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

Jeffrey Ben Matu; Ephantus Mugo; Nicholas Omondi Ouma; Joey Arthur Fleck; Mark A. Brennan; José de Inocêncio Narciso Cossa

doi:10.1007/s10780-025-09552-3

February 4, 2026Interchange

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

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Key Points

Teacher preparedness significantly impacts the effective implementation of education-related SDG policies in Kenyan TVETs.
Strong leadership within institutions correlates positively with better implementation outcomes in the context of sustainable development.
Observational analysis across various Kenyan TVET institutions highlights gaps in teacher training and the need for ongoing support.
This framework suggests that enhancing leadership and preparedness may drive long-term sustainability in education initiatives.

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Implication

Analysis of teacher preparedness and leadership in implementing education-related SDG policies in Kenyan TVETs, indicating potential for sustainable development.

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Cite This Study

Matu et al. (2026) studied this question.

synapsesocial.com/papers/69a7609bc6e9836116a2d88c https://doi.org/10.1007/s10780-025-09552-3

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

Key Points

No abstract yet

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Implication

Discussion

Cite This Study

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

Key Points

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Implication

Discussion

Cite This Study

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