Archives-November 2020

25 Plants of Ocimum sanctum & O.americanum were collected from the pots containing Rosa Sinensis, Aloe vera, Lathyrus odoratus & the xerophytic opuntia plants respectively on Date 4/11/2020 of which 8 plants of Ocimum sp. kept in the pots & 17 plants of studied morphologically having Symptoms - leaf spots (while on yellow or brown or black), leaf notch, Curling of leaves on either nodal region as apex of stem, dwarfism in leaves, dwarfism in the size of the host plants of Ocimum sanctum & o.americanum. The anatomical study confirmed the pathogen on Date 19-11-2020 at 1-2.15 P.M. in the laboratory of Dept. of Botany, M.M.A.M. campus, Beratnagar, T. U, Nepal & disease causing pathogen is Alternania sp. as described by Hughes (1953), Tubaki (1958), subramanium (1962-1965).

Competence-based education and training is a functional approach to education as it emphasizes that learners need to gain necessary knowledge, skills, understanding and attitudes or values to work successful in their own profession or occupation. It is regarded as a holistic approach to education. This study sought to establish the influence of Trainers’ knowledge and skills on the implementation of competence-based curriculum in Technical and Vocational Education and Training colleges in Uasin Gishu County. The study was guided by curriculum implementation theory. The study adopted a descriptive survey. The target population of the study was 850 respondents comprising of 10 principals, 240 instructors and 600 trainees. A sample size of 90 respondents was selected comprising of 6 principals, 24 instructors and 60 trainees as the respondents. Stratified purposive and simple random sampling techniques was employed. Questionnaires were used to collect data. Cronbach’s alpha co-efficient was used to ensure reliability of the research instruments. Data was analyzed using pearson product moment correlation. The study established that there was a significant positive and strong relationship between trainers’ knowledge and skills and implementation of competence-based curriculum (r= 0.629, p =0.000). The trainers’ knowledge and skills influenced the implementation of competence-based curriculum in Technical and Vocational Education and Training colleges in Uasin Gishu County. The study recommended that the ministry of education and Kenya Institute of Curriculum Development should organise for more in-service training for teachers to equip them with subject content knowledge, ICT skills and positively change their perceptions about the competency-based curriculum.

The purpose of this study was to determine the influence of training facilities on Acquisition of Skills by trainees in Technical and Vocational Education and Training in Uasin Gishu County. The objective of the study was to establish the influence of adequacy of facilities on Acquisition of Skills. The study was guided by theory of human capital which was postulated by Becker (2009). The study adopted a descriptive survey. The target population of the study was 850 respondents comprising of 10 principals, 240 instructors and 600 trainees. A sample size of 90 respondents was selected comprising of 6 principals, 24 instructors and 60 trainees as the respondents. Stratified purposive and simple random sampling techniques was employed. Questionnaires were used to collect data. Cronbach’s alpha co-efficient was used to ensure reliability of the research instruments. Data was analyzed using pearson product moment correlation. The study established that there was a significant positive and strong relationship between adequacy of training facilities and acquisition of skills (r= 0.611, p =0.000). The study concluded that TVETs have inadequate training facilities such as workshops, up to date tools and equipment, classes and instructional materials. The inadequate training facilities could be contributing to low Acquisition of Skills by trainees in TVETs in Uasin Gishu County. It was recommended that there was need for ministry of education to develop a policy on training facilities in Technical and Vocational Education and Training, in order to procure adequate, relevant and up-to- date tools and equipment to ensure their trainees acquire high quality vocational skills.

The problem of unemployment among the youth is a huge concern as majority of them face significant difficulties engaging in productive employment, mainly due to a mismatch of the competencies they possess to those required by the labour market. Technical Vocational Education and Training (TVET) is one promising avenue in addressing this problem. Kenya has identified the critical role of TVET in preparing, developing and updating the skills and competences to meet the needs of the changing industrial environment. The purpose of this study was to investigate the effect of competency in technical skills acquired on labour market requirements in Technical Vocational Education and Training in Uasin Gishu County. The target population of the study was 850 respondents comprising of 10 principals, 240 instructors and 600 TVET graduates. A sample size of 90 respondents was selected comprising of 6 principals, 24 instructors and 60 TVET graduates of the respondents. Stratified purposive and simple random sampling techniques was employed. Questionnaires were used to collect data. Cronbach’s alpha co-efficient was used to ensure reliability of the research instruments. Data was analyzed using pearson product moment correlation. The study established that there was a significant positive and strong relationship between competency in technical skills acquired and labour market requirements (r= 0.565, p =0.000). The study concluded that TVETs competency level in technical skills acquired had significant influence on labour market requirements in TVETs in Uasin Gishu County. The Government needs to invest in training the youth to specifically meet the relevant industrial standards. In addition, practice of the skills learnt among the learners should be enhanced. This exposes the youth to the market before graduation and greatly elevates their competency levels.

Kenya has identified the critical role of TVET in preparing, developing and updating the skills and competences to meet the needs of the changing industrial environment. The purpose of this study was to investigate the teacher factors affecting implementation of curriculum in technical and vocational education and training institutions in Uasin Gishu County, Kenya. The target population of the study was 250 respondents comprising of 10 principals, 240 instructors. A sample size of 75 respondents was selected. Stratified purposive and simple random sampling techniques was employed. Questionnaires were used to collect data. Data was analyzed pearson product moment correlation. Findings of the study showed that there was a significant influence of tutor qualification (r=0.555, p =0.00) and tutor experience (r= 0.445, p =0.000) on implementation of curriculum in TVETs. The teacher qualifications and teaching experience influence the implementation of Technical Curriculum. The study concluded that teacher qualifications, teaching experience influence the implementation of Technical Curriculum. TVET colleges should employ more qualified teachers in order to enhance teacher competence in order to spur and sustain students’ interest in technical education. The management should build the capacity of teachers to ensure that community colleges have an experienced pool of teachers that can effectively implement the Technical Curriculum.

Table of contents for the month of November 2020