Promoting Digital and Transversal Competences through Work-Based Learning in Resource-Constrained VET

Context: In rural Kenya, significant gaps exist between industry requirements and educational delivery in VET schools. This gap is particularly pronounced in rural areas where infrastructure limitations and teacher preparation intersect with increasing demands for digitalisation. A comprehensive needs analysis conducted in Homa Bay County through industry interviews (n=10), teacher surveys (n=23) and student assessments (n=247) revealed that while 80% of companies identify both digital competencies and transversal skills as crucial, only 25% of VET teachers possess basic digital teaching skills required for competency-based curriculum implementation. This aligns with national baseline data showing 60.6% of teachers lack ICT training (Kenya Institute of Curriculum Development, 2018). Approach: This study demonstrates the potential of Learning and Work Tasks (LWTs) as a contextually responsive strategy for bridging structural gaps in Kenya’s rural VET system. In regions where geographic distance and infrastructural limitations make traditional apprenticeships infeasible, LWTs offer an effective mechanism to integrate work-based learning directly into the school curriculum. Importantly, the design of the LWTs—delivered digitally and involving diverse media formats, collaborative problem-solving, and student-led activities—also directly supports the development of digital and transversal competencies. Thus, LWTs serve a dual purpose: simulating real-world work processes in settings lacking direct industry access and fostering key 21st-century skills through their interactive, media-rich, and group-oriented format. The application of the DigComp framework, instead of DigCompEdu, was a deliberate choice to match the actual skill levels of both teachers and students. This ensured a more inclusive and developmentally appropriate approach to digital competence building, reflecting a core principle of design-based research: grounding intervention in real-world constraints and capacities. Findings: The research has identified critical digital competency gaps where teacher preparation significantly lags behind industry expectations. Three digital LWTs developed by teachers through collaborative workshops demonstrate potential for simultaneous development of digital and transversal competencies. Initial teacher interviews reveal substantial support needs during LWT implementation, particularly around digital pedagogy integration. Conclusions: LWTs provide a viable framework for integrating digital and transversal skills development in work-based learning contexts, even in resource-constrained environments. However, successful implementation requires comprehensive teacher professional development, strong industry partnerships, and systematic adaptation of digital frameworks to local contexts.