VTC Managers’ Views on the Implementation of the Modularized Competency Based Education and Training (CBET) Curriculum by TVET CDACC in Kenya

Abstract

The Government of Kenya, through the TVET Curriculum Development, Assessment and Certification Council (CDACC), has introduced modularized Competency Based Education and Training (CBET) in Vocational Training Centers (VTCs) to improve the relevance and responsiveness of technical education to the ever-demanding labour market. This study was conducted to find out perceptions by VTC managers on the implementation of the modularized CBET curriculum in selected counties in Kenya. The research wanted to get their perception regarding the significance of the curriculum, its effectiveness, barriers in its implementation, and how the participants were prepared and supported by their institutions to implement it. A descriptive cross-sectional research design was used, and 50 VTC officials were sampled purposively and at random from the sub-counties in each County. Data was obtained from structured questionnaires and key informant interviews and analyzed descriptively and by thematic analysis. In order to establish the validity of the instruments, they were validated by experts in TVET and educational research, while a pilot study was also undertaken to refine the instruments. Internal consistency assessment for the questionnaire was confirmed with Cronbach's alpha coefficient of 0.81, demonstrating good reliability. Results suggested that most VTC managers considered that the CBET curriculum was timely and industry-relevant, and that its modular design enabled flexibility in training and assessment. However, the research also identified substantial barriers to success. These includes the unpreparedness of the trainers, lack of instructional materials and equipment, lack of funding, and poor linkages between TVET CDACC and training institutions. Adaptation is also hindered by ambiguity and contradictions in policy communication and by the late arrival of the curriculum support materials. Nevertheless, when asked, the majority of managers are supportive of the curriculum and would be so long as the resources and training are in place. The research findings indicate that the modularized CBET curriculum can offer a potential reform agenda for technical training in Kenya, provided that it leverages improved human resource practices, enhanced resource allocation, and reinforced institutions. The research proposes focused capacity building for VTC managers, greater collaboration between VTC stakeholders, and ongoing government investment in infrastructure and learning resources to support successful teaching and learning of curricula.