Assessment of trainers’ preparedness for competency based education training implementation in electrical programmes: a case of technical and Vocational Education and Training Institutions in Nairobi County, Kenya

Abstract

The growing focus on Competency-Based Education and Training (CBET) in Kenya necessitated a deeper understanding of its implementation in technical training institutions. The country’s low ranking in the Global Talent Competitiveness Index underscored the urgent need for technical skills development. Following the rollout of CBET curriculum, empirical studies have highlighted a slow uptake among trainers while their level of preparedness remains relatively unexplored. The purpose of this study was therefore to assess trainers’ preparedness towards the implementation of CBET approach in electrical programmes in TVET institutions in Nairobi County. The specific objectives of the study were: to assess existing training approaches adopted in electrical programmes; to explore trainers’ perceptions of CBET, to evaluate trainees' views on the effectiveness of CBET and to investigate the challenges hindering CBET implementation in TVET institutions in Nairobi County. This study was anchored on Ajzen’s Theory of Planned Behaviour. Grounded in the pragmatic paradigm, this study employed the mixed-methods approach where convergent design was utilized to integrate quantitative and qualitative data. Purposive sampling was used to select 3 TVET institutions and 6 trainers while stratified and random sampling were used to obtain 369 trainees, and convenient sampling was used to select 3 heads of departments. The sampling yielded a response rate of 88.9%. Data collection was conducted through semi-structured questionnaires and interview schedules. Descriptive analysis of frequencies and means was applied to quantitative data while qualitative data were subjected to inductive thematic analysis. Qualitative data from interviews indicated that despite efforts to align electrical programmes with CBET principles, traditional methods such as lectures, continued to dominate. The study further revealed that while the majority of trainers had a sufficient knowledge of the CBET concept, they struggled to prepare and deliver CBET-based sessions effectively. Although some trainers resisted the changes, most had a generally positive attitude opinion towards the CBET approach. However, 73% of the trainees perceived their trainers as unprepared to implement CBET due to a lack of understanding. Additionally, 76.7% of the trainees believed that the integration of CBET had not been fully realized in the electrical programmes. Despite these concerns, 93% of the trainees collectively favoured the CBET approach as an instructional method, recognizing its potential to enhance practical skills and employability. The results revealed that challenges such as lack of competent trainers due to insufficient training and industry experience, inadequate infrastructure and resources, and high costs of materials, hindered CBET implementation. The study concluded that trainers' preparedness was essential for successful CBET implementation in electrical programmes, but their lack of readiness hindered its effectiveness. This study recommended the need to align CBET programmes with industry demands, enhance the recognition of CBET certifications, provide sufficient training facilities, and establish continuous professional development opportunities for trainers. Whilst contributing to the broader field of CBET and its implementation in the Kenyan context, the study highlights areas for future research including undertaking longitudinal and experimental studies to explore the impact of continuous professional development on trainers’ ability to deliver CBET.