Abstract:
Trainers are central in implementing the Technical and Vocational Education and Training (TVET) curric-
ula, especially the integration of the Competency-Based Education and Training (CBET) approach aimed at
improving the quality of education and training. As a result, trainers’ competencies are an important aspect
that should be examined, because despite CBET receiving a significant attention in the in the 21 st century
Sub-Saharan Africa, it is still facing implementation challenges. This study therefore sought to establish the
influence of Trainers’ Competencies on CBET Implementation in public TVET institutions in Meru
County, Kenya. The study adopted the Vocational Teacher Competencies Model as the guiding framework.
The target population consisted of 850 trainers. Proportionate random sampling technique was used to se-
lect 265 respondents. The study took a positivist philosophical view and employed a descriptive survey de-
sign. Data was collected using a questionnaire and analyzed using descriptive statistics, Pearson’s product
moment correlation coefficient and simple linear regression. The results showed that trainers’ competencies
had a significant positive effect on CBET implementation (β=.401, p<0.05), suggesting that trainers’ com-
petencies have a significant impact on CBET implementation. This implies that increasing trainers’ compe -
tencies through training and development, the trainers can better understand and apply CBET principles,
which will lead to more effective learning outcomes. Therefore, the study concludes that developing and
nurturing trainers’ competencies, can enhance the quality delivery and effectiveness of CBET courses, re -
sulting into better prepared trainees who possess the requisite competencies for success in the world of
work and beyond. These findings will benefit TVET stakeholders, the Curriculum Development Assess-
ment and Certification Council (CDACC), and government policymakers in developing targeted policies
for CBET implementation
