Come 2029, Kenya would be enrolling senior school leavers in its colleges, under the competence-based curriculum (CBC). With only four years left before that date, stakeholders within the technical and vocational education and training (TVET) sector can only hope that the government would have sorted out outstanding challenges in the sector, which is set to absorb more learners than those joining universities.
The government has made notable progress in streamlining TVET over the last 10 years. This was possible due presence of enabling legislations namely the TVET Act (2013) and the progressive reforms of the institutional framework governing the sector as well as budget allocations.
All this is anchored on a sessional paper number 14 of 2012 introduced in the last years of Kibaki administration. It identified TVET as an important pillar to the success of Kenya’s vision 2030.
Today, it is disconcerting that the energy of implementing the envisaged plans to sustain vibrancy of TVET appear to be waning rather than growing.
Issues of funds flow, school equipment, staffing, leadership, and accountability continue to impact on the efficiency and effectiveness of the sector, as I demonstrated in an earlier column in September this year.
Bottlenecks
Now a holistic research report on TVET released by UNESCO centre that is concerned with vocational education (UNEVOC), recently, shows that Kenya has huge share of challenges that continue to hamper TVET.
Although many of the 26 countries featured in the report have their share of challenges, one would expect that Kenya stand tall among the rest due to its decade of channelling huge resources to TVET.
Also Read: Why TVETs in Kenya Are Struggling and How to Fix the Mess
One would expect to see real change on the ground other than lofty talk by leaders in Nairobi.
I find the report highly relevant especially at this point in time where TVET would literally be the pivot for success of the CBC as first cohorts currently in grade 8 start enrolling within few years from now.
As the UNEVOC report notes, TVET in Africa has received great attention over the past few years, as countries looked to address youth unemployment, skills gaps, and sustainable development.
That is why between 2021 and 2024, UNESCO through UNEVOC spearheaded a series of studies in TVET, which studies have ascertained the transformative potential of TVET across the continent.
TVET researchers that Kenya and Africa need to give an ear
Much of the research was conducted by local (Africa’s) researchers, who included several from Kenya.
For many years, there has been criticism that Kenya and other countries on the continent have relied on intuition when making important plans and decisions on TVET due to lack of evidence-based research.
But TVET advocates in Kenya deserve commendation; in 2015 a group of likeminded TVET scholars led by Dr Edwin Tarno, now Principal of the Kenya School of TVET, initiated the first scholarly journal of TVET in Arica, The Africa Journal of TVET.
Let me turn back to the UNEVOC report. It has captured notable contributions by Kenyan researchers on diverse themes related to TVET.
Localized Research
Take for example, a study by Ms Anne Naliaka Mutsami from Sigalagala National Polytechnic, which has explored how entrepreneurship is increasing women’s participation in our national development.
Providing entrepreneurial opportunities to women is crucial for addressing inequality and enhancing their active role in economic growth, she submits.
Ms Clare Nekesa Muhuha from Kitale National Polytechnic has examined the barriers and enablers to transitioning TVET institutions toward a green economy. Her study identifies psychological and institutional hurdles, and she recommends strategies such as consistent green training and scaling up environmental literacy.
Also Read: MPs Propose New Funding Model for Universities & TVETs
Mr Patrick Maina Irungu from Thika Technical Training Institute has delved into the role of carbon credit systems in promoting sustainable practices within TVET institutions. His findings demonstrate how innovative financial mechanisms can drive environmental responsibility.
These and several other featured studies in the UNESCO report underscore the value of localized research in crafting context-specific solutions for TVET challenges; however, they provide actionable insights not only stakeholders in Kenya, but also for the African continent at large.
Key obstacles to TVET in Kenya and Africa
Despite its potential, TVET in Kenya and across Africa is hampered by several systemic challenges. One major issue is the persistent mismatch between TVET curricula and labour market demands.
Many graduates find themselves ill-prepared for the industries they aim to join, leading to high unemployment rates even among technically trained individuals.
This is worsening due to inadequate funding for TVET institutions, which has resulted to wanton dilapidation of the training facilities and equipment.
Additionally, the research also cites challenge of digital divide. Many African countries, including Kenya, still lack sufficient access to ICT infrastructure.
This has hampered the adoption of digital learning solutions. This manifested clearly during the COVID-19 pandemic.
As Henry Nyamogosa and Michael Murimi’s research at Kisumu National Polytechnic point out, resource constraints and lack of teacher training continue to hinder effective integration of digital tools in classroom learning.
Gender disparities also remain prevalent in TVET. The report attributes the underrepresentation of women in many technical fields to cultural, institutional, and socioeconomic factors.
In his study, Riungu Festus Kinyua’s calls for “targeted strategies to break down these barriers”.
Africa TVET researchers call for partnerships and innovation
Despite these challenges, the researchers argue that TVET holds tremendous potential to transform Africa’s economic and social landscape.
For one, the recognition of TVET’s role in addressing youth unemployment is growing. Governments and private sector players are increasingly acknowledging the need for skilled labour to drive industrial growth.
Public-private partnerships, as advocated by several studies, can enhance the relevance and quality of TVET programs by aligning them more closely with industry needs.
Other key opportunities include digitalization whereby emerging technologies such as mobile learning and virtual reality can revolutionize TVET delivery, making it more accessible and engaging.
However, this demands significant investment in ICT infrastructure and teacher training. The other opportunity is greening TVET by for instance integrating environmental sustainability in the TVET curricula, as one researcher Clare Nekesa points out.
The report also calls for scaling up entrepreneurship education in TVET programs and giving it the seriousness it deserves to enable those graduating to start their own ventures for self-employment.
To conclude, it is worth pointing that even as Kenya plans for 2029 for CBC cohorts to join colleges, the need to prioritize quality of learning and training in TVETs is immediate since nearly 500,000 learners are currently enrolled in over 250 TVET colleges in Kenya.
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