly designed, scheduled, and made mandatory, significantly enhance practical skills development in TVET institutions by complementing classroom training and providing real-world exposure. Their effectiveness differs across fields of study, with the strongest overall gains linked to structured community and school-based interventions. However, ICT-focused outreach has so far shown little measurable impact on practical skills.