Department of Technology Education

ERROR PROPAGATION APPROACH IN ASSESSMENT OF BOILER EMISSIONS UNCERTAINITIES FOR TEA FACTORIES IN KENYA

2026-05-28T12:45:10Z

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

FUZZY LOGIC OPTIMIZATION OF MOISTURE CONTENT IN BOILER WOOD FUEL OF A TEA PROCESSING FACTORY IN KENYA.

2026-05-28T12:35:28Z

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.

Influence of Alignment of Interests on TVET–Industry Collaboration in Trans-Nzoia County, Kenya

2026-05-28T08:10:11Z

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.

Association Of Quality Leadership With Educational Outcomes In Technical And Vocational Education And Training Colleges In Uganda

2026-05-28T07:08:35Z

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.

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

2026-05-11T10:39:09Z

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.

Digital Literacy as a Predictor of Graduate Employability in the 4th Industrial Revolution: A Review of Higher Learning Institutions in Kenya

2026-05-05T10:29:59Z

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

2026-05-05T10:20:36Z

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.

Influence of Increased Trainees’ Enrolment on Collaboration Between Industries and TVET Institutions in Public TVET Institutions in Uasin Gishu County, Kenya

2026-04-13T10:49:45Z

Influence of Increased Trainees’ Enrolment on Collaboration Between Industries and TVET Institutions in Public TVET Institutions in Uasin Gishu County, Kenya Cheruiyot, Chepkurui Irine; Kyalo, Muthoka; Muyaka, Jafred Technical and Vocational Education and Training (TVET) institutions play a central role in producing a skilled workforce for Kenya’s growing economy. Recent government initiatives to expand access have led to increased enrolments in public TVET institutions, raising concerns about how this growth affects collaboration with industries that are vital for practical skill development. This study examined the influence of increased trainees’ enrolment on collaboration between industries and public TVET institutions in Uasin Gishu County, Kenya. A descriptive research design guided the study, targeting 17,800 trainees, 750 trainers, and 4 principals across four institutions. Using stratified and simple random sampling, the study engaged 1,780 trainees, 75 trainers, and all four principals. Data were collected through questionnaires and interviews, then analyzed using both descriptive statistics and thematic analysis. Findings revealed that industrial attachment remains the most common form of collaboration, followed by workshops, seminars, and limited research partnerships. However, the effectiveness of these collaborations was rated low, with 65.9% of trainees and 67.2% of trainers indicating that current industry linkages were not effective. The main challenges included resource constraints, technological gaps, limited time for industry engagement, and inconsistent support for securing attachments. Principals further highlighted systemic barriers such as understaffing, inadequate funding, and logistical difficulties that undermine institutional capacity to sustain quality training amid rising enrolment. The study concludes that while industry attachments dominate collaboration efforts, they are insufficient to address the growing skill demands under increased enrolment. Strengthening partnerships through dual training models, co-designed curricula, shared training facilities, and structured mentorship is necessary to enhance training quality. The study recommends greater government support in aligning enrolments with institutional capacity, expanded industry participation in training, and investment in modern facilities to ensure TVET graduates are adequately prepared for the labour market.

Effects of Promoting Competency-Based Training on Building Solar Energy Skill Base among Electrical Engineering Trainees in Kakamega County, Kenya

2026-04-13T10:20:24Z

Effects of Promoting Competency-Based Training on Building Solar Energy Skill Base among Electrical Engineering Trainees in Kakamega County, Kenya Asembe, Patricia Usaji; Kiplagat, Hoseah; Kuto, Naomi Inadequate skilled labor in the renewable energy sector, particularly in solar energy, presents a significant challenge to sustainable renewable energy achievement in Kenya. Despite the growing demand for solar energy solutions, many electrical engineering trainees lack practical competencies to meet industry needs. The purpose of this study was to examine the effect of promoting Competency-Based Education and Training (CBET) on building solar energy skill base among electrical engineering trainees in Kakamega County. Anchored on the Human Capital Theory, the study adopted a descriptive research design targeting a population of 108 electrical engineering trainees, from which a sample size of 108 respondents was selected. Data was collected using structured questionnaires and interview schedules. Instrument validity was ensured through expert review, while reliability was tested using Cronbach’s alpha coefficient (α = 0.812), confirming internal consistency. Data were analyzed using both descriptive statistics and inferential methods, including Pearson correlation and regression analysis. Ethical considerations such as informed consent, confidentiality, and voluntary participation were strictly observed. Findings revealed that promoting CBET had a positive and statistically significant effect on building solar energy skill base (β = 0.270, t = 2.237, p < 0.05), with a moderate positive correlation (r = 0.464, p < 0.01). The study concluded that competency-based training enhances technical expertise, industry readiness, and employability of electrical engineering trainees. The study therefore recommended that training institutions integrate modular, practical, and industry-aligned CBET curricula, strengthen industry-academia collaboration, and expand solar energy infrastructure for training.

Influence of Partnering in Capacity Building of Trainers on Industrial Skills Development in Engineering Training in Public Technical and Vocational Education and Training Institutions in Nairobi County

2026-04-13T08:42:38Z

Influence of Partnering in Capacity Building of Trainers on Industrial Skills Development in Engineering Training in Public Technical and Vocational Education and Training Institutions in Nairobi County Koech, Kipngeno Albert; Kiplagat, Hoseah; Sitawa, Hellen Globally, Technical and Vocational Education and Training (TVET) systems face increasing pressure to address persistent skill gaps while adapting to rapidly changing labor market demands. Despite significant investments in TVET, many countries still face persistent skill mismatches, where graduates lack the technical and soft skills required by industry. This calls for partnerships in capacity building of trainers which is key in equipping learners with industry-relevant competencies. Despite this, there have been limited studies on the influence of partnering in capacity building of trainers on industrial skills development in engineering training in technical vocational education and training institutions in Nairobi County providing a gap for the current study. Thus the study focused on the influence of partnering in capacity building of trainers on industrial skills development in engineering training in technical vocational education and training institutions in Nairobi County. The study adopted a descriptive research design. The target population was 334 HoDs, course tutors and electrical engineering trainers. The study used Slovin’s formula to calculate the sample size which is 182. The respondents were selected using a multistage sampling process. Data was collected by use of a questionnaire which was piloted for testing reliability and validity. Data was analyzed by use of descriptive and inferential statistics using Statistical Package for Social Sciences (SPSS) version 26.0 package and presented using tables. From the findings, the coefficient of determination (R square) of 0.215 indicated that the model explained only 21.5% of the variation or change in industrial skills development in engineering training. The study findings indicate that partnering in capacity building of trainers significantly influence industrial skills development in engineering training in technical vocational education and training institutions. Therefore, TVET institutions should consider strengthening partnering in capacity building using a policy framework to enhance their potential industrial skills development in engineering training.