Factors facilitating the successful implementation of competence based training in technical vocational education and training (TVET) schools’ masonry option: Case study of three secondary schools: ETEKA Kabgayi, MTC Muhanga and ITER Rutobwe

Abstract

This research intended in general to examine the factors facilitating the successful implementation of Competence Based Training (CBT) in TVET schools. The study has 4 specific objectives: to identify the factors facilitating the operative implementation of CBT, to analyze the factors hindering the successful implementation of this CBT, to determine the strategies facilitating the successful implementation of CBT in TVET schools and to ascertain the relationship between facilitating, hindering factors, strategies and the implementation of CBT in TVET schools. This research will benefit different stakeholders in the implementation of CBT approach such as The Ministry of Education, Head teachers and teachers from TVET schools and also the future researchers. To come up to reliable and valid results in identification of facilitating factors for successful implementation of CBT in TVET schools, different methods were used; as well as quantitative, and qualitative methods. The study combined both secondary data collected from different existing documents and primary data which are data collected from the respondents by using a designed questionnaire. By the use of correlation research design, data has been treated and analyzed through descriptive statistical package for social science (SPSS) as well as the Excel Software. The sample size for this study was 84 respondents. The findings show that 84% of the respondents said that time management facilitates the successful implementation of CBT in TVET schools , planning is also among other factors facilitating the successful implementation of CBT in TVET schools whereby 90.5% of respondents confirmed that it is very important, VI 49% of the respondents agree as well as 41% who tend to agree that professional development schedule is among factor which contributes to the successful implementation of CBT in TVET schools by explaining that scheduling is very important in new curriculum implementation because it helps to know what to do and the time to do it. Relating the second objective, the finding shown that 86.9% of respondents agree that misunderstanding of the curriculum is a hindering factor of CBT in TVET schools, 92.8% of respondents agree that view new curriculum under the umbrella of old practices is a challenge of CBT in TVET schools and 78.5% of the respondents tend to agree that stressful workloads is also an issue fronting the successful implementation of CBT in TVET schools. To achieve the successful implementation of CBT, the study gave recommendations to different stakeholders in charge including Government, Head teachers or school managers and the teachers. The government should provide more trainings to staff on the level of implementation, increase the number of training centers and to pioneer the setting strategies to familiarize the CBT in all TVET schools. The teachers should focus more on planning, preparation and practice towards CBT approach, manage time effectively in order to have successful work and also cooperate and communicate with others for peer learning purpose. The head teachers or school managers should share best practices among schools and communicate any change on curriculum to teachers on time.