Assessing the Implementation of Competency-Based Education and Training in Kenya: A Case Study of the Nyeri National Polytechnic, Kenya

Competency-based education and training (CBET) focuses on developing practical skills, knowledge, and attributes in trainees rather than just theoretical knowledge. Launched by the Ministry of Education in Kenya in 2018, CBET aims to prepare trainees for real-world employment, making them professionals. However, traditional knowledge-based technical training methods have not been fully phased out in technical training institutions. This study aimed to assess the implementation of CBET in Kenya using The Nyeri National Polytechnic (NNP) in Nyeri, Kenya, as the case study. The research focused on the following objectives: to determine the level of pedagogical knowledge of the CBET approach among CBET trainers at NNP, to explore instructional processes CBET trainers use in content delivery at NNP, and to find out the assessment methods CBET trainers use to evaluate the competence levels developed by CBET trainees at NNP. Vygotsky's constructivist theory of learning guided this study, emphasising that learners actively construct knowledge. A descriptive case study design was used, targeting a population of 3,887, including 265 CBET trainers and 3,622 trainees at NNP. The sample comprised 363 respondents: 25 trainers and 338 trainees, selected through purposive and stratified purposeful sampling. Data were collected via questionnaires, coded in SPSS, and analysed using descriptive statistics like frequency, percentage, and mean, presented through narratives and tables. The study found that CBET trainers demonstrated, on average, an Advanced Level (74%) of pedagogical knowledge in the CBET approach, indicating a solid understanding but with 26% room for improvement to reach Expert Level (90% - 100%). Trainers utilised Universal Design for Learning (UDL), active learning, learner-centred methods, practical sessions, and dual training at an average of 68.8%, while traditional methods comprised 31.2%. Reliance on traditional written assessments was 38.9%, with evaluations occurring only once during trainees' four-month industry attachments, supplemented by written assessments (CATs and end-of-term exams) to assess competence. Recommendations highlight opportunities for professional development to elevate trainers to an Expert Level. Key interventions include refining instructional methods, enhancing resource availability, and strengthening partnerships for dual training. It is also vital for CBET trainers to adopt innovative assessment tools to effectively evaluate trainees’ competencies in line with industry standards. This research offers valuable insights for education stakeholders, providing a basis for assessing CBET implementation in technical institutions. It aids policymakers in refining strategies to enhance CBET initiatives and contributes to the knowledge base for future research in this area.