TVET is very cardinal to any economic development of the country. It serves to prepare learners with the skills they need to succeed in the workforce and is the candle of hope lighting the darkness of political inefficiency, poverty and human degradation. Therefore, the development of curricula content and their implementation is one of the key competences of instructors in the area of educational planning and practical training for Technical and Vocational Education and Training (TVET) institutions in Kenya. The TVET sub-sector continues to be challenged by inflexible and outdated TVET curriculum, mismatch between the skills learned and the skills demanded by industries, inadequate mechanism for quality assurance, Low participation of private sector in the curriculum design and development. Therefore, the present study sought to evaluate the role of public-private partnership in enhancing curriculum development in TVET institutions within Rift Valley and Western Kenya Regions. Multiple case-study design was adopted for the study. Purposive and snowball sampling techniques were applied to select TVET and enterprise officials respectively. Questionnaires and interview guides were used in data collection. Data collected was analyzed using Multiple Attribute Utility Theory, (MAUT) and results presented in tabular and graphical forms. It was found out industry players were not involved in the reviews and curriculum reviews was reported to be too. The frequency at which curriculum reviews were carried out was reported to be very low at 5 representing 12.5 %. The use of resource persons from enterprise in curriculum instruction is also very low at a frequency. The study also reported low donation of instructional materials from enterprises. Therefore, curriculum planners should review curriculum at regular intervals in the light of needed skills in modern industries.