Curriculum Content Relevancy in Integration of ICTs in Kenya TVET Institutions in Readiness to Industry Needs

Tirus Muya Maina; David M. Kahando; Charity Mweru Maina

doi:doi:10.11648/j.ijsedu.20160406.11

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Curriculum Content Relevancy in Integration of ICTs in Kenya TVET Institutions in Readiness to Industry Needs

Tirus Muya Maina, David M. Kahando, Charity Mweru Maina

Published in International Journal of Secondary Education (Volume 4, Issue 6)

Received: 1 October 2016 Accepted: 10 November 2016 Published: 17 January 2017

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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 The TVET sub-sector continues to be challenged by inflexible and outdated TVET curriculum, Mismatch between the skills learned and the skills demanded by industries, inadequate mechanism for quality assurance, Low participation of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.

Published in	International Journal of Secondary Education (Volume 4, Issue 6)
DOI	10.11648/j.ijsedu.20160406.11
Page(s)	58-64
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

ICT, TVET, Curriculum, Integration, Kenya

References

[1]	Rauner, "TVET Curriculum Development and Delivery," Institute Technology and Education, Germany, 2004.
[2]	Republic of Kenya, "Kenya Education Sector Support Programme 2005 - 2010," Gorvement Press, Nairobi, 2005.
[3]	B. Kotsik, "ICT application in TVET," in International handbook of education for the changing world of work, Springer Science & Business Media B. V, 2009.
[4]	G. Stevens, "Distance learning for Technical and Vocational Education in Sub-Sahara Africa," 2001. [Online]. Available: http://www.gtz.de/wbf/bibliothek/ detail.asp?number=1431. [Accessed 22 November 2012].
[5]	G. Reddan and G. Harrison, "Restructuring the bachelor of exercise science degree to meet industry," Asia-Pacific Journal of Cooperative Education, vol. 11, no. 1, pp. 13-25, 2010.
[6]	R. Islam and A. Mia, "The role of education for rural population transformation in Bangladesh," Asia-Pacific Journal of Cooperative Education, vol. 8, no. 1, pp. 1-21, 2007.
[7]	Republic of Kenya, "The Technical and Vocational Education and Training Act," Government Printer, Nairobi, 2013.
[8]	BECTA, "What is Whole-School ICT Policy?," 23 June 2012. [Online]. Available: http://www.becta.org.uk/technology/infosheets/html/itpolicy.html.
[9]	P. E. Ertmer, "Examining teachers‟ beliefs about the role of technology in the elementary classroom," Journal for Research on Computing in Education, vol. 32, no. 1, pp. 54-72, 1999.
[10]	J. Nyerere, "Education and Training (TVET)Sector Mapping in Kenya," Dutch Schokland TVET programme, 2009.
[11]	B. G. Hailu, "Factors Affecting the Implementation of Technical and Vocational Education and Training in Selected Public Institutions of Southern Zone of Tigray," Addis Ababa, 2011.
[12]	J. W. Creswell, Educational research: planning, conducting, and evaluating quantitative and qualitative research, Boston: Pearson Education, Inc, 2012.
[13]	J. Wolf, "Self-administered questionnaire," in Encyclopedia of survey research methods, Thousand Oaks, 2008, pp. 804-805.
[14]	A. Rubin and E. R. Babbie, Research Methods for Social Work, 6th ed., Belmont, CA: Thomson Brooks/Cole, 2008.
[15]	M. Hooker, E. Mwiyeria, S. Waweru, M. Ocharo, R. Bassi and L. Palmer, "TVET ICT baseline survey. TVET Institutions in Kenya," MOHEST & GESCI, Nairobi, 2011.
[16]	M. Wagner, K. Kutash, A. J. Duchnowski, M. H. Epstein and W. C. Sumi, "Th e children and youth we serve: A national picture of the characteristics of students with emotional disturbances receiving special education," Journal of Emotional and Behavioral Disorders, vol. 13, no. 2, pp. 79-96, 2005.
[17]	S. W. Ngure, "stakeholders’ perceptions of technical, vocational education and training: the case of kenyan micro and small enterprises in the motor vehicle service and repair industry," Edith Cowan University, 2013.
[18]	G. D. Israel, "Determining Sample Size," University of Florida IFAS Extension Service, June 2013. [Online]. Available: http://edis.ifas.ufl.edu/pd006. [Accessed 15 January 2015].
[19]	Republic of Kenya, "The Kenya Institute of Curriculum Development Act, 2013," GOVERNMENT PRINTER, Nairobi, 2013.
[20]	B. G. G. Hailu, "Factors Affecting the Implementation of Technical and Vocational Education and Training in Selected Public Institutions of Southern Zone of Tigray," Addis Ababa, 2011.

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Tirus Muya Maina, David M. Kahando, Charity Mweru Maina. (2017). Curriculum Content Relevancy in Integration of ICTs in Kenya TVET Institutions in Readiness to Industry Needs. International Journal of Secondary Education, 4(6), 58-64. https://doi.org/10.11648/j.ijsedu.20160406.11

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ACS Style

Tirus Muya Maina; David M. Kahando; Charity Mweru Maina. Curriculum Content Relevancy in Integration of ICTs in Kenya TVET Institutions in Readiness to Industry Needs. Int. J. Second. Educ. 2017, 4(6), 58-64. doi: 10.11648/j.ijsedu.20160406.11

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Tirus Muya Maina, David M. Kahando, Charity Mweru Maina. Curriculum Content Relevancy in Integration of ICTs in Kenya TVET Institutions in Readiness to Industry Needs. Int J Second Educ. 2017;4(6):58-64. doi: 10.11648/j.ijsedu.20160406.11

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@article{10.11648/j.ijsedu.20160406.11,
  author = {Tirus Muya Maina and David M. Kahando and Charity Mweru Maina},
  title = {Curriculum Content Relevancy in Integration of ICTs in Kenya TVET Institutions in Readiness to Industry Needs},
  journal = {International Journal of Secondary Education},
  volume = {4},
  number = {6},
  pages = {58-64},
  doi = {10.11648/j.ijsedu.20160406.11},
  url = {https://doi.org/10.11648/j.ijsedu.20160406.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20160406.11},
  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.},
 year = {2017}
}

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TY  - JOUR
T1  - Curriculum Content Relevancy in Integration of ICTs in Kenya TVET Institutions in Readiness to Industry Needs
AU  - Tirus Muya Maina
AU  - David M. Kahando
AU  - Charity Mweru Maina
Y1  - 2017/01/17
PY  - 2017
N1  - https://doi.org/10.11648/j.ijsedu.20160406.11
DO  - 10.11648/j.ijsedu.20160406.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 58
EP  - 64
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20160406.11
AB  - 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.
VL  - 4
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Author Information

Tirus Muya Maina

School of Computing and Information Technology, Murang’a University of Technology, Murang’a, Kenya
David M. Kahando

School of Business and Management Studies, The Technical University of Kenya, Nairobi, Kenya
Charity Mweru Maina

Library and Learning Resources Service, The Technical University of Kenya, Nairobi, Kenya

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Tirus Muya Maina, David M. Kahando, Charity Mweru Maina. (2017). Curriculum Content Relevancy in Integration of ICTs in Kenya TVET Institutions in Readiness to Industry Needs. International Journal of Secondary Education, 4(6), 58-64. https://doi.org/10.11648/j.ijsedu.20160406.11

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ACS Style

Tirus Muya Maina; David M. Kahando; Charity Mweru Maina. Curriculum Content Relevancy in Integration of ICTs in Kenya TVET Institutions in Readiness to Industry Needs. Int. J. Second. Educ. 2017, 4(6), 58-64. doi: 10.11648/j.ijsedu.20160406.11

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AMA Style

Tirus Muya Maina, David M. Kahando, Charity Mweru Maina. Curriculum Content Relevancy in Integration of ICTs in Kenya TVET Institutions in Readiness to Industry Needs. Int J Second Educ. 2017;4(6):58-64. doi: 10.11648/j.ijsedu.20160406.11

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@article{10.11648/j.ijsedu.20160406.11,
  author = {Tirus Muya Maina and David M. Kahando and Charity Mweru Maina},
  title = {Curriculum Content Relevancy in Integration of ICTs in Kenya TVET Institutions in Readiness to Industry Needs},
  journal = {International Journal of Secondary Education},
  volume = {4},
  number = {6},
  pages = {58-64},
  doi = {10.11648/j.ijsedu.20160406.11},
  url = {https://doi.org/10.11648/j.ijsedu.20160406.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20160406.11},
  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.},
 year = {2017}
}

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TY  - JOUR
T1  - Curriculum Content Relevancy in Integration of ICTs in Kenya TVET Institutions in Readiness to Industry Needs
AU  - Tirus Muya Maina
AU  - David M. Kahando
AU  - Charity Mweru Maina
Y1  - 2017/01/17
PY  - 2017
N1  - https://doi.org/10.11648/j.ijsedu.20160406.11
DO  - 10.11648/j.ijsedu.20160406.11
T2  - International Journal of Secondary Education
JF  - International Journal of Secondary Education
JO  - International Journal of Secondary Education
SP  - 58
EP  - 64
PB  - Science Publishing Group
SN  - 2376-7472
UR  - https://doi.org/10.11648/j.ijsedu.20160406.11
AB  - 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.
VL  - 4
IS  - 6
ER  -

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