KENYA ASSOCIATION OF TECHNICAL TRAINING INSTITUTES

TVET AS A STRATEGIC CAREER CHOICE

Authors: Muriuki N. Muriithi, Jennifer N. Mugo and ChristineMutua

principal@kist.ac.ke; mugojenniffer@yahoo.com ;mutuac@kist.ac.ke

Kiambu Institute of Science and Technology, Kenya

KATTI INTERNATIONAL CONFERENCE

TVET AS A STRATEGIC CAREER CHOICEMombasa, Kenya

25th – 30th August, 2013

Corresponding Author: Christine Mutua

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2

ABSTRACT

With Technological advancements competing for space in the

global markets, the significance of TVET cannot be

overemphasized. TVET is seen as the vehicle to steer countries

towards industrialization and sustainable economic leaps. In

Kenya, realization of vision 2030 is anchored on training of

engineers and technicians and raising their skill competencies

to the level that will make Kenya a competitive

industrializing nation. Thus, pressure is mounting on TVET

system throughout nations to improve the much needed hands-on

skills offered and match them with the demands of the labor

market. TVET has the potential to provide these skills and not

only graduate employable trainees ready for the job market,

but also produce graduates who will enhance the informal

sector by facilitating self employment and alleviating the

high rates of unemployment and frustrations emanating from

competition for the limited available jobs in the formal

sector.

Since independence, unemployment has remained one of Kenya’s

major development challenges. Statistics show that Kenya’s

unemployment rate stands at approximately 40%, an estimated

64% of that population comprise of young people that are

either skilled or unskilled and unemployed, a situation that

has led to soaring crime rates and ‘snail pace’ progress in

economic growth and development; not only in Kenya, but in

most African countries battling with unemployment. TVET plays

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a major role in the furnishing of skills required to improve

productivity, raise income levels and improve access to

employment opportunities (Bennell P, 1999). Developments in

the last three decades have made the role of TVET more

decisive; the globalization process, Technological change, and

increased competition due to trade liberalization necessitates

requirements of higher skills and productivity among workers

in both modern sector firms and Micro and Small Enterprises

(MSE).

This paper therefore explores the role of the Government,

private sector, and other stakeholders in instituting

strategies and initiatives that can be employed in TVET to

make it a strategic career choice. The paper also tries to

exemplify TVET as the steering wheel towards economic

progression and development.

Key words: Sustainability, Skills, Competencies, Self Employment

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INTRODUCTION

The global youth unemployment rate rose from 11.8 to 12.7

percent between 2008 and 2009, the largest one-year increase

on record. In the ten years from 1998 and 2008, youth

unemployment increased by a total of 0.2 percent or about

100,000 persons per year; but from 2008 to 2009 it increased

by 5.3%, or 4.5 million persons, in a single year. By the end

of 2010, an estimated 75.8 million young people were

unemployed (UN, “World Youth Report,” 2012).

Africa, once dubbed "the hopeless continent" by the Economist

is now considered one of the fastest growing regions in the

world. Having rebound the global downturn with GDP growth of

5% in 2010, Africa has been rebranded the "hopeful" continent

by the magazine. In the year 2012, the continent was

forecasted to bounce back to economic growth of 4.5%, and by

2013, the figure is expected to rise to 4.8%. However, the

current level of youth unemployment is taking the shine off

Africa.

The continent’s population is growing at a rate of 2% and the

level of unemployment is soaring up to an alarming rate. It

has been noted that globally, youth participation rates in the

economy are falling relative to adult participation. In

contrast to the 12.7% global youth unemployment rate for 2011,

the ILO’s 2012 Global Employment Trends report states that the

global adult unemployment rate was only 4.8 percent in 2012.

While the adult rate has already begun to decline from its

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2008-9 peak, youth unemployment has fallen only marginally, by

0.1 percent.

The youth unemployment rates are consistently 2-4 times adult

unemployment rates, while adult unemployment has worsened due

to the global economic and financial crises, as well as

demographic factors, youth unemployment has escalated out of

inadequacy of skills and experience, population boom and

stagnate job creation mechanisms. In addition, in difficult

economic times, young people are often the first to be laid

off, making it still harder for them to consistently build

their skills and experience. Consequently many young people

end up facing extended periods of unemployment, or significant

under-employment in jobs that fail to offer career

opportunities The ILO estimates that youth unemployment

represents nearly 40 percent of total global unemployment. In

Africa, it is approximated that about 60% of the unemployed

persons are youth aged between 15 and 24 and this figure is

set to go up to 400 million by 2045 (ILO, 2011).

In Kenya, unemployment and underemployment have been

identified as Kenya’s most difficult and persistent problems

(Republic of Kenya, 1969; 1983; 2008b&c). Youth population of

15 to 34 year-olds account for around two fifths of the

country’s population. Statistics show that unemployment rate

stands at approximately 40%, and an estimated 64% of that

population comprise of young people that are either skilled or

unskilled and unemployed. The latest government policy

document, The Sector Plan for Labour, Youth and Human Resource Development

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Sector (2008-2012) documented that unemployment in Kenya is both

structural and frictional in nature. According to the Plan,

Kenya’s unemployment is mainly attributed to the slow growth

and weak labour absorptive capacity of the economy, mismatch

in skills development and demand, imperfect information flow

and inherent rigidities within the country’s labour market.

CONSEQUENCES OF YOUTH UNEMPLOYMENT

The consequences of youth unemployment extend beyond the

impact of temporary labor market fluctuations. High rates of

youth unemployment represent both widespread personal

misfortune for individuals and a lost opportunity for critical

national and global economic development. Unemployment

experience leaves a permanent imprint on both individual life

outcomes and on national development trajectories (Manpower

Group, 2012).

Studies conducted for the World Bank by Andrew Sum (2000) in

the U.S. and Kevin O’Higgins (2003) suggest that young people

who have difficulty in their early integration into the world

of work suffer lifelong “scarring” effects that diminish their

resiliency and ability to thrive in a dynamic and demanding

labor market.

Unemployment in youth has been shown to have lifelong effects

on income and employment stability, because affected young

people start out with weaker early-career credentials, and

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show lower confidence and resilience in dealing with labor

market opportunities and setbacks over the course of their

working lives hence becoming poor performers and laggards. A

study cited in the Economist suggested those men who

experience a year of unemployment before age 23 will earn 23%

less than their peers 10 years later, and 16% less 20 years

later.

Sum notes that persons who experience extended unemployment in

youth are also at increased risk for other social pathologies.

He adds that direct poverty effects on unemployed young

people’s families include “considerable cognitive, health,

nutrition and psychological deficits” for children raised in

poverty (Sum, 2002). As these young people grow older and

raise families, their own failure to accumulate economic and

social capital perpetuates the same cycle for their children.

Chronic unemployment is also associated with increased

incidence of criminal behaviour (ILO, 2000; Kotloff, 2004).

African Economic Outlook (AEO) warns that “while young people

bring economic opportunities, they can present a significant

threat to social cohesion and political stability if they do

not secure decent living conditions" (African Economic

Outlook, 2012). It has been noted that unemployment among the

youth is a key driver of mass protests, civil unrest,

political violence, prostitution, social crimes, criminality

and armed rebellion. As far back as 2004, the United Nations

had anticipated this trend by asking “How have we let what

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should be our greatest asset, youth, become a threat to our

security?” (UN, 2004).

High rates of youth unemployment also represent a wasted

resource for developing economies. Poor youth labour market

participation limits the inputs available for urgently needed

growth and makes it harder for developing countries to realize

the benefits of labour-intensive growth strategies. Developing

countries pass through a unique demographic “window” where the

youth population is maximized before birth rates begin to fall

toward a more “developed economy” pattern – their success or

failure in realizing the economic potential of young people

during this “low dependency ratio” period can make the

difference between sustained and faltering long-term

development. (Dhillon and Yousef, Inclusion: Meeting the 100

Million Youth Challenge, 2007).

EMPLOYMENT PROJECTIONS

For more than four and a half decades now, the Kenya

government has continuously articulated the need to create

sufficient employment opportunities to absorb the country’s

growing labour force. Just like in many other developing

countries, unemployment and underemployment have been

identified as Kenya’s most difficult and persistent problems

(Republic of Kenya, 1969; 1983; 2008b; 2008c).

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The Kenya government has, over time, identified and/or

implemented a myriad of interventions to address the country’s

employment challenge. The measures, which can be broadly

categorized into Kenyanization (1963-1979), active labour

market policies (1980-1989) and macroeconomic management

(1990-2011), were augmented with various short-term

interventions aimed at providing quick fixes in employment

generation. Notably, certain interventions such as wage

restraint, economic growth, industrial and agricultural

promotion, public works programs and active labour market

policies have permeated through the period (Omolo, 2012).

Kenya’s Medium Term Plan (MTP) (2008-2012) envisaged that the

country’s GDP would grow by 4.5 per cent in 2008; 7.9 per cent

in 2009; 8.7 per cent in 2010; 9.1 per cent in 2011 and to

reach 10 per cent in 2012 (Republic of Kenya, 2008b). Long-

term trends in Kenya’s GDP growth over the last decade (2000-

2010) show, for example, that the country’s annual growth rate

averaged 3.5 per cent over the period. The highest rate of

growth was 7 per cent realized in 2007. However, between 2002

and 2007 when the country recorded rapid growth rate, the

economy grew at an average of 5.4 per cent. Within the context

of the GDP growth-employment nexus, the average employment

growth during the same period was 2.4 per cent. However, the

MTP (2008-2012) projects that the country’s employment would

grow almost in tandem with the growth in GDP. It was projected

that employment would grow by 4.7 per cent in 2008; 8.4 per

cent in 2009; 8.7 per cent in 2010; 9.1 per cent in 2011 and

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10 per cent in 2012. Using the 5.4 per cent average economic

growth rate and mean employment growth of 2.4 in 2002-2007,

the country’s employment elasticity of growth during the

period was 0.44.

Based on the average and highest GDP growth rates of 3.5 and 7

per cent attained in the last decade, respectively; Kenya’s

dream GDP growth rate of 9.1 and 10 per cent in 2011 and 2012

onwards, respectively (Republic of Kenya, 2011a).

TIVET AND THE WORLD OF WORK

The term ‘skills development’ is increasingly being used and

is gradually replacing ‘Technical and Vocational Education and

Training’ (TVET). ‘Skills development’ indicates a shift in

emphasis away from supply-led systems which dictate the mode

of learning and the pathways to be followed. Instead, it

places emphasis on the acquisition of skills in demand in the

workplace, be these generic or technically specific,

regardless of where, when or how they are acquired. This

change of emphasis alters the relationship between training

provision and the labour market, allowing for a greater range

of types of learning environment, edibility of content and

engagement by stakeholders. ‘Skills development’ covers a very

wide range of subject matter, ability level and age groups.

Its defining feature is that it serves industry, focusing on

enabling people of working age to acquire skills which are

needed by businesses currently and in the future. Skill

training is critical for sustainable industrialization and

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poverty reduction in terms of creating a critical mass of

technically and entrepreneurially qualified people, who are

able to stimulate investment opportunities, create jobs and

increase productivity. A well educated and trained workforce

is a prerequisite for harnessing the potential of

competitiveness and industrialization (Rao, 1996).

Technical and Vocational Education and Training (TVET)

according to (UNESCO, 2001:1-2) is defined as all forms and

levels of the educational process involving, in addition to

general knowledge, the study of technologies and related

sciences and the acquisition of practical skills, know-how,

attitudes and understanding relating to occupations in the

various sectors of economic and social life. This definition

highlights the importance of the acquisition of practical

knowledge, skills and attitudes in any training offered by

TVET providers. According to Finch and Crunkilton (1999),

TVET refers to education and training that prepares persons

for gainful employment.

Technical and vocational education and training (TVET) has

emerged as one of the most effective human resource

development strategies that African countries need to embrace

in order to train and modernize their technical workforce for

rapid industrialization and national development. In order for

Technical and Vocational Education to effectively support

industrialization, economic growth, wealth creation and

poverty eradication, skills training must be of high quality

and competency-based, incorporate the use of modern

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information and communication technologies, be relevant to the

needs of industry, efficient, and adaptable to the changing

technological work environment. These goals are best achieved

within a national TVET policy framework that is linked to

other national policies on education and training at all

levels, industrialization and employment creation, and

national socio-economic development in general.

Throughout nations, there is increased emphasis on reform of

TVET system to accommodate the turbulent changes in economic

and labour force trends. In 2004, International Conference on

Education (ICE) renewed emphasizes on the meaning of education

in ‘EFA’ as, “that basic education which prepares for both life and work”. With

this definition in mind, and the changing nature of the world

of work, the scope of responsibility and impact in which TVET

must act upon has widens. TVET need for to reorient its

agenda for action and ensure that it is continually providing

scientific and technical skills in relevant and responsive

programs, and consequentially developing a new generation of

human resources that will respond to the current social and

economic needs of the society.

TVET which is known to mainly provide training centers,

vocational institutions and community colleges play a major

role in preparing trainees for the world of work at the basic

and intermediate occupational levels including skilled

workers, craftsmen and technicians (sub professionals). TVET

reforms therefore require a paradigm shift towards a demand-

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and outcome-driven system. This holds not only for the

training itself, but for the management of the TVET system and

its institutions as well. The deciding factor for success is

not input or supply, but performance (GTZ, 2006). The

challenge for TVET, then, is to re-orient and re-direct its

curricula, training methodologies and content

Technical, Vocational Education and Training (TVET) in Kenya

is seen as a kind of education that provides learners with the

technical skills that can be used generally in technical

fields. These programmes are designed to prepare skilled human

resources for various positions in industry and the informal

sector. The offering of the TVET subjects is at the Technical

Training Institutes (TTIs), National Polytechnics, Institutes

of Science and Technology (IST), and Youth Polytechnics.

National Polytechnics in Kenya offer diplomas, higher national

diplomas and certificate TVET (Ahmed Ferej A, Kitainge K, and

Ooko Z, 2012).

One of the most important features of TVET is its orientation

towards the world of work and the emphasis of the curriculum

on the acquisition of employable skills. TVET delivery systems

are therefore well placed to train the skilled and

entrepreneurial workforce that Africa needs to create wealth

and emerge out of poverty. Another important characteristic of

TVET is that it can be delivered at different levels of

sophistication. This means that TVET can respond, not only to

the needs of different types of industries, but also to the

different training needs of learners from different socio-

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economic and academic backgrounds, and prepare them for

gainful employment and sustainable livelihoods. A skilled

workforce is a basic requirement for driving the engine of

industrial and economic growth, and TVET holds the key to

building this type of technical and entrepreneurial workforce

(Afeti, G, 2012).

Maclean, Wilson et al. (2009), pointed out globalization was

prompting governments to take renewed interest TVET which is

considered as an indispensable means to tackle the many

challenges that the rapidly increasing number of unemployed

youth are confronted with when it comes to their integration

in the labour markets. Abban and Quarshie (1996) noted that

one of the most important features of TVET, as recognized by

African governments, is its orientation towards the world of

work with the curriculum emphasizing the acquisition of

employable skills. He pointed out that the paradigm shift

towards practical skills training with TVET in Africa is

increasingly being reshaped to make it more attractive,

efficient and effective.

African Union (2007) report also stressed the current vision

of African countries in developing a new strategy to

revitalize TVET in Africa. The expectation is that TVET will

promote skills acquisition through competency-based training.

If this vision should materialize, it will require proficiency

testing for employment in order to promote sustainable

livelihoods and responsible citizenship. The challenge of new

job creation and higher living standard will therefore have to

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be accompanied by an education system capable of producing the

right skills in the context of increased integration to the

work market.

TVET is specifically designed to provide training and

competencies with focus on technology. However, the sector has

suffered challenges such as; training not suited to actual

socio-economic conditions; disregard of the needs of the

informal sector; disregard of the labour market and high

unemployment rate among graduates. In an attempt to address

these challenges, Reddan and Harrison (2010) resound on the

need for TVET institutions to restructure their programmes to

emphasis on demand driven vocational education through

intensifying relations between TVET and the labour market.

TVET curricula must focus on outcomes in terms of the skills,

knowledge and attitudes required by industry.

Originally, the direct preparation for work was the main goal

of TVET and this remains prominent in many developing nations.

However, with the technological revolutions and innovations in

science and technology during the twentieth century, new

domains of knowledge and new disciplines have become important

at all levels of education and training. Further, the upward

differentiation of TVET from the first to the second level and then

to the third level of education was an important development

of the twentieth century and set the stage for the twenty-

first century. The current focus is increasingly upon

preparing knowledge workers to meet the challenges posed during

the transition from the Industrial Age to the Information Age, with

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its concomitant post-industrial human-resource requirements

and the changing world of work (Lai and Maclean, 2012).

TVET system should also be seen to enhance ‘economic

literacy,’ by training individuals to use economic ways of

thinking and problem-solving to derive important decisions

based on a wide understanding of the elements of the economic

sector interplaying with each other to influence decision-

making. Rapidly changing technologies involve a whole set of

individual, organizational and societal factors. Changes in

technology emphasis the need for more complex cognitive

skills, ‘a strong back and a weak mind will not permit any

nation to compete in today’s market place,’ (Goldstein and

Ford, 2001). Goldstein and Ford argue that it is not simply a

matter of literacy skills but the need for complex thinking

skills. These include abilities to assess information,

understand work systems, deal with new technologies as the

workplace changes and develop interpersonal skills. These are

in addition to the 3Rs of reading, writing and arithmetic.

Increasing ‘smart’ machines increases the cognitive complexity

for the human being. Jobs increasingly Training is therefore

required continuously throughout working life to enhance

employability of the individual and collectively the

flexibility of the workforce.

TIVET should also facilitate ‘sustainable production’. This

entails the process of manufacturing and delivery of goods and

services that meet basic human needs to live a quality life

without compromising the potential of the future generation to

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enjoy the same given the same natural resources and

environmental conditions that support them. In addition to

from enhancing economic literacy and sustainable production,

TVET should inculcate social sustainability among its

trainees, social sustainability is about ensuring that the

basic needs of all people are satisfied and that all,

regardless of gender, ethnicity or geography, have an

opportunity to develop and utilize their talents in ways that

enable them to live happy, healthy and fulfilling lives. Clear

focus on the knowledge, skills and attitudes for social

sustainability can develop all the powers and faculties of the

individual – cognitive, affective and behavioural – and from

them can flow such “work values and attitudes as creativity

and adaptability, productivity, quality and efficiency,

patience and perseverance, loyalty and commitment, freedom and

responsibility, accountability, the spirit of service, a

future’s orientation, and a genuine love for work itself be

developed”

TVET is thus expected to serve as platform for honing economic

sustainability, economic literacy, sustainable production and

consumption as well as managing small businesses and molding

the workforce equipped with social sustainability skills and

environmental skills, TVET must consider generic skills that

tap individual’s ability, creative thinking and economic and

environmental compliance to help workers move around the

economic, social and environmental playing field with a full

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grasp of essential skills and sustainability principles for

development.

TVET’s role in social sustainability spans the ability to

create individuals who are prepared for sustainable

livelihoods and meaningful work. TVET approaches, therefore,

must encompass training on domain vocational and technical

knowledge and skills and building the foundation for social,

human and physical capital possessing all essential faculties

to facilitate and be absorbed in sustainable livelihoods.

TVET institutions play a very vital role in the growth and the

development of the economy by producing graduates who in the

long run fit into the dynamic demands of the economy. TVET

offers an important strategy to train skilled workers for the

employment market and for sustainable livelihoods and the core

role of TVET is enhancing the informal sector and in offering

skills and knowledge to the unskilled.

Kenya’s Vision 2030 is a national development plan anchored on

the newly redefined development concept of ‘Sustainable

Development’ by the three pillars: the economic, social and

political on a foundation that aims at transforming Kenya into

a newly industrialized frontier, “middle-income country

providing a highly quality life to all citizens by the year

2030” (Kenya, 2007). What is needed therefore, is a workforce

with the necessary technological competencies and the capacity

to provide for their wants and needs for a quality lifestyle

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and this can only be achieved through TVET institutions which

are well equipped (Kerre, 2010).

METHODOLOGY AND SAMPLE

The paper relied on secondary data available at Kiambu

Institute of Science and Technology (KIST) and secondary

information collected through review of relevant literature,

government Policy documents and other publications and reports

produced by international agencies such as the International

Labour Organization (ILO) and World Bank,

The target group was graduates of 2010/2011classes that

graduated in the year 2012. Four departments namely; Building

& Civil Engineering, Business Entrepreneurship & Social

Studies, Hospitality & Baking Technology and Electrical &

Electronics departments were sampled. These departments

provided data on the student graduates regarding places where

they had sought employment if any so as to assess the

employability of TVET graduates.

Department Level /

Course

No.

of

grad

uate

s

Sam

ple

Permanen

tly

employed

/

formal

employme

nt

Employe

d but

not

permane

ntly

Casual

/

contrac

t

Self

employed

Not

employed

Employed

but not

in the

area of

specializ

ation

Advanci

ng

educati

on to

another

level

20

Electric

al &

Electron

ics

Artisa

n

30 18 21%(6) 33%(6

)

6%(1) 22%(4) 6%(1) 11%(2

)

Craft 16 12 33%(4) 33%(4

)

33%(4) - - -

Diplom

a

28 19 16%(3) 47%(9

)

5% (1) 32%

(6)

- -

Building

& Civil

Engineer

ing

Craft 16 16 38%

(6)

38%

( 6)

12%

(2)

- - 12%(1

)

Diplom

a

35 16 38%

(6)

31%

(5)

6% (1) 25%

(4)

- -

Business

Entrepre

neurship

& Social

Studies

Craft 24 16 25%(4) 19%(3

)

- 6%(1) 6% (1) 43%(7

)

Diplom

a

15 10 20%(2) - - - 50%(5) 30%(3

)Hospital

ity/

Baking

Technolo

gy

Craft 15 10 50%(5) 30%(3

)

- 20%(2) - -

Diplom

a

13 12 67%(8) 8%(1) 25%(3) - - -

Total 192 12 34% 27% 10% 11% 7% 11%21

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FINDINGS AND DISCUSSION

i. Out of the sampled population 34% was found to be in

formal employment; out of these 23% were from Electrical

& Electronics, 25% from Building & Civil Engineering, 15%

from Business Entrepreneurship and Social Studies and 37%

from Hospitality and Baking Technology departments.

ii. 27% were found to be employed on contract and out of

these 47% were from Electrical & Electronics, 29% from

Building & Civil Engineering, 8% from Business

Entrepreneurship and Social Studies and 16% from

Hospitality and Baking Technology departments.

iii. 10% were found to be self employed and came from the

following departments; 51% Electrical & Electronics, 20%

Building & Civil Engineering, 0% Business

Entrepreneurship and Social Studies and 29% Hospitality

and Baking Technology.

iv. 11% were not employed and were distributed as follows; 51

% from Electrical & Electronics, 24% from Building &

Civil Engineering, 6% from Business Entrepreneurship and

Social Studies and 19% from Hospitality and Baking

Technology.

v. 7% were employed but not in their area of specialization.

Out of these, 10% were in Electrical & Electronics and

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90% in Business Entrepreneurship and Social Studies

departments.

vi. 11% were pursuing further education; out of which 10%

came from Electrical & Electronics, 11% from Building &

Civil Engineering and 79% from Business Entrepreneurship

and Social Studies departments.

vii. 71% was the total percentage of those employed either on

permanent, contract or self employment.

Majority of Electrical & Electronic and Building & Civil

Engineering graduates are employed on contract basis and this

could be attributed to the boom in construction business in

the current Kenyan economy arising out of increased

urbanization.

Very few of the graduates were found to be self employed and

this could probably be attributed to lack of entrepreneurial

skills for funds to start up business ventures.

Percentage of business students pursing further studies is

higher compared to other departments probably because the

labour market is more accommodative to graduates with hands-on

skills. Data collected showed that of these group (business

students) constitute 90% of the 7% employed in area not

specialized in.

CONCLUSION

TVET, as the major producer of the labour force that is

consequently absorbed into the world of work, should not be

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taken for granted because the society’s socio-economic growth

depends to a great extend upon the quality and effectiveness

of the development of human resource in this system. TVET is

responsible for developing a significant number of work force

for creating, re-creating and transforming resources. TVET

should equip people with skills and competences they require

to be employable or to create their own jobs.

Vocational Education and Training (TVET) plays a pivotal role

in the provision of skilled workforce needed for the country’s

economic transformation. Education and training should be made

responsive to the changing needs of the globalized economy and

there should be a wider access to education and training as

this will reduce social and economic inequality.

The success of TVET in any developing country can be

considered a key indicator of the country‘s advancement in

development. Any country that evolved into a technological

advanced one, TVET must have played an active and vital role

as skilled manpower would have been required, also to enable

its sustainability.

The employment of TVET graduates will however face a lot of

barriers if the TVET System within TVET Institutions

(Institutes, Centers and Schools) is not fulfilling the

following requirements:

1. Decentralized, Demand-driven and Quality-based TVET

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2. Holding a TVET culture of economically,

environmentally and socially sustainable development as

its central features

3. Continuous or Lifelong Learning

4. Competency Based Education and Training (CBET)

5. Competency Based Curriculum

6. Competency Assurance Management System (CAMS) for

Evidences-based Assessment, Verification and

Certification / Accreditation

7. Apply entrepreneurship development as approach to

quality management of TVET and encourage trainees /

students to be entrepreneurs

8. Implement the concept of Quality Management & Total

Quality Management TQM in TVET

9. Use Quality Principals and Quality Indicators in

managing TVET

10. Improve and enhance the performance of the Trainers /

Instructors / Teachers, Assessors and Verifiers by

offering in-service courses to keep them abreast with the

changing environment

11. “Fit for Purpose” TVET system i.e. Effective,

Efficient, Relevant, Flexible, Modular Respondent,

Accessible, Affordable, Accountable and Sustainable TVET

system that fulfils its general obligations towards the

society

12. Meeting skills demand in terms of relevance and

quality: so as to ensure the matching of skills supply

and demand. Skills policies need to develop skills that

25

are relevant, promote lifelong learning and ensure the

delivery of high levels of competences and a sufficient

quantity of skilled workers.

13. Increase the capacity of schools, training institutes

and enterprises to deliver relevant and high-quality

skills, and to respond to rapidly changing skills needs

14. Carry out frequent needs assessment and tailoring of

TVET curriculum to meet the changing technological needs

and so as to ensure that what TVET institutions are

teaching and training coincides with the needs and

opportunities in the labour market.

15. Foster enriching partnerships with stakeholders

REFERNCES

Afeti George, (2012): Technical and Vocational Education and

Training for Industrialization

Chepkemei. A, R Watindi, Cherono K.L, Ng’isirei R. J, and Rono

A (2012): Towards Achievement of Sustainable Development

through Technical and Vocational Education and Training

(TVET): A Case of Middle Level Colleges-Kenya

Ferej. A, Kitainge. K, Ooko. Z, (2012): Reform of TVET Teacher

Education in Kenya: Overcoming the Challenges of Quality and

Relevance: Triennale on Education and Training in Africa

(Ouagadougou, Burkina Faso, February 12-17, 2012)

26

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