Assessment of advanced digital skills gap in Kenya using the design reality gap research framework

Abstract

The new technological landscape brings new opportunities and challenges that require skills to manage and operate. Digital skill is a prerequisite for benefiting from technology, and advanced digital skills are crucial because they allow people to use technology in a transformative way. Local universities, training and vocational institutions continue to develop an ICT workforce that is neither guided by policy nor well aligned to the industry needs, especially at the high end. The graduates are underprepared to meet the demand of the modern workplace and are unable to create effective solutions leading to a shortage of competent and skilled workforce required for the national digital transformation. The study aimed to assess the advanced digital skills development process in higher learning institutions, the reality of the process and identify possible challenges leading to the digital skills gap. The study used an archival research strategy and applied the design reality gap framework with its 'OPTIMISM' checklist of dimensions to assess student enrollment, graduation, curriculum, staff, laboratory and equipment at the higher learning institutions in Kenya that teach ICT programmes. The research findings reveal that there is a low student enrolment in ICT programmes resulting in a low number of graduates joining the industry. The demand for ICT skills continues to increase while the industry complains that graduates are not well prepared to undertake projects from the industry forcing the country to rely on foreign expertise. The curriculum used in the learning institutions is mismatched leading to inappropriate competencies to be developed among the graduates. Despite the existence of standards and guidelines from the university regulator, they are not actively enforced due to challenges faced by the regulator and the institutions. A proposed implementation strategy was developed which provides for bridging the digital skills gap in Kenya among the government agencies, educators/trainers, and employers. The study focused on skills development in higher learning institutions excluding the technology hubs and complementary programmes offering training programmes for advanced digital skills. The study confirmed that inappropriate competencies are being developed among the graduates which makes them unqualified for meeting the demand of the industry and the country. The study responds to the policies related to ICT workforce development in the country. The study will trigger the development of new thinking and interactions among the government agencies, learning institutions, academic staff/trainers, and employers to bridge the skills gap leading to an empowered country capable of leapfrogging the economic growth.