The Effects of Instructional Design Processes on the Quality of Implementing Electrical Installation CBET System in Kenya

Abstract

Instructional design is a strategy for effective training of learners. Competence-based education and training (CBET) is a practical approach to education which emphasizes learners need to gain necessary knowledge, skills and attitudes to work successfully in their trade areas. It is regarded as an all-inclusive approach to education and it takes a complete paradigm shift from the conventional approaches. This study aimed at evaluating the impacts of instructional design processes on the quality of implementation of an Electrical Installation (EI) CBET system. The study employed positivism and interpretivism research philosophies. It adopted mixed method research design where both quantitative and qualitative data were collected and analyzed. A total of three TVET institutions and thirty-eight (38) trainers were selected using purposive sampling to be included in the sample frame. Data were collected using questionnaires and Online Focused Group Discussions (OFGD) and analyzed using descriptive statistics and content analysis. The major findings indicated that poor implementation of instructional design processes lead to low quality of electrical installation CBET system in Kenya. These inconsistencies on instructional contents, methodologies and assessments resulted in implementational gaps between CBET policy framework and implementational strategies. Additionally, EI CBET curricula weren't based on comprehensive analysis of what was required at the workplace environment. The paper suggested a holistic and logical reorganization of the units of competency into modules with inclusion of left out units of competencies and revision of TVET academic calendar with clearly spelt out industrial attachment periods. It also suggested in-service courses, pre-service training and capacity building workshops for trainers to enhance their degree of competences.