Technical trainers’ competencies are essential for success in any career like Technology Education program which centers on skills acquisition among Trainees for production. The objective of the study was to; establish the extent of TVET trainer’s pedagogical competence in Bungoma County, Kenya. The study was guided by the Signaling Theory of Learning. The study employed descriptive survey design. The study targeted the 800 trainees enrolled for technical course and 400 trainers in Bungoma County. Simple random sampling technique was used to arrive at the participants. A sample of 200 trainees and 80 trainers participated in the study. The study used questionnaires and Focused Group Discussion guides and interview to collect data. Test- retest technique was employed to ascertain reliability of the questionnaires at alpha 0.70. Quantitative data was analyzed using descriptive namely; percentages, frequencies, means and standard deviation and inferential statistics namely; correlation and Pearson coefficient. Statistical Package for Social Scientists (SPSS Version 25.0) was used to analyze data. Qualitative data was recorded, transcribed and reported thematically. The findings were presented using figures and tables. The study found that TVET trainers could effectively communicate with trainees and to somewhat extent, trainers utilized assessment for the benefit of the trainees. However, trainers could to a little extent develop trainees critical thinking skills and trainers were to somewhat extent knowledgeable of current technologies in their areas of specialization. In addition, the study found that majority of the trainers could somewhat extent relate classroom content to workshop experiences. The study found that the strongest positive correlation existed between trainers’ use of practical examples to explain concepts and acquisition of skills among trainees [r= 0.788, p<0.05]. Other variables that were positively correlated with the outcome variable were; trainers motivated learners [r=0.758, p<0.05], trainers used variety of teaching approaches [r=0.783, p<0.05], trainers used relevant examples [r=0.748, p<0.05] and trainers allowed trainees to design teaching and learning activities [r=0.755, p<0.05].The results for the multiple linear regression model with all the eleven trainers’ pedagogical competence variables that were statistical correlated with the outcome variable produced an adjusted R-Square of 0.481, F (11,177) = 1.862, p<0.05. The study recommended that there was need to enhance the TVET trainers’ pedagogical competence and there was need to increase government capitation to TVET to assist them acquire training material and equipment that support more practice based learning.
skills acquisition, trainers, pedagogy, work place
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