Abstract
Despite policy reforms targeting enhancing graduates' competencies for the labour market and prioritise successful implementation of the Competency-Based Education and Training curriculum in public TVET Institutions in Kenya, implementation remained inconsistent. This study examined the effect of strategic planning practices on CBET curriculum implementation in public TVET institutions in the North Rift Region of Kenya and the moderating role of institutional capacity. The study was anchored on Michael Fullan’s Educational Change Theory and complemented by Resource-Based View, Human Capital, Stakeholder and Institutional Theories. It adopted Convergent Parallel mixed-method research design. Multi-stage mixed sampling was employed to select 5 study counties, institutions and participants, respectively. A target population sample of 810 respondents was established, from which a sample size of 268 respondents was determined using Taro Yamane’s formula. The sample size was divided into 238 quantitative respondents from middle management and trainers and 30 qualitative respondents, respectively. Purposive sampling selected 30 key informants from the Principals and Deputy principals. 238 quantitative questionnaires were distributed and completed, while 24 out of 30 key informant interviews were conducted. The study obtained 262 actual participants, representing an overall participation rate of 97.8 %. Data were collected using a structured questionnaire and semi- structured interview guides. Validity was established through expert review and Explanatory Factor Analysis KMO ≥ 0.60. Reliability was determined using Cronbach’s alpha ≥ 0.70. Quantitative data were analysed using descriptive and inferential statistics, and qualitative data were examined thematically and thereafter integrated. The hypotheses were tested at the 0.05 level of significance. The findings revealed that leadership support, resource allocation, and trainer preparedness had a significant positive influence on CBET curriculum implementation. However, stakeholder engagement did not have a statistically significant effect after controlling for the other strategic planning practices. The study further established that institutional capacity significantly moderated the relationship between strategic planning practices and CBET curriculum implementation. Qualitative findings supported the quantitative results by identifying leadership, adequate resources, and competent trainers as key enablers of effective CBET implementation, while inadequate funding and infrastructure remained major challenges. The study concludes that effective strategic planning, supported by strong institutional capacity, is associated with successful implementation of the CBET curriculum in public TVET institutions in the study area. It recommends strengthening leadership, improving resource allocation, investing in continuous professional development for trainers, and enhancing institutional capacity to support sustainable curriculum implementation.