| dc.description.abstract | The purpose of this study was to examine the extent to which trainers’ qualifications in CBET implementation influence the acquisition of employable skills among visually impaired learners in TVET institutions in Kenya. The study applied a mixed methods research design. The study targeted 2 principals, 20 heads of departments, 70 trainers, 150 visually impaired learners and graduates of Machakos Technical Institute for the Blind and Sikri Technical Training Institute for Deaf-Blind, 2 Ministry of Education officials in charge of TVET, Curriculum Development Accreditation and Certification Council officials, 3 Ministry of Labour officials, 10 members of civil society groups and 5 managers of industries. A census of the principals and trainers was taken while purposive sampling was used to sample the rest of the respondents. Primary data was collected using questionnaires, interview schedules, focused group discussion guide and observation checklists. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was analyzed using content analysis. The study established a shortage of trainers in most departments within the institutes attributable to continuous increase in learners with special needs and multiple disabilities and the requirement for one trainer per learner at a given time for learners with visual impairments. It was also established that quite a large number of trainers in the TVET institutions were not adequately equipped to implement the CBET approach with a particular focus on the visually impaired learners (VILs). The study further noted that the acquisition of employable skills among VILs was positively and significantly influenced by trainers’ qualifications in CBET implementation. The study concluded that trainers’ qualifications had considerable impact of level of the acquisition of employable skills among VILs | en_US |
