IOSR Journal of Research & Method in Education (IOSR-JRME) e- ISSN: 2320–7388,p-ISSN: 2320–737X Volume 8, Issue 3 Ver. IV (May. – June. 2018), PP 30-34 www.iosrjournals.org DOI: 10.9790/7388-0803043034 www.iosrjournals.org 30 | Page Challenges Affecting The Implemetation Of Technical Curriculum In Public Tvet Institutions In Kenya: A Case Of Nandi And Uasin Gishu Counties Kemei Kennedy 1 , Simon Wanami 1 , Bonaventure. W. Kerre 1 1 University of Eldoret, Kenya Corresponding Author: Kemei Kennedy Abstract: Education is a medium through which the social values and norms of the learners are transmitted through the formal schooling system. Formal education is a vital instrument for attaining technological progress and economic growth judging by the experience of industrialized nations. Investing in education is a potent means that could be explored to fast-track technological progress, economic growth and boosting citizens’ capacities. The main purpose of the study was to investigate the challenges that affected the implementation of the technical curriculum of TVET programs in TVET institutions. This was to improve on the quality of the programs offered in the TVET institutions thus making the graduates marketable and in tandem with the industrial needs. This research adopted a descriptive research design. The study targeted all technical teachers and graduating students of public technical training institutions in Uasin-Gishu and Nandi County. The study sampled 136 technical teachers and 276 technical students from two technical institutions in Uasin- Gishu and Nandi Counties. Questionnaires were content and face validated and reliability was determined using Cronbach’salpha. Data from the questionnaires were analyzed using descriptive statistics. The study established that student’s poor reading culture, student’s peer group, learners’ irregular attendance to class, lecturers’ competence among other factors, had a high influence on the implementation of the technical curriculum. The study recommends that the lectures should be competence in their area of specialty and that the students should have regular attendance to classes. It was recommended that a further research needs to be carried out to establish how the stakeholders who are the major beneficiaries can participate effectively in the implementation of TVET programs. Key Words: Technical curriculum, TVET institutions, quality, TVET programs, formal schooling system --------------------------------------------------------------------------------------------------------------------------------------- Date of Submission: 13-06-2018 Date of acceptance: 28-06-2018 --------------------------------------------------------------------------------------------------------------------------------------- I. Introduction Education as asserted by Fillux(1993), is a medium through which the social values and norms of the learners are transmitted through the formal schooling system. Onyesom (2013) identified formal education as a vital instrument for attaining technological progress and economic growth judging by the experience of industrialized nations. As viewed from the policy perspective, investing in education is a potent means that could be explored to fast-track technological progress, economic growth and boosting citizens’ capacities (Orodho, 2002). TVET is used as a comprehensive term referring to those aspects of the educational process involving in addition to general education, the study of technologies and related sciences, and the acquisition of practical skill, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO, 2002). TVET, in this respect, is designed to equip the people with not only vocational and technical skills, but also with broad range of practical skills, attitude and knowledge that are imperative in the work place and life (A, 1996). The goals of technical and vocational education and training in Kenya is to develop an effectively coordinated and harmonized TVET system that is capable of producing quality skilled human resource, with the right attitude and values as required for growth and prosperity of the various sectors of the economy (Mureithi, 2008). Technical training institutions, like any other TVET institutions, are faced with many challenges in their endeavor to train quality graduates (Werum, 2003). One of the uniqueness of this study is that the current TVET curriculum is more of euro-centric in the sense that it was adopted from the colonialists (Abebe, 2012. The stakeholders and the policy makers have not been able to modify it to suit the current Kenyan education system. The reviewed studies do not explicitly interrogate the determinants of effective implementation of the quality TVET programs and the challenges affecting the implementation process. Thus this paper looked at the