Improving technical and vocational training in Kenya: lessons from selected countries

Abstract

Vocational and technical education and training are important for a country’s sustainable human capital and economic development. However, for Kenya’s technical, industrial, vocational education and training (TIVET) system to play these roles, it needs to be reformed. Currently, the system faces a number of challenges, including fragmentation of its programs, limited integration into the formal education system, weak linkages with local labour markets, insufficient finances, inadequate monitoring, poor wage employment opportunities for its graduates, and limited alignment with technological innovation at local and global levels. To address these challenges, TIVET reforms should include policies and strategies to tackle issues related to quality of programs, relevance of the training offered, employability of graduates, collaboration with training institutions, and collaboration among industries and employers. It is important that the country develops national skills standards, a national qualifications framework, and adequate internal and external quality assurance mechanisms. Other measures worth noting include professionalization of TIVET staff, and adequate resource mobilization for TIVET from all stakeholders. TIVET programs should be competency-based, demand-driven, and consistent with global and national labour market needs; efficient and equitable; and of high quality. Adequate proficiency testing for learners should be provided. Industry and education and training institutions should point to the gaps of current TIVET programs and appropriately support curriculum review. Public attitudes towards TIVET should change so that the public can view the sector as an avenue to well-paying employment, quality self-employment and higher education, as they view opportunities offered by the formal tertiary education programs.