Kipkoech, Gilbert2026-02-262026-02-262025-12https://ir-library.ku.ac.ke/handle/123456789/32582A Research Thesis Submitted in Fulfilment of the Requirement for the Award of the Degree of Master of Education (Educational Planning) in the School of Education and Lifelong Learning of Kenyatta University, September 2025. Supervisor 1. Prof. Jackline Nyerere-Department of Educational Management, Policy and Curriculum Studies, Kenyatta University 2. Purity Muthima -Department of Educational Management, Policy and Curriculum Studies, Kenyatta UniversityCompetency Based Education and Training (CBET) has gained worldwide recognition as a panacea to improve relevance and quality of vocational training. However, inadequate instructors with pedagogical competencies, access to custom made teaching and learning facilities and limited institution-industry participation are impeding its realisation. As a result, vocational graduates are exiting the system devoid of significant skills required, in addition to the knowledge they already have. Their fixed mindset and resisting the necessary cycle of learning, unlearning, and relearning directly fuels critical skilled labour shortages and drives up attrition rates within the industry and service sectors. This scenario increases the cost to employers. It was against this gap that the study established whether trainees were acquiring competency based skills needed to power the human economy. The study purposed to establish instructors’ and VTCs’ level of preparedness for provision of competency based skills in public VTCs, in Nakuru County, Kenya and Saskatchewan Polytechnic, Canada. The objectives of the study were to establish the level of instructors’ competencies, assess the extent of availability of teaching and learning facilities, and establish the extent to which VTCs partner with industries for provision of CBET, in public VTCs, in Nakuru County, Kenya, compared with Canada’s experience. The study was anchored on curriculum implementation theory. Mixed methods research design was employed. Stratified random sampling method was exploited to obtain proportionate samples of 10 VTCs from different sub counties in Nakuru County. Purposive sampling technique was used to select 10 principals. Simple random sampling method was used to select 92 instructors and 261 trainees. Snowball sampling method was used to select 20 industry managers. Additional data was collected during 2 consultative meetings and 2 interviews with programme heads at Saskatchewan Polytechnic, Canada. Questionnaires, observation checklist and interview guides were used to collect data. Quantitative data was analysed using means, percentages, standard deviations and multivariate regression analysis. Qualitative data were reported as direct quotations to underpin quantitative data. Quantitative data were presented using bar graphs and tables. Findings in Kenya revealed that instructors lack industrial training and professional development. Instructors rely more on theoretical training as opposed to practical skills. Availability of standard workshops and internet connectivity was also identified as a challenge. Industry managers are thus forced to reorient graduates with practical skills before entrusting them with complex technical tasks. The local capacity of instructors to handle practical sessions was also reported as a challenge affecting the effective implementation of CBET. VTC-industry linkage is weak, yet it forms a major component in the successful implementation of CBET. Findings from Saskatchewan, Canada, show more engaged and practical activities, including indenturing and supervision of apprentices by certified journeypersons and close working relationships between polytechnics and industries for up-to-date, demand driven skilling. The study recommends that the Kenyan government should increase funding to facilitate industrial training and refresher courses for instructors and attachment of trainees. Integrate ICT into CBET. Industrial experts and employers should be empowered and mobilised to deliberately work with VTCs to offer on-the job training to trainees, which is practised in Canada. Exchange programmes between VTCs and prospective industries and service sectors should also be explored.enThesis