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

Abstract

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.