Use of Information and Communication Technology (ICT) in Teaching and Learning at the Technical and Vocational Education and Training Institutions in Kenya

Learners at the Technical and Vocational Education and Training (TVET) need quality education which can be provided via a competent curriculum. In the contemporary world, such a competent curriculum must integrate Information, Communication and Technologies (ICT). However, there is less research outputs in this realm. This review has highlighted the role of ICT in Kenya’s TVET curriculum. Information was obtained from refereed journal publications, government reports, research, technical reports, and online databases. A total of 22 articles themed “ICT, policy, TVET” were analyzed thematically based on situational analysis on access to ICT in TVET, ICT integration in curriculum of TVET, accessibility to ICT in TVET teaching and learning; ICT integration in curriculum assessment; capacity of trainers on utilization of ICT in TVET; capacity building for the Councils and Boards of Governors (BOGs) in ICT; ICT in research and innovation within TVET. The review established that low access to ICT facilities limited the integration of ICT in the Kenyan TVET curriculum. The study also established low capacity and competence of the trainers within the TVET which hampered their ability to reinforce ICT use in curriculum delivery and evaluation. TVET management councils and BOGs had a scanty capacity on ICT and therefore found it hard to reinforce the use of ICT in the prudent management and administration of curriculum. The study recommends that tutors and trainers who were trained without ICT content should organize and undertake such courses in higher learning institutions to develop the requisite ICT competencies. The management of the institutions should also undertake necessary training in ICT competencies to enhance their ability to implement the policy of ICT integration in curriculum within the institutions.