Document Type

Article

Department

Institute for Educational Development, East Africa

Abstract

Kenya’s TVET sector has fully transitioned to the Competency-Based Education and Training (CBET) framework, with one of the major challenges being the adoption of instructional requirements for students with disabilities, an inclusion issue compounded by exclusionary risk, and the choice of appropriate instructional experiences. Inclusive instructional practices remain a critical practice for mitigating marginalisation in mastering competencies. This study investigates inclusive instructional practices for SWDs in TVET in Vihiga County, Kenya. A convergent mixed methods with embedded case study design was employed in two public TVET institutions in Vihiga County, Kenya, involving 36 students with disabilities, 46 trainers, and 8 administrators. Quantitative data were collected through questionnaires (n=70 ) and document analysis, while qualitative data were collected through interviews (n=8 ), focus group discussions (n=12 ) and observation checklists. Quantitative findings were analysed using SPSS v26 and Excel 365 and presented using percentages, tables, and graphs. Qualitative findings were analysed thematically and presented using verbatim quotes, photos, and narration. Findings revealed that limited inclusive instructional practices significantly constrain the acquisition of skills. Inclusive instructional practices present a possibility of enhancing learning outcomes of students, with 68% of respondents affirming its positive effect. These findings enable institutions to review their disability plans, inform trainers on support mechanisms, and strengthen inclusive policy. Furthermore, other institutions could draw on these insights to improve the implementation of inclusive practices, thereby enhancing overall training efficiency in TVET. This study concludes that inclusive instructional practices have the potential to enhance effective CBET implementation in TVET and better support SWDs in training, provided that targeted professional development and investment in adaptive learning measures are in place.

Publication (Name of Journal)

East African Journal of Education Studies

DOI

https://doi.org/10.37284/eajes.9.2.4950

Creative Commons License

Creative Commons Attribution-Share Alike 4.0 International License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.

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