Assessment of Availability of Financial Support in Readiness for Curriculum Implementation of Online Distance Learning in National Polytechnics in Kenya

Abstract

The transition to Online Distance Learning (ODL) is a strategic response to the demand for equitable access to quality education and sustainable development. This study explores the availability of financial support and its influence on the readiness of Kenyan National Polytechnics to implement ODL curricula. Anchored in Constructivist theory and the Theory of Equivalency, the study employed a mixed-methods approach with a convergent parallel design. Data were collected from ten National Polytechnics, comprising interviews with three principals and three heads of department, and questionnaires from 35 trainers and 207 trainees in the Department of Applied Sciences. Policy documents, including the TVET and ODeL policies, were also analyzed. Descriptive statistics and multiple regression analysis were used for quantitative data, while qualitative data from interviews and documents were subjected to thematic analysis. Findings revealed that most respondents moderately agreed that funding for ICT capacity building and continuous professional development was insufficient. The study recommends strengthening partnerships with government agencies, industry, and open educational resource platforms to enhance financial sustainability. Additionally, the Ministry of Education and TVETA should develop clear policy frameworks to guide and fund ODL implementation. This study contributes new insights into institutional preparedness for online curriculum delivery in technical and vocational education.