http://41.89.164.27:8080/xmlui/handle/123456789/418 Sat, 09 May 2026 20:09:03 GMT 2026-05-09T20:09:03Z 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higher learning institutions continue to produce graduates with insufficient digital skills due to weak infrastructure, outdated curricula, and limited industry integration, leading to a persistent mismatch between training outcomes and employer expectations.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. Wed, 01 Apr 2026 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2630 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. Sun, 01 Mar 2026 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2629 2026-03-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2579 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. Mon, 01 Sep 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2579 2025-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2578 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. Wed, 01 Jan 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2578 2025-01-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2577 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. Mon, 01 Sep 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2577 2025-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2568 Influence of Availability of Tools and Equipment on Practical Skill Acquisition in Technical Training Institutes in South Rift, Kenya Bett, Chebet Joyce; Kanyeki, Gacebi Francis; Kerre, Wanjala Bonaventure Technical and Vocational Education and Training (TVET) is key for preparing a skilled workforce by providing practical, hands-on competencies that meet labor market demands. The effectiveness of this training, particularly in Kenya's key sectors, relies heavily on the quality and availability of essential tools and equipment. However, many institutions face a persistent problem of inadequate and outdated equipment, which directly hinders skill acquisition and creates a mismatch between graduate abilities and industry needs. This study examined the influence of training tools and equipment on the acquisition of practical skills in Technical Training Institutes (TTIs) within Kenya’s South Rift region. The study was guided by the Functional Context Theory advanced by Thomas Sticht (1975). It applied an interpretivist paradigm and adopted an embedded mixed methods research design. The target population consisted of 1,240 respondents, including trainees, trainers, and administrators from selected technical institutes. A sample of 310 participants was drawn through stratified and simple random sampling to provide adequate representation. Data collection involved structured questionnaires administered to trainees and trainers, as well as interview guides with principals. Quantitative data were analyzed using descriptive statistics in SPSS version 29, while qualitative data were analyzed thematically. Findings of the study revealed significant disparities in the adequacy and modernity of training resources across institutions. While 50.9% of trainees and 58.5% of trainers reported inadequacy of tools, a substantial proportion (49.1% of trainees and 41.5% of trainers) expressed satisfaction, highlighting inconsistency across institutions. Regarding workshop adequacy, 68.1% of trainees affirmed their institutions were well-equipped, compared to evenly split trainer views, suggesting perceptual differences between trainees and instructors. On equipment modernity, 56.5% of trainees and 56.1% of trainers agreed that tools were up-to-date and relevant, though a significant minority highlighted reliance on outdated resources. Importantly, 72.0% of trainees and 86.6% of trainers strongly affirmed that the availability and quality of equipment directly influence skill acquisition, underscoring the consensus that tools are indispensable for bridging theory and practiceQualitative findings reinforced these results, with both trainers and trainees emphasizing that adequate tools enhance learning scope, improve demonstrations, and promote mastery of practical competencies. Principals further noted that strained resources, exacerbated by rising enrollments, hindered quality training delivery despite efforts to maintain facilities. The study concludes that while some progress has been achieved in equipping TTIs, gaps in adequacy, equity, and technological modernity persist, threatening consistent training quality. It recommends increased government funding, regular maintenance, strengthened industry partnerships, integration of tools in pedagogy, and robust monitoring frameworks to ensure equitable access to modern, industry-relevant training equipment. These measures are critical for producing competent, work-ready graduates capable of driving Kenya’s socio-economic transformation. Mon, 01 Sep 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2568 2025-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2566 Effect Of Modular Syllabus Implementation Strategies On Performance Of Technical Courses In Technical Vocational Education Training In Nairobi County, Kenya Kimemia, Joseph Irungu; Simiyu, John; Dimo, Herbert Quality education and training are essential for national progress, with Technical Education and Vocational Training institutions focusing on continuous improvement aligned with Sustainable Development Goals. However, rising unemployment and inadequate skills among Kenyan Technical Education and Vocational Training graduates, due to poor modular strategy implementation, threaten youth livelihoods. In this regard, the main objective of this study was to investigate the effect of modular syllabus implementation strategies on the performance of technical courses in Technical Vocational Education Training in Nairobi County, Kenya. The specific objectives of the study were to: determine the effect of modular partnership strategy, modular digitalization strategy and modular assessment strategy on the performance of technical courses in Technical Vocational Education Training in Nairobi County, Kenya. Based on Constructivism Theory, this study employed a descriptive survey method targeting 5,633 participants, including 5,204 engineering students, 418 engineering tutors, and 11 principals from 11 Technical Education and Vocational Training institutions in Nairobi County that implemented modular syllabi. The sample size included 359 individuals: 11 principals, 26 tutors, and 322 students. The data was analyzed using SPSS version 28.0, where quantitative data underwent descriptive and inferential statistical analysis, and results were presented in tables. Qualitative data was analyzed for themes and sub-themes, and findings were illustrated with quotations. The study found significant positive effects of modular partnership, digitalization, and assessment on the performance of technical courses in Technical Education and Vocational Training. Moreover, modular digitalization strategy had the greatest effect on the performance of technical courses in Technical Education and Vocational Training, followed by modular partnership strategy, and lastly modular assessment strategy. The results suggest that enhancing digital tools, building strong partnerships, and improving assessment methods significantly boost the performance of technical courses, with digitalization having the most substantial impact in practical settings. The study concludes that modular partnership, digitalization, and assessment strategies all significantly affect the performance of technical courses in Technical Education and Vocational Training in Nairobi County, Kenya, with modular digitalization having the strongest impact. Fri, 01 Aug 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2566 2025-08-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2563 nfluence of Monetary Remuneration on Workplace Performance among Technical and Vocational Education and Training (TVET) Graduates in Uganda Mineral Water Production Industry Mwebaza, Ivan; Simiyu, John; Mutheu, Paul-Mutei Virginia Skilled TVET graduates are essential to sustaining Uganda’s rapidly expanding industrial base. However, despite the surging demand for technical expertise, companies often fail to implement effective compensation strategies. The pay structures do not adequately value TVET skills or match job contribution, leading to widespread employee dissatisfaction and low motivation. Inconsistent compensation, poor performance reward systems and internal pay disparities are key factors driving down staff commitment and overall workplace efficiency. Therefore, this study sought to investigate the relationship between monetary remuneration and workplace performance to determine how financial incentives, salaries, and other forms of compensation influence the performance outcomes of TVET graduates in Uganda’s mineral water production sector. The study was guided by principles of Human Capital Theory and adopted positivist paradigm. Descriptive research design was employed targeting 90 TVET graduates working in three selected mineral water production firms. A stratified random sampling technique was used to sample 73 respondents. Data were collected through a structured, self-administered questionnaire comprising closed-ended questions rated on a five-point Likert scale. Validity was assessed using the Content Validity Index (CVI), while reliability was confirmed through a pilot test analyzed using Cronbach’s Alpha, where a coefficient of 0.7 or higher indicated acceptable internal consistency. Analysis utilized descriptive statistics, Pearson correlation, and simple linear regression via using the Statistical Package for the Social Sciences (SPSS version 20). Descriptive analysis showed moderate satisfaction with pay (xˉ= 3.2), with timely salary payments and recognition of qualifications receiving the highest ratings (xˉ= 3.8), while allowances and gratuity benefits were rated low (xˉ= 2.2). Workplace performance was rated high (xˉ= 4.15), particularly in skill utilization and minimizing resource waste (xˉ= 4.2). Correlation analysis indicated a strong positive relationship between monetary remuneration and workplace performance (r = 0.844, p < 0.001). Regression results further confirmed monetary remuneration as a strong predictor of performance (β = 0.844, p < 0.001), accounting for 70.6% of the variance in workplace performance. These findings demonstrate that timely and structured pay, salary differentiation by qualification and performance-linked incentives substantially enhance productivity among TVET graduates in the mineral water sector. It is recommended that company management prioritize the immediate review and standardization of auxiliary benefits (e.g., gratuity and allowances) to enhance employee morale, secure long-term talent retention, and close the identified satisfaction gap. Sat, 01 Nov 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2563 2025-11-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2562 Competence Based Training and Skill Acquisition of Automotive Students in Technical Training Institutes in the Eastern Region of Uganda Okung, Samson; Okemwa, Peter; Orawo, Doreen A. The aim of this study was to examine the effectiveness of Competence-Based Training (CBT) in enhancing skill acquisition among automotive students in technical training institutes in eastern Uganda. Specifically, it investigated the influence of instructional resources, infrastructure relevance, human resource capacity, and financial adequacy on students’ practical skill development. A mixed-methods research design was employed, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of the factors affecting CBT implementation and outcomes. The study was conducted in Technical Training Institutes located inEastern Uganda. Data collection and analysis spanned a defined period aligned with the academic calendar and institutional availability, though the exact duration was not specified. A total of three hundred forty-one (341) individuals participated, including 288 students, 40 instructors, and 13 administrators, selected through stratified sampling. Questionnaires, interviews, focus group discussions (FGDs), and document analysis were used for data collection. Quantitative data was analyzed using descriptive and inferential statistics with the aid of Mini-Tab 2022 software while qualitative data was thematically analyzed. Validity and reliability was ensured through pilot testing. On the influence of instructional resources towards CBT, results showed moderately effective (mean = 2.89, SD = 1.28); 75.7% of students used them weekly, but 80.9% faced access challenges. FGDs and interviews confirmed shortages (47% of students, 80% of instructors). For infrastructure, it was observed that; slightly adequate (mean = 3.24, SD = 1.24); 90.6% of students found it conducive, yet 80% of instructors cited outdated equipment, supported by maintenance logs (60%). It was also observed that of human resource capacity generally offer support to CBT with (mean = 3.56, SD = 1.10); 77.8% of students noting methodological alignment, but 70% of instructors reported staffing shortages, confirmed by training records. Finally, financial adequacy was found to be inadequate with mean = 2.84 and SD = 1.32 and 87.5% of students acknowledged its impact on practical training, while 38.5% of administrators lacked funding mechanisms, as revealed through interviews and budget reviews. The study identified critical gaps in instructional resources, infrastructure, staffing, and financial support that hinder effective skill acquisition under the CBT framework. These findings offer valuable insights for policymakers and educators aiming to strengthen technical education and vocational training in Uganda. Mon, 01 Sep 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2562 2025-09-01T00:00:00Z http://41.89.164.27:8080/xmlui/handle/123456789/2546 Association Of Quality Leadership With Educational Outcomes In Technical And Vocational Education And Training Colleges In Uganda Muhwezi, Loy, K. Abaine; 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. Mon, 01 Sep 2025 00:00:00 GMT http://41.89.164.27:8080/xmlui/handle/123456789/2546 2025-09-01T00:00:00Z