Building Sustainable Futures Through CBET: Examining the Role of Teacher Preparedness and Leadership in the Implementation of Education-Related SDG Policies in Kenyan TVETs

This study analyzes Competency-Based Education and Training (CBET) at Kabete National Polytechnic in Kenya. It is contextualized within global and African educational frameworks, including the United Nations Sustainable Development Goals (SDGs), UNESCO's Strategy for Technical and Vocational Education and Training, Africa Union's Agenda 2063, Continental Education Strategy for Africa, and the Continental Strategy for TVET. Employing a single-case study methodology with 19 participants, 11 through interviews and 8 through surveys, the research examines the nuanced relationship between educational leadership, teacher preparedness, and institutional governance. Findings indicate critical gaps in the alignment of global CBET frameworks with local educational practices, highlighting the need for a culturally responsive approach. The paper advocates for a decolonized CBET framework informed by African philosophies like Ubuntu, Harambee, and Ujamaa, grounded in complexity theory. This approach is not only pedagogically effective but ethically essential, considering Kenya's unique socio-cultural and economic realities. The research underscores the importance of participatory educational reform rooted in sustainability and social equity. Kabete National Polytechnic serves as an ideal case, given its diversity and alignment with Kenya's national policy framework. The study contributes actionable, culturally relevant strategies for educational leaders and policymakers, effectively bridging global educational aspirations with local implementation realities.