Petro Maziku – College of Business Education, Department of Business Administration, Mwanza, Tanzania

Robert G. Mashenene – College of Business Education, Department of Marketing, Dar es salaam, Tanzania

Email: lilianomendaoti@gmail.com

Abstract: Work-Integrated Learning (WIL) fundamentally is a pillar for improving employability among graduates. Nonetheless, evidence concerning engagement of employers in WIL in institutions under the Technical and Vocational Education and Training (TVET) in Tanzania is minimally established. The research closed the gap that existed by examining engagement of employers in WIL among institutions in Tanzania under TVET. A mixed method comprising quantitative surveys and qualitative interviews was adopted. Based on students’ enrolment status and graduate outputs, four institutions under TVET were chosen purposively. Descriptive statistics, Pearson correlation, and multiple linear regression were adopted for quantitative data analysis while thematic analysis was adopted for analysing qualitative data. The results disclose that levels of employers’ engagement, motivation and skills development at p < 0.05 were significant and positive in predicting employability of graduates. The research presents conclusion that engagement of employers in WIL programmes boost TVET employability of graduates. Formalizing and sustaining partnerships between institutions under TVET, policymakers, and employers through development of curricula, students’ review, funding, and training placements were recommended for strengthening quality of WIL and employability of graduates.

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.