Ojala, Florence Akinyi2026-02-062026-02-062025-11https://ir-library.ku.ac.ke/handle/123456789/32310A Research Project Submitted to the School of Law, Arts and Social Sciences in Partial Fulfilment of the Requirement for the Award of the Degree of Master of Public Policy and Administration of Kenyatta University, November 2025. Supervisor 1. David M. MinjaThe world is rapidly adopting Information and Communication Technology (ICT), and as it is now a basic element of high-quality education, ICT must be incorporated into education and training. This study looked into the policy implementation challenges concerning ICT integration in Homa Bay County. Through the governments, countries implement ICT policies aimed at achieving the high standard of education required for global competitiveness, the ICT policy in the education ministry has not been fully implemented in Homa Bay County's training institutions, particularly in the study's focus area of TVETs. This reduces the quality of education and training and subsequently the employability possibilities of the trainees in the aforementioned location by causing learning gaps between them and their peers in other places. Policy implementation was the study’s independent variable, constituting, institutional capacity, stakeholder engagement, ICT resource and infrastructure and monitoring and evaluation and were the study's goals. Integration of ICT in training and education was the study's dependent variable. Three theoretical frameworks—the Top-Down Approach, Street-Level Bureaucracy, and Stakeholder Management theories—shedding light on the hitches and procedures of implementing policies were the foundation of this study in line with the study’s goals. The study used a mixed method approach for a population of 15085 drawn from the aforementioned institutions in Homa Bay County with a sample of 384 respondents employing a multistage sampling technique. Piloting was carried out in Kiambu County constituting 16 respondents. Closed- ended questionnaires and semi structured interviews were utilized to gather data, and SPSS was used to display and analyze the data using descriptive analysis. The study established that although ICT policies exist, implementation remains haphazard due to insufficient institutional capacity, poor stakeholder coordination, inadequate ICT infrastructure, and poor monitoring mechanisms. However, the adoption of ICT was highest at institutions, where leadership was powerful, training was structured and stakeholders were involved. The study then recommends from these results that institutional capacity can be fortified with continuous ICT training, collaborating with the stakeholders positively, investment in accessible infrastructure such as purposed internet connectivity, and laying down effective monitoring and evaluation frameworks. Sustainability requires that the government also strengthens its partnerships with the Non-Governmental Organizations and the private sector. The result further gives useful information to the policymakers, educators, and stakeholders who wish to build a more digitally inclusive and effective learning environment throughout the educational institutions in the region.enThesis