Abstract: The cornerstone of social development is anchored in the effectiveness of curriculum development. Education and curriculum development are not merely processes of knowledge acquisition; rather, they serve as transformative social forces that shape ethical, competent, and responsible individuals while fostering cohesive, inclusive, and resilient communities. Consequently, Technical and Vocational Education and Training (TVET) institutions have a responsibility to develop a competency-based curricula responsive to labour market needs. However, most studies conceptualize the role of TVET in curriculum development as an instrument for employment-related outcomes rather than social development. This study examined the role of TVET institutions in curriculum development in advancing social development in Uasin Gishu Countyusing a descriptive survey design. The target population included 225 trainers in TVET institutions in Uasin Gishu County. The study used Slovin’s formula to calculate a sample size of 144 trainers using simple random technique. Data was collected through structured questionnaires and analyzed using inferential statistics in SPSS version 30. The coefficient of determination (R² = 0.450) indicated that curriculum development explained 45.0% of the variation in social development. The findings further showed that curriculum development had a statistically significant positive effect on social development in Uasin Gishu County, Kenya (B = 0.822, t = 9.452, p < 0.001). The study concludes that curriculum development is a critical mechanism through which TVET institutions contribute to social development. It recommends that TVET institutions continuously review and align curricula with emerging socioeconomic dynamics and deliberately integrate cross-cutting competencies to prepare graduates to contribute effectively to inclusive and sustainable social development.