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Transforming TVET in Africa: Innovative Technology-Enabled Teaching Practice Assessments
Abstract
Teaching practice assessments at the Kenya School of TVET were previously conducted solely through in-person sessions, leading to logistical challenges, high costs, and concerns over trainee confidence, validation, and verification. This study explores the integration of ePortfolios, Learning Management Systems (LMS), and online document-sharing platforms to transform these assessments into a more flexible, authentic, and cost-efficient process. A mixed-methods approach was employed, combining quantitative surveys (n = 539) with qualitative interviews (n = 34) and document analysis. ePortfolios enabled continuous documentation through digital tools, self-assessment, peer reflection, and inperson and remote evaluations. LMSs enhanced real-time feedback, structured learning pathways, and personalised support, while document-sharing folders streamlined digital recordkeeping.
Results revealed increased trainee confidence, a reduction in logistical costs, improved feedback loops, and greater visibility into trainee progress, resulting in higherpass rate. Educators and coordinators reported improved quality assurance and validation through the use of digital evidence. The study concludes that technology-enhanced teaching practice assessments are effective in addressing traditional challenges, with strong potential for scalability and sustainability in blended TVET contexts. Recommendations include institutional support for infrastructure, further research on long-term impact, and policy alignment to support digital transformation in teacher education.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 9047
Country
Kenya
Region
Africa
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Date
2025-09-12
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ORCID
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Publisher
Commonwealth of Learning (COL)