Electronic Assessment Framework for Competency-Based Education amongst Intellectual Disability Students in Technical and Vocational and Training (TVET) Institutions in Nairobi County

Anne Barongo, Dr. Kennedy Ogada and Dr. Dennis Njagi
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Anne Barongo: Department of Computing, Faculty of Information Communication Technology, Jomo Kenyatta University of Agriculture and Technology, Kenya
Dr. Kennedy Ogada: Department of Computing, Faculty of Information Communication Technology, Jomo Kenyatta University of Agriculture and Technology, Kenya
Dr. Dennis Njagi: Department of Computing, Faculty of Information Communication Technology, Jomo Kenyatta University of Agriculture and Technology, Kenya

International Journal of Research and Innovation in Applied Science, 2024, vol. 9, issue 11, 138-154

Abstract: The shift to Kenya’s Competency-Based Curriculum (CBC) in Nairobi County’s Technical and Vocational Education and Training (TVET) institutions underscored critical issues related to the exclusion and challenges faced by special needs students with intellectual disability(ID). Despite 13.5% of Kenyan children having these disabilities, only 6% are enrolled in schools, revealing a stark gap in educational accessibility. Existing assessment frameworks in TVET institutions lack inclusivity, perpetuating educational disparities and negatively impacting societal well-being. This study focused on proposing an inclusive Electronic Assessment Framework for Competency-Based Education (CBE) to address these deficiencies and ensure equitable access for students with disabilities. The study’s objective was to review the electronic assessment framework for competency-based education. The study was anchored in the TPACK theoretical framework guiding its process. The research employed a descriptive design, collecting quantitative and qualitative data from 177 respondents, including students with disabilities, caregivers, parents, tutors, institutional heads, and examining body representatives. The study identified several weaknesses in electronic assessment frameworks, with the most significant being a lack of comprehensive accessibility (35.3%). Other notable issues included non-adaptive designs (23.5%), insufficient training for educators (17.6%), and unspecified limitations (23.5%). To address these challenges, respondents suggested adopting universal design principles (30%) to improve accessibility, expanding educator training (24%) to enhance effective use, developing adaptive tools (17%) for diverse learner needs, and implementing stronger data privacy measures (29%) to protect student information. Regression analysis revealed a significant positive relationship between familiarity with these frameworks and their utilization (β = 0.32, p

Date: 2024
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