| dc.description.abstract | Technical education skills development is one among other strategies thought to be what
Kenya needs for the achievement of vision 2030 (Ministry of Education [MoE], 2019). To
realize this vision, Kenya needs a critical mass of well-trained graduates. In regard to this, a
serious discrepancy between skills produce by training institutions and skills required by
industries has been raised. Luas, et al (2012) asserts that when such a phenomenon is raised
the problem in mainly in pedagogy. The study thus sought to address this by establishing the
relationship between instructional methods and skills development. Results indicated that;
(HO) there is a statistically significant relationship between instructional methods and skills
development. Qualitative results supported these findings as data revealed that TTI pedagogy
was highly theoretical. The study proposed a perceptual curriculum implementation model
suitable for tackling instructional issues facing TTIs. | en_US |
