Abstract:
Baseline surveys from different countries have found out that there is a weak connectivity
between theory and practice in the labour market, which is attributed to the lack of
industry involvement in TVET academic programmes. Due to the inability of TVET
institutions in the North Rift Region, Kenya to produce workforce with hands-on skills,
there was a need for research on training approaches on integration of competency-based
education. The purpose of this study was to establish the extent to which workplace
experience learning has been integrated in TVET institutions. The study adopted the
Diffusion of Innovation Theory. The study utilized the descriptive survey research
design. The study targeted 6 principals, 6 industrial liaison officers, 1092 trainers, 18
industry supervisors and 22600 trainees. The sample size was 700 respondents
comprising of 6 principals, 6 industrial liaison officers, 293 trainers, 18 industry
supervisors and 377 trainees. A purposive sampling technique was used to select
principals, industrial liaison officers and industry supervisors. Stratified random
sampling and simple random sampling techniques were used to select trainers and
trainees from various TVET institutions. The data were collected using questionnaires,
interview schedules and document analysis. The instruments were piloted in one of the
TVET institutions in the South Rift region of Kenya. Cronbach Alpha coefficient was used to test the reliability of instruments. The quantitative data was analyzed using both
descriptive and inferential statistics. Descriptive statistics comprised of frequencies,
percentages, means and standard deviation. Inferential statistics involved correlation and
multiple regression analysis. Qualitative data were analyzed using thematic method. The
study findings revealed that workplace experience (r = .638, p < 0.001) in TVET
institutions. The study findings revealed that there was positive linear effect of workplace
experience (β3 = .273, p = 0.000) on quality education. The study concluded that. There
were inadequate workshops thus hampering trainees from regularly participating in
practical aspects of CBET instruction. Lower academic requirements set for recruitment
into the TVET programs were creating a negative attitude and perception that CBET was
for low achievers. The study recommended that trainers need to understand the market
trends.