The Role of Industry in CBET Curriculum Development Process. A Case of Nyandarua National Polytechnic, Kenya

TVET institutions in Kenya have been mandated to equip trainees with skills and competencies in trade areas that match the industry's needs. The TVET Sector in Kenya has undergone several reforms since 2013, with the most recent being four years ago, when a need to review the skills provided to trainees in TVET institutions emerged. This followed concerns raised by various stakeholders about the mismatch of skills in the industry. This aims to achieve the Sustainable Development Goals. A study by the Kenya Association of Manufacturers (2017) established that the training content in the TVET institutions did not match industry needs. It’s therefore in this regard that this study investigated the role of industry in the CBET Curriculum Development Process, a case of Nyandarua National Polytechnic. A descriptive research design was applied. A stratified random sampling technique was employed to obtain a sample of respondents, where 53 industry experts were identified to participate in the study. A questionnaire consisting of both structured and open-ended questions was developed for the study, and results were coded, tabulated, and analyzed the SPSS. Findings from the study revealed that industry and sector skills play a critical role in ensuring there is no mismatch between the skills provided in the learning institution and those required in the industry. It was therefore recommended that TVET institutions, in collaboration with relevant industry/sector skills together be involved in curriculum development to ensure effective implementation of CBET. In conclusion, the industry is key in retooling the TVET curriculum for the industrial revolution.