Abstract:
Trainers are central in implementing the Technical and Vocational Education and Training (TVET) curricula, especially the integration of the Competency-Based Education and Training (CBET) approach aimed at improving the quality of education and training. As a result, trainers’ competencies are an important aspect that should be examined, because despite CBET receiving a significant attention in the in the 21st century Sub-Saharan Africa, it is still facing implementation challenges. This study therefore sought to establish the influence of Trainers’ Competencies on CBET Implementation in public TVET institutions in Meru County, Kenya. The study adopted the Vocational Teacher Competencies Model as the guiding framework. The target population consisted of 850 trainers. Proportionate random sampling technique was used to select 265 respondents. The study took a positivist philosophical view and employed a descriptive survey design. Data was collected using a questionnaire and analyzed using descriptive statistics, Pearson’s product moment correlation coefficient and simple linear regression. The results showed that trainers’ competencies had a significant positive effect on CBET implementation (β=.401, p<0.05), suggesting that trainers’ competencies have a significant impact on CBET implementation. This implies that increasing trainers’ competencies through training and development, the trainers can better understand and apply CBET principles, which will lead to more effective learning outcomes. Therefore, the study concludes that developing and nurturing trainers’ competencies, can enhance the quality delivery and effectiveness of CBET courses, resulting into better prepared trainees who possess the requisite competencies for success in the world of work and beyond. These findings will benefit TVET stakeholders, the Curriculum Development Assessment and Certification Council (CDACC), and government policymakers in developing targeted policies for CBET implementation.