Abstract: TVET institutions are experiencing high enrolment, which overwhelms existing infrastructure, insufficient allocation of financial resources by government and other financial institutions, inadequate access and usage of technology, continued use of out-of-date curriculum in TVET courses, as well as mismanagement / misappropriation of resources of institutions in most TVET institutions. The purpose of this study was to assess the influence of technological change on students’ academic achievement and to assess the influence of curriculum realignment in relation to students’ academic achievement.The study was guided by the social theory of transition and adopted a descriptive survey research design. The target population was 5542 respondents who included principals, trainers, non-teaching staff, education officers and students in UasinGishu County TVET institutions. Stratified, proportional, and simple random sampling procedures were used to pick a sample of 377 staff and students. The study collected primary data for analysis. The data for the study was gathered using a systematic questionnaire and interview schedule. Thematic analysis was used to evaluate qualitative data, whereas descriptive statistics such as mean, percentages, and frequencies were used to study quantitative data.The study established that TVET financial resources had a high influence on students’ academic achievement in UasinGishu County Kenya. The study recommends the government should enhance enough resource is allocated to TVET institutions to ensure that education programs are operated effectively, to optimize the influence of scarce funds available to the sector, and to implement costsaving and cost- recovery.