Quality Assurance Practices Influence on Implementation of Competency-Based Education and Training in Technical, Vocational Education and Training Institutions in Nairobi County

Samuel Kimathi Mutuerandu, Mary Mugwe Chui & Ruth Wangui Thinguri
School of Education
Mount Kenya University
https://orcid.org/0009-0007-9789-8222
https://orcid.org/0000-0003-1493-8676
Email: phd201462472@mylife.mku.ac.ke

Abstract: The aim of this investigation was to examine influence of quality assurance practices on implementation of Competency-Based Education and Training in Technical, Vocational Education and Training Institutions in Nairobi County. This study adopted a mixed-method approach and a descriptive correlational and concurrent triangulation designs. The study targeted a sample population of 373 respondents that included 53 principals, 53 Board of Management chairs, 1 Curriculum Development Assessment and Certification Council chair, 265 Heads of Departments and 1 Technical and Vocational Education and Training County Director. Questionnaires were administered to Board of Management chairs and Head of Departments, while interviews gathered insights from Technical and Vocational Education and Training County Director and Curriculum Development Assessment and Certification Council chair. Qualitative data was analysed through thematic analysis where patterns and themes were identified in respondents’ narratives and interpreted in relation to the study’s objectives. Quantitative data was analysed using descriptive statistics. For inferential data Linear regression analysis was used to determine extent to which quality assurance practices influence implementation of Competency-Based Education and Training. The data was analysed using SPSS Version 30 and findings presented in form of tables and charts for clarity and ease of interpretation. Research findings demonstrated that when quality assurance practices are well executed, they promote instructional practices and assessment process within Technical and Vocational Education and Training institutions resulting to instructional practices and assessment processes being outcome-based, competency-based and aligned with industry needs.