Employment of Video Learning as an Active Learning Strategy for CBET Curriculum Implementation in Technical and Vocational Education and Training (TVET) Institutions in Kenya: The Case of Nyandarua National Polytechnic

ABSTRACT This paper explores the extent to which digital technologies and, in particular, video learning has been employed as active learning tools in Competency-Based Education and Training (CBET) curriculum implementation in Technical and Vocational Education and Training (TVET) institutions in Kenya. The study was inspired by related studies elsewhere, which point to the challenges of employing more innovative instructional strategies in TVET institutions despite the emphasis on the same. Some studies suggest that the pressure to incorporate new technology in teaching and learning is not always matched with adequate training and support. The introduction of CBET in Kenya has come with the call to apply active learning strategies in its implementation to enhance skills acquisition among technical education trainees, which is its sole principle. The objective of the study was therefore to establish the extent to which these strategies have been employed in the TVET institutions and the factors determining their application. The study was conducted among trainers and trainees at Nyandarua National Polytechnic at the beginning of this year and was descriptive in design. Both qualitative and quantitative approaches were employed for data collection and analysis. Data was collected through questionnaires, which were administered online for the trainees and self-administered for the trainers. The theory of constructivism and the cognitive theory of multimedia learning guided the study. The trainers and trainees were sampled from all nine academic departments in Nyandarua National Polytechnic, where at least one trainer in all departments reported having used video in teaching, a claim that was corroborated by the responses from the trainees. 88% of trainees confirmed to have used video in learning, while 90% of trainers affirmed using video in teaching. These positive observations came amidst myriad challenges that were cited by both trainers and trainees as impeding the use of video learning in the institution. The study thus concluded that significant effort had been made to apply digital technologies as innovative instructional strategies in TVET institutions in Kenya. However, their employment is still engulfed in myriad challenges that need to be addressed to fully realize the benefits of digital instructional strategies, which have been documented, including increasing employability.