10th U6+ Consortium of African Universities International Conference

The shift to Competency-Based Education and Training (CBET) in Technical and Vocational Education and Training (TVET) institutions has enhanced students’ competencies. However, critical strategic mechanisms remain essential to maximize learning outcomes. This study investigated the strategic interventions perceived by Information and Communication Technology (ICT) trainers in implementing CBET and improving the employability skills of students in the dynamic ICT field. The study was based on a mixed-methods convergent design, grounded in an interpretive research paradigm. Structured questionnaires and semi-structured interviews were used to gather data from a purposive sample of 32 ICT trainers and 9 Heads of Departments in 9 TVET institutions. Multiple linear regression statistics (F = 3.213, ρ = 0.028) were used to analyze quantitative data, while qualitative data was analyzed thematically. The findings indicated that alternative performance-based assessment was viewed as a crucial strategy to assess competency acquisition among students (Mean = 4.53), provision of adequate financial and infrastructural resources (Mean = 3.97), adapting the ICT curriculum to the changing needs of the market (Mean = 4.44) and keeping teachers continuously trained on both pedagogical and technical issues (Mean = 4.28) were found to be critical strategies. The study concludes that for effective CBET implementation, a transition from policy formulation to operationalization is crucial. It suggests that the Ministry of Education, TVET administrators, and policy makers should consider investing heavily in Continuous Professional Development (CPD), allocating more time for practical sessions, providing adequate infrastructure and financial resources, as well as creating strong industry partnerships to address the skills gap and ensure students adapt to the modern digital job market.