Curriculum Content Relevancy in Integration of ICTs in Kenya TVET Institutions in Readiness to Industry Needs
International Journal of Secondary Education
Volume 4, Issue 6, December 2016, Pages: 58-64
Received: Oct. 1, 2016; Accepted: Nov. 10, 2016; Published: Jan. 17, 2017
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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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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 The TVET sub-sector continues to be challenged by inflexible and outdated TVET curriculum, Mismatch between the skills learned and the skills demanded by industries, inadequate mechanism for quality assurance, Low participation of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.
ICT, TVET, Curriculum, Integration, Kenya
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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, International Journal of Secondary Education. Vol. 4, No. 6, 2016, pp. 58-64. doi: 10.11648/j.ijsedu.20160406.11
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