Globally, Technical and Vocational Education and Training (TVET) systems face increasing pressure to address persistent skill gaps while adapting to rapidly changing labor market demands. Despite significant investments in TVET, many countries still face persistent skill mismatches, where graduates lack the technical and soft skills required by industry. This calls for partnerships in capacity building of trainers which is key in equipping learners with industry-relevant competencies. Despite this, there have been limited studies on the influence of partnering in capacity building of trainers on industrial skills development in engineering training in technical vocational education and training institutions in Nairobi County providing a gap for the current study. Thus the study focused on the influence of partnering in capacity building of trainers on industrial skills development in engineering training in technical vocational education and training institutions in Nairobi County. The study adopted a descriptive research design. The target population was 334 HoDs, course tutors and electrical engineering trainers. The study used Slovin’s formula to calculate the sample size which is 182. The respondents were selected using a multistage sampling process. Data was collected by use of a questionnaire which was piloted for testing reliability and validity. Data was analyzed by use of descriptive and inferential statistics using Statistical Package for Social Sciences (SPSS) version 26.0 package and presented using tables. From the findings, the coefficient of determination (R square) of 0.215 indicated that the model explained only 21.5% of the variation or change in industrial skills development in engineering training. The study findings indicate that partnering in capacity building of trainers significantly influence industrial skills development in engineering training in technical vocational education and training institutions. Therefore, TVET institutions should consider strengthening partnering in capacity building using a policy framework to enhance their potential industrial skills development in engineering training.

National Defense and Security Education (NDSE) constitutes an essential element in all educational curricula of universities in Vietnam. Its fundamental purpose is to cultivate patriotism, solidarity, and foundational military skills among the populace. This paper's scope includes the design and analytical assessment of a teaching model for NDSE aimed at university students in Vietnam, while also suggesting prospective enhancements to improve its efficacy in the future. The research utilizes both theoretical methodologies and empirical research on the current state. The findings may provide a significant reference for universities globally in the organization and implementation of NDSE for their students.