Abstract: The crucial role of Technical and Vocational Education and Training (TVET) in developing human capital by equipping individuals with knowledge, skills, and capabilities needed to succeed in a rapidly changing world cannot be gainsaid. In Kenya, TVET sub-sector is currently implementing a new Competency-Based Education and Training (CBET) curriculum that focuses on 50% theory and 50% industrial training as a panacea. However, there has been increased reluctance to implement CBET courses. The purpose of this study was to examine the implementation of CBET in electrical and electronics engineering courses in Technical and Vocational Colleges in Uasin Gishu County, Kenya. In this regard, the study sought to determine the extent to which student support services affects implementation of CBET system in electrical engineering courses in Technical and Vocational Colleges in Uasin Gishu County. This study adopted a pragmatic paradigm with an explanatory research design. The target population was 119 respondents who were drawn from the Ziwa, Moiben, Rift Valley Technical Training Institute, Ngeria, Kipkabus, Turbo Technical Training Institute and Koshin Technical Training Institute in Uasin Gishu County. The study used census for the enumeration of all the 119 electrical and electronic engineering trainers and HoDs of the 7 TVET institutions. Questionnaire was used to collect the primary data and analyzed using inferential statistical techniques using Statistical Package for Social Sciences (SPSS) version 25 software. From the findings, the coefficient of determination (R square) of 0.489 indicated that student support services explained only 48.9% of the variation or change in implementation of CBET system in electrical and electronics engineering courses in Technical and Vocational Colleges in Uasin Gishu County, Kenya. The study findings further indicated that students support services significantly influence implementation of CBET system in electrical and electronics engineering courses in Technical and Vocational Colleges in Uasin Gishu County, Kenya. Therefore, TVET institutions should consider strengthening students support services in line with the CBET requirements using a policy framework to enhance implementation of CBET system. The findings of the study are of significance to TVET and the stakeholders in improving the implementation of CBET system.

Keywords: Student support, Competency-Based Education and Training

Downloads: | DOI: 10.17148/IARJSET.2025.121040