9 Conclusion
As Competency Based Educational Training (CBET) becomes increasingly important to TVET institutions across Kenya, a desire to support this work robustly, from an evidence-based perspective and with key champions in teaching and learning is also growing. Institutions like Kisii National Polytechnic, Keroka Technical Training Institute, and Bondo Technical Training Institute in Western Kenya are three institutions that are leading this charge. These institutions, along with others, have demonstrated not only a passion for supporting CBET through the development of TLCs, but also the strategic acumen and commitment to making that happen.
This open educational resource (OER) is meant to capture some of these institutions’ key experiences over the last few years, and act as a guide for emerging TLCs across the CBET/TVET institutional sector in Kenya, and perhaps beyond. This resource is also meant to celebrate the hard work and leadership that has gone into the creation of TLCs at these organizations, and the impact that hard work has had on trainers, trainees, and institutional culture. The authors of this book are leaders in this area, and continue to invite dialogue and collaboration across institutions that are interested in creating or maintaining TLCs in their areas
I want to start a TLC, but how do I begin?
This book is a great first step! But if upon reading it you are more interested in starting or developing
a TLC at your institution, you should consider who they can connect with both internally and externally to begin the conversation. At first, you may want to talk to like-minded colleages, HoDs, and others to engage in early ideation around TLCs. Training sessions connected to this resource may be a starting point as well, and we encourage interested readers to join any future training sessions that are offered in collaboration with this resource. Authors in this book are also available to connect and can provide a first contact for anyone interested in developing their knowledge on this topic.
How Communities of Practice can support TLC development
Institutions interested in TLC development, regardless of where they are situated geographically, should consider creating or joining communities of practice (CoPs) related to TLC development. Communities of practice enable a sharing of ideas and can inspire new directions or affirm existing ones. As TLCs are in an emerging state in Kenyan post-secondary, communities of practice will take on a key role in providing intellectual collegiality and support as TLCs develop and grow. Please see Chapter 8: TLC Community of Practice: The Western Kenyan League or contact John Gekonde at KNP if interested in joining the Western League of TLCs or starting your own.
The continued need for research
Research related to TLC development in the Kenyan TVET/CBET context, and dissemination of that research, stands to benefit the sector. For this reason, TLC champions and those situated at existing TLCs should continue to find ways to investigate their practice and share out those findings. Quantitative and qualitative research methods can be employed to answer key questions related to TLC development in Kenya. Questions like “How is our institution’s TLC impacting trainers’ confidence in CBET teaching” and “What are the key teaching and learning areas HoDs are our institution (or across a few institutions) define as needing support?” are two examples of questions that could anchor a research study. But the permutations are endless and are determined by the curiosity or researchers, and the unique needs of different institutions.
Can I contribute to this resource?
Yes! This resource is iterative and is meant to grow and develop alongside developments in the sector. If you see an area that is missing, or would like to contribute your own institutions’ story, please reach out to the editor, Kathleen Bortolin, and we’ll work together to add your ideas.
