The Role of Industry Partners in Providing Practical Training Towards the Success of Competency-Based Education and Training at Kitale National Polytechnic, Kenya

Abstract

Competency-Based Education and Training (CBET) has emerged globally as a transformative approach to Technical and Vocational Education and Training (TVET), emphasizing the acquisition and application of practical, industry-relevant skills over theoretical knowledge alone. In Kenya, CBET was introduced in TVET institutions in 2018 to address persistent challenges such as youth unemployment, skills mismatch, and limited employability of graduates. Central to the success of CBET is effective collaboration between TVET institutions and industry partners, particularly in the provision of practical training opportunities such as internships, industrial attachments, mentorship, and on-the-job training. Despite policy support under Vision 2030 and the TVET Act of 2013, evidence suggests that industry participation in practical training remains inconsistent, limiting the realization of CBET objectives. This study therefore explored the role of industry partners in providing practical training towards the success of Competency-Based Education and Training at Kitale National Polytechnic, a leading TVET institution in Kenya’s North Rift region. The study was guided by the Experiential Learning Theory. The study adopted a mixed-methods research design, incorporating both qualitative and quantitative approaches. The target population comprised teaching staff across various departments, administrative personnel, students in their final year of study, industry partners currently collaborating with the institution, and recent graduates. The target population was 2,000 participants and a sample size of 96 was determined using Yamane's (1967) formula. The study used structured questionnaires and Semi-structured interview guides to collect data. Quantitative data were analysed using the Statistical Package for Social Sciences (SPSS) version 28.0, generating descriptive statistics (frequencies, percentages, means and standard deviations). Qualitative data were analyzed thematically, involving transcription, coding, categorization, and interpretation of emergent themes. Data presentation utilized tables, charts, and narrative descriptions to effectively communicate findings. The study found that 81.4% of respondents (mean = 4.11) agreed that internship placements, industrial attachments, and mentorship by technical experts were the major forms of collaboration that enhanced students' technical competence. The study concluded that strengthening collaboration frameworks, improving communication, and encouraging the participation of small and medium enterprises would improve the effectiveness and sustainability of CBET in Kenya. The study recommended that the Ministry of Education should increase industrial attachment opportunities through partnerships with small and medium enterprises and non-traditional industries. The findings contribute valuable insights for policymakers, TVET institutions, and industry stakeholders seeking to strengthen TVET–industry linkages in Kenya.