Competency-Based Assessment and Curriculum Delivery in Technical and Vocational Education and Training Institutions in Kajiado County, Kenya
Keywords:
Competency-Based Assessment, , Curriculum Delivery, TVET Institutions, Kajiado County, KenyaAbstract
Competency-based assessment (CBA) has become an important component of Technical and Vocational Education and Training (TVET), supporting the alignment of assessment with occupational competencies and intended learning outcomes. However, evidence on how CBA implementation translates into effective curriculum delivery remains limited, particularly in county-level TVET contexts. Kajiado County’s expanding TVET sector supports skills development in a rapidly changing local economy, while institutions respond to various learner needs and labour-market demands. This study therefore examined the influence of CBA on curriculum delivery in TVET institutions in Kajiado County, Kenya. Anchored in Constructivist Learning Theory, the study adopted a mixed-methods explanatory sequential design, drawing a sample of 100 participants from a target population of approximately 2,000 TVET stakeholders using purposive and stratified random sampling techniques. Data were collected from 20 academic administrators, 30 lecturers, 30 students (achievement tests and focus group discussions), and document analysis across five TVET institutions. Descriptive statistics (means, standard deviations), one-sample t-tests, and thematic analysis were employed. Administrators rated CBA integration positively (composite mean = 3.41; Q1 mean = 3.77, t(19) = 4.678, p < .001), with curriculum alignment emerging as the dominant integration strategy (40.0%). However, monitoring and evaluation mechanisms were rated neutral and not significantly different from the midpoint (mean = 2.93, t(19) = −0.360, p = .722). Focus group participants perceived curriculum alignment as only partial (43.3%), and document analysis revealed moderate compliance for curriculum guides (0.73) and assessment rubrics (0.60). The study concludes that while CBA has been meaningfully embedded through curriculum alignment and staff training, weak monitoring systems and inconsistent rubric application constrain its influence on curriculum delivery. Strengthening monitoring frameworks, instructor professional development, and rubric standardization is recommended.
References
Akunda, T. (2024). Effectiveness of training on skills development amongst trainees in building and civil engineering in Uganda's technical and vocational education training institutions [Doctoral dissertation, University of Eldoret]. University of Eldoret Institutional Repository. http://41.89.164.27/handle/123456789/2251
Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14(2), 115–129. https://doi.org/10.1093/applin/14.2.115
Bhandari, U. (2025). Chasing quality TVET curricula. Journal of Technical and Vocational Education and Training, 19(1), 36–47. https://doi.org/10.3126/tvet.v19i1.75719
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. https://doi.org/10.1007/BF00138871
Biggs, J. B., & Tang, C. S. (2011). Teaching for quality learning at university (4th ed.). Open University Press. https://www.mheducation.co.uk/teaching-for-quality-learning-at-university-9780335242757
Cikka, H., Nurmala, M. R., Alhabsyi, F., & Afni, N. (2022, November). Evaluation and development of educational curriculum implementation. In Proceeding of International Conference on Islamic and Interdisciplinary Studies (Vol. 1, pp. 73–76). https://jurnal.uindatokarama.ac.id/index.php/iciis/article/view/1222
Colding, J. (2020). A critical reflection on constructive alignment in theory and practice. Stockholm University. https://su.figshare.com/articles/report/A_critical_reflection_on_constructive_alignment_in_theory_and_practice/11535786
Dambudzo, I. I. (2018). Competence-based education and training for socio-economic transformation. Advances in Social Sciences Research Journal, 5(3), 83–94. https://doi.org/10.14738/assrj.53.3867
Hoidn, S., & Reusser, K. (2020). Foundations of student-centred learning and teaching. In The Routledge international handbook of student-centred learning and teaching in higher education (pp. 17–46). Routledge. https://doi.org/10.4324/9780429259371-3
Joseph, O. O. (2021). A review: Models of curriculum evaluation. Department of Education Foundation, Faculty of Education, School of Post Graduate Studies, Federal University, Dutsin-Ma, Katsina State. https://www.academia.edu/download/66162710/CDE_809_Models_of_Curriculum_Evaluation_1.pdf
Jwan, S. T. (2022). Competency-based education and training (CBET) in Kenya: Policies, opportunities and challenges. Africa Education Review. https://hdl.handle.net/10520/ejc-alt_v39_nsed_a13
Kenya National Bureau of Statistics. (2023a). Economic survey 2023. https://www.knbs.or.ke/reports/
Kenya National Bureau of Statistics. (2023b). Statistical abstract. KNBS.
Kibet, F. (2025). Assessing the implementation of competency-based education and training in Kenya: A case study of Nyeri National Polytechnic, Kenya. East African Journal of Education Studies, 8(2), 116–131. https://doi.org/10.37284/eajes.8.2.2868
Kibet, F., Gachigi, P., Ndung'u, J., & Munuku, A. (2025). Assessing the implementation of competency-based education and training in Kenya: A case study of Nyeri National Polytechnic, Kenya. East African Journal of Education Studies, 8(2), 116–131. https://doi.org/10.37284/eajes.8.2.2868
Mtana, N. (2019). Implementation of competence-based curriculum in technical colleges: The case of Arusha City, Tanzania. Vocational and Technical Education, 11(1), 1–20. http://www.academicjournals.org/journal/IJVTE
Miseda, C., & Kitainge, P. (2021). The effects of instructional design processes on the quality of implementing electrical installation CBET system in Kenya. Africa Journal of Technical and Vocational Education and Training, 6(1), 35–45. https://doi.org/10.69641/afritvet.2021.61121
Moindi, R., & Nyatuka, B. (2022). Competency-based assessment in entrepreneurship education in Kenya's tertiary institutions. African Journal of Teacher Education, 11(1), 100–120. https://doi.org/10.21083/ajote.v11i1.7052
Moustafa, E. A. E. S. (2024). Influence of strategy implementation review in technical and vocational education and training institutions on graduate employability in Kenya [Doctoral dissertation, Kenya Methodist University]. KeMU Institutional Repository. http://41.89.31.5/handle/123456789/1787
Munene, R. M. (2023). Preparedness in curriculum implementation through online distance teaching and learning in national technical training institutions in Kenya [Doctoral dissertation, Kenya Methodist University]. http://41.89.31.5:8080/handle/123456789/1614
Musa, M. G. (2019). Evaluation of outcome-based accounting education and training in selected West Oromia, Ethiopia colleges. Business, Management and Education, 17(1), 1–20. https://doi.org/10.3846/bme.2019.6921
Newby, L., & Cornelissen, L. (2025). A neutral toolkit? For a fundamental critique of constructive alignment. Teaching in Higher Education, 30(7), 1687–1702. https://doi.org/10.1080/13562517.2025.2465987
Niyonasenze, S., Nzabalirwa, W., & Nizeyimana, G. (2025). Quality assurance as a driver for enhancing quality training provision in TVET schools, Rwanda. Open Access Library Journal, 12(1), 1–17. https://doi.org/10.4236/oalib.1111746
Onyango, V. A. (2023). Assessment of the preparedness of TVET institutions for the implementation of competency-based education and training in mechanical engineering courses in selected counties, Kenya [Doctoral dissertation, University of Eldoret].
Republic of Kenya. (2013). Technical and Vocational Education and Training Act, No. 29 of 2013. Government Printer. https://www.tveta.go.ke/
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004
Tekle, A., Areaya, S., & Habtamu, G. (2025a). Key determinants of successful occupational competency assessment of TVET in Ethiopia. Higher Education, Skills and Work-Based Learning, 15(4), 884–901. https://doi.org/10.1108/HESWBL-09-2024-0258
Tekle, A., Areaya, S., & Habtamu, G. (2025b). Stakeholders’ perceptions of occupational competency assessment and certification systems in Ethiopia’s TVET programs. Higher Education, Skills and Work-Based Learning, 15(2), 274–289.
https://doi.org/10.1108/HESWBL-02-2024-0030
Yamane, T. (1967). Statistics: An introductory analysis (2nd ed.). Harper & Row.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors must distribute contributions under the same license as the original.