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Abstract
The development of curricula content and their implementation is one of the key competences of instructors in the area of educational planning and practical training for Technical and Vocational Education and Training (TVET) institutions in Kenya. While much attention is being given to the development technologies that drive ICT integration in TVET, one of the most critical issues remains the curriculum content. The TVET sub-sector continues to be challenged by inflexible and outdated TVET curriculum, Mismatch between the skills learned and the skills demanded by industries, inadequate mechanism for quality assurance, Low participation of private sector in the curriculum design and development. The objective of the study was to evaluate the relevancy of the curricula content in achieving integration of ICTs in TVET institutions in Kenya with specific reference to Michuki and Thika Technical Training Institute in Murang’a and Kiambu County respectively. The research adopted quantitative research approach and use probability sampling which is commonly associated with Survey-based research. The study’s main data collection tool was a structured questionnaire. Descriptive statistics was used, correlation and regression analysis to test the relationship and strength of association between curriculum content and integration of ICTs in Kenya TVET. From regression analysis, since the p-value is 0, the relationship between effectively integration and Curriculum Content is significant, the correlation coefficient, R, is 0.776. Therefore, Effective Integration is positively correlated with Curriculum Content and the relationship is very strong. The study recommended that; ICT should be integrated in curriculum courses available in TVET institutions in Kenya. TVET Authority and Kenya Institute of curriculum development (KICD) with involvement of stakeholders should promote access and relevance of TVET training courses. The review should be within the framework of the overall national socio-economic development plans and policies that reflects the needs of industry and the labor market.
Highlights
The development of curricula and their implementation is one of the key competences of instructor in the area of educational planning and practical training for Technical and Vocational Education and Training (TVET) institutions and industry [1]
The main curriculum for TVET education in Kenya is developed by the Kenya Institute of Curriculum Development (KICD)
The study sought to find out The ICT content in the curriculum is relevant to the course available in selected TVET institution in Kiambu and Murang’a County, Kenya
Summary
The development of curricula and their implementation is one of the key competences of instructor in the area of educational planning and practical training for Technical and Vocational Education and Training (TVET) institutions and industry [1]. [5] Argued that TVET institutions need to restructure their programmes to be responsive to the needs of the job market, especially the industry. To achieve this goal, TVET curricula must focus on outcomes in terms of the skills, knowledge and attitudes required industry. The function of KICD include implementation of the policies relating to curriculum development in basic and tertiary education and training, Develop, review and approve programmes, curricula and curriculum support materials that meet international standards for TVET subsector among others [7]
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