Kenya TVET Baseline 2011 PDF

TIVETICTBASELINESURVEY
Report
TIVETInstitutions
Kenya
June2011
04/07/2011
DevelopedbyMinistryofHigherEducationScienceandTechnologyinPartnershipwith
GESCI
By
MaryHooker,EstherMwiyeria,SamuelWaweru,MikeOcharo,RoxanaBassi,LinaPalmer,DeniseClarke
TIVETICTBaselineSurveyDraftReport
TableofContents
ExecutiveSummary.......................................................................................................6
SummaryofFindingsandRecommendations................................................................7
1.PolicyandVision...............................................................................................................................7
2.CurriculaandAssessment.................................................................................................................8
3.Pedagogy...........................................................................................................................................9
4.ICTInfrastructure............................................................................................................................10
5.Organization,ManagementandAdministration............................................................................11
6.ProfessionalDevelopment..............................................................................................................13
IntroductionandBackground.....................................................................................15
Background.......................................................................................................................15
EducationandTraininginKenya........................................................................................16
TIVETSystem.......................................................................................................................................18
StatisticsintheTIVETSector...............................................................................................................19
ICTinEducationInitiativesinTIVETinKenya.....................................................................................20
StudiesonICTinEducationinKenya..................................................................................................20
JustificationfortheBaselineSurvey..................................................................................21
ObjectivesoftheSurvey....................................................................................................22
GeneralObjective...............................................................................................................................22
SpecificObjectives..............................................................................................................................22
GESCIandMoHESTPartnership..........................................................................................................23
MethodologyUsed............................................................................................................23
Amixedmethodsapproach................................................................................................................23
Designandpretestphase.............................................................................................................23
Testphase......................................................................................................................................24
Fullimplementationphase............................................................................................................24
SurveyLimitations...............................................................................................................................25
Findings......................................................................................................................26
Generalinformation..........................................................................................................26
1.PolicyandVision............................................................................................................29
1.1VisionofTIVETInstitutions...........................................................................................................29
1.2InstitutionalpolicyapplicationonICTuseinTIVETinstitutions...................................................30
1.2.1AwarenessofPolicies,plansordirectivesforICTinEducationandTraining.......................30
1.2.2ImplementationofnationalTIVETICTPolicy........................................................................31
1.2.4LevelofsatisfactionwithPoliciesandPlans.........................................................................32
1.2.5HowisICTPolicyimplemented.............................................................................................33
1.2.6ChallengeswithTIVETandICTIntegration...........................................................................34
1.3GeneralPolicy&VisionComments...............................................................................................36
2.CurriculaandAssessment..............................................................................................38
2.1ExistenceofICTcoursesandintegration......................................................................................38
2.2ICTtoolsIntegrationinvariouscourses........................................................................................40
2.3ExistenceofBasicITCourses........................................................................................................42
2.4ExaminationofITCourses.............................................................................................................42
2.5SpecificskillswithIT......................................................................................................................43
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2.6Equipmentavailableduringexamination.....................................................................................43
2.7ExistenceofITstandardswithintheCurriculum..........................................................................44
2.8ViewofITPersonnelonuseofICTbyLecturersandStudents.....................................................44
2.9GeneralCurricula&AssessmentComments................................................................................45
3.Pedagogy.......................................................................................................................47
3.1RequirementoflecturerstouseICT.............................................................................................47
3.2PurposeofICTuse........................................................................................................................48
3.3Usageprofilebylecturers.............................................................................................................50
3.4Comfortlevellecturers.................................................................................................................52
3.5StrategiestoencourageICTuse....................................................................................................52
3.6GeneralPedagogyComments.......................................................................................................53
4.ICTInfrastructure...........................................................................................................53
4.1ITinfrastructure............................................................................................................................54
4.1.1ITdepartment.......................................................................................................................54
4.1.2ITEquipment.........................................................................................................................55
4.1.3Locationofequipment..........................................................................................................56
4.1.4LocalAreaNetwork...............................................................................................................56
4.1.5Website,emailandVirtualLearningEnvironment...............................................................57
4.1.6Internetaccess......................................................................................................................57
4.1.7Adequacyofequipment,software,Internetandtraining....................................................58
4.2ICTusage.......................................................................................................................................60
4.2.1Equipmentavailabilityandusage..........................................................................................60
4.2.2Codeofconduct,PoliciesandguidelinesrelatedtoIT.........................................................61
4.3Contentandsoftware...................................................................................................................61
4.3.1Software................................................................................................................................61
4.3.2Standards..............................................................................................................................62
4.3.3OperatingSystems................................................................................................................63
4.4MaintenanceandSupport............................................................................................................63
4.4.1Maintenance.........................................................................................................................63
4.5GeneralICTInfrastructureComments..........................................................................................64
5.Organization,ManagementandAdministration.............................................................66
5.1Planning........................................................................................................................................66
5.1.1Affiliationwithotherorganizations......................................................................................66
5.1.2EducationManagementandInformationSystems(EMIS)...................................................69
5.1.3Elearning..............................................................................................................................69
5.1.4ITsystemsavailable...............................................................................................................69
5.1.5UseofITsystems...................................................................................................................71
5.2Financing.......................................................................................................................................73
5.2.1Sourcesofsupportand/orincome.......................................................................................73
5.2.2HowistheInternetandComputerspaidfor........................................................................74
5.2.3AnnualbudgetavailableforICT............................................................................................75
5.2.4HowisICTfundedandhowequipmentispaidfor...............................................................75
5.3GeneralOrganizationandAdministrationComments..................................................................78
6.ProfessionalDevelopment.............................................................................................80
6.1ProfessionalDevelopment............................................................................................................80
6.1.1ICTTrainingProvisionandCoursesAttended.......................................................................80
6.1.2ICTTrainingcontent..............................................................................................................81
6.1.3MotivationforTrainingCourseAttendance.........................................................................82
6.1.4P
referredtrainingmethodologies....................................................................................................84
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6.1.5GeneralProfessionaldevelopmentcomments.....................................................................85
6.2CompetencyImportanceDevelopmentSurvey&TrainingNeedsAssessment...........................86
6.2.1HoD,Lecturer&InstructorCompetencyImportanceRankings............................................87
6.2.2GapAnalysisTNA..................................................................................................................90
6.2.3GeneralTNAcomments........................................................................................................94
ConclusionsandRecommendations............................................................................95
1.PolicyandVision............................................................................................................95
2.CurriculaandAssessment..............................................................................................97
3.Pedagogy.......................................................................................................................99
4.ICTInfrastructure.........................................................................................................100
5.Organization,ManagementandAdministration...........................................................102
6.ProfessionalDevelopment...........................................................................................104
Annex.......................................................................................................................107
ListofTablesandFigures.................................................................................................107
ListofInstitutionsthatparticipatedinthesurvey............................................................109
Relateddocumentation...................................................................................................111
References.......................................................................................................................112
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ACRONYMSANDABBREVIATIONS
CAD
CAI
CAM
CEN
CNC
COA
EAS
EMIS
HoD
ICT
KTTC
MOHEST
MOYAS
NAI
NEA
NYA
ODL
RVA
TIVET
TNA
TTI
VLE
WES
ComputerAidedDesign
ComputerAssistedInstruction
ComputerAidedManufacture
CentralProvince
ComputerNumericalControl
CoastProvince
EasternProvince
EducationManagementInformationSystem
HeadofDepartment(respondent)
InformationandCommunicationTechnologies
KenyaTechnicalTeachersCollege
MinistryforHigherEducationScienceandTechnology
MinistryofYouthAffairsandSports
NairobiArea
NorthEasternProvince
NyanzaProvince
OpenandDistanceLearning
RiftValleyProvince
TechnicalIndustrialandVocationalTrainingInstitutions
TrainingNeedsAssessment
TechnicalTrainingInstitutes
VirtualLearningEnvironment.
WesternProvince
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ExecutiveSummary
Kenya is working towards becoming a middle income economy and eventually a knowledge
society by implementing Vision 2030. Kenyan education and training institutions can play a
central role in creating a human resource base to enhance science and technology
industrialization,andthusaidthedevelopmentofaknowledgeeconomy.
Given that the TIVET subsector is critical to the development of industry required human
capacities, high quality training services must be delivered by the sector to enhance the
productivity and competitiveness. Good and competitive TIVET systems in developing and
emergingeconomiesprovidehighlyskilledlabortoattractdirectforeigninvestments.Hencethe
need to enhance skills of graduates of the TIVET systems through provision of quality training
servicesthataremarkedlyenhancedbyICT.SomeofthebenefitsofutilizingICTfor
GiventhattheTechnicalIndustrialVocationalEducationTraining(TIVET)subsectoriscriticalto
the developmentofindustryrequired humancapacities,highqualitytraining servicesmustbe
deliveredbythesectortoenhancetheproductivityandcompetitiveness.Goodandcompetitive
TIVET systems in developing and emerging economies provide highly skilled labor to attract
directforeigninvestments.HencetheneedtoenhanceskillsofgraduatesoftheTIVETsystems
throughprovisionofqualitytrainingservicesthataremarkedlyenhancedbyICT.Someofthe
benefitsofutilizingICTfortrainingincludeenhancedaccesstotechnology,greaterequity,and
an improvement in the quality of education management. The complexity of integrating
InformationandCommunicationTechnologies(ICT)ineducationdemandscarefulplanning
and execution. ICT integration in TIVET must consider ICT use in specific skill areas because
technological innovations and developments in industry today are ICT biased and demand
graduatescompetentintheuseofICT.Thisrequirestrainersandtraineestohavethenecessary
skillstosupporttheuseofICTforteachingandlearning.SpecializedICTskillsarerequiredinthe
work place for production and communication, and are seen as an essential complement to
traditionalcontentknowledge,incoursessuchasengineering,science,andaccounting.
Thereisalsoarequirementforacomprehensive,holisticandrealisticstrategytobedeveloped
withallkeystakeholders. SuchastrategyshouldaddressissuesofstudentandInstructorICT
competencies; curriculum and assessment integration; content development and delivery;
pedagogical approaches; leadership and management; linkage to industry for relevance;
institutional capacities to use ICT effectively; monitoring and evaluation; and utilization of
appropriatetechnologies.Thiscallsforsystemiccollectionandanalysisofdataonthelevelof
ICTuseintheTIVETinstitutions.Conclusionsdrawnfromthisanalysiscanbeusedtoinformthe
developmentofanICTintegrationstrategyandimplementationplanforTIVET.Itcanalsoserve
asabaselineforfutureresearch,monitoringandevaluationintheTIVETsector
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Thisreportisinformedbyabaselinesurveyusingamixed methodsapproach(qualitativeand
quantitative) to examine the complexities of ICT deployment in TIVET institutions in Kenya in
2010. The authors stress that this is just one process of a number required to overhaul ICT
integration in teaching and learning in the TIVET subsector. Questionnaires and focus group
protocols were developed to gather data on 6 system domain indicators of ICT use that are
modeledontheUNESCOframeworkforICTprofessionalcompetenciesanddevelopmentpaths
(UNESCO2007,p12).The6systemdomainsencompassPolicyandVision,Curricula,Pedagogy,
ICTInfrastructure,Organization&ManagementandProfessionalDevelopment.Questionnaires
were administered in 38 out of the 43 public TIVET Institutions representing 88% of the total
number. Focus group discussions were carried out in a small number of institutions to gather
dataonstakeholderattitudes,valuesandopinionsontheuseofICTinTIVETcoursedelivery.
SummaryofFindingsandRecommendations
The survey findings will grant the Ministry of Higher Education, Science and Technology
(MoHEST) and other sector stakeholders access to current data required for planning and
prioritization. For implementation purposes, the recommendations as presented by domain
below,canbeconsideredselfcontainedstrategies.Alternativelytheycan,asrecommended,be
addressedwithinacoherentpolicyframework.
1.PolicyandVision
FindingsfromthebaselineclearlyindicatethatthemajorityofTIVETinstitutionsdonothavea
formal ICT policy, ICT work plans or ICT guidelines. Of the few institutions that have an
institutional ICT policy only a fifth have developed ICT work plans to realize the policies and
madesubsequentbudgetallocations.Althoughahighlevelofconfidencehasbeenregisteredin
therelevanceofexistingICTpolicies,respondentscastdoubtoninstitutionalcapacityforpolicy
implementation.
At the national level policy gap appears to hinder institutional management from providing
strongadministrativedepartmentalsupporttoICTintegrationincurriculumdelivery.Thishas
resulted in a significant implementation deficit with regard to ICT integration in TIVET
courseware,withmuchoftheactivitiesbeingcarriedoutadhoc.TheheavyinvestmentinICT
infrastructureintheinstitutionsislargelyharnessedforbasicICTskillsacquisitioninmostofthe
institutions,andasacorecourseofferingforthosestudentswhoaretakingComputerstudiesas
theircorecourse.
Recommendations:
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1. DefineclearnationalpolicyparametersforICTintegrationintoTIVET,includingnew
policieswhereappropriateand/orneeded:Withtheincreaseindemandsfornewskills
andincreasedaccesstonewtechnologies,thereistheneedtoreexaminethepolicy
frameworkswhichgovernTIVETinKenya.ThereportrecommendsthatMoHESTleadsa
multistakeholderprocesstodevelopanICTIntegrationStrategyinTIVETeducation.The
strategywillfurtherdetailpriorities,budgets,andplanningwhichwillinturnprovide
theframeworkwithinwhichTIVETinstitutionscanplanandimplementtheintegration
strategy.
2. Develop institutional level guidelines and plans for ICT Integration: Defined
institutional level guidelines must be provided to all TIVET institutions to ensure
standardisation (and hence equity). These can be developed based on the final ICT
IntegrationStrategy.
2.CurriculaandAssessment
The findings from the baseline indicate that curricula and assessment requirements have a
direct impact on the use of ICT in TIVET Institutions. ICT is widely taught as a subject in a
majority of the institutions where there is a defined curriculum for it and this curriculum is
assessed at the national level. When the curriculum does not provide any standards or
guidelinesforICTusageinitsdelivery,theuseofICTwillremainconcentratedintheuseofe
mails,communicationandICTliteracy.
AlthoughlecturersandHoDsaregenerallyawareofthenecessitytouseICTinthe21stCentury,
therearenoenablingfactorstoencouragethemtodoso.Institutionalsupportmechanismsfor
ICTusageanddeploymentofICTarelacking.Curriculumoverloadandconsequentteachingto
thetestwerenotedtogreatlyinfluenceICTintegrationpracticesintheinstitutions.
Since the curriculum and assessment approaches are silent on how ICT should be used, there
arefragmentedeffortsintheuseofICTforinstructionandmostoftheseareindividuallydriven.
Although a minority of the students indicated that TIVET curriculum offerings were adequate
and relevant for their future professional requirements, most of the students expressed
concernsthatboththeTIVETcurriculumandassessmentsystemswereoutmoded.Thegeneral
consensus emerging through the discussions was that curriculum revision is needed to enable
studentgraduatestomeetrequirementsfortodayscompetitiveandinnovativemarketplace.
In addition, ICT course provision was seen to be irrelevant by the students in their specialist
fieldswithtechnicalsoftwareoftenbeingunavailableorusedfordemonstrationpurposesina
theoreticaldeliveryformat.
Recommendations:
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3. IntroduceICTasacoreskillforallentrylevelstudents:Themajorityofstudentsenter
the TIVET institutions with low or no ICT skills. It is therefore recommended that a
curriculum be developed for all entry level students to ensure that they acquire good
foundational ICT skills which they will further build on while completing their elected
courses. Where already offered, the curriculum can be revised. MoHEST and
stakeholders can also explore globally recognized options or other internationally
certifiable ICT courses that are aligned to the job market and for which students can
earnadditionalcertifications.Thiscouldalsobeatanationallevel.
4. Review course schedules and timetables to allow for sufficient learning and practise
timeasitrelatestotheacquisitionofICTskills:Apartfromitspresenceasacurriculum
subject, there needs to be sufficient learning and practise time to enable trainees to
acquire ICT competencies. Additional attention needs to be given to ensure that
adequatetimeisbuiltintoclassschedulestoaccommodatethis.Thisitshouldalsobe
noted,willbeindirectcorrelationtotheratioofcomputersandotherITresourcesto
students(seerecommendationsunderITInfrastructure).
5. Determine(basedonindustryinput)crucialICTskillssetspercurriculum/coursearea:
It is noted that the curriculum is not instep with Industry requirements. Partnerships
withIndustryareweakexceptwherethereisstudentattachmentindependentofTIVET
institutions. The report recommends greater Industry involvement in TIVET education.
The report recommends that ways be explored of making the curriculum and
assessmentrelevantthroughICT
6. Thiscouldincludebutnotbelimitedto:curriculum,occupationalstandardsandlevels
ofcompetency(ies).
3.Pedagogy
The most popular use of ICT in TIVET institutions is for research and accessing information as
well as tutoring in computer science and computer literacy. ICT resources aremostly used for
developinglecturersownknowledgeandforteachingstudentsaboutcomputers.Facilitation
ofvirtuallearningenvironmentsorusingICTtodevelopstudents21stCenturyskillsisnotyet
common practice. Lecturers are aware of the potential of ICT to enrich teaching practices but
they have neither the skillsets nor the access to ICT facilities to efficiently integrate the new
toolsandmethodologiesincurriculuminstruction.
Although a majority of the institutions require Heads of Departments (HoDs) and lecturers to
useICT,thisrequirementisnotbeingmetinasystemicandsystematicwayduetotheabsence
of an enabling environment with tools, structures, and policies. More than 15% of the
institutionsdonothaverequirementsforICTuseincourseworkandalmost20%ofthelecturers
arenotusingICTatallintheirteachingandlearning.
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The registered frequency of use of ICT in teaching practice was rated poorly. Where it does
occuritisonanadhocbasis.ThisispartlyduetolowICTcomfortlevelsamonglecturersand
HoDs.SincetheartofteachingandlearningthroughandwithICTislargelydrivenbyindividuals
ratherthaninstitutionalpolicy,ensuringthatHoDsandlecturersarecomfortablewithICTwould
greatlyenhanceICTuptake.
Recommendations:
7. Finalise the ICT Competency Framework and formally adopt this as the guideline for
the ICT skills standard for TIVET instructors: Significant work has already been
undertaken on the ICT Competency Framework, and the discussions around that have
beeninstrumentalinthedesignofthisbaseline.Thereportthereforerecommendsthat
this be validated and formally adopted as a measure to guide preservice and in
servicingtrainingofTIVETlecturers.Itisrecommendedthattheprocessbecompleted
as soon as possible, as this will also help to facilitate several of the other
recommendationsoutlinedinthisreport.
8. Reviewthecurriculumattheleveloftheteachertraininginstitutions:Thecurriculum
of the TIVET trainers should be reviewed and aligned with the above mentioned
competency standards. Access to tools and resources at the level of the educational
institutions should also be planned for and provided with more emphasis placed on
acquiring new pedagogical techniques. As it is expected that this process will occur in
parallel with several other recommendations given, a phased approach is also
suggested.
4.ICTInfrastructure
MostinstitutionshaveimplementedICTpoliciesbyprovidingstaffandstudentswithaccessto
ICT.Datacollectedfromtheinstitutionssuggeststhatmostinstitutionsusethecomputerlab
accessmodelcombinedwithlaptopsandprojectorsforintegration.Mostoftheequipmenthas
beenacquiredinthelast twothreeyears.Adequatedataonstudentpopulation,toanalyzeif
the ratio of students per computer is adequate was not collected. Focus group discussions
indicatethatstudentsdonothaveenoughaccesstotheinfrastructureintheschoolsexceptfor
thosestudentstakingICTasacorecourse.
AbouthalfoftheinstitutionshavetheirownITdepartment.Personnelinmostinstitutionshave
interconnectedcomputers.Serverprofilesuggestsabasicnetworkmodel,withamorecomplex
andsecureenvironmentevolvinginthefuture.Thoughtheaveragenumbersuggeststhatboth
students and teachers have access to the equipment, even after hours and on weekends, it
seems that many institutions continue to rely mainly on traditional nonICT resources in their
coursedeliverysincemodernICTtoolsareeithernotavailableornotplentifulenough.
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Connectivity is a priority issue that needs to be addressed in many institutions. While some
institutionshaveInternetaccessitisnotalwaysavailableoravailabletoeveryone.Technology
provisionisgreatlyhamperedbyissuesrelatedtoaccessintheformofinfrastructuralresources
provision; currency of the resources (hardware and software); scheduling of access to
technology;decentralizationofresourceswithintheinstitutiontoincreaseaccessforstudents
otherthanthosetakingtheICTcourse;andincreasedaccessduringstudentsfreetimetoallow
individualizedlearning.
BasicITpoliciesandplansseemtobeinplace,butmoreadvancedpolicieswillbeneededinthe
nearfuture.InstitutionsuseWindowsasthemainoperatingsystemwithOpenSourcesoftware
hardlybeingmentioned.Softwaretoolsavailableforintegrationarequitelimited,suggestinga
needfordevelopmentinthisarea.Softwarehasinmostcasesbeenacquiredwithinstitutions
ownfunding.
Recommendations:
9. Explore sustainable and cost effective options for connectivity for all TIVET
institutions:ThereportrecommendsthattheMinistrybegintoexploresustainableand
cost effective options for addressing the connectivity challenge for the TIVET
institutions. This can include facilitating public private partnerships with telecom
operations (individually or collectively). Additional work would have to be done to
determinethebandwidthneedstosupporttheattainmentofeducationalgoals.
10. Develop standard guidelines for infrastructure at training labs, workshops and other
facilities: ICTrequirementsfortrainingfacilitiesmustbedetailedinordertoallowfor
betterplanningbothatthenationalandinstitutionallevels.
11. DevelopstandardtechnologymodelsforTIVETinstitutions:Inordertoensureequity
across the board, a standard technology model should be developed for all TIVET
institutions.Thisshouldincludespecificationsastheyrelatetohardwareandsoftware.
12. Software,contentandInternetaccessshouldbeimproved:Inordertosatisfy
educationalneedsandadequatelyservethenumberofstudents.Lecturerandstudent
abilitytoevaluatestandardeducationalcontentshouldbeimprovedinordertodeepen
subjectknowledge.Thisisacapacitybuildingactivitythatcouldbetakenonbythe
MoHEST.
5.Organization,ManagementandAdministration
Education Management Information Systems (EMIS) are not widely used in TIVET institutions
and there is no guideline governing their use. Data and information required for planning
remains scarce. Wherever EMIS is in use it is introduced with applications for finance,
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administrationandprocurement.ITsystemsthataremoreintegratedintocoursedeliveryand
requiretwowaycommunicationarenotcommon.
The data implies that sensitization efforts for TIVET management regarding the opportunities
anddemandforITsystemsineducationmanagementcouldbevaluableinhelpinginstitutions
seizesofarunrealizedopportunities.
IT management systems are not transparent from national to provincial to institutional levels.
Furthermore,lecturersandadministratorsatTIVETinstitutionsarenottrainedinhowtoutilize
the data that is available. It seems that the use of web tools and other ICT related resources
required for service delivery is not frequently discussed at the institutional level. As a result,
initiatives designed to make the best use of ICT remain a matter of personal ambition rather
thananinstitutionaldirective.
Both equipment and connectivity is foremost funded by the institutions themselves. Since
institutions predominantly are funding their operations through government contributions,
tuitionfeesandinternallygeneratedincomes,theseareindirectlyalsothesourcessupporting
computer equipment acquisition. The Government provides development funding that the
institutioncanusefordevelopmentrelatedactivitiesunderwhichICTprocurementfalls.TIVET
institutions do not seem to have elaborate partnerships with the private sector except during
studentattachmentopportunities.
AlmostonethirdoftheinstitutionsdonothaveanICTspecificbudget,signalingthatICTisnota
priorityissueforasignificantnumber ofinstitutions.TheinstitutionsthathaveanICTspecific
budget specify mainly ICT infrastructure such as hardware, software and maintenance of
equipment.Professionaldevelopment(i.e.useofICTs)isonlypresentin33%ofthebudgetsand
hence not as prioritized. The different priorities between equipment and classroom
integration/training in ICT budgets at institutional respective departmental level indicate
inconsistentprioritiesbydifferentprofessionalgroupsatTIVETinstitutes.
Recommendations:
13. Define types of Education Management Information Systems (EMIS) needed at the
institutional level to inform national as well as institutional planning: The TIVET
institutionshaveaccesstodataandinformationthatiscriticalatanumberoflevels
including the national level of planning. However, the baseline survey reveals that
collectionanduseofthisdata/informationisnotsystematicallyundertaken.Thereisa
need to structure data collection and storage and issues such as frequency of data
collection must also be addressed. The report also recommends that a subset of the
questions used for purposes of this baseline be included in such a management
informationsystem.
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14. Earmark/Allocate ICT funding as an explicit part of development funding: The report
recommendsthattheGovernmentearmarkapercentofthedevelopmentfundinggiven
to the institutions specifically for ICT acquisition, purchase and maintenance. Clear
guidelinesmustbedevelopedtoguidethisprocess.
6.ProfessionalDevelopment
Opportunities for ICT professional development have been ample for HoDs but limited for
lecturers.PeerlearningisthemodalityofpickingupICTskillsinformallyininstitutions.Thereis
an opportunity for institutions to formally recognize internal resources and develop programs
forinstitutionbasedstaffdevelopment.Programscouldtaketheformofshortregularinhouse
workshops using external and internal resource supports to promote experimentation and
strategiesforICTintegrationacrosscurricularprogramareas.
LecturermotivationforacquiringtechnologyandoccupationalliteracytouseICTatafunctional
and practice level is integral to enhancing their professionalism and coursework delivery.
HoweverthereislittlefocusinthefindingsonthepotentialuseofICTasaninstructionaltoolor
the pedagogical integration of ICT for enhancing TIVET course delivery in a proactive and
responsivemanner.Thereisaneedtodefinetheimportantteachertechnologycompetencies
forICTintegrationasaninstructionaltoolsoastoavoidlimitingtheeffectiveintegrationofICT
inTIVETprovision.
TeacherconfidencepresentsaparticularchallengeforICTintegration,evenininstanceswhere
teachershavehadtrainingandwherethereisadequateinfrastructure.Thislackofconfidence
hamperseffectiveimplementation.Teachertrainingthatisskillsfocusedmaythusbeineffective
in building teachers capacities to integrate the use of ICT into curriculum practice. There is a
needtomodernizetrainingprovisionandcurriculatoreflecttheuseoftechnologytoenhance
criticalthinkingandhigherorderproblemsolvingstrategiesandskills.
ThepreferredmodalityforICTcoursedeliveryisablendedapproachforfacetofaceandonline
provision. There is a great demand for training in basic ICT literacy and training related to ICT
usageinthespecialistfieldsoftheirTIVETcourseprogramsasinICTapplicationsinengineering
and sciences. Although the institutions are supportive of HoDs and lecturers use of ICTs and
actually require them to use ICTs, an enabling environment to actualize this policy is far from
ready.ThisincludesequippingtheHoDsandlecturerswiththeskillsrequiredfortheuseofICT
as a personal level and also in curriculum delivery. Ongoing opportunities for professional
development in a tertiary sector which requires lecturers to keep abreast with their specialist
fieldandthedemandsofindustryarerequired.
Recommendations:
Page 13 of 114
15. ExpandoptionsforTIVETlecturerstopurchase/ownICTequipmentatreducedprices:
This can be achieved through PublicPrivatePartnerships; the Ministry can facilitate
direct purchase of ICT equipment by TIVET lectures at reduced prices or through an
arrangedcheckoffsystemwitharrangementsbetweenthefinancierandtheemployee.
Thiscanbeprovidedasapartoftheincentivesforincreasinglectureruse,andcomfort
withusingICTs.
16. Facilitateperiodic(regular)upgradeofICTcompetenciesforalllectures,regardlessof
thecoursestheyareteaching:Thiscanbeorganizedatthenationallevel,usingatrain
thetrainer approach to ensure that at least a set number of lecturers/facilities are
trained.Alternativelyitcanbeorganizedattheinstitutionallevelusingaschoolbased
approachwheretheinstitutionorganizesseminars/inhousetrainingthataresupported
by internal ICT experts and practitioners. External expertise from national institutions
such as the Learning Resources Centre Project in Kenya Technical Teachers College
(KTTC)couldbeestablishedtobuildcapacityinlecturersandteachersnotonlytolearn
howtouseICTbuttouseICTtolearn.
17. Provide opportunities for online learning: With an identified progression path for
lecturers,schoolbasedcoursescanbeprovidedthroughinstitutionsofhigherlearning
or the TIVET lecturers training college (KTTC). Collaboration with Industry could also
provide avenues where lecturers upgrade their skills with the latest technologies and
skills.
18. Reducethecapacitygap:Providetraininginthekeyareasfortechnologyintegrationin
courseprovisionidentifiedbyrespondentsasbeingofhighimportanceandhavingalow
levelofdevelopment.
Page 14 of 114
IntroductionandBackground
Background
Thereisacommonlyacceptedviewthateducationsystemsgloballywillneedtoeffectchanges
to prepare their citizenry to participate in the new global knowledgebased economies. 21st
Centurycompetencieshavebeendefinedastheskills,knowledgeandattitudesthatcurrentand
futuregenerationoflearnerswillneedtocompeteinthe21stCenturyglobalmarketplace1.The
EducationReformGroupundertheAsiaPacificEconomicCooperation(APEC)notesthat:
If the current generation is to develop 21st Century Competencies, existing educational systems
must be modified. First, educational systems must generate clear standards that lay out the
knowledge, skills and attitudes that students should be acquiring at each grade level. Second,
teacher preparation and professional development should be reworked to incorporate training in
teaching key competencies. Third, public policies must support schools in their efforts to
prioritize 21st Century Competencies. Fourth, researchers will need to develop new ways of
measuring mastery of these competencies and tracking the relationship between these
competencies and success in tertiary education, the workforce and beyond. Finally, resources
and tools to facilitate integration should be designed, tested and distributed2.
Preparation in 21st Century competencies requires an emphasis in primary and secondary

schools on learning general skills and competencies. These include communication,
mathematics and science skills, new literacy skills, problemsolving and interpersonal skills, as
well as skills needed to learn other subjects (Spring, 2008 p339). Preparation for knowledge
basedjobswillrequirepostsecondary,vocationalandhighereducationinvestmentforbuilding
capacity in technical and discipline specific skills, in science & technology, research and
development and for fostering equality of opportunity and social cohesion (King and Palmer
2010,p6).
As new technology is a key driver in economic growth (UNESCO 2003, p11; King and Palmer
2010,p37),InformationandCommunicationTechnology(ICT)isfastbecomingacriticaltool
for preparing and educating students with the required skills for the global workplace. In this
regard, technology plays a double role; both educating students so that they can continually
adapt to a work world of continuous technological innovations, and making it easier for
students to access the worlds bank of knowledge (World Bank, 2003, cited in Spring 2008,
p337). ICT can contribute to the development of important new millennium skills such as
criticalthinking,informationretrieval,analyticalcapacity,problemsolving,communicationand
APEC Human Resources Development Wiki - 21st Century Competencies
Page 15 of 114
ability to understand and manipulate new media. The use of ICTs in Technical and Vocational
EducationandTrainingcanprovideopportunitiesfordevelopingmoreinnovativewaystobridge
the gap between institutional laboratories and the real practice of the workplace (UNESCO
2003, p12). In essence ICTs are engines for growth and tools for empowerment and they can
have profound implications for education change and socioeconomic development (UNESCO,
2008p7).
InKenya,asinmanycountriesintheregionandglobally,educationandtrainingisseenasthe
corestrategyforbuildinghumancapitalforsocioeconomicdevelopment,andforenhancingits
ability to create employment, innovation and wealth. The Government of Kenya is also well
aware of the potential benefits of ICT use in Education. This is evident from the official
statementsinnationalplansandpolicydocuments(KenyaVision2030(2007),PovertyReduction
StrategyPapers(2005),andtheNationalICT4Dpolicy(2006)).Kenyahasdevelopedanumberof
initiatives on ICT in Education across the different levels of Education and Training. These
initiativeshavemainlybeenatthelevelofpilotordemonstrationprojects.Therehasnotbeena
largescaledeploymentofICTatanylevelasaresultofanationalandholisticplan.
UndertheauspicesofMinistryofHigherEducationScienceandTechnology(MoHEST),activities
relating to ICT in Technical, Industrial and Vocational Education and Training have been more
frequentandtheseinclude:sensitizationworkshopsforinstitutionalmanagers,capacitybuilding
programsforHoDs,CISCOtrainingwasforlecturerswhowillbeteachinginCISCOnetworking
academiesthatarebeingsetupinTIVETinstitutionunderMoHEST
Institutional managers have also taken their own initiatives by enhancing their infrastructure
capacity at the institutional level through organizing their own capacity building programs for
lecturerstotakeupandutilizeICTinteachingandlearning.However,theseinitiativesrepresent
disparatedegreesofimplementationfrominstitutiontoinstitution.
TechnicalIndustrialVocationalEducationTraining(TIVET)institutionsareexpectedtoadoptand
integrate ICT in administration, classrooms, laboratories and workshops. Further, the
institutionsareexpectedtouseICTtoolsforresearchandcollaborationwithotherorganizations
including industry. This is expected to enrich students learning experiences by aligning the
teachingandlearningwithindustryrequirementsandexpectations.
EducationandTraininginKenya
EducationandTraininginKenyafallsunderthreeMinistries:
1. The Ministry of Education oversees Basic education (Early Childhood Education,

Primary,Secondary,AdultandNonFormaleducation,andTeachereducation)
Page 16 of 114
2. The Ministry of Youth Affairs and Sports house a Directorate of Youth Training which
oversees more than 750 Youth Polytechnics. Youth Polytechnics train graduates from
primaryschoolsandsecondaryschoolwhochoosetofollowthealternative education
system due to various reasons. Nevertheless, it is still possible for them to access the
highestlevelofeducationasshowninFig.1below.
3. The Ministry of Higher Education, Science and Technology is mandated to oversee
HigherandTechnicaleducation,Science,TechnologyandInnovation.Highereducation
includes universities; Technical education includes Institutes of Technology and
TechnicalInstitutionsanduniversitiesoftechnology.
Kenyasformaleducationsystemisknownasthe844system.Thisconsistsofaprimaryschool
cycle of 8 years, secondary cycle of four years and a minimum of four years in the university.
Secondary school leavers who do not proceed to university directly may choose to join TIVET
colleges for two year craft courses or three year diploma (technician) courses. Such students
have the option of proceeding to university to take their preferred degree courses with
appropriatecredittransfersasindicatedinFigure1.
PrimaryschoolleaverswhodonotjoinsecondaryschoolmayjointhemanyYouthPolytechnics
(YPs) which are also considered to be TIVET institutions although under a different Ministry
(MOYAS). Figure 1 demonstrates how all these students can access the highest level of
educationirrespectiveoftheentrylevel.
Page 17 of 114
Figure12EducationandTrainingStructureinKenya(Source:SessionalPaperNo.1of2005)
TIVETSystem
The TIVET institutions include National Polytechnics, Technical Teachers Colleges, Institutes of
Technology, Technical Training Institutes, Industrial Training Centres, Youth Polytechnics,
VocationalTrainingCentresandotherPrivateCommercialColleges.TheDirectorateofTechnical
Education under the Ministry of Higher Education Science and Technology oversees the
InstitutesofTechnology,theTechnicalTrainingInstitutes,thetwoNationalPolytechnicsandthe
Kenya Technical Teachers College. There are five major areas of training in TIVET institutions
are:Engineering,HealthandAppliedSciences,BusinessStudies,Institutionalmanagementand
Information Technology /Computer Science. Although these are the major areas of training,
therearemorethan60othercoursesofferedinTIVETinstitutions.
Thereare48TIVETinstitutionsunderthepurviewoftheMinistryofHigherEducation,Science
andTechnologyinKenyawith5beinguniversitycolleges,2beingnationalpolytechnics,1being
a technical teachers college 14 being Institutes of Technology and 26 being Technical Training
Institutes(TTIs).InstitutesofTechnologywereoriginallyinitiatedbycommunitieswhereasthe
otherswereinitiatedbythegovernment.Thereare43TIVETinstitutionsinKenyawith14being
Institutes of Technology and 26 being Technical Training Institutes (TTIs). Institutes of
Technology were originally initiated by communities whereas the TTIs were initiated by the
government.Howevertheyareallfundedandregulatedbythegovernment.Recentlytherehas
Page 18 of 114
beenanupgradingofTIVETinstitutionstoUniversitiesofTechnologybutthisisalsocountered
byanupgradingofYouthPolytechnicstoTIVETInstitutions.
ProspectivetraineesinTIVETinstitutionsarerequiredtohaveobtainedspecificaggregateand
subject grades in secondary school examinations to join craft or diploma courses. In general,
craftcoursestaketwoyearswhilediplomacoursestakethreeyears.However,eachlevelhasa
specified number of contact hours including industrial attachment; 2310 hours for Craft and
2970hoursforDiploma.
The lowest level of TIVET formal training is Artisan. The levels that follow are, in ascending
order,Craft,DiplomaandHigherDiploma.BachelorofTechnologydegreesarebeingofferedby
someoftheuniversitiesinEngineering.
StatisticsintheTIVETSector
Thereare48TIVETinstitutionsundertheMinistryofHigherEducationScienceandTechnology.
Of these two are Polytechnic University Colleges and 3 university colleges under mentorship
towards becoming degree awarding institutions. Out of the 48, TIVET institutions, 26 are
TechnicalTrainingInstitutes(TTI)and14areInstitutesofTechnology(IT).Inaddition,thereare
two National Polytechnics and the Kenya Technical Teachers College (KTTC). KTTC is the
institution where lecturers in TIVET institutions are trained. This institution is also largely
involvedintheinservicingofTIVETlecturersandInstructorsfromYouthPolytechnics.Among
theTTIssevenarenewlyestablishedandalreadyadmittingstudents.TherearethreeITsthat
are currently being developed as constituent colleges of specific public universities. The
Government,withsupportfromDevelopmentPartners,isestablishingatotalofeightnewTTIs,
atleastoneineachofthecountrys(former)eight provinces.Theestablishmentoffiveother
technicaltraininginstitutesisbeingfundedentirelybytheKenyaGovernment.
TherearenumerousTIVETinstitutionsunderotherMinistriesandGovernmentagencieswhich
offercoursesinareasrelevanttothemandatesoftherespectiveorganizations.Some537TIVET
institutions are privately owned and offer specialized training to employees of the owner
organizations or for commercial purposes by investors. Most of the commercial colleges offer
businessandinformationtechnology(IT)courses.TheDirectorateofTechnicalEducation(DTE)
under the MoHEST regulates the private institutions through registration, accreditation and
quality Assurance. The curricula offered in these private institutions are not regulated by the
Government.
ThecurriculainuseinTIVET,likeallothersbelowdegreelevel,areapprovedthroughtheKenya
InstituteofEducation(KIE)inallcoursesandfinalexaminationspreparedbytheKenyaNational
Examinations Council. Some programs in the TIVET institutions, however, are accredited by
Page 19 of 114
foreign examining organizations or professional organizations in Kenya and elsewhere. Among

these,thereisCISCOandPitmansUK.
TypicalenrolmentfiguresforPolytechnicUniversitiesareabout10,000studentseach,whilethe
NationalPolytechnicshaveanaverageenrolmentof6,000.TheTechnicalTrainingInstitutesand
InstitutesofTechnologycategoryhaveageneralapproximatedpopulationof2,000studentsfor
theestablishedinstitutionsandlowernumbersforthenewinstitutions.
ICTinEducationInitiativesinTIVETinKenya
TherehavebeenvariousICTinEducationinitiativesinthecountryatalllevelsoftheeducation
system. The Kenya Country Report, ICT in Education Survey carried out by GESCI (Swarts and
Wachira2009)identifiessomeofthemajorICT4EinitiativesinTIVETinthecountry.Amongthe
initiativesare:
The establishment of a Learning Resource Centre at Kenya Technical Teachers College

(KTTC)whichofferstrainingineducationmanagementandintegrationofICTintechnical
educationforinstitutionmanagers,lecturersandstudents.
The Kenya Education Network Trust (KENET) Initiative seeks to establish a permanent
high speed internet infrastructure in institutions of higher learning and research
institutions.Theinitiativealreadyhasonboardmostoftheuniversitiesinthecountryand
isincreasingitsmembershipamongTIVETandresearchinstitutions.
The Ministry of Higher Education Science and Technology is supporting a program to
integrateICTinTIVET.Thisinitiativehadaninitialfocusofbuildinginfrastructurecapacity
in institutions, through provision of computers. The second area of focus has been
enhancing Lecturer capacity to deliver curricula using ICTs; an initiative that is being
implementedwithsupportfromtheDevelopmentPartners.
The Ministry of Higher Education Science and Technology has entered into agreements
with some ICT industry players to increase quality and relevance of IT courses and
capacityofTIVETlecturersforcoursedelivery.Thispartnershiphasledtotheprovisionin
TIVET of industry accredited IT courses, which are delivered online in accredited
institutions.
StudiesonICTinEducationinKenya
The following three studies and reports have been carried out with a specific focus on ICT in
EducationinKenya,namely:
1. ICTinEducationOptionsPaper(MoEST;USAID;EDC;AED,2005)
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2. IntegratingICTinTeacherTraining:ACaseStudyoftheLearningResourceCentreofthe
Kenya Technical Teacher Training College (JanessensBevernage, Cornille & Mwaniki,
2005)
3. SurveyofICTinEducationinAfrica(infoDev,2007)
4. KenyaICT4ESituationalAnalysis(GESCI,2009)
Ofthefourreportsabove,theGESCISituationAnalysis(2009)presentsthelatestinformationon
ICT use in TIVET in Kenya. However, it does not provide baseline data adequate for the
development of a strategy for ICT integration in TIVET. The other surveys also do not provide
sufficient data on ICT use in the TIVET subsector to adequately inform current policy and
strategyforICTintegration.Forthepurposeofdevelopingastrategyandimplementationplan
for ICT in TIVET, the Ministry of Higher Education Science and Technology in partnership with
GESCI has conducted a baseline survey of ICT in TIVET in Kenya, focusing on the Institutions
undertheMinistrygovernance.
JustificationfortheBaselineSurvey
KenyaisworkingtowardsbecomingamiddleincomeeconomybyimplementingtheVision2030
socio economic development blueprint. At the same time, the country is actively involved in
developing its Science, Technology and Innovation (ST&I) human resource base to enhance
science and technology based industrialization. Towards this end, the government has
established several institutions to tap the skills and knowledge of professionals trained locally
andabroad.However,toachievethis,thenationaleducationandtrainingsystemmustplayits
roleinproducingnotjusttherightnumbers,butbydevelopingtherightqualityofmanpower
requiredtoserveinkeygrowthsectorsoftheeconomy.
The TIVET subsector is critical for the development of skilled personnel required by industry.
Training services delivered by the subsector therefore need to be of high quality in order to
increase the productivity and competitiveness of graduates. It is recognized that good and
competitive TIVET systems in developing and emerging economies attract direct foreign
investments; this is due the availability of highly skilled labor in the economy. This kind of
systemmustembracetechnologybothinitscontentandmethods.
OnewayofenhancingthequalityoftrainingisthroughtheutilizationofICT.Otherbenefitsof
utilizingICTincludeenhancingaccess,equityandqualityofthemanagementofthesubsector.
However,thecomplexityofproperlyintegratingICTineducationrequirescarefulplanningand
execution. ICT integration in TIVET must consider ICT use in specific skill areas; trainers and
trainees are required to have the necessary skills to support the use of ICT for teaching and
learning.InstitutionsareexpectedtoproducegraduateswhoarecompetentintheuseofICTin
theworkplaceintheirrespectiveskillareasbecausecomputertechnologypermeatesallareas
Page 21 of 114
ofworkinmostfields.SpecializedICT skillsarerequiredintheworkplaceforproductionand
communication.Theseskillsareseenasanessentialcomplementtocontentknowledge,infor
example,engineeringcourses,science,andaccounting.
This situation calls for the development of a strategy for ICT in TIVET and a plan for its
implementation.However,todevelopthestrategy,adetailedanduptodatebaselinedataon
thelevelofuseofICTrelevantcapacitiesinTIVETinKenyaisrequired.Thedata,whenanalyzed
will provide information that is required by planners to develop the strategy for a holistic
approachtointegratingICTinTIVET.ItisagainstthisbackgroundthatthisTIVETbaselinesurvey
was carried out. The data was analyzed and synthesized to provide information for decision
makersandplannersontheappropriatestrategiesforintegratingICTinTIVET.
ObjectivesoftheSurvey
GeneralObjective
Thegoalofthesurveywastoestablishbaselineinformationanddataonthelevelofutilisation
of Information communication technologies in TIVET institutions under the purview of the
Ministry of Higher Education, Science and Technology. This was with the aim of provide data
and information required for decision making and strategic planning for the purpose of
enhancingICTusageforteaching,learningandmanagementinTIVETinstitutions.
SpecificObjectives
Thespecificobjectivesofthebaselinesurveyare:
TodeterminetheavailabilityofICTpolicyandimplementationplanininstitutionsunder
thepurviewofMoHEST;andwhereapplicabletheextentoftheirsuccess
To determine the ICT hardware, software and connectivity infrastructure in place in

TIVETinstitutions.
To determine lecturers ICT competence and development path for continuous

professionaldevelopment.
To establish availability of digital content for TIVET in institutions; their standards and
sources.
TodeterminetheextentofusageofICTtoolsandresourcesinteachingandlearning
To determine availability, competence and structures for the development of ICT

technicalsupportstaff.
Page 22 of 114
To establish availability and usage of EducationManagementInformationSystems

(EMIS)inTIVETinstitutionsandMinistryoffices.
To determine the extent of collaborations with the private sector and other
organizationsfordevelopingICTsinTIVET.
To find the level of awareness of learners and lecturers on specific ICT tools in use in
industryintheirrespectiveskillareasandtheircompetenceinusingthetools.
GESCIandMoHESTPartnership
TheMinistryofHigherEducationScienceandTechnologyinpartnershipwithGESCIforthetwo
yearperiodof20102012,hasidentifiedthefollowingactivitiesforimmediateactionduring
thatperiod:
Conduct a baseline survey on ICT in TIVET in the Ministry and in institutions

countrywide.
DevelopmentofaLecturersICTinTIVETCompetenceframework.
DevelopmentoftheICTinTIVETDigitalcontentevaluationframework
ThisreportisaresultofabaselinesurveythatwascarriedoutinTIVETinstitutionscountrywide
inthethirdquarterof2010asaresultoftheMoHESTGESCIpartnership.Thebaselineshould
provide a focus for the partnership based on the parameters defined in the parties
Memorandum of Understanding. Through this report, issues related to ICT use in TIVET
institutionswillemergewhichGESCIincollaborationwiththeMinistrywilladdressthroughout
thepartnershipperiod.
MethodologyUsed
Amixedmethodsapproach
The baseline was carried out using a mixed methods approach combining qualitative and
quantitativemethodstoexaminethecomplexinterventionofICTdeploymentintheTIVETsub
sector.
Designandpretestphase
Questionnaires were structured to provide baseline information on the breadth and

depth of ICT use in TIVET institutions along six system components, namely policy,
curriculum, infrastructure, organization & management, pedagogy, professional
developmentwereused.Thequestionnairesweredevelopedonthebasisofinputson
the six systems component for ICT integration contributed by participants in a
stakeholder consultation workshop. The workshop was facilitated by MoHEST in
partnership with GESCI in the Kenya Institute of Education in June 2010. The
Page 23 of 114
questionnaires were targeted at the ministerial, institutional, departmental and

individuallevels.
An infrastructure instrument to gauge the existence of ICT infrastructure in the

InstitutionswasdevelopedforITTechnicians.
Focus group discussions were designed in order to sample lecturers and students
attitudes, values and opinions on ICT use. The sample group was chosen to enable
national teams to better understand the issues and challenges encountered in TIVET
institutionswhileattemptingtointegratetechnologyuseincoursedelivery.
A Training Needs Analysis (TNA) tool was developed on the basis of 26 ICT Lecturer
competencies contextualized by stakeholders in the June consultation workshop. The
tool was used to measure stakeholder perceptions of the importance of each
competencyandtheirperceivedlevelofdevelopmentaloneachcompetency.
Testphase
ThedatacollectionwascarriedoutinitiallythroughfieldvisitsinfourTIVETinstitutions
in the Rift Valley and Western provinces during the last quarter of 2010. These initial
visits provided opportunities for piloting the data collection instruments through
administeringthequestionnairesandcarryingoutthefocusgroupdiscussions.Ateam
comprising of 2 Technical Officers from the Ministry of Higher Education, Science and
TechnologyandGESCIspecialistsconductedthefieldsurveys.
Fullimplementationphase
Subsequenttothepilotvisits,fieldvisitswerefollowedupinanother16institutionsin
thesameprovincesandfourinstitutionsinNairobi.
Official letters explaining the rationale behind the research as well as providing the
questionnairesweresenttotheInstitutionsinadvancetoallowthemtomakerelevant
preparations.Theadministrationofthequestionnairesandsurveys,andtheconducting
of the focus group discussions took an average of half a day to complete in each
institution.
AfurthersetofquestionnairesandTNAsurveysweresentbyemailandposttothe16
institutionsnotvisited.
An additional IT questionnaire was completed by IT technicians at a training event in

JKUATinOctober2010.Thisquestionnairewaslatersenttotheinstitutionsthatwere
notrepresentedduringthistraining.
Pleaserefertopage109foraListofInstitutionsthatparticipatedinthesurveyandthequestion
andinterviewprotocols.
Collected data was treated with anonymity and only the institution and role of each of the
respondentswasregistered.
Page 24 of 114
SurveyLimitations
The short duration of the field research to conduct a baseline on ICT in TIVET in the
complexlandscapeoftheKenyaTIVETsectorwaschallenging.Thebaselinerepresentsa
snapshotoftheinstitutionallandscapeatthisjuncture.Moreindepthstudieswouldbe
required to address some of the issues that have emerged as well as ongoing
monitoringtomeasureprogressagainstthebaselineindicators.
Focusgroupinterviewsinsomecaseswereconductedwithlargegroupsofstakeholders
whichlimitedparticipationinthediscussion.
The small sample of lecturers surveyed on competency importance and development

during the field research limits the validity of the results. The accuracy of the
stakeholder perceptions on the importance and development levels of the
competencies would also depend on their thoroughness and objectivity in completing
the survey. Results from this survey can serve for the baseline purposes to identify
generalperformancegapsandtrainingneedsforaninitialperiodofaction.Trainingand
performance gaps will evolve and will need to be monitored constantly for updating
programdevelopment.
There was the inability due to time limitations to survey all faculties and to map the
baseline findings against a parallel baseline from employers who ultimately employ
graduatesfromtheseinstitutions.Thiswouldhaveprovidedamuch clearerpictureof
whatismissing.ThiswillhoweverbemitigatedbyensuringthatIndustryisinvolvedin
thedevelopmentoftheICTIntegrationStrategy.
Page 25 of 114
Findings
Findings are drawn from four target groups: (1) HoDs, (2) Lecturers (3) IT Technicians and (4)
Students. Facetoface interviews, questionnaires and focus groups were used as methods of
datacollection.Thequestionsraisedwereusedtomeasurethelevelofawarenessandalsothe
existingpracticesintheuseofICTsinTIVETinstitutionsinKenya.Toolsusedintheintegration
of ICTs were investigated and a rating of where and how computers are used in curriculum
subjects provided. The awareness of the HoDs and lecturers on how ICTs can be used in
differenttradeareaswasalsogauged.Thefindingsarecategorizedundersystemsdomainsof
Policy and Vision, Curricula, Pedagogy, ICT infrastructure, Organization & Management and
Professionaldevelopment.
Generalinformation
Severalinstrumentswereusedtocollectdatafromthevarioustargetgroupsaspresentedinthe
annex. Data was collected from 38 institutions which represented 88% of the targeted
institutions. Questionnaires were administered to a total of (220) Management personnel
identifiedasHeadsofDepartment,practitionerpersonnelidentifiedasLecturers(inclusiveofIT
Coordinators)inthe38institutions.Ofthosethefollowingwerecompleted:
109ManagementQuestionnaires,from35institutions
89Lecturerquestionnaires,from25institutions
35ICTtechnicianquestionnaires,from35institutions.
199TrainingNeedsAssessmentquestionnaires,representingtheviewof100managers
and99lecturersfrom38institutions.
Table1presentsacompositedemographicprofileoftherespondentsbasedontheresponsesto
the TNA questionnaire according to the variables of gender, age, number of years of
professional experience, qualifications, job hierarchy in relation to the Management and
Lecturergroups.
Page 26 of 114
Table1DemographicprofileoftheTIVETrespondentstotheTNAquestionnaire(n=199)
Frequency
Validpercentage
Gender
Male
132
70.6
Female
55
29.4
HeadsofDepartment
Male
61
32.6
Female
33
17.6
Lecturers
Male
71
38.0
Female
22
11.8
Under30
17
11.0
3050
129
83.2
Over50
5.8
HeadofDepartment
100
50.3
Lecturer
99
49.7
Diploma
92
50.3
BachelorsDegree
63
34.4
MastersDegree
28
15.3
Lessthan5
86
47.3
510
66
36.3
1120
28
14.1
Morethan20
1.0
BusinessStudies(BUS)
42
21.9
AppliedSciences(APP)
34
17.7
InformationTechnologies(ICT)
57
29.7
Engineering(ENG)
45
23.5
Agriculture(AGR)
1.0
Food&Beverage(F&B)
1.6
Hospitality(HOS)
0.5
Age
Jobdesignation
Qualifications
Yearsofexperience
Specialistareas
Administration(ADM)
1.6
ClothingandTextiles(CT)
0.5
Electrical/Electronics(ELE)
0.5
Automotive(AUT)
0.5
Building(BUL)
0.5
Mechanical(MEC)
0.5
Province
Page 27 of 114
Table1DemographicprofileoftheTIVETrespondentstotheTNAquestionnaire(n=199)
Frequency
Validpercentage
Central
42
21.9
Nairobi
25
13.1
RiftValley
31
16.2
Western
33
17.3
Nyanza
32
16.8
Eastern
22
11.5
Coast
0.0
NorthEastern
3.1
Table1DemographicprofileoftheTIVETrespondents
Source:SurveyonICTUseinTechnicalIndustrialandVocationEducationTraininginKenya
Note: Some of the demographic questions were not answered by all respondents, thus, the variation in the actual
frequencynumbersineachcategory.Unfortunately,manyrespondentsleftvarioussectionsofthequestionnaireblank,
andthisthereforeaddstothedifficultyininterpretingtheresults.
Respondents to the TNA questionnaire were from seven provinces in Kenya, with Nairobi
Central Province (21%), Western Province (17%), Nyanza Province (16%), Rift Valley Province
(16%), Nairobi (13%) and Eastern (11%) furnishing the most respondents and North Eastern
Provincefurnishingasmallbutsignificantsetofrespondents(3%).Therewerenorespondents
fromCoastProvince.Oftherespondents,50.3%(100)wereHoDsand49.7%(99)werelecturers.
Ofthoseprovidingdetailsoftheirgender,70%(132)weremenand30%(55)werewomen.Of
these32%(61)weremaleHoDs,17%(33)werefemaleHoDs,38%(71)weremalelecturersand
11% (22) were female lecturers. Of those who reported on their qualifications, 50% (92) had
diploma qualification, 34% (63)a Bachelors degree and 15% (28) a masters degree. Of those
whoreportedonexperience47%(86)indicatedthattheyhadlessthanfiveyearsofexperience,
36% (66) between five and ten years of experience, 14% (28) between 11 and 20 years of
experience and 1% (2) with over 20 years of experience. Of those who reported on specialist
expertise,29%(57)werespecialistsinInformationTechnologies,13%(45)inEngineering,21%
(42)inBusinessStudiesand17%(34)inAppliedScience.Theremaining5%(13)ofrespondents
declared themselves specialists in the areas of Agriculture, Food & Beverage, Hospitality,
Administration, Clothing and Textiles, Electrical Engineering, Automotive engineering, Building
andConstruction,MechanicEngineering.
BasedonthedemographicprofilepresentedinTable1,itcanbeseenthatthemajorityofthe
respondentsweremale,betweentheagesof30and50,workingasaHeadofDepartmentor
Lecturer,havingadegreeoradiplomaqualification,mostlyspecializinginIT,BusinessStudies,
EngineeringorAppliedScience,representingmostoftheprovinceswiththeexceptionofCoast
provinceandwithlessthantenyearsteachingexperience.
Page 28 of 114
1.PolicyandVision
PolicyandVisionisdefinedhereas:
A principle or course of action mandated by the national government which provides for the
mandate, goals, objectives, standards,scope, strategies and activities, organizational structure
andplan,budgetaryprovision,withanaccompanyingmasterplandevelopedandimplemented
bytheMinistryregardingICTuseinEducationandTraining.
The purpose of gauging the policy environment and the accompanying vision is to determine
presenceorabsenceofcommitmentandsupportofpolicymakersandeducationalauthorities
tothesystematicintegrationofICTinEducationalandTrainingsystems.
The focus of the survey under the policy component was to determine the existence of ICT
policy/plansatthenational,sector,andorinstitutionallevel,andalsotoassessifandhowthese
policieswereappliedintheTIVETinstitutions.Thisincludedafocuson:
NationalPoliciesforICTinEducation&Training
Nationalpolicies/visionforICTuseinTIVETprogramsandhowtheyarerelated
Projects/InitiativesforICTuseincourseprovision
InstitutionalpolicyapplicationonICTuseinTIVETinstitutions
1.1VisionofTIVETInstitutions
According to the respondents in the questionnaires, it seems that most institutions have an
institutionalvision.OutoftheHoDswhorespondedtothequestiononinstitutionalvision,23%
(17) indicated that their institutions have a broad vision to be centres of excellence / model
institutions / market leaders / world class institutes in Technical / TIVET training. Other
respondents indicated their institutions as having a vision that is slightly narrower, 19% (14)
indicatingafocusonResearchandTechnology,13%(10)indicatingafocusonEntrepreneurship
andTechnology,11%(8)indicatingafocusonInnovationandTechnology,and5%(4)indicating
afocusonBusiness/ManagementandTechnology.
Page 29 of 114
Institutionalvisions
Number
Tobeacentreofexcellence/modelinstitution/marketleader/world
of
classinstitutein...
answers
Technical/Technical,Industrial,VocationalEducation&Training
17
23%
EntrepreneurshipandTechnology
10
13%
ResearchandTechnology
14
19%
InnovationandTechnology
11%
ICTs/ComputersandTechnology
5%
Business/ManagementandTechnology
9%
Other
15
20%
Total
75
100%
Table2InstitutionalVisions
1.2InstitutionalpolicyapplicationonICTuseinTIVETinstitutions
1.2.1AwarenessofPolicies,plansordirectivesforICTinEducationandTraining
When asked about their awareness of policies plans or directives for ICT in Education and
Training,70%(76)oftheHoDsand76%(68)ofthelecturersindicatedthattheywereawareof
suchpoliciesatthenationaland/orsectorlevel.
When asked about the existence of plans, 49% (53) of the respondents indicated that their
institutions had a written or documented plan for ICT use in course provision. Further, ICT
guidelines and ICT department policies existed at approximately a third of the institutions
accordingto bothHoDsandLecturers.ICTwork planshavebeendevelopedaccordingto17%
(18HoDs)and20%(17lecturers)oftherespondents.
ExistenceofICTPoliciesand
Plans,accordingtoHoDs
Yes
No
Noanswer
InstitutionalICTPolicy
53
49%
50
46%
6%
ICTDepartmentPolicy
26
24%
77
71%
6%
ICTWorkplans
18
17%
85
78%
6%
6%
94
86%
6%
ICTGuidelines
29
27%
74
68%
6%
BudgetforICTworkplan
implementation
19
17%
83
76%
5%
InstitutionalICTMasterPlan
Table3ExistingpoliciesandplansHoDs
Page 30 of 114
While18%(16)lecturersacknowledgedthattherewasaninstitutionalICTMasterPlan,only6%
(7)ofHoDsrecognizedthatsuchplansexisted.AbudgetfortheICTworkplanimplementation
alsoexistedaccordingto22%(19)ofthelecturersand17%(19)ofHoDs.
Existence of ICT Policies and

Plans,accordingtoLecturers
Yes
No
Noanswer
InstitutionalICTPolicy
43
49%
43
49%
1%
ICTDepartmentPolicy
25
29%
61
70%
1%
ICTWorkplans
17
20%
69
79%
1%
InstitutionalICTMasterPlan
16
18%
70
80%
1%
ICTGuidelines
26
30%
60
69%
1%
19
22%
67
77%
1%
Budget for ICT

implementation
work
plan
Table4ExistenceofICTpoliciesandplansLecturers
IngeneralbothlecturersandHoDsseemtobeveryawareofpoliciesrelatingtoICTs.
1.2.2ImplementationofnationalTIVETICTPolicy
WhenaskedabouttheimplementationofthenationalICTpolicyatinstitutionallevel,46%(50)
of the HoDs and 82 % (72) of the lecturers considered their institutions to be implementing
National/TIVETICTpolicyinEducation&Training.
OfthoserespondentswhoprovidedreasonsforthenonimplementationofNational/TIVETICT
policy by institutions, the lack of infrastructure was listed as the main issue according to both
HoDs(44%/7respondents)andlecturers(33%/6respondents).Forlecturershowever,thelack
of ICT policy/information is an equally important cause of nonimplementation with 33% (6)
confirmingthistobethecase.Therewas25%(4)ofHoDsontheotherhandwhostatedthata
lack of human resources was the second most significant reason for not implementing
National/TIVET ICT policy. Further, a lack of policy information was raised by just 13% (2) of
HoDs.Alackofresourcesandhumanresourcesinparticularwasraisedby6%(2)oflecturers.
Page 31 of 114
According to HoDs, institutions are not implementing ICT4E

Policies because of a lack of...
6%
13%
6%
Policy/Information
6%
Infrastructure
Human resources
Resources
Don't know
25%
44%
Other
Figure3:ReasonsfornotimplementingICTpoliciesHoDs
According to Lecturers, institutions are not implementing

ICT4E Policies because of a lack of...
6%
6%
Policy/Information
11%
33%
Infrastructure
Human resources
Resources
11%
Don't know
Other
33%
Figure4:ReasonsfornotimplementingICTpoliciesLecturers
1.2.4LevelofsatisfactionwithPoliciesandPlans
In a question where respondents were asked about satisfaction with ICT in Education and
Training policies and plans, 88% (91) of the HoDs agreed that the existing policy/plans were
relevantandapplicabletotheirinstitutionbutonly59%(63)agreedthattheywereadheringto
all the policy requirements. Among lecturers, 85% (76) agreed that the existing policy/plans
were relevant and applicable to their institutions but only 58% (52) agreed that they were
adheringtoallthepolicyrequirements.
Page 32 of 114
Whenasked iftheinstitutionwastryingitsbestto adheretoICTpolicyrequirements,80%of

both HoDs and Lecturers agreed (86 HoDs s/ 72 lecturers). As many as 52% (56) of HoDs
disagreed with the statement that existing ICT policies were outdated and/or difficult to
implementasalsodid63%(56)oflecturers.
Level of satisfaction of HoDs with Policies and Plans
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Strongly Agree
Agree
The existing
ICT in
Education
policy/plans
are relevant
and applicable
to our
We are
adhering to all
the policy
requirements
as expected of
education and
training
We are trying The existing

ICT in
our best to
Education
adhere to the
policy/plans
policy
requirements are outdated
as expected of and/or difficult
education and to implement
Undecided
Disagree
Strongly Disagree
Figure5LevelsofsatisfactionwithpoliciesandplansHoDs
Level of satisfaction of Lecturers with Policies and Plans

50
45
40
35
30
25
20
15
10
5
0
Strongly Agree
Agree
The existing ICT

in Education
policy/plans are
relevant and
applicable to
our institution
We are trying The existing ICT

We are
in Education
our best to
adhering to all
adhere to the policy/plans are
the policy
outdated and/or
policy
requirements
difficult to
as expected of requirements
implement
education and as expected of
education and
training
Undecided
Disagree
Strongly Disagree
Figure6LevelsofsatisfactionwithpoliciesandplansLecturers
1.2.5HowisICTPolicyimplemented
Findings indicate similar patterns among HoDs and lecturers perceptions on policy
implementation.
Page 33 of 114
Figure7HowisICTPolicyImplementedLecturersandHoDs
Both HoDs and lecturers identified the most common way institutions engaged for
implementingICTpolicieswasinofferingICTasaseparatecourse,i.e.ameasurethattargets
mainly the students (77% (51) HoDs 72% (63) lecturers). The second most common
implementation method was integration of ICT in management and administration of the
institutionwherealargerpercentageofHoDsnaturallyacknowledgedtheseefforts:(HoDs73%
(48)/lecturers57%(50)).TheintegrationofICTintotheteachingoftechnicalsubjectshowever
was not as common (HoDs 48% (34) / lecturers 52% (42)). Both HoDs and lecturers perceived
that thislevelofintegrationwouldrequiremoresupport trainingoflecturersinhowto make
use of ICT in their teaching and the actual use of ICTs in the classroom (HoDs 62% (41) /
lecturers53%(46))
Theseresultsarenotverysurprising.Thechallengesforpolicyimplementationaremanygiven
theinadequateinfrastructureandequipmentthatcanonlybeaccessedthroughcomputerlabs
thatareoccupiedmostofthetimebystudentstakingICTasasubject.Theseresultsalsoverify
thelackofhumanresourcecapacityasabarriertoinstitutionalimplementationofICTpolicies.
Further,theseresponsesshowthatmosteffortsofICTpolicyimplementationaretakingplace
outsideofactualcoursedelivery.ICTintegrationinclassroompracticeislessfrequentthanICT
asastandalonesubjectoritsuseinadministrationandmanagement.
1.2.6ChallengeswithTIVETandICTIntegration
LecturersandHoDsidentifiedthefollowingaschallengesthatTIVETinstitutionsfaceingeneral
courseprovision.
Inadequacy of equipment/ infrastructure was by far the most commonly stated

challengeacknowledgedby36%(39)ofHoDsand56%(50)oflecturers
Page 34 of 114
The second most common challenge was obsolescence of curriculum, courses and
equipment raised by 27% (29) of HoDs and 26% (23) of lecturers, followed closely by
Technology literacy (ICT teachers and ICT literacy courses) with 26% (28) of HoDs and
24% (21) of lecturers. HoDs also noted a lack of infrastructure as one of the major
challengesforTIVETingeneral.
Challenges with TVET course provision, according to HoDs

and Lecturers
0%
10%
20%
30%
40%
50%
60%
Policy
Management
Obsolescence-curriculum-courses-equipment
Adequacy-T-L-facilities
Infrastructure
Technology Literacy
Funding
Lecturer-Qualifications
Lecturer-Attitudes
Lecturer-shortage
Lecturer-experience-industry
No answer
Other
Figure8ChallengeswithTIVETcourseprovisionHoDsandLecturers
RegardingchallengesforICTintegrationincourseprovision:
BothHoDsandlecturersnotedalackofICTinfrastructureandICTequipmentasthetwo
mostsignificantchallenges;acknowledgedby37%(40)/50%(55)ofHoDsand28%(25)
/27%(24)oflecturers.
24%(26)ofHoDsemphasizelimitedICTskillsandliteracyamonglecturersand22%(24)
raise the lack of ICT specific lecturers as the major challenges for integrating ICTs to
TIVET course provision. 20% (18) of the lecturers on the other hand pointed out
insufficientICTtrainingopportunitiesand19%(17)observedthatthecurriculumisnot
responsivetotheuseofICTs
Page 35 of 114
Challenges with ICT integration in TIVET course provision,

according to HoDs and Lecturers
0%
10%
20%
30%
40%
50%
60%
ICT infrastructure
ICT Policy
ICT equipment
ICT curriculum
ICT content
ICT pedagogy
ICT teachers
ICT literacy
ICT training
ICT cost
Lecturer-student attitude
No answer
Other
Figure9ChallengeswithICTintegrationinTIVETcourseprovisionHoDsandLecturers
In interpreting these findings, it is clear that inadequate training and learning infrastructure,
facilitiesandequipmentpresentthegreatestchallengefacingTIVETcoursedeliveryingeneral
and ICT integration in particular. Human resource capacity is the second major challenge and
specificallytheICTskillsoflecturers.TrainingeffortsthataddressICTliteracyandawarenessof
possibilitieswithICTuseariseasaprioritizedissue.
Further, the TIVET curriculum does not accommodate ICT integration. During the focus group
discussions it became clear that what is not in the curriculum is not taught. A modernized
curriculum that involves ICT integration would encourage lecturers to use ICTs in their course
delivery. However, such a change would have to be accompanied by training possibilities for
lecturerstoenablethemdeliverthenewcurriculum.
1.3GeneralPolicy&VisionComments
ThepolicyandvisionfindingsshowthatmostoftheTIVETinstitutionsdonothavedocumented
ICTpolicy,ICTworkplansorICTguidelines.Amongthefewinstitutionsthathaveaninstitutional
ICT policy only a fifth have developed ICT work plans to realize the policies and made
subsequent budget allocations. As a result there is a significant implementation gap regarding
ICTintegrationinTIVETprovision.
The ICT policy gap on a national level seems to hinder strong administrative support for
institutional management and even though ICT sometimes are debated in staff meetings, the
actualplanningandimplementationofICTuseisnotforthcoming.However,bothlecturersand
HoDs are aware of the ICT policies that do exist and there is a high level of confidence in the
Page 36 of 114
relevance of these. The institutions have a willingness to adhere to policy requirements but
barrierssuchaslackofinfrastructureandrequiredhumanresourcecapacitystandinthewayof
implementationtogetherwiththeabsenceofinstitutionalimplementation/workplans.
AlackofinfrastructureandaccesstoICTfacilitiesposesthegreatestchallengetoimplementing
ICTpolicytogetherwithlimitedcapacityoflecturerstoefficientlyuseICTincoursedelivery.ICT
facilities and access to equipment is limited. It is clear that the ICT infrastructure at the
institutions has to be expanded, updated and access for students and lecturers increased.
Measures to increase infrastructure setups as well as expand access to the existing ICT
equipment should be explored. ICTs are today mostly incorporated in TIVET through separate
ICT courses or through management and administration procedures. The integration of ICT at
theclassroomlevelisnotverysubstantialwhichclearlyaffectsthequalityofeducationoffered
to students in a negative way. Besides the need for improved training and learning
infrastructureandequipment,itiscriticaltoaddresstheICTliteracyamonglecturersandtheir
awareness of the possibilities and potential of ICT use in their teaching. The modernization of
the TIVET curriculum to include ICT specifics is an important vehicle for ICT utilization in the
classroom. However such a measure must be accompanied by training offered to lecturers so
thattheyareempoweredwithICTliteracy.
Page 37 of 114
CurriculumisdefinedhereascurriculumtoteachICT(asincomputerliteracy).ICTintegrationis
definedastheuseofICTinthedeliveryofcurriculumsubjectstoimproveeducationoutcomes.
The main curriculum for TIVET education in Kenya is developed by the Kenya Institute of
Education (KIE). The Ministry incharge of TIVET Education in Kenya allows the institutions to
offer a certificate of attendance in ICT proficiency at the institutional level. At the more
professionallevelnationalcertificationbodiessuchastheKenyaNationalExaminationCouncil
(KNEC) and Kenya Accountants and Secretaries National Examinations Board (KASNEB) are
involvedintheassessmentandcertification.
ThepurposeofthesurveyunderthiscomponentwastodeterminewhetherICTuse/integration
in core curriculum delivery is standardized and whether this is guided by any directives. The
surveyquestionssoughttodeterminetheexistingnationalpoliciesfortechnologyuseinTIVET
curriculaandassessment.ThefindingsinthissectionpresentanoverviewofICTcoursesandthe
integrationofICTinteachingandlearningpracticesinTIVETinstitutions.Specifically,thesurvey
soughtto:
DeterminetheobjectivesforICTuseinTIVETprogrammeprovision
Determinetheuse/applicationofICTforinstructionalpurposes
IdentifythestandardsforICTuseininstitutions
EstablishtheimpactofnationalexaminationsonICTuseincourses
2.1ExistenceofICTcoursesandintegration
Accordingtoquestionnairerespondents,whenaskedhowICTisofferedtostudents,83%(52)of
theHoDsand67%(58)ofthelecturersindicatedthatICTisofferedasaseparatesubject.Thisis
followedbyICTsbeingofferedasasubject/unitwithindifferentcoursesaccordingto30%(19)
of HoDs and 31% (27) of lecturers. Finally 24% (15) and 19% (16) of HoDs and lecturers
respectivelyindicatedthatICTisbeingusedasatooltoimprovecurriculumsubjectdelivery.In
focusgroupdiscussionsmanystudentscommentedonICTcourseofferingsasbeinginadequate
andcenteredonacommercialITproviderpackageforbasicwordprocessingandtypingskills
Overall ICT integration in TIVET courses was noted to fall under three different categories of
practice:
ICTinadministration;
ICT in teaching (note preparation, document processing and demonstrations through

onlinevideoclips);
Page 38 of 114
ICTforresearch(lessonpreparationandinformationsearchandretrieval);
Integration of ICT into teaching and learning practices was listed as being influenced by the
availability of Infrastructural resources, necessity, and time. Lecturer resistance, a lack of
institutionalmandateandalackofcapacitybuildingtosupportintegrationwerelistedasfactors
inhibiting the use of ICT in curriculum delivery. In focus group discussions, stakeholders
commented that access to ICT after regular classes and during the weekend are restricted as
mostcomputerlabsremainedclosedwhenstudentswerefree.Anumberofstudentsdescribed
technologytoolsinuseintheinstitutionsasarchaicandlackingcapacitytoaccommodatemost
ofthenewsoftwareinthemarketplace.
Infrastructural challenges were cited as the biggest impediment to the use of ICT in course
provisionasdemonstratedinFigure9below.
Challenges with ICT integration in course provision, according

to lecturers
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
Infrastructure
ICT equipment
ICT training
ICT curriculum
ICT cost
ICT teachers
Lecturer-student attitude
ICT Policy
ICT literacy
ICT pedagogy
ICT content
No answer
Figure10ChallengeswithICTintegrationincourseprovisionHoDsandLecturers.
According to IT technicians, 66% (23) of the institutions have specific equipment and/or
softwareavailableforintegrationofICTintoteachingandlearning.
Table5belowdescribestheequipmentinmoredetail:
ToolsavailableforICTintegration
Numberof
institutions
% ofsurveyed
institutions
Laptops/computers
15
Projectors
43%
15
43%
Internetconnectivity
14%
Cameras
11%
Specificsubjectsoftware
14%
Otherhardwareorsoftware
14%
Page 39 of 114
Table5ToolsavailableforICTintegration
TheregisteredhighpercentageofinstitutionsofferingICTasasubjectcouldbeexplainedbythe
factthatmostinstitutionsareofferingICTasastandalonecourseinthediplomacolleges.The
ICT departments are provided with the required infrastructure in terms of hardware and
software. The high respondent rating of ICT offering as a unit within different courses could
partlybeattributedtoICTpoliciesinanumberofinstitutionswhichadvocatefortheprovision
of technology literacy courses to all students so that they graduate with basic ICT skills. The
lowestpercentageregisterwasforICTintegrationininstitutionalpractices.Thislowpercentage
could be attributed to a number of factors which were highlighted during the focus group
discussions,including:
InadequateICThardwareresources
Lackofappropriatesoftwaretoenhancecurriculumdeliveryoutcomesasattestedtoby
archaic technology tools which may not be able to run software in technical subjects
whichrequirehighhardwarespecifications
LackofskillsamonglecturerstointegrateICTsinthecurriculum
LackoftimeaspracticesofusingICTswerenotedtobetimeconsuming.Thisisbecause
ofthecentralizedlocationofcomputersinthelabwithresourcesthatareoverstretched
betweentheICTdepartmentandotherdepartments
Lackoftimeduetocurriculumoverload
Nature of the curriculum is such that it does not recognize, encourage or provide
guidanceonhowandwhenICTshouldbeused
Application of ICT in subjects is not assessed in the examinations and as such the
practiceisnotgivenasmuchattentionandpriority
ThedesignoftheclassroomsisnotappropriateforICTuse
2.2ICTtoolsIntegrationinvariouscourses
Oncoursesintheinstitutionswherecomputersandrelatedtechnologiesareused88%(50)of
the HoDs indicated that these are used in Computer Science/IT courses. This contrasts very
sharplywiththeotherareasthatwerelistedallofwhichfallwellbelow20%.
Figure10showstheICTtoolsintegrationpracticesinTIVET courses.Thehighestratingsoccur
mainly under the sometimes category which indicates that ICT tools integration is mainly
carriedoutonanadhocbasis.InfocusgroupdiscussionsLecturersindicatedthattheyusedICT
mainly as a result of necessity, convenience, pressure from peers and students and policy
requirementsintheirperformancecontracts.
Page 40 of 114
ICT tools Integration in various courses, according to HoDs

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Alw ays
A lot
Sometimes
Rarely
Secretarial
Languages/
Communications
Institutional
Management
Building & Civil

Engineering
Mechanical /Civil
Engineering
Automotive
Engineering
Electrical &
Electronic
Engineering
Mathematics/
Statistics
Health & Applied

Science
Accounting /
Business
Computer /IT
courses
Never
Figure11ICTintegrationpracticesHoDs
While comparing the departments it becomes clear that the departments with the highest
frequencyofICTintegrationotherthantheICTDepartmentaretheElectricalEngineering and
theEngineeringDepartments.
Mathematics, Institutional Management & Hospitality, Languages and Communications

Departments registered the lowest use of ICT in course delivery and actually had the highest
rating in never having used ICT in their coursework. Surprisingly Secretarial courses are also
amongthelowestintheuseofICTtools.
ThehighpercentageratingintheICTDepartmentcanbeattributedtothefactthatICTisthe
tooloftradeinthedepartment.Theuseofcomputersonanadhocbasiscouldhaveabearing
onthefactthatguidelinesandpoliciesforICTusearenotclearlyarticulatedbytheMinistry,the
Institutions,theCurriculumortheExaminingBodies.
ThecurriculumhasasignificantinfluenceonthetakeupofICT.Whereasitmightbeassumed
that ICT new computer technologies would be used in secretarial courses, the current
curriculum is still based on the traditional technology of the typewriter. However, the
institutions are adopting the computerized secretarial curricula according to their level of
preparedness.
In focus group discussions, it was reported that Language and Communication curricula still
emphasizes verbal and non formal communication without considering technology as a
Page 41 of 114
communication tool. Herein the curriculum and assessment issues are seen again to have a
criticalinfluenceontheuseanduptakeofICTinsubjectdelivery.
The higher ratings for ICT use in the Engineering Departments could be driven by Industry
requirements. In focus group discussions stakeholders described a widely held recognition of
the field of Engineering as being computer biased and the parallel expectations from Industry
that TIVET engineering students should graduate with the requisite technology competencies.
On the other hand stakeholders perceived Mathematics, Language, Communication and
Hospitality Departments in TIVET institutions as experiencing less pressure from Industry
partners to use ICT. They suggested that the curriculum is mostly silent on the use of ICT in
these areas. The variation in the use of ICT from department to department could also be
explained by an entrenched mindset that historically associates computers with the sciences
ratherthanthearts.
2.3ExistenceofBasicITCourses
WhenaskedwhetherbasicICTisavailableasacourseforallstudents,79%(70)ofthelecturers
intheinstitutionsansweredintheaffirmativeand20%(18)inthenegative.
The20%(18)ofstudentswhomaynotbeaccessingICTtrainingcouldbeaccountedforbythe
factthatICTisoptional.Inadditionitmaybeduetofeerequirements.The20%couldalsohave
registered in institutions where basic computer training is also not a requirement in course
content,especiallyinthecraftcourses.
TheinstitutionswhereICTisavailablemaybedrivenbyindustryrequirements.Thecurriculum
mayalsobeafactorinICTuptakeinthemajorityoftheinstitutionswheretherecommendation
isforbasiccomputerskillstrainingforalldiplomacoursesasaninstitutionalpolicy.
2.4ExaminationofITCourses
ThereisahigherlevelofICTcoursesthatareexaminableattheinstitutionallevelasopposedto
thenationallevel.Thesecoursesaremainlyproficiencycourses.
Wherever the basic ICT course exists, it is supposed to be examined at the institutional level.
This explains why 96% (45) of the HoDs say that their institutions are examining at the
institutional level. These examinations are provided based on arrangements between the
institutions and other examining bodies operating at the institutional level. e.g Pitmans. ICT
coursesexaminedatthenationallevelcouldberelatedtothenewmodularareasortospecific
skill sets for technical areas. The high percentage of institutions offering and examining ICT
Page 42 of 114
coursesisindicativeofthehighlevelofawarenessofthenecessitytoproducegraduateswith
ICTskills.However,thisisrestrictedtobasicICTproficiencytraining.
2.5SpecificskillswithIT
Lecturers and HoDs are cognizant of the requirement of ICT use in specific trade areas. Both
categories of respondents perceived that there was a need for greater allocation of time in
specific skill areas in the TIVET programs. The requirement for more ICT access time was
acknowledgedbymorethan80%(160)ofbothLecturersandHoDs.Findingsfromothersections
within this report also indicate that accessing ICT resources is a challenge, especially for
studentsoutsidetheICTdepartment.
ThisfindingindicatesthataccesstoICTsisanissueinspecifictradeareas.Whilethinkingabout
thelevelofaccesstoICTs,andtheinfrastructuralchallenge,itisalsoimportanttothinkabout
theICTdeploymentpoliciesininstitutions.
Additional computer lab time may also require a certain level of flexibility, creativity,
organizational and administration support from both at the administration and IT department
levels.TheITtechnicianshouldthereforeactasasupportpersonforallotherdepartments.
2.6Equipmentavailableduringexamination
When asked about the ICT tools and equipment provision for students during final
assessments/examinations,amajorityoftherespondentsnotedtheuseoffourmaincategories
ofICTtoolsinexaminations:Computers,printers,storagemediaandsoftware.Some14%(15)
ofHoDsindicatedthat therearenoICTtoolsandequipment providedduring examinationsin
theirinstitutions,andInternetconnectivityisusuallydisabledduringexaminations.
Infocusgroupdiscussionsstakeholdersexplainedthatstudentprojectworkprojectassessment
iscarriedoutattheendofeachTIVETcourse.Stakeholdersreportedthateverystudenthasto
use ICT to complete the project. This may range from the requirement of submitting the final
project in word processed formats to calculations using spreadsheets and graphical
representationsthroughtheuseofsoftware.Thismaybecarriedoutbytheindividualstudents
or through assistance from commercial centers. The internet is disconnected during
examinations to avoid examination cheating either through email correspondence or searches
on the internet. There is also a high use of technology in examination by the ICT Department
whereICTsaretoolsoftrade.ThisisnotthecaseinnonICTdepartments.
Page 43 of 114
2.7ExistenceofITstandardswithintheCurriculum
Amajorityofthelecturersindicatedthattherearenospecificstandardswithinthecurriculum
for ICT usage. Some 18% (16) of lecturers also indicated that standards were limited to
institutionalpolicyonbasicICTliteracyskillsforallstudents.
ItisworthnotingthatevenwhenlecturersindicatethattherearestandardsforICTusage,thisis
currentlyrestrictedtocomputerproficiency.Thismaybeapolicyratherthanastandardsissue.
2.8ViewofITPersonnelonuseofICTbyLecturersandStudents
OnbeingaskedhowICTisbeingusedbylecturersandstudents,80%(28)oftheITtechnicians
indicatedthatlecturersusedICTmainlyforinstructionalpurposes,andforcommunicationsand
lesson preparation in the second place (77%, 27). They also noted the main use of ICT by
students is communications (63% 22 answers). ICT is used least for projectbased learning
(29%, 20) and (11%, 4) by both lecturers and students respectively and the use of ICT for
research is surprisingly low with IT technician ratings indicating 49% (17) and 34% (12) use
amonglecturersandstudentsrespectively.
View of IT personnel on use of ICTs by lecturers and students
Lecturers
Students
Other
Research
Personal use
(emails)
Professional
development
(online
Project based
learning
Lesson
preparation
Instructional
purposes
Content
development
Communications
80%
90% 77%
77%
71%
80%
63%
63%
70%
57%
49%
60%
50%
34%
34%
40%
29%
23%
23%
30%
17%
14% 11%
14%
20%
9%
10%
0%
Figure12UsesofICTsbylecturersandstudentsITTechnicians
Communication in this case could be interpreted as email communication and use of social
networks.Thelowlevelofresearchcouldindicatethatstudentsarehighlydependentonwhat
the teachers provide in the form of teaching. The lecturers are not using ICT to carry out
research and this may indicate a curriculum that does not require them to be inquisitive. The
low percentage register in projectbased learning could also be explained by curriculum
Page 44 of 114
requirements.Projectsareonlycarriedoutattheendofthecourseinthefinalyear.Thehigh
percentage register in lesson preparation could also be attributed to the fact that this is from
theperspectiveoftheICTtechnicianandcouldbemoreassociatedwithlessonpreparationin
theICTDepartment.
2.9GeneralCurricula&AssessmentComments
Thefindingsaboveindicatethatcurriculaandassessmentrequirementshaveadirectimpacton
the use of ICT in TIVET Institutions. The lack of ICT focus in the curriculum has resulted in
fragmentedeffortsintheuseofICTforinstruction.However,ICTiswidelytaughtasasubjectin
amajorityoftheinstitutions.Whenthecurriculumdoesnotprovidestandardsorguidelinesfor
ICTusageincoursedelivery,thefocusisonthetechnocentricskillsandbasicICTliteracyand
notinthedevelopmentof21stCenturyskills.
Infrastructural challenges were also noted to greatly influence ICT integration practices in the
institutions.OtherfactorsincludedlecturerICTcompetencies,institutionalsupportmechanisms
for ICT usage, infrastructure deployment, time management, curriculum workload, and
assessment of and for learning and the use of ICT, as essential conditions for leveraging
technologyinTIVETcurriculumpractice.AlthoughthelecturersandHoDsaregenerallyawareof
thenecessitytouseICTsinamodelfor21stCenturycurriculumprovision,therearefewenabling
factorstoencouragethemtodoso.
Although a minority of the students indicated that the TIVET curriculum offerings were
adequate and relevant for their future professional requirements, most of the students
expressed concerns that both the TIVET curriculum and assessment systems were outdated.
There was a general consensus which emerged from the focus group discussions that the
curriculumneedstoberevisedtomeettherequirementofstudentgraduateswithtechnology
skills sets. The curriculum should be sufficiently adequate to meet the demands of todays
competitive and innovative market place. In addition, ICT course provision was seen as
irrelevant by the students for their specialist fields with technical software often being
unavailableorusedfordemonstrationpurposesinatheoreticaldeliveryformat.
According to the students, there are a number of issues emerging under the component of
curriculumandassessment.Theseinclude:
Lecturer resistance where there is no institutional mandate and no capacity building to

supportintegration;
Accesswherelabsareclosedafterregularclassesrequiringstudentstoseekandpayfor
extracurriculartechnologyupgradesoutsidetheinstitution;
Archaictechnologytoolsinuseintheinstitutions;
Page 45 of 114
Lowcomputertostudentratios;and
Adisconnectbetweeninstitutionalcurriculumwithmarketplacepractices.
IninterpretingthestudentsreflectionsonICTuseintheTIVETcurriculum,itwouldseematfirst
thatthelackofhardfacilities(hardwareandsoftware)maybetheeasiesttargetforblamein
relation to lack of ICT integration in course delivery. Yet many institutions have made great
stridesinupgradingfacilitiesandimprovingaccess.Thecauseofconcernmayinactualfactbe
existingcapacity,managementstructureandpolicy.Byaddressingthesesofterissuesaculture
ofICTuseincurriculumdesignandcoursedeliveryandassessmentmaybebettercultivatedand
leadtoincreaseduseofICTsinTIVETinstitutions
Page 46 of 114
3.Pedagogy
Pedagogy is here defined as the level of expertise on the use of appropriate applications and
other ICT tools (internet, database management, spreadsheets, graphics, presentation tools,
webpagedesigning,statisticaltools,emailing,collaborations,etc.)aswellasthefrequencyof
usetoenhancespecificteachingstrategiesbyteachers.
The purpose of the Pedagogy component of the survey was to measure the level of lecturer
confidence and expertise to guide the direction of learning, to control learning environment
activities and to plan for future training programs. Other areas of focus included the level of
lecturer expertise to guide choices of ICTs to be used and corresponding content areas; to
determine how regularly lecturers use ICTs for curriculum delivery; and to enable institution
administratorstounderstandwhyICTisfrequentlyusedornotusedandwhatstepstotaketo
encourageandtoincreaseuse.
Inparticularthesurveysoughttolookat:
Comfort level of lecturers in using the available technology to execute their teaching
strategies
Theregularitywithwhichtheseavailabletoolsareused
Types of studentcentred approaches for learning and assessment that are

encouraged/used
3.1RequirementoflecturerstouseICT
When the questionnaire respondents were asked whether the institution required HODs and
lecturerstouseICT,78%(85)ofHoDsand81%(72)oflecturersinterviewedindicatedthatthey
arerequiredtouseICTs.
Lecturers/instructors/tutors are required by the

institution to use ICT, according to lecturers
No
17%
No answer
2%
Yes
81%
Page 47 of 114
Figure13RequirementoflecturerstouseICTviewofHoDsandLecturers
ThesefindingswouldindicatethataclearmajorityoftheTIVETinstitutionsrequirelecturersto
useICTtosomeextent.AslightlylargerproportionofHoDsthanlecturersdidnotrespondto
thisquestionwhichcouldbeasignoflackingawarenessoftheserequirements.
3.2PurposeofICTuse
FindingsindicatethatICTisusedmainlyforresearchandaccessinginformationasattestedtoby
54% (59) of HoDs and 75% (67) of lecturers. The second most popular use is for teaching
computerliteracyskillsandteachingaboutcomputers(i.e.computerscience)accordingto45%
(49)ofHoDsand62%(55)oflecturers.
Purpose of ICT use according to Lecturers and HoDs

Main 4 uses
Conducting research /accessing

information applicable to course content
54%
75%
45%
Training for developing computer skills

Development of student ability to use basic
application programs
38%
As teaching/learning tool for teaching other

subject areas apart from ICT
62%
HoDs
Lecturers
55%
36%
54%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Figure14PurposeofICTuseMain4usesLecturersandHoDs
Other ways in which the computers are put to use include developing students' ability to use
basicapplicationprogramsandusingICTasateaching/learningtoolforteachingothersubject
areas apart from ICT according to 36% (39) and 54% (48) of HODs and lecturers respectively.
HoDs indicated that they use ICT for management and administration with 35% (38) of
respondents indicating the categories of teaching management 34% (37) indicating school
administrationandmanagementasfrequentusageareas.Lecturersontheotherhandaremore
frequently using ICT for conducting research to keep up to date with business & industry
standardsaccordingto49%(44)ofrespondentsand47%(42)mentioningproductionofdigital
resources&materialstosupportcoursework.
There were 12% (13) and 7% (8) of HoDs who attested to using ICT to create virtual learning
environmentsandfosteronlinecollaborationgroupswhilethecorrespondingresponsesfrom
lecturerswere7%(6)and3%(3).13%(14)ofHoDsand22%(20)oflecturersindicatedthatthey
Page 48 of 114
useICTfordevelopingstudents21stCenturyskills(listedaslogic,reasoning,criticalthinkingand
problem solving competencies & skills). Table 5 below presents the different ways in which
respondentsindicatedICTuseingreaterdetail.
HoDs
PurposeofICTuseinTIVETcourses
Answers
Lecturers
Yes%
Answers
Yes%
Conductingresearch/accessinginformationapplicabletocoursecontent
59
54%
67
75%
Trainingfordevelopingcomputerskills
49
45%
55
62%
Developmentofstudentabilitytousebasicapplicationprograms
41
38%
49
55%
Asteaching/learningtoolforteachingothersubjectareasapartfromICT
39
36%
48
54%
Conductingresearchtokeepuptodatewithbusiness&industrystandards
36
33%
44
49%
Helpingwithschooladministrationandmanagement
37
34%
38
43%
Producingdigitalresources&materialstosupportcoursework
30
28%
42
47%
Informationpresentation(slideshows,multimediamaterialvideos,audio,graphics
32
29%
38
43%
Teachingmanagement(trackingofstudentattendance,performancelevels,
instructionalobjectivesmastered,reports,gradesetc)
38
35%
27
30%
Communicationwithstudents,colleagues,parents,industryetc
34
31%
30
34%
Usingintestadministration,scoringandanalysis
20
18%
38
43%
Forplayinggamesandfun
26
24%
31
35%
Occupationalsimulationsinpracticaltechnicalsessions/classes
21
19%
31
35%
Completing,returningandevaluatingcoursework(throughemail)
20
18%
20
22%
Enablingmultimediaslideshow/projectpresentationsbystudents
22
20%
18
20%
Developmentoflogic,reasoning,criticalthinkingandproblemsolvingcompetencies&
skills
14
13%
20
22%
Developingindividualizedlearningprograms
19
17%
12
13%
Using/adaptingspecificsoftwarefortechnicalareas
18
17%
10
11%
Supportfacetofacecourseworkexperiences(e.g.onlinetutorials,eportfoliosetc)
13
12%
10
11%
Creatingvirtuallearningenvironments
13
12%
3%
Fosteringcollaborativeonlinegroups
7%
7%
Other(pleasespecify)
0%
2%
Table6PurposeofICTuseinTIVETcourses
TheresponsesshowthatHoDsingeneralrateinstitutionaluseofICTlowerthanlecturersrate
their individual ICT use. This could be a sign of lecturers using ICT much more than HoDs and
that HoDs are not fully aware of the ICT use taking place in the classrooms or among the
lecturers.
As evidenced by Table 6, the most popular use of ICT in TIVET institutions is for research and
accessinginformationaswellastutoringincomputerscienceandcomputerliteracy.However,
ICTisalsofrequentlyusedtodevelopstudentsabilitytousebasicapplicationprogramsandas
a teaching/learning tool for other subject areas outside of ICT. HoDs also use ICT for teaching
Page 49 of 114
andschoolmanagementandadministrationwhereaslecturersaremoreinclinedtouseICTto
keep uptodate with industry standards and to develop digital resources that they can use in
theirtutoring.Conducting researchandusingICTin theircourseworkwashighlightedinfocus
groupdiscussionsasonewayinwhichstudentsuseICT.Researchmostlyrelatestoinformation
searches on the internet while the ICT use in coursework mostly relates to report writing,
document processing and statistical analysis. Analysis of the above findings further indicates
thatICTresourcesininstitutionsaremostlyusedfordevelopinglecturersownknowledge.To
this end lecturers undertake research and engage in teaching about computers / ICT literacy.
They dont generally facilitate virtual learning environments and or engage students in the
acquisitionof21stCenturyskills.EventhoughlecturersclearlyseethepotentialofICTtochange
classroom dynamics through the creation of motivated and active learners learners that
engage in dialog and reflection with the lecturer rather than passively listening and taking in
information.Thisvisionhasnotbeenactualized.LecturersdoacknowledgetheICTroleavehicle
for innovation in their teaching. They also admit that ICT makes their work easier and more
efficientbuttheyseemtolacktheknowledgerequiredforeffectiveutilizationofICT.Accessto
newteachingmaterialsandtoolsattheirinstitutionswerealsocitedasbeinginadequate.
Worth noting is that 12% (13) of HoDs say they are using ICT to create virtual learning
environments compared to 3% (3) of lecturers which represents an exception to the overall
resultsofHoDslowerratingofICTusecomparedtolecturers.Theuse/adaptationofspecific
softwarefortechnicalareasreceivesahigherratingbyHoDs(17%/18respondents)compared
tolecturers(11%/10respondents).
3.3Usageprofilebylecturers
When HODs were asked to gauge the usage profile of ICT for teaching by lecturers in the
institution,thefollowingpatternsemerged;
AccordingtoHoDs,17%(17)oflecturersdidnotuseICTatallforteachingandlearning.
Lecturersindicatedthatthiswouldbe19%(17).
According to HoDs 13% (13) of lecturers used ICT on a daily basis for teaching and
learning.Lecturersestimatedthatthiswouldbeabout22%(20)
Mostlecturershavebeenusingcomputersforafewyears,with42%(37)usingthemfor
morethanfiveyears.17%(15)oflecturersareverynewtocomputersandhavebeen
usingthemforlessthanoneyearatthetimeofthestudy.
Page 50 of 114
Frequency of ICT use in teaching process, according to

Lecturers
never (I dont use

ICTs), 19%
Very often (every

day), 22%
seldom (a few
times a year), 11%
Often (tw ice or a
w eek), 21%
Occasionally (a
few times a month),
26%
Figure15FrequencyofICTuseinteachingprocessLecturers
Frequency of ICT use by Lecturers in teaching process,

according to HoDs
they dont use

ICTs
17%
at least once a
month
18%
daily
13%
at least three
times per w eek
14%
Occasionally (a
few times a
month)
0%
at least once a
w eek (i.e. one
period)
38%
Figure16FrequencyofICTusebyLecturersinteachingprocessHoDs
Theabovefindingsshowthatalmost20%oflecturersarenotusingICTatallintheirteaching
andlearning.ThisresultisproportionaltothepreviousstatementsregardingmandatoryICTuse
whereapproximately1617%ofinstitutionsdonotrequirelecturerstouseICT.
TheusagepatternsoflecturersvaryfromthepointofviewofHoDsandlecturersthemselves.
HoDs believe that lecturers use ICT more commonly at least once a week (38%) whereas the
mostcommonresponsefromlecturerswasafewtimesamonth(26%).Amonglecturers,there
seems to be a group (22%) that is very ICT prone and are daily ICT users, something that was
verified in focus group discussions where participants observed that technology literacy has
becomeamatterofpersonalambitionamonglecturersintheabsenceofinstitutionaldirectives.
Page 51 of 114
3.4Comfortlevellecturers
When HoDs were asked to estimate the ICT comfort level of the lecturers, 34% (37) of HoDs
consider that Lecturers were comfortable or very comfortable using ICT, compared to what
lecturerssay:59%(52).
Figure17ComfortlevelofLecturersinusingtechnologyHoDs
HoDs considered that 62% (67) of lecturers are not comfortable using ICT while 40% (35) of
lecturersindicatedthattheywereuncomfortable.
Itwouldseemfromthefindingsthat LecturersaregenerallymoreconfidentinusingICTthan
HoDsthink.
Figure18ComfortleveloflecturersinusingtechnologyLecturers
3.5StrategiestoencourageICTuse
ThemostcommonwayforinstitutionstoencourageICTuseistoprovideICTfacilitiesaccording
to24%(36)HoDsand37%(35)lecturers,andICTtrainingaccordingto27%(41)HoDsand24%
(23) lecturers. An ICT examinations policy was also identified as a common strategy to
encourageICTuseby10%(15)ofHoDsand16%(15)oflecturers.Table6showsotherstrategies
identified by respondents that are being employed to encourage lecturers to use ICT in TIVET
institutions.
Strategiestoencouragelecturersto
useICT,accordingtoHoDs
HoDs
Answers
Lecturers
%
Answers
ICTplanningpolicy
18
12%
10%
ICTexaminationpolicy
15
10%
15
16%
eContentpolicy
12
8%
1%
ICTuseinTL
14
9%
0%
Page 52 of 114
Strategiestoencouragelecturersto
useICT,accordingtoHoDs
HoDs
Answers
Lecturers
%
Answers
ICTresearch
4%
0%
ICTtraining
41
27%
23
24%
ICTfacilities
36
24%
35
37%
Nostrategies
3%
6%
Noanswer
1%
5%
2%
0%
Other
Table7StrategiestoencouragelecturerstouseICTsHoDs
3.6GeneralPedagogyComments
EventhoughaclearmajorityoftheTIVETinstitutionsrequirelecturerstouseICTtosomeextent
slightlymorethan15%donothaveanysuchrequirementsandalmost20%oflecturersseem
not to be using ICT at all in their teaching and learning. Lecturers are generally more
comfortable using ICT than HoDs believe. However, there seems to be a group of ICT prone
lecturers who are frequent users of ICTs and are making major attempts to use ICT in their
teachingontheirowninitiative.
developing lecturers own knowledge and teaching students about basic literacy skills.
FacilitationofvirtuallearningenvironmentsorusingICTstodevelopstudents21stCenturyskills
isnotyetacommonpractice.LecturersareawareoftheinherentpotentialinICTinteaching
and learning environments but dont have the skillset nor access to facilities to efficiently
integratethenewtoolsandmethodologiesintheirpedagogicalinstructionandpractice.
The main strategies being used to encourage ICT use among staff are enabling access to ICT
facilitiesandprovidingICTtrainingintheinstitutions.
4.ICTInfrastructure
Infrastructure,asdefined,cancoveranumberofdimensionsofICTprovisioninclusiveof:the
existenceofanITdepartmentandITcoordinator;thelocationofequipment,theavailabilityand
usage profiles; software and content; policies and plans; internet access; support and
maintenance.
The purpose of the ICT infrastructure component of the survey was to determine the
availability/nonavailabilityofinfrastructureandICTfacilitiesintheinstitutions.Thenumberof
facilitiesavailablecandeterminethelevelofdevelopmentofICTuseintheinstitutionsandthe
extentbywhichuseofICTinEducationisbeingenabledbythepresenceofsuchfacilities.
Page 53 of 114
This survey focused on examining existing ICT infrastructure and usage patterns at TIVET
institutions.Thisincluded:
ExistenceofITdepartmentandITTechniciantomaintaintheinfrastructureandsupport
theusers.
Hardwareavailableincludinglocalareanetworksetupandserverservices.
SoftwareandOperatingsystemsinuseandspecificcontentavailable.
Internetconnectivity.
PoliciesandProceduresforequipmentinstallationandmaintenance.
UsagepatternsofequipmentandInternet.
4.1ITinfrastructure
ITinfrastructurecomprisesallthecomputerandcommunicationshardwareandsoftwareused
to manage administrative, management and teaching/learning tasks in TIVET Institutions. This
section presents an analysis based on the responses obtained to the questionnaires on what
typeofequipmentisavailabletolecturersandstudents,whattypeofsoftwareandcontentis
used,thetypeandaccesstotheInternetthatisavailableandgeneralsatisfactionofHoDsand
lecturerswiththeITinfrastructure.
4.1.1ITdepartment
ITDepartmentandCoordinator
AnITdepartmentandcoordinatorisacriticalsupportwheninstitutionsseektointegrateITinto
everyday teaching and learning. A total of 44% (48) of the HoDs respondents answered that
theirinstitutionhaditsownITDepartment.
``
From the IT technicians survey it can be deducted that the profile of the coordinator in the
majorityofthecasesisthatofagraduatewithatertiaryleveldiploma(66%23responses)or
certificatefromaprivatecourse(34%12responses).Also,60%(21)ofITTechnicianssaidthat
they also learned by themselves or on the job. Regarding upkeep of skills, IT coordinators
claimedthatthiswasverydemandingwithmostITtechnicians(80%28responses)sayingthey
updatedtheirskillsbythemselvesatwork.Therewere29%(10)whoweretakingcoursesatthe
TIVET institution, 43% (15) who were paying privately for courses and 29% (10) who were
continuingtheirformaleducationwhileworking.
Figure19TrainingreceivedITTechnicians
AsmoreITinfrastructureisadded,andhardwareandsoftwareneedstobeincreased,thereis
also the need to have qualified personnel that can install, manage and maintain the ICT
equipment.SinceallTIVETinstitutionshavesomekindofequipment,atsomepointitbecomes
Page 54 of 114
moreconvenient,bothinefficiencyandincost,tohirededicatedpersonneltodothesetasks.
The number of TIVET institutions with an IT department is bound to increase over time. The
average IT technicians profile is that of an intermediatelevel professional that maintains
his/herskillsviaonthejobtraining.
4.1.2ITEquipment
Respondents were questioned about the type of ICT equipment available, its location and
specifications.
According to HoDs, reliable electricity was available in half of the institutions (55). 31% (34)
indicatedthattheyhadtogeneratetheirownelectricity,2(2%)usingsolarpower.Electricityis
acriticalfactorthatislackinginmanyinstitutions,limitingtheinstallationordailyusageofIT
infrastructure.
Figure20AveragenumberofcomputersperInstitutionITTechnicians
Respondents indicated that ICT was present in TIVET institutions in several ways, with
computersbeingpredominant,aswellasrelateddeviceslikeprintersandprojectors.According
totheITtechnicians,mostTIVETinstitutionsmanagedseveralseparatecomputerlabs:fouror
morefor29%(10)ofthem;20%(7)havethree;,7%(2)havetwo;,20%(7)haveone;andonly
oneinstitutiondoesnothavealab.Theaveragenumberofcomputersperinstitutionis86,with
40%(14)oftheinstitutionshavingbetween50and100.Theaveragenumberofcomputersper
lab is 21 (average of all the answers) with most institutions (57%) having between 1 and 20
machinesavailable,and37%(13)havingbetween21and40computersperlab.
Thefactthatseveralinstitutionshaveseveralcomputerlabssuggestadivisionofuses(i.e.some
for students, other for teachers, etc) or parallel use of smaller groups (use during class, after
class, etc). Lab size is coherent with class size. It might also suggest the installation of labs in
existingclassroominfrastructure.
Figure21AveragenumberofcomputersperInstitutionITTechnicians
Regardingthetypeofcomputerinuse,84%(2294)ofthecomputersintheinstitutionshavea
PentiumVprocessororhigher,and6%areportablecomputers(laptops).Thereare77%(27)of
theinstitutionsthathavesomekindofserverinuse.Computerspecificationssuggestthanmost
oftheequipmenthasbeenacquiredinrecentyears(nomorethan2to3yearsago)andisnot
refurbished or donated. A good percentage of laptops suggest mobile use of devices during
classes, probably combined with a projector. Existence of servers and server configuration
suggesttheexistenceoflocalareanetworkstoshareresources.
Page 55 of 114
4.1.3Locationofequipment
According to the HoDs, 50% (54) indicated that their institution had equipment available in
computerlabs,44%(48)inlecturerscommonroom,35%(38)intheirownofficeand21%(22)
inthelibrary.Regardinglecturers,81%(72)ofthemindicatedthattheyusedcomputersinthe
computerlaband67%(60)inthedepartmentsoffice.
Location of computers in TVET Institutions, according to HoDs

0%
10%
20%
30%
40%
50%
50%
Computer laboratory/ resource centre

21%
Library
4%
Classrooms
35%
In my office
12%
In the department office
44%
Lecturer/ instructor common room

5%
Administrators office
Others (please specify)
60%
0%
Figure22LocationofcomputersHoDs
Itseemsthatmostoftheequipmentissharedbylecturersandstudents,asstatedbythefact
that it is located in the computer lab. Other equipment, presumably to be used by lecturers
only,ispresentintheircommonroomordepartmentsoffice.
4.1.4LocalAreaNetwork
OfthoseHoDswhoansweredthequestionabouttheexistenceofaLocalAreaNetwork(LAN)at
the institution, 77% (50) said their institutions had installed some kind of network to connect
some of their computers, while 11% (7) indicated that in their institutions all of the machines
wereinterconnected.AccordingtoITtechnicians,71%(25)oftheinstitutionshadsometypeof
network,withWindowsbeingthemainoperatingsystemusedby88%(16)ofthosewithLAN.In
66%(23)oftheinstitutions,techniciansindicatedthatatleastoneserverwasavailable.
Thefollowinggraphliststhemainusesoftheinstitutionsservers:
Page 56 of 114
Functions of TVET servers, according to IT Technicians
61%
39%
35%
35%
Data cache
Security
Content and
software
storage
Proxy server
Centralized
network
management
26%
22%
Content
filtering
65%
Data storage
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Figure23FunctionsofTIVETserversITTechnicians
Itseemsthatagoodpartofinstitutionshavetheirequipmentinterconnected,evenifpartially.
Twothirdsoftheinstitutionshaveservers,toperformmainlythefunctionsofdatastorageand
network management. These data suggest a good, complex network environment in most
institutions. Content filtering and security uses are low, suggesting the technical environment
willhavetoadvancesooninthesedirections.
4.1.5Website,emailandVirtualLearningEnvironment
Accordingto57%(62)oftheHoDs,theinstitutionstheybelongtohavetheirownemailaddress
andalmost halfoftheHoDs(46%,50) indicated thattheirinstitutionshad theirownwebsite.
Only 6% (6) of HoDs indicated that their institutions had a virtual learning environment (VLE).
Regardinglecturers,92%(82)ofthemhaveemailaddressand9%(8)maintainapersonalweb
pageasteachingtool.
Theproportionofemail,websiteandVLEofinstitutionsindicatesacoherentgrowthofservices
asthecomplexityincreases.However,itmustbenotedthatatthisstageofICTdevelopmentin
Kenyaallinstitutionsshouldhaveatleasttheirownemailaddress.Forthosethathaveemailor
web addresses, unfortunately it is not known whether they have and administer their own
domainsorsubdomains.
4.1.6Internetaccess
Therewas53%(58)ofHoDswhoindicatedthattheyhaveInternetaccessatwork.Accordingto
the IT Technicians, 71% (21) of the institutions have Internet access, with 61% (4) having all
computersconnected.HoDssaidthatInternetwasavailableinthefirstplaceforadministration,
followedupbythecomputerlabandthedepartments.
Page 57 of 114
Institutionsuseavarietyofconnectiontechnologies.AccordingtoICTTechnicians,32%(8)were
connectedthroughwirelessand24%(6)thoughcellphone.
Lecturers report that they were using internet every day in 30% (27) of the cases and several
timesaweekin24%(21).20%(18)oflecturerssaidthattheyneverusedit.
Connectivitycomesoutoffocusgroupdiscussionsasapriorityissuetobeaddressedformany
institutions.Itseemsthatonlysomeoftheinstitutionshaveinternetaccess.Whentheydo,it
mightnotbealwaysavailableoravailabletoeveryone.AfewinstitutionshaveInternetavailable
for all devices and all the times, but that is clearly an exception. When institutions are
connected they use a variety of access technologies: phone line, cable, wireless, cell phone,
ADSL, satellite, which probably indicates adaptability to the best suitable local
telecommunicationoption.
4.1.7Adequacyofequipment,software,Internetandtraining
HoDsandlecturerswereaskedfourquestionsregardingtheadequacyofequipment,content,
trainingandinternetaccessfortheirneeds.
OnTheICTequipmentthatwehaveisadequateforourobjectives,educationalneeds
andnumberofstudents,threequartersoftheHoDs(73%,53)seemedtodisagree,18%
(13)ofthemstrongly.Almostthesameproportionoflecturersdisagreed72%(74),19%
(17)strongly.
On The ICT software and content that we have is adequate for our objectives,
educational needs and number of students 67% (49) of HoDs had some level of
disagreement,whilelecturerswere74%(67).
OnTheteachingstaffhasanadequatelevelofknowledgetointegrateICTsintotheir
subjects 48% (35) of HoDs had some level of disagreement, while 31% agreed or
stronglyagreed.Ontheotherhand,60%(54)oflecturersdisagreed.
On The ICT internet access that we have is adequate for our objectives, educational
needsandnumberofstudents55%(40)ofHoDsdisagreed,while60%(54)oflecturers
disagreed.
Page 58 of 114
Adequacy of equipment, software, Internet and training

according to HoDs
Strongly Agree
Agree
Undecided
Disagree
55%
60%
48%
50%
34%
40%
10%
34%
26%
30%
20%
Strongly Disagree
0%
21%
14%
12%
7%
10%
5%
25%
19%
18%
7%
5%
5%
0%
1%
0%
The ICT equipment that
we have is adequate for
our objectives,
educational needs and
number of students
The ICT Internet

The ICT software and The teaching staff have
content that we have is an adequate level of access that we have is
adequate for our
knowledge to integrate
adequate for our
objectives, educational ICTs into their subjects objectives, educational
needs and number of
needs and number of
students
students
Figure24Adequacyofequipment,software,InternetandtrainingHoDs
Adequacy of equipment, software, Internet and training

according to Lecturers
Strongly Agree
60%
53%
Agree
Undecided
Disagree
49%
50%
39%
40%
26%
30%
20%
10%
Strongly Disagree
19%
15%
4%
7%
11%
8%
2%
22%
21%
39%
22%
21%
emis
7%
8%
7%
8%
0%
The ICT equipment that
we have is adequate for
our objectives,
educational needs and
number of students
The ICT software and The teaching staff have

The ICT Internet
content that we have is an adequate level of access that we have is
adequate for our
knowledge to integrate
adequate for our
objectives, educational ICTs into their subjects objectives, educational
needs and number of
needs and number of
students
students
Figure25Adequacyofequipment,software,InternetandtrainingLecturers
ItseemsthegreatmajorityofHoDsandlecturersagreethattheequipment,software,content
and internet access should be improved in order to satisfy their educational needs and
adequatelyservethenumberofstudents.
Page 59 of 114
HoDsandlecturersopinionisdifferentwhenitcomestothelevelofknowledgeoflecturerson
ICT integration into their subjects: HoDs opinion seems to be divided, while 60% of lecturers
dontagreeatall.Thisseemstoimplythatlecturersdontthinktheyarequalifiedenough,while
HoDsthinkthattheyshouldbe.
4.2ICTusage
4.2.1Equipmentavailabilityandusage
According to 49% (34) of HoDs, all lecturers had access to the institutions computers. There
were44%(39)oflecturerswhosaidthattheequipmentwasavailabletothem10hoursormore
everyweek.Only17%(15)saidthattheyhadaccessforonehourorlessaweek.78%(69)of
lecturersindicatedthattheyusedcomputersoutsideofteachinghours.AccordingtotheHoDs,
lecturersandstudentshadaccesstotheICTfacilitiesafterclassin41%(28)oftheinstitutionsin
thesometimescategory,with28%(19)inthealwayscategory.
According to 36% (25) of the HoDs in institutions that have internet access, all students had
accesstotheinternet.Some47%(42)oflecturersstatedthattheirinstitutionssometimeshad
equipment available to students after class, while 21% (19) of lecturers indicated that the
computers were always accessible. Another 20% (18) of lecturers stated that the computers
wereneveraccessible.Some9%(8)ofLecturersstatedthatintheirinstitutionsstudentshadto
pay to use the computers after class. According to IT technicians, 60% (21) of the institutions
hadcomputerlabsopenafterhours,and31%(11)alsoopenduringtheweekends.
Mostlecturersseemtohavegoodaccesstoequipment,bothattheinstitutionandoutsideofit.
Computer labs at the institutions can be used by lecturers and students after classes and in
somecasesevenatweekends.Focusgroupdiscussionswithstudentsrevealedthatinasfarthe
use of technology in TIVET institutions goes, the majority of students felt it was the
responsibility of the institutions to ensure that technology was available for course provision.
Thereareafewalsowhoplacedtheresponsibilityonthestudents.
From focus groups it seems that many institutions continue to rely on traditional nonICT
resourcesintheircoursedeliverysincemodernICTtoolsarenotavailable.However,evennon
ICTresourcessuchasbooksandlibraryresourcesareperceivedasinsufficientandirrelevantto
coursedelivery.
Page 60 of 114
4.2.2Codeofconduct,PoliciesandguidelinesrelatedtoIT
Therewere29%(32)ofHoDs,49%(44)oflecturersand54%(19)ofITtechnicianswhosaidthat
their institution had some type of code of conduct for the use of the computers and the
internet.
OtherpoliciesorguidelinesexistaspresentedinthefollowingFigurebelow,accordingtotheIT
technicians:
Existence of ICT-related Policies and Plans
according to IT technicians
71%
63%
63%
51%
54%
63%
46%
Use of ICTs in
other subjects
other than ICT
IT technician
duties
Users rights and

duties
Preventive
maintenance
Rules for the use

of the equipment
(i.e. teachers have
priority, etc)
Correct use of the

equipment
Content filtering
34%
User password,
security
recommendations,
etc
80%
70%
60%
50%
40%
30%
20%
10%
0%
Figure26ExistenceofICTrelatedPoliciesandPlansITTechnicians
ThenumberoflecturersandITtechniciansthatareawareofanexistingcodeofconductforthe
useofcomputersandtheInternetishigherthanthenumberofHoDs,suggestingthatlecturers
usethecomputerlabandshareddevicesmore.InmostinstitutionsITtechnicianshavedefined
a series of policies, plans and guidelines for the use of the equipment, suggesting a quite
organizedITdepartment.
4.3Contentandsoftware
4.3.1Software
According to 26% (26) of HoDs, there were educational software applications (CD ROM and
videos)intheirinstitutionsforteachingandlearning.Ofthese,themostrelevantsoftwaretools
identified were Computer Aided Design (CAD) (23%, 16), Office (16%, 11) and Programming
tools(19%,13).Accordingto54%(44)ofHoDsabouthalfofthesoftwarewasacquiredbythe
institution with its own resources, while 15% (12) of HoDs indicated that the software was
providedbytheteachers.AccordingtoITtechnicians,41%(19)oftheoperatingsoftwarewas
acquiredbytheinstitutionsand33%(15)camewiththecomputers.
Page 61 of 114
Therewas28%(14)oflecturerswhoindicatedthattheyusedspecificapplicationsforteaching.
The applications that they identified included Office (23%, 12), specific traderelated
applications (21%,11), CAD (19%, 10), and Programming Tools (15%,8). Regarding the Office
applicationbrandandversioninuse,ITtechnicianssaidthattheyusedOffice2000orabovein
97%(34)ofthecases,andOpenOfficeonlyin9%(3).
Themainsoftwareidentifiedtobeinusewere:
In60%(21)ofthecasesmanagementsoftwarewithsometailormade,other
commercial
In46%(16)engineeringandCADsoftware
In40%(14)accountingsoftware,mainlyQuickBooks
In31%(11)specificelearningsoftware
In34%(12)statisticalsoftware,mainlySPSS
Figure27SoftwareinuseITTechnicians
Software tools available for integration are quite limited, suggesting the need to develop this
area. Besides limited financial resources, time and a change in attitude among both lecturers
and students are perceived as necessary to enable adoption of ICT teaching tools. Mainly
lecturers are interested in incorporating models, tradespecific software, animations and
simulationsintotheirclassroompractice.Butmaybemoreemphasisisneededinprovidingthe
actualtoolsandtrainingtomakethisintegrationprocesseasier.
RelevancewasalsoseenasamajordriverforincreasedtechnologyuseinTIVETeducation.This
is because Industry functions are highly computerized today. Relevance could be achieved
throughinstitutionsensuringthatalltheirstudentsareexposedtotechnologyuse,currentand
latestsoftwareandhardwareresources.Inadditionupgradingoflecturerscompetenciessothat
theyarealsouptodateintheirskillsiscritical.
4.3.2Standards
The question related to standards set at the institutional level for content and software
acquisition,useand/ordevelopmentdidnotyieldanysignificantresults.SomeHoDsmentioned
existing rules for software acquisition, use of open source (1 case). Technical specialists
mentionedinsomecasestheexistenceofsoftwarespecificationsintheITpolicy.
Page 62 of 114
The question on software and content standards yielded little results. It might have been
because the concept was too new or the question was not understood or simply because no
specificstandardshaveyetbeenset.
4.3.3OperatingSystems
AccordingtotheITtechnicians,94%(33)oftheinstitutionswereusingMSWindowsXPasthe
main operating system, and also other MS Windows versions, with only 15% (6) using some
Linuxdistribution.Dualbootwasusedin11%(4)institutions.
Operating System in use in TVET intitutions, according to IT technicians
94%
100%
80%
49%
20%
14%
0%
20%
6%
11%
14%
0%
3%
dont
know
40%
Others
60%
Linux
Dual boot
Windows
7
Windows
Vista
Windows
XP
Windows
ME
Windows
98
Windows
95
0%
Figure28OperatingsysteminuseITTechnicians
Regardinglicensing,ITtechnicianssaidthat63%(22)oftheoperatingsystemsinusewerefully
licensedand23%(8)werepartiallylicensed.41%(19)ofthesoftwarelicenseswereobtainedby
theinstitution,while33%(15)camewiththemachinewhenitwasacquired.
CommercialoperatingsystemsfromWindowsFamilyseemedtobethemostpopularchoiceof
OS,withLinuxanddualbootoptionscombinedbeingusedinlessthan25%oftheinstitutions.
Opensourcesoftwarewasscarcelyusedingeneral,bothforoperatingsystemsandOfficetools.
Theuseoflatestversionsofoperatingsystemssuggestsnewequipmentprocurementinmost
cases.Further,agoodpercentageoftheoperatingsystemsseemtobelicensedandmostofthe
costofacquiringoperatingsystemsispaidbytheinstitutions.
4.4MaintenanceandSupport
4.4.1Maintenance
Some40% (14)ofITtechniciansindicated thattheyperforma preventive maintenanceof the
equipmenteveryquarter,and31%(11)everymonth.Curativemaintenancewasperformedin
most of the cases (66%, 23) when the equipment breaks down. In 80% (28) of the cases the
Page 63 of 114
maintenance was performed by the IT technician or his/her team members. In 20% (7) by
externalcompaniesandin11%(4)bythehardwareproviders.
Preventivemaintenancefiguresindicatedingeneralafairmaintenanceschemeofequipmentin
order to prevent failure, with 85% of the institutions doing some type of preventive
maintenanceatleasttwiceayear.Theimmediaterepairofequipmentwasprevalentamongall
the responses is coherent with the data that shows that only 5% of existing PCs and 1% of
laptopswereoutoforder.
The results for the maintenance options suggest that most of the repairs are done by the
institutionsITpersonnel,combinedwithexternalprovidersandhardwareproviders,inamodel
thatisstandardforthemarket.
4.5GeneralICTInfrastructureComments
TheICTinfrastructurecomponentofthesurveyshowsthatseveralinstitutionshavetheirownIT
department and personnel, even if it consists only of an IT technician or ICT teacher. This is
expected to grow over time as the infrastructure becomes more complex. The data collected
from the institutions further suggest that most of them use the computer lab access model
combinedwithlaptopsandprojectorsforintegration.Mostoftheequipmenthasbeenacquired
recently (23 years), and is growing in numbers. Unfortunately there is not enough data on
studentpopulationtoanalyzeiftheratioofstudentspercomputerisadequate.
Mostinstitutionshavetheircomputersinterconnected.Serverprofilessuggestabasicnetwork
model, with a more complex and secure environment evolving in the future. Though the
averagenumbersuggeststhatbothstudentsandteachershaveaccesstotheequipment,even
after hours and on weekends, it seems that many institutions continue to rely mainly on
traditionalnonICTresourcesintheircoursedeliverysincemodernICTtoolsarenotavailableor
notenough.Connectivitytotheinternetcomesoutasapriorityissuetobeaddressedformany
institutions from focus group discussions. It seems that only some of the institutions have
internet access. When they do, it might not be always available or available to everyone. A
majorityofthestudentsfeltthattechnologyprovisionwasgreatlyhamperedbyissuesrelated
to access. These issues included infrastructural resources provision, currency of the resources
(hardware and software), scheduling of access to technology, decentralization of resources
withintheinstitutiontoincreaseaccessforstudentsotherthanthosetakingtheICTcourse,and
increasedaccessduringstudentsfreetimetoallowindividualizedlearning.
Basicpoliciesseemtobeinplace,buttheyneedtobereviewedtomeettherequirementsof
ICTintegrationinthenearfuture.
Page 64 of 114
Regarding software, institutions are noted to use Windows as the main operating system.
Software tools and digital content available for integration are quite limited, suggesting the
needtodevelopthisarea.Softwarehasinmostcasesbeenacquiredwithownfundingandopen
source software is hardly mentioned. Regular preventive maintenance of equipment is
happeninginmostoftheinstitutionsbutitisdesirablethatinthefutureallinstitutionscomply
withamaintenanceplan.BasicpoliciesregardingICTseemtobeinplace,butmoreadvanced
policieswillbeneededinthenearfuture.
Page 65 of 114
Organization, Management and Administration is within the survey defined as organizational
structures and partnerships associated with implementation of national or subnational policy
onICT.Italsoincludesbudgetallocationsasincludedinthenationalandsubnationalorlocal
budgets,aswellasothersourcesoffundsapartfromgovernmentfunding.
ThisfocusofthesurveyundertheOrganization,ManagementandAdministrationsectionwasto
determinehownationalbodiesarecurrentlyplanningforICTdeploymentinTIVETinstitutions
from the administrative point of view, including budget and support frameworks that are in
place.Questionsweredesignedtodetermineifsupportfornational/subnationalpolicyonICT
is manifested through budgetary allocations provided to support implementation of planned
activities.Budgetmaynotonlycomefromthenationalorlocalgovernmentbutcouldalsocome
fromvariousgovernmentandprivatesectorstofundspecificactivitiesliketeachertraining,or
testing in institutions. The presence or absence of an organizational structure and formal
supportdeterminewhetherICTactivitiesarebeingimplementedasaregularactivityormoreas
adhocprojects.
5.1Planning
5.1.1Affiliationwithotherorganizations
Outofthetotal109HoDsonly1223respondents(1121%)indicatethattherearepartnerships
between TIVET and other organizations. Out of the total 89 lecturer respondents, only 36
respondents(37%)statetheoccurrenceofpartnerships.Thisisbasedonthemultipleoptions
possibletoindicatepartnershipswithprivatesector,othereducationinstitutions,industryand
otherpublic/privateinstitutions)
1%1%
2%
1%
Lecturers
Other
1%0%
Attachment
opportunities
HoDs
Funding
1%0%
3%
0%
Software
1%
5%
2%
Training
6%
Equipment
10%
8%
6%
4%
2%
0%
Certification
TVET Institutions Partnerships w ith private sector
Figure29TIVETpartnershipswithprivatesectorHoDsandLecturers
PartnershipswiththeprivatesectormainlycontributedwithEquipmentaccordingto6%(7)of
HoDs, Training according to 5% (5) and Software according to 3% (3). Lecturers stated that
Page 66 of 114
partnerships with the Private sector mainly contributing with training according to 2% (2),
Equipment according to 1% (1), and attachment opportunities according to 1% (1). Responses
provided under the Other category mainly reflected respondents being unaware of
partnershipswiththeprivatesector,forexamplestatingNotawareorDontknowastheir
answer.
TVET institutions Partnerships w ith other education institutions
3%
0%
0%
HoDs
Lecturers
Other
Exchange
of
software
3%
Academic
exchange /
dialogue
1%1%
4%
1%
Provision of
software
1%
Training
1%
0%
3%
1%
Certification
7%
Equipment
10%
8%
6%
4%
2%
0%
Figure30TIVETpartnershipswitheducationinstitutionsHoDsandLecturers
PartnershipswithothereducationinstitutionsmainlycontributedwithTrainingaccordingto7%
(8)ofHoDsandExchangeofsoftwareaccordingto4%(4).Therewas3%(3)ofHoDswhostated
thatpartnershipsofferedopportunitiesforoftheProvisionofsoftwareandAcademicexchange
/ dialog. Three HoDs pointed out Other categories under partnerships with education
institutions;onereferringtopartnershipwithComputerforSchoolsKenya,oneacknowledging
the existence of partnerships with other education institutions (not stating which kind of
partner/partnership)andonestatingunawarenessofthiskindofpartnerships.Amonglecturers,
partnerships with other education institutions mainly occurred through Training, Certification,
ProvisionofsoftwareandExchangeofsoftwarewith1%(1)acknowledgingeachcategory.
TVET institutions Partnerships w ith industry
Provision of
software
1%
0%
1%
0%
Other
0%0%
Attachment
opportunities
2%
0%
Certification
1%
Training
1%
0%
3%2%
Funding
HoDs
4%
Equipment
10%
8%
6%
4%
2%
0%
Lecturers
Figure31TIVETpartnershipswithindustryHoDsandLecturers
Page 67 of 114
HoDssawpartnershipswithIndustryasmainlycontributingwithTrainingaccordingto4%(4),
Attachment opportunities according to 3% (3), and Certification according to 2% (2) while
lecturersstatedthattheypredominantlycontributedwithAttachmentopportunitiesaccording
to2%(2)andTrainingaccordingto1%(1).
TVET Institutions Partnerships w ith other private/public/civil/or other

organizations
5%
0%0%
Provision of
software
Attachment
opportunities
2%1%
Other
0%0%
2%1%
Funding
HoDs
3%2%
Certification
1%
Training
1%1%
Equipment
10%
8%
6%
4%
2%
0%
Lecturers
Figure32TIVETpartnershipswithotherorganizationsHoDsandLecturers
Partnerships with Other private/public/civil/or other organizations contribute with Training

accordingto5%(5)ofHoDs,Certificationaccordingto3%(3)andFundingaccordingto2%(2).
LecturersacknowledgedthatthesepartnershipsmainlycontributedwithCertificationaccording
to2%(2)andFunding,Equipment,Trainingeachreceiving1%(1)ofresponses.
Partnerships of all sorts are not very common, with only 21% (23) of HoDs and 7% (6) of
Lecturersasmaximumfiguresacknowledgingtheiroccurrence.Lecturers arelessawareof
partnershipsthanHoDs.Thiscouldbeaconsequenceoftheinformationaboutpartnershipsand
for example funding more being of a managerial than lecturer nature, but it could also imply
that the effects of partnerships dont trickle down to classroom practice but stay at the
administrativelevel.
ThePrivatesectorisforemostengagedinpartnershipsregardingEquipmentandTraining.Itis
worth noting that only one HoD and lecturer respectively acknowledged the private sector
partnerships regarding their potential for attachment opportunities. During focus group
discussions lecturers were positively acknowledging a growing trend of public private
partnershipstosupportinstitutionswithequipmentandcapacitybuilding.
OthereducationinstitutionsareforemostpartnersregardingTrainingaswellasExchangeand
ProvisionofsoftwarewhilepartnershipswithIndustryfocusonAttachmentopportunitiesand
Training. Other private/public/civil/or organizational partnerships predominantly relate to
TrainingandCertification.
Page 68 of 114
5.1.2EducationManagementandInformationSystems(EMIS)
Only 24% (26) of HoDs responded to the question about EMIS approach at their institution.
Accordingto46%(12)oftheHoDswhoresponded,EMISwaspredominantlyusedforFinance,
AdministrationandProcurement.HostelsandMeals/Cateringwasalsomentionedby12%(3)of
HoDs, however these were always used in combination with Finance, Administration and
Procurement. Examination and Library components were identified by 8% (2) of the
respondents as in use by their institutions, but always in combination with a Finance,
AdministrationandProcurementapproach.
EMIS approach adopted, according to HoDs
Finance, Administration &

Procurement
27%
Examination
45%
Library
Hostel & Meals/Catering
12%
8%
Other
8%
Figure33EMISapproachadoptedHoDs
Thefactthatonly24%(26)ofHoDsacknowledgetheuseofanEMISattheirinstitutionindicates
that a small percentage of the TIVET institutions have implemented an EMIS. When used, the
EMIS seems to be introduced with applications for Finance, Administration and Procurement
sinceallinstitutionswithanEMISuseitforthesepurposes.HostelsandMeals/Cateringisthe
nextstepinEMISapplicationfollowedbyExaminationandLibrarycomponents.Thisoutcomeis
not very surprising since EMIS are developed to facilitate the administrative part of an
organization.
5.1.3Elearning
Only one respondent stated that their department (Applied sciences) was maintaining an e
learningmanagementsysteminitscourseworkprovision.ThisindicatesthatTIVETinstitutions
havenotyetreachedthislevelofICTintegration.
5.1.4ITsystemsavailable
OnthequestionaboutwhatITsystemsinstitutionshavetoenablestudentstoaccessavailable
educationandtrainingresourcesandservicestheresponseswereasfollows;
Page 69 of 114
28% (30) of HoDs indicated that their institutionhadawebsite with information on

courses,departments&staffetctoenablestudentaccesstothisinformation.
9%(10)ofHoDsstatedthattheirinstitutionmadeuseofonlineregistrationforcourses
andexaminationsrespectively.
7%(8)ofHoDstrackedexaminationresultsonline.
7% (8) of HoDs stated that policy documents, research and past examination papers
couldbeaccessedthroughtheinstitutionsITsystem.
6% (7) of HoDs stated that guidelines related to curriculum, assessment and

examinationswereavailabletostudentsonline.
4%(4)ofHoDsstatedthattheirinstitutionsusedLearningManagementSystems.
3%(3)ofHoDsstatedthatdatainelectronicportalswasexchanged.
IT systems used to enable student access to education and

training, according to HoDs
30%
28%
25%
20%
15%
9%
10%
9%
7%
7%
6%
5%
2%
3%
4%
2%
th
er
O
gu
re
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es
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O
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at
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g
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e
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ed
ul
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ch
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In
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itu
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ith
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rm
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Figure34ITsystemsusedtoenablestudentaccesstoeducationandtrainingHoDs
IT systems that make information available to students are most frequently used with
institutionalwebsitesasthemostcommonmediatoenablestudentsaccesstoeducationand
trainingresources.ITsystemssuchasRegistrationforexaminationandcourseswhereindividual
student data is entered are less frequent but practiced at some institutions, and some also
displayexaminationresultsonline.
ITsystems that are more integrated into course delivery and require twoway communication
are not as common, only few institutions make use of Learning Management Systems and/or
Page 70 of 114
exchangedatainelectronicportals.ThelackingintegrationofITinclassroompracticewasalso
raisedinfocusgroupinterviewswithLecturerswheresomelecturerscommentedontheneed
to sensitize and build awareness at institutional management level on the potential of ICT to
facilitateanenvironmentforcoursedeliverythatismoreintunewithindustryneeds.Therewas
aconsensusacrossdiscussionsthatadministrationwhilegenerallysupportiveremainedunclear
on ICT usage in TIVET teaching, learning & management systems. Hence, the data shows that
throughsensitizationregardingtheopportunitiesanddemandforITsystemsincoursedelivery
withTIVETmanagementunseizedopportunitiescouldbeacknowledged.
5.1.5UseofITsystems
There was 55% (18) of HoDs who agreed that IT management systems were not transparent
fromnationaltoprovincialtoinstitutionallevels.Only6%(2)ofHoDsstatedthattransparency
wasGoodandTransparenttoagreatextent.Additionallythefollowingresultscanbedrawn
regardingtheaccesstoITsystems;
9%(3)statedthattheITmanagementsystemsweremadetransparentthroughWeb/e
learningandEnabledaccesstoinformation.
63%(27)oftheinstitutionalofficeswerenotabletoanalyzeinformationfromcentral
systemsduetolackofaccesstothesystem.
19% (8) of the HODs said that their institutions could not access information from
centralsystemsbutstatedthattheyreceivedinformation.
7%(3)couldaccesscentralsystemsthroughnetwork/serverwhile5%(2)couldaccess
themthroughemail.
According to HoDs, 41% (19) of the institutions had not provided lecturers, instructors and
administratorswithanytrainingtoutilizedata.Some36%(13)ofthelecturersagreedthatthey
hadnotreceivedanytraining.
Page 71 of 114
Degree of training of lecturers, instructors and administrators

to utilize data
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
44%
41%
36%
28%
HoDs
Lecturers
11%
6%
Adequate
training
9% 8%
Moderate
training
11%
6%
Little training
No training
Other
Figure35DegreeoftrainingoflecturerstoutilizedataHoDsandLecturers
Among the respondents who said their institution had provided training, 11% (5) of the HoDs
perceivedtheinstitutionsasdeliveringAdequatetraining,9%(4)Moderatetrainingand11%(5)
Little training. Among lecturers the figures were somewhat different with only 6% (2) seeing
themselvesreceivingadequatetraining,8%(3) Moderatetrainingand44% (16)Littletraining.
Amidtheanswersoutsideofthesecategoriessomeresponsessuchastrainingongoing,ICT
training program was started, training required were registered. These could be
acknowledged as training initiatives even though their scope is difficult to gauge from the
responses.
The majority of HoDs (20 respondents) stated that their institution hasnt held a strategy
meeting regarding the use of web tools and other necessary resources to leverage service
deliverybutatsomeinstitutionsthesekindsofmeetingshadbeentakingplace;
40% (16) HoDs stated that their institution had held a strategy meeting regarding the
useofwebtoolsandothernecessaryresourcestoleverageservicedelivery.
9%(8)oflecturersstatedthattheirinstitutionhadheldastrategymeetingregardingthe
useofwebtoolsandothernecessaryresourcestoleverageservicedelivery.
Following the clear majority of institutions, IT management systems are not transparent from
national to provincial to institutional levels, nor have the institutions access to analyzing
informationfromcentralsystems.Alargepartoflecturers,instructorsandadministratorshave
notreceivedanytrainingtoutilizedatafromITmanagementsystems.Theexperienceofoffered
trainingvariessignificantlywhencomparingresponsesfromlecturersandHoDs,withlecturers
generallyperceivingtheofferedtrainingaslesssufficientcomparedtoHoDsperception.These
responses together with findings from the focus group interviews where participants agreed
Page 72 of 114
thattherewasinstitutionalsupportforICTtrainingbutthetimingofinstitutionalcoursesduring
holidayleavewasproblematic,couldimplythattheinstitutionofferstrainingthatlecturersfind
difficult to participate in and hence the discrepancy in responses. However, the data
undoubtedlyshowthatthereisanunmetneedforfurthertrainingamonglecturers,instructors
and administrators at TIVET institutions on how to utilize data from IT management systems.
Findingsalsoindicatethatthereisalackofstrategyonhowthedatashouldbeutilized.
It is not common to arrange for institutional strategy meetings where staff discuss the use of
webtoolsandotherICTrelatedresourcesthatarerequiredforservicedelivery,withlessthan
10%oflecturersandaminorityofHoDsbeingawareofsuchmeetings.Potentialreasonsforthis
could be lack of priority from institutional management (i.e. other meeting agendas are
prioritized),thepurposeofsuchmeetingsmaynotbeseenasusefulifadequateinfrastructure
and tools arent available at the institution, or that it is expected by management that these
issuesaremanagedbylecturersintheclassroomwithouttheneedforadditionalsupportand
dialogueamongpeers.Infocusgroupinterviewsoneparticipantalsoobservedthattechnology
literacybecomesamatterofpersonalambitionintheabsenceofinstitutionaldirectives.Inthis
way,itwouldseemthatinstitutionshaveinformalnetworksofICTchampionsoflecturersand
instructorswhoprovidesupportwheretheinstitutionalstructurefails.
5.2Financing
5.2.1Sourcesofsupportand/orincome
Thesourcesoffundingfollowedthepatternbelow;
Accordingto43%(47)ofHoDs,institutionsreceivedfundingthroughstudentfeesand
studentfeesonaveragerepresent58%oftheinstitutionstotalincome.
Accordingto42%(46)ofHoDs,institutionsreceivedfundingthroughtheGovernmentof
Kenyaandthisincomesourcerepresents38%oftheinstitutionstotalincome.
28% (31) of HoDs indicated that their institutions generated funds internally and this
fundingrepresented13%oftheinstitutionstotalincome.
5%(5)ofHoDsindicatedthattheirinstitutionsreceivedfundingthroughpartnershipsof
differentsorts.
Page 73 of 114
Sources of support or income for the Intitutions,

according to HoDs
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
42%
43%
28%
Government
of Kenya
Student fees
Internally
generated
funds
5%
3%
Partnerships
Others
Figure36SourcesofsupportorincomefortheinstitutionsHoDs
From the above it is clear that the majority of institutions are funded by student fees and
Governmental support. Student fees are the most significant source of income followed by
Governmentalsupport.Almostonethird(28%,31)ofHoDsindicatedthattheirinstitutionsare
alsogeneratingothersourcesofincomethroughtheiractivities.
Only5%(5)ofHoDsindicatedthattheirinstitutionssoughtpartnershipsasasourceoffunding.
This could provide potential for increasing public private partnerships between TIVET
institutions and the private sector. In focus group interviews lecturers identify a recent thrust
towardspublicprivatepartnershiptosupportinstitutionswithequipmentandcapacitybuilding
asapositivedevelopment.
5.2.2HowistheInternetandComputerspaidfor
Accordingto90%(52)ofHoDsandlecturers,theirinstitutionsthathaveInternetaccesspayfor
their internet connection via their collected tuition fees. 5% (3) of respondents said their
institutionspayfortheirinternetconnectionthroughoperatinganinternetcaf
AccordingtoITTechnicians,computeracquisitionisnormallyfinancedbythefollowingmeans;
80%(28)ofinstitutionshaveacquiredcomputersthroughownfunds
23%(8)ofinstitutionshavereceivedcomputersthroughdonations
23%(8)ofinstitutionshavereceivedtheircomputersthroughtheGovernmentofKenya
andCFSK(ComputersforSchoolsKenya)
Private vendors and NGOs are also listed in connection to computer acquisitions,
providinginstitutionswith14%(5)and9%(3)ofcomputerequipmentrespectively.
PrivatedonorsandPTAareonlyrepresenting3%(1)ofcomputeracquisitions.
Page 74 of 114
Almostallinstitutionswithinternetaccesspayfortheirinternetconnectionviatheircollected
tuitionfees.Onlyaverysmallpercentageuseincomegeneratedbyaninternetcaftouphold
connectivity. Half of the institutions have acquired their computers through own funds.
Donations, contributions from the government, private donors and NGOs have supported the
acquisitionofcomputerslesssignificantly.
Hence, both equipment and connectivity is foremost funded by the institutions themselves.
Since institutions predominantly are funding their operations through Governmental
contributions,tuitionfeesandinternallygeneratedincomestheseareindirectlyalsothesources
supportingcomputerequipmentacquisition.
5.2.3AnnualbudgetavailableforICT
Some 27% (29) of the responding HoDs have an annual budget for implementing the
institutionalICTplan,andICTsonaverageconstitute25%oftheoveralldepartmentalbudget.
Ofthelecturers,30%(27)statedthattheirdepartmenthasabudgetforimplementationofICTs
in coursework and that this budget accounted for approximately 19% of the departments
overallannualbudget.
Roughly 30% of HoDs indicated that they had an ICT specific budget which is on par with the
30%oflecturerswhosedepartmenthadabudgetforICTintegrationincoursework.Itisrealistic
toassumethatthedepartmentsthathaveanICTbudgetalsoarethedepartmentsbudgetingfor
ICTintegrationintheclassroom.
5.2.4HowisICTfundedandhowequipmentispaidfor
Sources of Funding for ICT activities, equipment and
software, according to HoDs
15%
13%
5%
4%
1%
1%
1%
PTAs
Income
generating
activities in the
Grants
The
Government
Student levies
2%
0%
0%
NGOs
6%
6%
4%
Other, please
describe
10%
8%
IT Industry
14%
12%
Individual
donors,
philanthropists
16%
Page 75 of 114
Figure37SourcesoffundingforICTactivitiesHoDs
The survey showed that ICT activities, equipment and software had the following sources of
funding;
15% (16) of HoDs stated that ICT activities, equipment and software were funded
throughstudentfees.
13% (14) of HoDs stated that ICT activities, equipment and software were funded
throughfinancialsupportfromthegovernment.
Grants(6%),internalincomegeneratingactivities(5%),andPTAs(4%)wereidentified
asothersourcesoffundingforICTactivities,equipmentandsoftware.
Thenumberofresponsesprovidingfinancialfiguresandpercentagestoaccompanythescopeof
thesesourcesoffundingwastoosmalltobeconsideredstatisticallyrepresentative.
Sources of Funding for ICT activities, equipment and

software, according to HoDs
15%
13%
5%
4%
1%
1%
1%
PTAs
Income
generating
activities in the
Grants
The
Government
Student levies
2%
0%
0%
NGOs
6%
6%
4%
Other, please
describe
10%
8%
IT Industry
14%
12%
Individual
donors,
philanthropists
16%
Figure38SourcesoffundingforICTactivitiesHoDs
RegardingICTbudgetallocationthefollowingstatusofICTinstitutionalfundingwaspresented;
69%(24)ofITtechniciansstatedthattheirinstitutionhadabudgetlineforICTrelated
activities.
88%(21)oftheinstitutionswithanICTrelatedbudgetspecifyhardwareacquisition.
83%(20)oftheinstitutionswithanICTrelatedbudgetspecifySoftwareacquisitionand
Hardwaremaintenance.
33%(8)oftheinstitutionswithanICTrelatedbudgetspecifyProfessionaldevelopment.
Page 76 of 114
17%(4)oftheITtechniciansatinstitutionswithanICTrelatedbudgetstatetheydont
knowhow/ifitisbrokendownonspecificICTcategories.
ICT related activities with specific budget allocation

according to IT technicians
88%
83%
83%
33%
17%
Other
I do not
know
Professional
development
Hardware
maintenance
Software
acquisition
4%
Hardware
acquisition
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Figure39ICTrelatedactivitieswithspecificbudgetallocationITtechnicians
Though respondents provided financial figures and percentages to accompany, the scope of
these sources of funding was too small to be considered statistically representative, the little
data provided indicated that contributions from the ITindustry are significant in terms of
numberseventhoughonlyoneinstitutionstatesthatitissupportedbyindustry.Alsosupport
fromgrantsandPTAsseemstobesignificantinamounts.
AlmostonethirdoftheinstitutionsdidnthaveanICTspecificbudget,signalingthatICTsarenot
apriorityissuefortheseinstitutions.AttheinstitutionswithanICTspecificbudget,thespecified
ICT areas were centered on infrastructure such as hardware, software and maintenance of
equipment.Professionaldevelopment(i.e.useofICT)wasonlypresentin33%ofthebudgets
andhencenotasprioritized.
Following focus group discussions with lecturers there is a sense that institutions have made
considerable efforts to create enabling environments and facilities for ICT use in TIVET course
delivery. There are however still a number of factors inhibiting lecturer use of these facilities
including access and training. The absence of clear policy and planning frameworks at
institutional level emerged as a particularly significant factor in rendering support structures
inadequate and fragmented. Lecturers also mentioned the ad hoc nature of ICT budgeting,
absence of centralized standards for equipment procurement and felt there is a need for
capacitybuildinginthisarea.Lecturerandstudentcompetenciesisonemaincategorystudents
Page 77 of 114
raised in focus group discussions with specific regard to how TIVET is expected to support
technologyuseandaddvaluetotheirICTskills.StudentssawlecturersneedingtraininginICT
usetoequipstudentswithrelevantICTskills,buttheICTcourseprovisionalsoneedstobecome
flexible enough to provide students with adequate ICT training. Students coming from rural
areastendedtohaveverylimitedexposuretocomputersbeforejoiningTIVETandhenceneed
extrasupportregardingICTscomparedtostudentsfromanurbanbackgroundthatcomeinto
the TIVET as quite technology literate (the urban students many times perceived basic ICT
coursesofferedasuselessandrepetitive).
Inconclusion,ProfessionaldevelopmentforlecturersregardingICTishighlyrequiredtoimprove
ICTintegrationinTIVETandhenceitshouldbepresentintheICTrelatedbudget.
TheabsenceofProfessionalDevelopmenteffortshoweversomewhatcontradictstherelatively
highbudgetallocationawardedtoICTintegrationincoursework.Amongthe30%ofinstitutional
departmentsthathaveanICTspecificbudgetforimplementationoftheICTplanandintegration
ofICTintocoursework,ICTimplementationandcourseworkintegrationbudgetpostsrepresent
asignificant1925%ofthedepartmentsoverallannualbudget.Thesenumbersindicatethat
atleastbudgetwisepriorityisgiventoICTinclassroompractisewhichassumedlyshouldgo
handinhand with professional development of lecturers. Perhaps institutional management
assume that lecturers have the ability and opportunity to explore and develop their skills
individually through their teaching, while the lecturers themselves in focus group interviews
indicate that institutional timetables and schedules limit their options for experimenting,
exploringandreflectingontheuseofICTinteachingandlearning.
5.3GeneralOrganizationandAdministrationComments
Only24%ofinstitutionsseemtouseanEMISand whereitisused,itseemstobeintroduced
with applications for Finance, Administration and Procurement. ITsystems that are more
integratedintocoursedeliveryandrequiretwowaycommunicationarenotascommon.Only
one institution has a department that is deploying an elearning management system in its
course work provision. The data implies that sensitization efforts towards TIVET management
regardingtheopportunitiesanddemandforITsystemsincoursedeliverycouldbevaluablein
helpinginstitutionstoseizesofarunrealizedopportunities.
Further,lecturers,instructorsandadministratorsatTIVETinstitutionsarenottrainedonhowto
utilizethedatathatactuallyisavailable.TheuseofwebtoolsandotherICTrelatedresources
thatarerequiredforservicedeliveryisseeminglynotdiscussed frequentlyattheinstitutional
level. Active dialogue and initiatives on how to best make use of ICTs remain a matter of
personalambitionratherthanacaseoffollowinginstitutionaldirectives.
Page 78 of 114
institutions predominantly are funding their operations through governmental contributions,
tuition fees and internally generated incomes these are indirectly also the sources supporting
computer equipment acquisition. The collected data does not tell us whether parts of the
Governmentalfundsaredirectlytiedtoacquisitionofcomputerequipmentornot.Partnerships
ofallsortsarenotverycommon.PartnershipswiththePrivatesectorseemstobeaninteresting
arenatoexploreregardingstudentattachmentopportunities,butalsowhenitcomestofunding
ofICTrelatedequipmentandcapacitybuilding.
AlmostonethirdoftheinstitutionsdonthaveanICTspecificbudget,signalingthatICTisnota
hence not as prioritized. However, among the roughly 30% of institutional departments that
have an ICT specific budget for implementation of ICT plans and integration of ICTs into
coursework, the ICT implementation and coursework integration represent 1925% of the
departmentsoverallannualbudget.Thisimpliesthatamongtheinstitutionsthatdobudgetfor
ICT,theICTintegrationincourseworkisaprioritizedissue,aviewthatalsoissupportedbyfocus
groupdiscussionsheldwithlecturersandHoDs.
ToefficientlyintegrateICTintoclassroompractice,lecturersneedtraininginhowtomakegood
use of the new ICTbased pedagogical tools. The different priorities between equipment and
classroom integration/training in ICT budgets at institutional respective departmental level
indicateinconsistentprioritiesbydifferentprofessionalgroupsatTIVETinstitutes.
Page 79 of 114
6.1ProfessionalDevelopment
Teacherdevelopmentisdefinedasasystematized,initialandcontinuous,coherentandmodular
processofprofessionaldevelopmentofeducatorsinaccordancewithprofessionalcompetency
standardsandframeworks.Teacherdevelopmentalsoincludestrainingintheadaptationtothe
evolutionofchangeoftheprofessionofteachersandmanagersofeducationsystems.
Thefocusofthesurveyundertheprofessionaldevelopmentcomponentwastodeterminethe
training programs that currently exist in TIVET for professional development in ICT use.
Questions were designed to examine whether there are formal or informal opportunities for
professional development, whether these opportunities involve face to face, online or
institution based training, and whether there are any budget and institutional frameworks in
placetosupportprofessionaldevelopment.
The section also contains the findings from a Training Needs Analysis (TNA) questionnaire
developedtocollectinformationonpresentICTcapacitiesandtrainingprioritiesoflecturersin
theTIVETinstitutions.TheTNAisbasedonlecturerICTknowledge,skillsandcapabilitiesdefined
intheMoHESTdraftICTcompetencyframework.
6.1.1ICTTrainingProvisionandCoursesAttended
WhenaskedabouttheICTtrainingprogramsthattheyhadattended,66%(72)ofHoDsand27%
(24) of lecturers indicated that they had received training in the previous 3 years. Of the
lecturers who attended training courses 59% (10) indicated that they received basic training,
29% (5) intermediate level training and 12% (2) advanced level. The dominant provider of
trainingwasTIVETmentionedby39%(7)oflecturerswhoattendedcourses,followedbyprivate
providerswith28%(5),MOHESTandtheUniversitysectorswith17%(3)each.
It would seem that there have been limited ICT training opportunities for lecturers. In focus
groupsdiscussionswithlecturers,participantsagreedthattrainingopportunitieswerefewand
that much of their learning in ICT has been informal. They indicated that they picked up their
skills through selfteaching or from learning from other lecturers. Informal contact and
communication is an effective way of transferring ICT knowledge in a manner that can
complementmoreformalmechanismsforstafftraining.Thereisanopportunityforinstitutions
to formally recognize the potential for institutionbased staff development that is planned
coherently and in conjunction with formal training and that is focused on national TIVET
curriculumdevelopmentandprioritygoals.
Page 80 of 114
6.1.2ICTTrainingcontent
InanotherquestionconcerningtrainingneedsLecturerslistedsomeofthemodularcontentof
previousICTtrainingcoursesasfollows:
Operatingsystems17%(15)
Basicapplications31%(28)
CAD/Engineering7%(6)
Database5%(4)
TechnicalIT19%(17)
TIVETSpecific2%(2)
Programming2%(2)
ContentDevelopment16%(11)
ThecourseswouldsuggestatrainingfocusondevelopingbasicliteracyskillsforICTuseinTIVET
teaching and learning practices. There are two kinds of literacy skill sets identified by
respondents in the training areas attended the first being the generic ICT specific literacy
skills such as the training for use of basic applications, databases, operating systems and
programming. The second ICT skills set identified are the occupationally specific TIVET ICT
literacy skills. The Technical IT and the CAD courses demonstrate respondent interest in ICT
occupationalskillsacquisitionperhapsfordevelopingtechnicalITcapabilitiesforworkingwith
digitized control systems or for working with Computer Aided Design (CAD) software in fields
such as Engineering, Architecture or Auto Mechanics. The course interest in content
developmentpresentsafocusontechnologyuseasacurriculumtoolormechanismfordigital
coursepackagingwhetherforcomputerassistedinstruction(CAI)oronlineinstruction.
Inlecturerfocusgroupinterviewstheinterestinbasictechnologicalandoccupationallyspecific
literacy was verified where participants identified training in basic literacy as a priority. The
literacy priority correlates with a needs analysis study mentioned by participants where study
findings identified lecturer ICT competency as below technology literacy level (MoHEST 2009).
ParticipantsdescribedcourseofferingsbytheKenyaInstituteofScience&Technology(KIST)on
connectivity,communicationsandinternetwhichwerefinancedbytheirinstitutionstoaddress
technologyliteracyperformancegaps.
TheconclusionheremaybethatlecturermotivationinICTtrainingisforacquiringtechnology
and occupational literacy to use ICT at a functional and practice level that is integral to
enhancingtheirprofessionalismandcourseworkdelivery.Thereislittlefocusinthefindingson
the potential use of ICT as an instructional tool or the pedagogical integration of ICT for
enhancing TIVET course delivery in a proactive and responsive manner. A lack of general
Page 81 of 114
agreementondefiningtheimportantteachertechnologycompetenciesforICTintegrationasan
instructionaltoolcanalsolimiteffectiveintegration.
6.1.3MotivationforTrainingCourseAttendance
The focus on training for enhancing professional skills and course provision was reinforced in
respondents answers on questions concerning their rationale for attending training courses.
The dominant motivation expressed by 61% (54) of lecturers was one of personal growth,
followed closely by 58% (52) who identified career enhancement as a key motivating factor.
There were 51% (45) of respondents who identified the need for training as an additional
motivating factor. Only 4% (4) of lecturers mentioned financial factors and 3% mentioned
prestigefactorsforcourseattendance.
Figure40ICTconfidenceLecturers
Another aspect explored was the level of confidence that lecturers felt in using ICT in their
teachingpractice.While20%(18)oflecturersindicatedthattheywereveryconfidentwithICT
useintheirclassroompractices,therewere27%(24)whosaidthattheyfeltveryunconfident,
15% (13) who felt a little unconfident and 47% (42) who indicated that they were a little
confident with ICT use in practice. When combining the unconfident and little confident
categories it becomes clear that the majority of lecturers, a staggering 89% (79), indicate a
general lack of confidence in the use of ICT in their practices. Teacher confidence presents a
particularchallengeforICTintegration,evenininstanceswhereteachershavehadtrainingand
wherethereisadequateinfrastructure.TeacherscanstillfaceanxietyinusingICTinclassroom
settings. This lack of confidence hampers effective implementation. Teacher training that is
focused on technical skills may thus be ineffective in building teachers capacities to integrate
theuseofICTintocurriculumpractice.
Page 82 of 114
Inanothersetofquestionsrespondentswerespecificallyaskedwhethertherewasabudgetfor
ICTtrainingprovisionandwhetherICTTrainingcourseswereavailableinTIVETinstitutions.On
the specific training budget, 37% (40) of HoDs and 33% (29) of lecturers answered in the
affirmative,whiletrainingavailabilitygarneredanaffirmativeresponsefrom57%(63)orHoDs
and44%(39)oflecturers.RegardingimpedimentstoICTuseinpractice,amongthefivemost
frequentlymentionedbybothHoDsandlecturerswere:
InadequacyofinfrastructureandfacilitiesinTIVETinstitutions
LackofaccesstoICTequipmentparticularlyatdepartmentallevel
Lecturer competencies (knowledge, skills & attitudes) to use technology adequately in
theirpractices
LackoforinadequateICTtraining
FundingatinstitutionalleveltosupportholisticapproachestoICTintegration
Teacher professional development is a major challenge for the implementation of technology

enhanced learning. Lecturers can play a crucial role in the adoption and integration of ICT in
TIVETcoursedeliveryastheyarekeyplayersincurriculumimplementationandinnovationthat
isattunedandresponsivetochangingrequirementsofindustryandbusiness.Theevidencein
the survey presents a dichotomy in the findings where on the one hand HoDs and lecturers
acknowledge the opportunities for ICT professional development provided by institutions; on
the other hand practitioners (lectures & instructors) seem unmotivated and have difficulty
applyingskillsacquiredintraininginpractice.Inthelecturerfocusgroupinterviews,participants
clarified several challenges for practitioners who wished to apply technology in workplace
practice,including:theabsenceofinstitutionalICTpolicyandplanningframeworks;thelackof
managementdirectivestoauthorizeprofessionaldevelopmentcourseattendance;problematic
access to the online courses due to connectivity issues; problematic course offerings in the
evenings and during holidays due to work overload; ICT training irrelevance in the absence of
adequatefacilitiesfortrainingapplicationincoursedelivery.
The evidence would indicate that it is not always the hard technological elements of
infrastructure and equipment inadequacies that present the greatest impediments to
technologyuptakeinTIVETcourseprovision.Itmayactuallybethecasethattherealneedisfor
greaterattentiontobepaidtothesofterlesstangibledimensionsofICTintegrationrelated
to understanding lecturers motivation and rationale for attending/ not attending courses as
well as developing institutional policy and management structures to encourage and support
lecturerparticipationinICTtrainingandintegrationinpractice.
Page 83 of 114
6.1.4Preferredtrainingmethodologies
Finally respondents were asked about their preferred modality for professional
development provision. While respondents indicated the suitability of several internal
and external options inclusive of eLearning, self directed training, institution based,
localandregionalworkshops,andthepreferredmodalityforbothHoDsandLecturers
was a blended approach for facetoface and online provision. This selection would
perhaps reflect the stress that practitioners feel with the requirement for technology
integration. Their choice of a blended approach would perhaps suggest their need for
bothtraditionalandonlinetrainingtocreateenablingconditions,communityofpractice
supportstructuresandsafespacesforexperimentationwiththepotentialoftechnology
useintheirpractices.
Figure41ModeoftrainingHoDsandLecturers
In focus group interviews lecturers situated their training requirements in relation to

institutionalrequirementtounderstandtheneedsandexpectationsofindustryandthemarket
place.Oneparticipantobservedthatthelackofknowledgeonthemarketplacerequirementsof
studentgraduateslimitedthecapacityoftheinstitutionstorespondwithrelevantcoursework
and content. A number of participants commented on the institutional industry linkage as a
prerequisitetodevelopmentofrelevantcurriculumandauthenticlearning.
Lecturerscommented thatcurrently muchICTtrainingisselfadministered. Othersreferredto

ICT course irrelevance in the absence of adequate facilities for course work application. The
majority of lecturers identified training in basic literacy as a priority. Other participants
expresseddemandforanintermediateleveltrainingrelatedtoICTusageinthespecialistfields
of their TIVET course programs as in ICT applications in engineering and sciences. Participants
felt in general that there should be ongoing opportunities for professional development in a
tertiary sector which requires lecturers to keep abreast with their specialist field and the
demandsofindustry.
Interpreting HoDs and lecturer needs reflects a requirement for training flexibility and a
continuumofcoursesthatarepracticebasedandhaveapplicationtotheTIVETbroaderagenda
forrelevantandauthenticlearningandcoursedeliverythatisproactiveratherthanreactiveto
marketplacerequirements.Thefocusgroupdiscoursealsopresentsaviewofthecomplexityof
capacity building for ICT competency acquisition in the TIVET subsector. There is a need to
considerdifferentlevelsofmaturityfordevelopingtechnological,pedagogicalandoccupational
literacycapacityofTIVETlecturers.Thereisalsoarequirementtocreateenablingconditionsfor
lifelong or continuous professional development for lecturers. These conditions will allow
lecturers to keep abreast of the constant flux of technological change and innovation and to
keeptheirprogramsandcoursesuptodateinlinewithbusinessandindustrystandards.
Page 84 of 114
6.1.5GeneralProfessionaldevelopmentcomments
lecturers.PeerlearningisthemodalityforpickingupICTskillsinformallyininstitutions.Thereis
forinstitutionbasedstaffdevelopment.Programsshouldbefocusedonshortregularinhouse
workshops using external and internal resource supports to promote experimentation and
strategiesforICTintegrationacrosscurricularprogrammeareas.
LecturermotivationinICTtrainingisforacquiringtechnologyandoccupationalliteracytouse
ICT at a functional and practice level that is integral to enhancing their professionalism and
courseworkdelivery.HoweverthereislittlefocusinthefindingsonthepotentialuseofICTas
aninstructionaltoolorthepedagogicalintegrationofICTforenhancingTIVETcoursedeliveryin
aproactiveandresponsivemanner.Thereisaneedtodefinetheimportantteachertechnology
competencies for ICT integration as an instructional tool so as to avoid limiting the effective
integrationofICTinTIVETprovision.
UseofICT
ThemajorityoflecturersindicateagenerallackofconfidenceintheuseofICTintheirpractices.
teachershavehadtrainingandwherethereisadequateinfrastructure.Thelackofconfidence
Regarding impediments to ICT use in practice, HoDs and lecturers identified 1) inadequacy of
infrastructureandfacilitiesinTIVETinstitutions;2)lackofaccesstoICTequipmentparticularly
at departmental level; 3) lecturer competencies (knowledge, skills and attitudes) to use
technologyadequatelyintheirpractices;4)lackoforinadequateICTtrainingand5)fundingat
institutionalleveltosupportholisticapproachestoICTintegration.Thereisaneedforgreater
attention to be paid to the softer less tangible dimensions of ICT integration related to
understandinglecturersmotivationandrationaleforattending/notattendingcoursesaswell
asdevelopinginstitutionalpolicyandmanagementstructurestoencourageandsupportlecturer
participationinICTtrainingandintegrationinpractice.
Trainingmodalities
provision. This selection would perhaps reflect the stress that practitioners feel with the
Page 85 of 114
requirementfortechnologyintegration.Theirchoiceofablendedapproachwouldindicatetheir
need for both traditional and online training to create enabling conditions, community of
practice support structures and safe spaces for experimentation with the potential of
technologyuseintheirpractices.
The majority of lecturers identified training in basic literacy as a priority. Others expressed
demand for an intermediate level training related to ICT usage in the specialist fields of their
TIVET course programs as in ICT applications in engineering and sciences. Participants felt in
generalthatthereshouldbeongoingopportunitiesforprofessionaldevelopmentinatertiary
sector which requires lecturers to keep abreast with their specialist field and the demands of
industry.
Thefollowingtrainingneedsaremadevisiblethroughthesurvey;
There is a requirement for training flexibility and a continuum of courses that are
practicebasedandhaveapplicationto the TIVETbroaderagendaforrelevantand
authentic learning and course delivery that is proactive rather than reactive to
marketplacerequirements.
Thereisaneedtoconsiderdifferentlevelsofmaturityfordevelopingtechnological,
pedagogicalandoccupationalliteracycapacityofTIVETlecturers.
There is a requirement to create enabling conditions for lifelong or continuous

professionaldevelopmentforlecturers.Thiswillenablelecturerstokeepabreastof
theconstantfluxoftechnologicalchangeandinnovationandtokeeptheirprograms
andcoursesuptodateinlinewithbusinessandindustrystandards.
6.2CompetencyImportanceDevelopmentSurvey&TrainingNeedsAssessment
DuringthefieldresearchacontextualizedICTCompetencyimportancedevelopmentsurveywas
conducted with lecturers and instructors in the institutions. The competencies describe the
knowledge,skillsandcapabilitiesrequiredoflecturersandinstructorstouseICTeffectivelyin
TIVET institutions. Based on the UNESCO ICT competency framework for teachers, the
competencies are organized under the six domains of policy, curriculum, pedagogy,
infrastructure, organization & management and professional development. The competencies
weredevelopedinafocusgroupworkshopheldinKIEinJune2010.
The survey involved two questions. In the first question, with the utilization of a level of
importance scale (1 for not at all important, 2 for unimportant, 3 for neither important nor
unimportant,4forimportantand5forveryimportant)lecturersandinstructorswereaskedto
indicatetheirperceivedlevelofimportanceoneachoftwentysixICTCompetencyStandardsfor
Lecturers and Instructors drawn from the six domains (policy, curriculum, pedagogy, ICT,
Page 86 of 114
management & professional development) of the contextualized TIVET framework3. In the

secondquestion,withtheutilizationofalevelofdevelopmentscale(1.25forapproaching,2.5
foracquiring,3.75forachieving,and5foradvancing),respondentswereaskedtoidentifytheir
perceivedlevelofdevelopmentinrelationtoeachcompetency.
6.2.1HoD,Lecturer&InstructorCompetencyImportanceRankings
The following section presents the results of HoD and lecturer ratings of the importance and
levelofdevelopmentoftheICTlecturercompetencies.
The purpose is to understand the present capacities (as measured by the competency
framework)aswellastoassesstheneedforshorttomediumtermcapacitybuildingoptions.
HoDsandlecturersrankedcurriculumdomaincompetenciesforusingICTtoolsinthedesign
of teaching and learning activities, ICT domain competencies for using web resources in
supportofproject/problembasedlearning,forusingICTtomanageandassessprogressof
student projects, policy domain competencies for raising awareness of national and
institutional ICT in Education policy, and professional development competencies for using
ICT to enable staff access to elearning courses for professional development, as the six
mostimportantcompetencystandardsforalecturer.
IncontrastICTdomaincompetencieswereperceivedtobeoflessimportancebylecturers
and HoDs. These included: the ability to use an authoring environment or tools to design
offline or web resources; the ability to use openended software appropriate to TIVET
subjectareas;pedagogydomaincompetenciessuchastheabilitytouseopenendedtools
andsubjectspecificapplicationtosupportstudentcollaboration;theabilitytouseproject
basedlearningandICTtoolstosupportthinkingandsocialinteraction;andorganizationand
management domain competencies such as the ability to apply ICT in classroom
managementtosupportgroupcollaboration&projectwork.
Anothernoteworthyfindingisthelowimportanceattributedbyrespondentstotheuseof
ICTresourcesandassistivetechnologiestoaddressspecialeducationneeds.
These findings would suggest that the focus for HoDs and lecturers in importance
attribution is on competencies for developing their teaching skills to facilitate and deliver
the TIVET curriculum and coursework. The respondents would seem to attribute less
importanceoncompetenciesforthedevelopmentofstudentskillstosupportcollaborative,
independentandstudentdirectedlearning.
Thispatternwouldseemtobemirroredintheresultsoftheoverallweightedmeanscores
ofeachofthesixcompetencydomains.Herepolicy,teacherdevelopmentandcurriculum&
assessmentdomaincompetencieswererevealedasthemostimportantwhileorganization
Please refer to TNA survey in questionnaire set for a detail of the questions.
Page 87 of 114
& management, pedagogical and ICT domain competencies were revealed as the least
important(pleaserefertoTable8below).
Table8ContextualizedICTCompetenciesforlecturers
Competencies
LevelofImportance
NotatallImportant(1),Unimportant(2),
NeitherImportantnorunimportant(3),
Important(4),Veryimportant(5),
Mean
Policy
Rank
{outof
26}
SD
Over
all
rank
Mean
SD
Rank
{outof
26}
4.615
.106
2.30
.004
Policy awareness: Awareness of

national/institutional
ICT
in
Educationpolicy
4.64
.674
2.299
.837
Classroom practice: Applying

national/ institutional ICT policy in
theclassroom
4.59
.644
11
2.305
.853
Curriculum&assessment
Levelofdevelopment
Emerging(1.25),Acquiring(2.5),Achieving
(3.75),Advancing(5)
4.598
.071
2.16
.198
Curriculum Planning: Using ICT

tools for course design and lesson
planning
4.62
.607
2.255
.867
Learning Environment: Using ICT

tools in design of teaching &
learningactivities
4.69
.516
2.387
.890
Studentexperience:UsingICTtools
to support student understanding
of concepts & their application in
industry
4.62
.663
2.362
.921
Assessment: Using ICT for

formative
&
summative
assessment and to provide
feedbackonprogress
4.60
.531
10
2.066
.884
18
Communication & collaboration:

Using ICT to connect teaching &
learning activities to industry and
marketplaceworlds
4.59
.704
11
2.016
.848
23
SpecialNeedsEducation:UsingICT
resources
and
assistive
technologies to address special
educationalneeds
4.47
.723
21
1.903
.741
25
Pedagogy
4.508
.115
2.09
.029
Planning: Using ICT to design

teaching&learningactivities
4.62
.755
2.135
.893
15
Problem based learning: Using ICT

to identify complex, realworld
industry related problems to
incorporateinTIVETsubjectmatter
4.56
.582
16
2.060
.858
19
Student experience: Using ICT to

provide support to students for
their deep understanding of
concepts in different technical
areas
4.59
.551
11
2.090
.887
16
Page 88 of 114
Over
all
rank
Competencies
LevelofImportance
Mean
Rank
{outof
26}
SD
Over
all
rank
Levelofdevelopment
(3.75),Advancing(5)
Mean
Rank
{outof
26}
SD
Projectbased learning: Using

projectbased learning and ICT
tools to support student thinking
andsocialinteraction
4.41
.690
24
2.060
.830
19

Using openended tools and
subjectspecific applications to
supportstudentcollaboration
4.36
.666
25
2.090
.813
16
ICT
4.500
.143
2.09
.171
Productivity tools: Using open

ended
software
packages
appropriate to TIVET subject
matterareas
4.42
.676
23
2.016
.884
23
Authoringtools:Usinganauthoring
environment or tools to design
offlineand/orwebresources
4.28
.933
26
1.865
.887
26
Internet: Using web resources in

support of project/problembased
learning
4.67
.542
2.217
.960
10

Using search engines, social media
websites and email to find people
& resources for collaborative
projects
4.50
.681
19
2.355
1.044
Administration: Using ICT to

manage, monitor and assess
progress of student projects &
progress
4.64
.511
2.060
.858
19
Student learning: Using ICT to

enablestudentcommunicationand
collaboration with students, peers
andthewidercommunity
4.49
.627
20
2.035
.863
22
Organization&administration
4.535
.050
2.20
.038
Lecturer/Instructorunderstanding:
Using ICT to support learning
activitiesandsocialinteractions
4.57
.580
15
2.236
.928
ICT integration: Managing student

learning in a technologyenhanced
environment
4.58
.543
14
2.148
.871
Classroom management: Appling

ICT to support group collaboration
&projectwork
4.47
.672
21
2.205
.832
12
Acceptable & appropriate uses:

Developingproceduresandpolicies
for ethical, responsible and
appropriate use of ICT to support
4.52
.665
17
2.217
.837
10
Page 89 of 114
Over
all
rank
3
9
13
Competencies
LevelofImportance
Mean
Rank
{outof
26}
SD
Over
all
rank
Levelofdevelopment
(3.75),Advancing(5)
Mean
SD
Rank
{outof
26}
Over
all
rank
teaching&learning
Professionaldevelopment
4.590
.060
2.30
.048
Planning:UsingICTtosupportstaff
professionalactivities
4.52
.777
17
2.431
.916
Lecturer/Instructor
awareness:
Using
Virtual
Learning
Environments to link staff to
externalexperts&communities
4.62
.714
2.142
.917
14
Informal learning: Using ICT to

enable staff access to elearning
courses
for
professional
development
4.63
.767
2.337
.925
Note:Themeanscoresinboldrepresenttheweightedaverageofcompetenciesforeachdomain
HoDsandlecturerswerealsoaskedtoexpresstheleveltowhichthesecompetencieshavebeen
actuallydevelopedintheirworkplacesinTIVETinstitutions.Findingsrevealedthatprofessional
development competencies (mean = 2.30) were ranked as the most developed followed by
policy competencies related to policy awareness and classroom practice (mean = 2.30) and
organization & management competencies (mean = 2.20). Curriculum and assessment
competencies(mean=2.20),wererankedfourthfollowedbyICT(mean=2.06)andPedagogy
(mean = 2.06) competencies respectively. It is worth observing that respondents placed
competency development in the workplace in all domains as hovering between emerging and
acquiringstagesofdevelopmentofICTcompetencies.
ItisalsoworthmentioningthattraditionalICTcompetencies,whichformanydefinethefocusof
professionaldevelopmentwererankedlowestinrelationtodevelopment.Themoretechnical
orientedcompetenciessuchas,theabilitytouseICTproductivitytools(rank26thoutof26)and
theabilitytouseICTauthoringtools(rank23rdoutof26)rankedlowintermsoftheperceived
level of development in the workplace. The more pedagogical oriented competencies such as
theabilitytouseICTtosupportstaffprofessionalactivities(rank1stoutof26)andtheabilityto
useICTtoolstodesignteachingandlearningactivities(rank2ndoutof26)rankedhighinterms
ofworkplacelevelofdevelopment.
6.2.2GapAnalysisTNA
In an attempt to identify the capacity needs of HoDs and lecturers, the competencies were
mapped onto a developmentimportance matrix (Table 9). The mapping is divided into four
Page 90 of 114
quadrantsthatdistinguishlecturerscompetencygroupsaccordingtowhatcompetenciesthey
identifiedashavinglowandhighlevelsofimportanceandwhattheyexpressedasthelowand
high levels of actual development of these competencies within their work practices in TIVET
institutions.
Quadrant I displays issues that are considered by HoDs and lecturers to be low in both
importance and actual level of development in the workplace. Based on the findings, such
competencies include ICT standards for Special Needs Education, Projectbased learning, ICT
openended tool to promote Communication & collaboration, ICT Productivity tools, ICT
Authoring tools, ICT tools to promote student learning with the wider community. It is
important to note that three (out of 5) ICT competencies and two (out of 5) Pedagogical
competenciesareincludedinthiscategory.
Quadrant II includes competencies that are perceived high in the actual level of development
butlowintermsofimportance.Using searchengines,socialmedia(ICT),usingICTtosupport
staff professional activities (professional development), applying ICT to support group
collaboration and acceptable use (organization & management) are all issues in the low
importance and high development quadrant. Noteworthy, is the low level of importance
attributed totheuseofICTtosupportgroup collaborationandproject work.Thismayreflect
thehighlysuccessfulinnovationprojectsthatarepromotedbyMoHESTacrossTIVETinstitutions
indicatingthattherearealreadyhighlevelsofcapabilityinthesecompetencydomains.
Quadrant III presents competencies that require the immediate attention of MoHEST and
industrypartnersastheyrepresentthecompetenciesperceivedasofhighimportanceandleast
developed in TIVET institutions. The competencies relate specifically to the use of ICT for
improvingandenhancingTIVETprofessionalismandcoursedelivery.Competenciesfortheuse
of technology to connect teaching & learning activities to industry and market place worlds
(curriculum); for the use of technology to support formative & summative assessment
(curriculum); for using ICT to identify complex, realworld industry related problems to
incorporateinTIVETsubjectmatter(pedagogy);forusingICTtoprovidesupporttostudentsfor
their deep understanding of concepts in different technical areas (pedagogy); for using ICT to
manage,monitorandassessprogressofstudentprojects&progress(ICT);formanagingstudent
learninginatechnologyenhancedenvironment(organization&management);forusingvirtual
environments to link staff to internal and external communities and technical experts
(professional development) represent competencies that HoDs and lecturers considered as
havinghighimportancebutlowlevelsofactualdevelopmentinTIVETinstitutions.
Finally,QuadrantIVcontainseightcompetenciesthatareconsideredbothhighinimportance
and actual level of development. These competencies focused on ICT policy awareness and
Page 91 of 114
practice, ICT curriculum planning and application in teaching and learning, ICT to promote
student understanding and informal networks of learning among teachers and the internet to
accessresourcestosupportlearning.
Page 92 of 114
Table9QuadrantAnalysisDevelopmentImportancematrix
High
QuadrantIII(HighImportanceLowDevelopment)
LevelofImportance
Communication&collaboration:UsingICTtoconnectteaching
&learningactivitiestoindustryandmarketplaceworlds
(Curriculum)
QuadrantIV(HighImportanceHighDevelopment)
Policyawareness:Awarenessofnational/institutionalICTin
Educationpolicy(Policy)
Assessment:UsingICTforformative&summativeassessment
andtoprovidefeedbackonprogress(Curriculum)
Classroompractice:Applyingnational/institutionalICTpolicyin
theclassroom(Policy)
Planning:UsingICTtodesignteaching&learningactivities
(Pedagogy)
CurriculumPlanning:UsingICTtoolsforcoursedesignand
lessonplanning(Curriculum)
Problembasedlearning:UsingICTtoidentifycomplex,real
worldindustryrelatedproblemstoincorporateinTIVETsubject
matter(Pedagogy)
LearningEnvironment:UsingICTtoolsindesignofteaching&
learningactivities(Curriculum)
Studentexperience:UsingICTtoprovidesupporttostudents
fortheirdeepunderstandingofconceptsindifferenttechnical
areas(Pedagogy)
Studentexperience:UsingICTtoolstosupportstudent
understandingofconcepts&theirapplicationinindustry
(Curriculum)
Administration:UsingICTtomanage,monitorandassess
progressofstudentprojects&progress(ICT)
Informallearning:UsingICTtoenablestaffaccesstoelearning
coursesforprofessionaldevelopment(Professional
Development)
ICTintegration:Managingstudentlearninginatechnology
enhancedenvironment(Org&Management)
Internet:Usingwebresourcesinsupportofproject/problem
basedlearning(ICT)
Lecturer/Instructorawareness:UsingVirtualLearning
Environmentstolinkstafftoexternalexperts&communities
(ProfessionalDevelopment)
Lecturer/Instructorunderstanding:UsingICTtosupport
learningactivitiesandsocialinteractions(Org&Management)
Quadrant1(LowImportanceLowDevelopment)
QuadrantII(LowImportanceHighDevelopment)
SpecialNeedsEducation:UsingICTresourcesandassistive
technologiestoaddressspecialeducationalneeds(Curriculum)
Projectbasedlearning:UsingprojectbasedlearningandICT
toolstosupportstudentthinkingandsocialinteraction
(Pedagogy)
Communication&collaboration:Usingsearchengines,social
mediawebsitesandemailtofindpeople&resourcesfor
collaborativeprojects(ICT)
Planning:UsingICTtosupportstaffprofessionalactivities
(ProfessionalDevelopment)
Classroommanagement:ApplingICTtosupportgroup
collaboration&projectwork(Org.&Management)
Acceptable&appropriateuses:Developingproceduresand
policiesforethical,responsibleandappropriateuseofICTto
supportteaching&learning(Org.&Management)
Communication&collaboration:Usingopenendedtoolsand
subjectspecificapplicationstosupportstudentcollaboration
(Pedagogy)
Productivitytools:Usingopenendedsoftwarepackages
appropriatetoTIVETsubjectmatterareas(ICT)
Authoringtools:Usinganauthoringenvironmentortoolsto
designofflineand/orwebresources(ICT)
Studentlearning:UsingICTtoenablestudentcommunication
andcollaborationwithstudents,peersandthewider
community(ICT)
High
Low
Page 93 of 114
6.2.3GeneralTNAcomments
HoD and lecturer perceptions of competency importance and their own assessment of their
competency levels of development were mapped on an importancedevelopment matrix. The
competenciesidentifiedbyrespondentstobeofhighimportanceandlowlevelofdevelopment
present a capacity gap that is directly related to the practical use of ICT for improving and
enhancingTIVETcoursedelivery.Thecompetenciesare:
Theuseoftechnologytoconnectteaching&learningactivitiesrelatedtoindustryand
marketplaceworlds;
TheuseofICTtosupportformative&summativeassessmentinTIVETcoursework;
TheuseofICTtoidentifycomplex,realworldindustryrelatedproblemstoincorporate
inTIVETsubjectmatter;
TheuseofICTtoprovidesupporttostudentsfortheirdeepunderstandingofconcepts
indifferenttechnicalareas;
TheuseofICTtomanage,monitorandassessprogressofstudentprojects&progress;
TheuseofICTformanagingstudentlearninginatechnologyenhancedenvironment
What is noteworthy is the shift in focus of capacity needs from a technocentric approach to
pedagogical integration capacity building that has dominated most training programs in
developed and developing countries. The TNA has clearly identified lecturer needs that are
centeredonthepedagogicalintegrationofICTinTIVETprograms.ThefocusisnotonEducation
for ICT, but rather on ICT for Education or the use of the ICT tool to improve pedagogical
practices in TIVET course delivery and ultimately to produce student graduates with technical
and innovation skills adequate for the real contexts and challenges of the 21st Century
marketplace.
Page 94 of 114
ConclusionsandRecommendations
ThebaselinesurveyascarriedoutamongstTIVETinstitutionsinKenyashouldberecognizedas
justonestepintheprocessesneededtooverhaulICTintegrationinteachingandlearninginthe
subsector.ThesurveywillallowfortheMoHESTandothersectorstakeholders,tohaveaccess
to current and needed data that will enable better planning and prioritization. For
implementationpurposes,therecommendationsasgivenperareabelow,canbeconsideredas
individual strategies, or maybe addressed within a coherent policy framework as suggested
under the recommendations given in the section for Policy and Vision. Where a parallel
approachistaken,carefulattentionneedstobepaidtocoordinationandharmonizationofthe
process and this should be led by the MoHEST. Additionally, it should be noted that the
recommendations given should be thought of within the broader context of policies and
initiatives aimed at the wider education sector, as well as for TIVET institutions that were not
initiallytargetedunderthisbaseline.
1.PolicyandVision
FindingsfromthebaselineclearlyindicatethatthemajorityofTIVETinstitutionsdonothavea
formal ICT policy, ICT work plans or ICT guidelines. Among the few institutions that have an
institutional ICT policy only a fifth have developed ICT work plans to realize the policies and
madesubsequentbudgetallocations.Althoughahighlevelofconfidencehasbeenregisteredin
the relevance of existing ICT policies, respondents cast a bit of doubt on its implementation.
Reasons behind the implementation gap are related to the fact that policies may have been
developed while the accompanying implementation work plans have not. The willingness to
adhere to policy requirements, in the few institutions that have such policies, is countered by
barriers such as lack of infrastructure, lack of human resources in the form of ICT integration
skills, a lack of policy to have these skills acquired by lecturers and HODs, and lack of
institutionalimplementation/workplans.
At the national level, the ICT Integration policy gap seems to hinder strong administrative
support of the departments in integrating ICT in curriculum delivery from institutional
management. Although matters related to ICTs are sometimes debated in staff meetings, the
actual planning and implementation of ICT use was noted not to be forthcoming. This has
resulted in a significant implementation gap regarding ICT integration to TIVET as most of the
activities are carried out on an adhoc basis. The heavy investment in ICT infrastructure in the
institutionsismainlybeingusedforbasicICTskillsacquisitioninmostoftheinstitutionsandasa
core course offering for those students who are not taking Computer studies as their core
course.
Page 95 of 114
Recommendations:
1. DefineclearnationalpolicyparametersforICTintegrationintoTIVET,includingnew
policieswhereappropriateand/orneeded:
Withtheincreaseindemandsfornewskills,aswellasincreasedaccesstonew
technologiestosupportallskills,thereistheneedtoreexaminethepolicyframeworks
whichgovernTIVETinKenya.Similartoapproachesusedintheeducationsector,a
carefulanalysismustbedoneofallrelatedsectorlevelpoliciestoensurethatICTissues
arecorrectly/appropriatelycaptured.ItisrecommendedthattheMoHESTleadsamulti
stakeholderprocesstodevelopanICTIntegrationStrategyinTIVETeducationwhichwill
furtherdetailpriorities,budgets,andplanningwhichwillinturnprovidetheframework
withinwhichTIVETinstitutionscanplanandimplementtheintegrationstrategy.Central
tothestrategywillalsobetheneedtodefine:
a. Policy: general purpose and policy objectives for ICT integration in TIVET
institutionsforadefinedperiodoftime(e.g.fiveyears,20122017)
b. Strategic objective areas: defining strategic objective areas/priorities for using
ICTsinTIVETfortheperiod
c. Organization and management: technical support requirements, accountability
measures,budgetaryand/orincentivestructures
d. ICTinfrastructure:definingwhatICTinfrastructurewouldberequiredineachof
theTIVETinstitutions
e. Curriculum: identifying the priorities for ICT integration for the TIVET
institutions, aswellasidentifyingnewcourseofferingsthat businessesandby
extension the technology dictates; the issue of curriculum will also have to be
looked at within the context of other related policies such as National
Qualifications Frameworks, Occupational Standards and Competency Based
Training(wherealreadyinexistenceorplanned)
f. Digital Learning Materials (econtent): defining priority areas and segments
withinTIVET
g. Capacity Building/Enhancement: defining capacity gaps of administrators,
educators, trainers, facilitators, support staff etc. needed for a holistic ICT
integrationanddevelopingaplanaroundwhichthosewillbeaddressed
h. Monitoring and Evaluation: defining mechanisms to be used to monitor
progressandachievementofobjectivesforICTIntegrationinTIVET
i. TotalCostofOwnership(TCO)fortheimplementationofsuchastrategy.
It should be noted that any new policy/plan developed should also take into
consideration existing national and/or sector policies. Where appropriate, these will
havetoberevisedand/oraligned.
Page 96 of 114
2. Develop institutional level guidelines and plans for ICT Integration: defined
institutional level guidelines must be provided to all TIVET institutions to ensure
standardisation (and hence equity) across the board. This can be developed based on
thefinalICTIntegrationStrategy,andwouldinfactmirrorthosecomponentsbutatan
institutionallevel.
Addressingpolicyissuesatthesetwolevelsi.e.nationalandinstitutionalwouldalsoallowfora
cleardifferentiationbetweentheresponsibilitiesofvariousactorswithintheTIVETsectorwith
the MoHEST providing the overarching policy framework, while providing guidance to the
implementinginstitutions.
An understanding of the curriculum affects the progression of ICT in the curriculum from the
awarenessstagetotheacquisitionofbasicskills,totheintegrationandoverlappingofsubject
areas with ICT tools to the use of ICT to address larger more complex real world issues.
Assessmentshouldallowasystemtodeterminewhetheroutcomeshavebeenmetandprovide
abasisforreview,evaluationandrevisionaccordingly.Assessmentshouldbeattheindividualas
wellasattheinstitutionallevel.
The findings from the baseline indicate that curricula and assessment requirements have a
direct impact on the use of ICT in TIVET Institutions. ICT is widely taught as a subject in a
majority of the institutions and one of the fundamental reasons is because there is a defined
curriculumforitandthiscurriculumisassessedatthenationallevel.Whenthecurriculumdoes
notprovideanystandardsorguidelinesforICTusageinitsdelivery,theuseofICTwillremain
concentratedintheuseofemails,communicationandICTliteracy.
AlthoughlecturersandHoDsaregenerallyawareofthenecessitytouseICTsinthe21stCentury,
therearenoenablingfactorstoencouragethemtodoso.Institutionalsupportmechanismsfor
ICT usage and deployment of ICTs are lacking. Curriculum overload and its orientation to
assessmentwhich meansthatlecturersareinclinedtoteachwhatisassessedarefactorsthat
werenotedtogreatlyinfluenceICTintegrationpracticesintheinstitutions.
Since the curriculum and assessment approaches are silent on how ICT should be used, there
arefragmentedeffortsintheuseofICTforinstructionandmostoftheseareindividualdriven.
Although a minority of the students indicated that TIVET curriculum offerings were adequate
and relevant for their future professional requirements, most of the students expressed
concerns that both the TIVET curriculum and assessment systems were outmoded. There
appeared to be a general consensus emerging through the discussions of the need for
Page 97 of 114
curriculumrevisiontoenablestudentgraduatestomeetrequirementsfortodayscompetitive
andinnovativemarketplace.InadditionICTcourseprovisionwasseentobeirrelevantbythe
students in their specialist fields with technical software often being unavailable or used for
demonstrationpurposesinatheoreticaldeliveryformat.
According to the students, lecturer resistance where there is no institutional policy and no
capacity building to support integration, access where labs are closed after regular classes
requiring students to seek and pay for extracurricular technology upgrades outside the
institution, archaic technology tools in the institutions, low computer to student ratios, and a
mismatch between institutional curriculum with market place practices, as some of the
curriculumissuesemergingfromthesurvey.
IninterpretingthestudentreflectionsonICTuseintheTIVETcurriculum,itwouldseematfirst
glancethatthelackofhardfacilities(hardwareandsoftware)mayrepresenttheeasiestaspect
to blame in relation to lack of ICT integration in course delivery. Yet many institutions have
madegreatstridesinupgradingfacilitiesandaccess.Thecasemaybethattherealneedisfor
consideration of the softer dimension for capacity building, management structure and policy
enhancementtopromoteacultureofICTuseincurriculumdesignandcoursedelivery.
Recommendations:
3. Introduce ICT as a core skill for all entry level students: Given that the majority of
studentsentertheTIVETinstitutionswithlowornoICTskills,itisrecommendedthata
curriculumbedevelopedforallentrylevelstudentstoensurethatstudentsdoacquire
good foundational ICT skills which they will further build on while completing their
elected courses. Where already offered, the curriculum can be revised. MoHEST and
stakeholders can also explore globally recognized options or other internationally
certifiable ICT courses that are aligned to the job market and for which students can
earnadditionalcertificationshouldtheywishtodoso.Thiscouldalsobeatanational
level.
4. Review course schedules and timetables to allow for sufficient learning and practise
timeasitrelatedtotheacquisitionofICTskills:Apartfromitspresenceasacurriculum
subject, there needs to be sufficient learning and practise time to enable trainees to
acquire ICT competencies. Additional attention needs to be given to ensure that
adequatetimeisbuiltintoclassschedulestoaccommodatethis.Thisitshouldalsobe
noted,willbeindirectcorrelationtotheratioofcomputersandotherICTresourcesto
students(seerecommendationsunderICTInfrastructure)
Page 98 of 114
5. DeterminebasedonindustryinputcrucialICTskillssetspercurriculum/coursearea:
The curriculum has been noted to not being instep with Industry requirements, and
partnerships with Industry have also been noted to be weak except for student
attachmentinwhichonlythestudentsareinvolved.Itisthereforerecommendedthat
Industry involvement in TIVET education, and especially exploring ways of making the
curriculum and assessment relevant through ICT, should be developed. This could
include but not be limited to: curriculum, occupational standards and levels of
competency(ies).
3.Pedagogy
EventhoughaclearmajorityoftheTIVETinstitutionsrequirelecturerstouseICTs,morethan
15%oftheinstitutionsdonothavesuchrequirementsandalmost20%ofthelecturersarenot
usingICTatallintheirteachingandlearning.
developinglecturersownknowledgeandforteachingstudentsaboutcomputers.Facilitationof
virtual learning environments or using ICTs to develop students 21st Century skills is not yet
common practice. Lecturers are aware of the potential of ICTs in the art of teaching but they
neitherhavetheskillsets noraccesstoICTfacilitiestoefficientlyintegrate thenewtoolsand
methodologiesincurriculuminstruction.
IfpedagogyinrelationtoICTisthelevelofexpertiseontheuseofappropriateapplicationsand
other ICT tools and the frequency of use to enhance specific teaching strategies, then, the
lecturers and HoDs in TIVET institutions have room for improvement. This is because, the
registeredfrequencyofuseofICTstoolintheteachingpracticewasratedpoorlyandwhenthis
happens,itisonanadhocbasis.Further,thereisstillabigchallengeforlecturersandHoDsto
use ICT in teaching and learning as the comfort levels in using the tools are very low among.
SincetheartofteachingandlearningthroughandwithICTsismainlydrivenbyindividualefforts
asopposedtoinstitutionalpolicies,ensuringthatHODsandlecturersarecomfortablewithICT
wouldgreatlyenhanceICTuptake.
AlthoughamajorityoftheinstitutionsrequireHoDsandlecturerstouseICTs,thisisnotbeing
implementedinasystemicandsystematicwaybecausetherequirementisnotsupportedbyan
enabling environment with tools, structures, and policies. The lecturers also greatly lack the
skillstoinfuseICTintheirteachingpractice.
Recommendations:
Page 99 of 114
6. Finalise the ICT Competency Framework and formally adopt this as the guideline for
theskillsstandardforTIVETinstructors:Significantworkhasalreadybeenundertaken
on the ICT Competency Framework, and the discussions around that have been
instrumental in the design of this baseline. It is therefore recommended that this be
validatedandformallyadoptedasameasureforpreservicetrainingofTIVETlecturers.
Itisrecommendedthattheprocessbecompletedassoonaspossible,asthiswillalso
helptofacilitateseveraloftheotherrecommendationsoutlinedinthisreport.
7. Review the curriculum at the level of the teacher training institutions: Similar to the
recommendations proposed for trainees, the curriculum of the TIVET trainers should
alsobereviewedandbroughtinlinewiththeabovementionedcompetencystandards.
Accesstotoolsandresourcesattheleveloftheeducationalinstitutionsshouldalsobe
plannedforandprovided,andincreasedemphasisplacedonacquiringnewpedagogical
techniques. As it is expected that this process will occur in parallel with several other
recommendationsgiven,aphasedapproachisalsosuggestedandmayinclude:
a. Undertakinganimmediateauditofthecurriculaattheteachertrainingfacilities
toseewhereICTscouldbeintegratedasatoolforteaching,aswellasproviding
afirstexposureforpreserviceinstructorsintheuseofICTsasateachingtool
withinthevariousskillareas.
b. Providing additional teaching and learning resources based on the finalised
competency framework (see Recommendation 6) as a short term measure in
addressingcompetencygapsofcurrentpreserviceinstructors.
c. Implementing a series of Train the Trainer workshops (on and offline) for
presentlecturers.
d. Facilitating final review and revision of curriculum based on finalised
competencyframework(seeRecommendation7).
4.ICTInfrastructure
The learning environment in which ICT is used requires certain facilities and resources. These
include computers and servers, networking and Internet access, electricity and space. Further
resourcesincludevarioustypesofsoftwareandcontent,computerperipherals,televisionsets,
videoequipment,projectors,whiteboardsandspecializedtools.
MostinstitutionshaveimplementedICTpoliciesintheformofcomputersbeingmadeavailable
to staff and students. Data collected from the institutions suggest that most of them use the
computerlabaccessmodelcombinedwithlaptopsandprojectorsforintegration.Mostofthe
equipment has been acquired recently in the last 23 years. But enough data on student
population to analyze if the ratio of students per computer is adequate was not available.
However, in the absence of the said data, it was clear from the focus groups discussions that
Page 100 of 114
studentsdonothaveenoughaccesstotheinfrastructureintheschoolsexceptforthestudents
takingICTasacorecourse.TheICTfacilitiesareinpracticereservedfortheICTstudents.
AbouthalfoftheinstitutionshavetheirownITdepartmentandpersonnelwithmostinstitutions
having their computers interconnected. Server profile suggests a basic network model, with a
more complex and secure environment evolving in the future. Though the average number
suggeststhatbothstudentsandteachershaveaccesstotheequipment,evenafterhoursand
on weekends, it seems that many institutions continue to rely mainly on traditional nonICT
resourcesintheircoursedeliverysincemodernICTtoolsareeithernotavailableornotenough.
Connectivityisapriorityissuetobeaddressedinmanyinstitutions.Althoughonlysomeofthe
institutions have internet access it might not always be available or available to everyone.
Technology provision is greatly hampered by issues related to access in the form of
infrastructural resources provision, currency of the resources (hardware and software),
scheduling of access to technology, decentralization of resources within the institution to
increaseaccessforstudentsotherthanthosetakingtheICTcourse,andincreasedaccessduring
studentsfreetimetoallowindividualizedlearning.
BasicITpoliciesandplansseemtobeinplace,butmoreadvancedpolicieswillbeneededinthe
nearfuture.InstitutionsuseWindowsasthemainoperatingsystemwithOpensourcesoftware
hardly being mentioned. Software tools available for integration are quite limited, suggesting
theneedtodevelopthisarea.Softwarehasinmostcasesbeenacquiredwithinstitutionsown
funding.
Recommendations
8. ExploresustainableandcosteffectiveoptionsforconnectivityallTIVETinstitutions:It
is recommended that the Ministry begins to explore sustainable and cost effective
options for addressing the connectivity challenge for the TIVET institutions. This can
include facilitating public private partnerships with telecom operations (individually or
collectively).Additionalworkwouldhavetobedonetodeterminethebandwidthneeds
tosupporttheattainmentofeducationalgoals.
9. Develop standard guidelines for training labs, workshops and other facilities : ICT
requirementsfortrainingfacilitiesmustbedetailedinordertoallowforbetterplanning
bothatthenationalandinstitutionallevels
10. DevelopstandardtechnologymodelsforTIVETinstitutions:Inordertoensureequity
across the board, a standard technology model should be developed for all TIVET
institutions. This should include specifications as it relates to hardware and software.
Page 101 of 114
Thiscaninturnbeprovidedasaguidelinewhichinstitutionscanthenusetodetermine
theirinvestments.
11. Software,contentandInternetaccessshouldbeimproved:Inordertosatisfy
educationalneedsandadequatelyservethenumberofstudents.Otherthatthe
standardofftheshelvesoftwares,raisingawarenessondifferentwaysofevaluating
existingstandardeducationcontentwouldalsobeonethecapacitybuildingactivities
underMoHESTtoimproveanddeepensubjectknowledgeforbothlecturersand
students.
EMIS are not widely used in TIVET institutions and there is no policy governing their use. Its
implementationisbeingcarriedoutinindividualinstitutionsatthediscretionoftheinstitutions
management. Data and information required for planning remains scant and unavailable.
Wherever EMIS is in use it is introduced with applications for Finance, Administration and
Procurement. ITsystems that are more integrated into course delivery and require twoway
communicationarenotcommon.
The data implies that sensitization efforts towards TIVET management regarding the
opportunitiesanddemandforITsystemsineducationmanagementcouldbevaluableinhelping
institutionsseizesofarunrealizedopportunities.
Further,lecturersandadministratorsatTIVETinstitutionsarenottrainedonhowtoutilizethe
datathatisavailable.TheuseofwebtoolsandotherICTrelatedresourcesthatarerequiredfor
service delivery is seemingly not discussed frequently at the institutional level as a result of
which active dialogue and initiatives on how to best make use of ICT remains a matter of
personalambitionratherthananinstitutionaldirective.
institutions predominantly are funding their operations through Governmental contributions,
tuitionfeesandinternallygeneratedincomes,theseareindirectlyalsothesourcessupporting
computerequipmentacquisition.TheGovernmentdoesntseemtotieitsprovidedfundstothe
acquisitionofcomputerequipment;ratheritgivesdevelopmentfundingthattheinstitutioncan
usefordevelopmentrelatedactivitiesunderwhichICTprocurementfalls.
TIVETinstitutionsseemnottohaveelaboratepartnershipswiththePrivatesectorexceptduring
studentattachmentopportunities.
Page 102 of 114
AlmostonethirdoftheinstitutionsdonthaveanICTspecificbudget,signalingthatICTisnota
hencenotasprioritized.
Onaninstitutionallevel,professionaldevelopmentishoweveronlyseparatelystatedin33%of
theinstitutionalICTbudgets.ToefficientlyintegrateICTintoclassroompractice,lecturersneed
training in how to make good use of the new ICTbased pedagogical tools. The different
prioritiesbetweenequipmentandclassroomintegration/traininginICTbudgetsatinstitutional
respectivedepartmentallevelindicateinconsistentprioritiesbydifferentprofessionalgroupsat
TIVETinstitutes.
Recommendations
12. Define types of Education Management information Systems (EMIS) needed at the
institutional level to inform national as well as institutional planning: The TIVET
institutionshaveaccesstodataandinformationthatiscriticalatanumberoflevels
includingthenationallevelofplanning.However,basedonwhatwasseenduringthe
baseline survey collection and use of this data/information is not systematically being
done. There is a need to have structure in how data should be collected and stored.
Suchdatacanincludebutnotbelimitedto:
accounting, procurement and disbursements data for program management
andmonitoring;
TIVETproviderdataincludingstaffing,registration,accreditedcourseofferings,
fees,andtraineeplacementbenchmarks;
Issues such as frequency of data collection must also be addressed within this
framework/strategy. It is also recommended that a subset of the questions used for
purposesofthisbaselinebeincludedinsuchanEMIS.
13. Earmark/Allocate ICT funding as an explicit part of development funding: As

institutionswillhavetodeveloptheirICTinfrastructureifthegoalsandobjectivesofan
ICT integration strategy are to be met, it is recommended that the Government
allocates a set percentage of the development funding given to the institutions
specifically for ICT acquisition, purchase and maintenance. Clear guidelines must be
developed as to what this ear marked funding can and cannot be used for. This could
alsoincludeinhouseICTprofessionaldevelopmentopportunitiesforstaff.
Page 103 of 114
Professional development in ICT is meant to enhance personal productivity and professional
practiceofHODsandlecturersthroughICT.AsICTisintroducedintoaneducationsetting,there
isatendencytomovefromdiscreteskillstrainingtoreflectivepractice.Thisrequiresbudgetary
allocation,releasetimeforteacherprofessionaldevelopment,andavailabilityofresourcesallof
whichcanhaveagreatimpactontheabilityofaninstitutiontoincorporateICTinameaningful
way.
lecturers.PeerlearningisthemodalityofpickingupICTskillsinformallyininstitutions.Thereis
for institutionbased staff development that is focused on short regular inhouse workshops
usingexternalandinternalresourcesupportstopromoteexperimentationandstrategiesforICT
integrationacrosscurricularprogramareas.
LecturermotivationinICTtrainingisforacquiringtechnologyandoccupationalliteracytouse
ICT at a functional and practice level that is integral to enhancing their professionalism and
courseworkdelivery.HoweverthereislittlefocusinthefindingsonthepotentialuseofICTas
aninstructionaltoolorthepedagogicalintegrationofICTforenhancingTIVETcoursedeliveryin
aproactiveandresponsivemanner.Thereisaneedtodefinetheimportantteachertechnology
competencies for ICT integration as an instructional tool so as to avoid limiting the effective
integrationofICTinTIVETprovision.
teachershavehadtrainingandwherethereisadequateinfrastructure.Thislackofconfidence
provision. This selection would perhaps reflect the stress that practitioners feel with the
requirementfortechnologyintegration.Theirchoiceofablendedapproachwouldindicatetheir
need for both traditional and online training to create enabling conditions, community of
practice support structures and safe spaces for experimentation with the potential of
technologyuseintheirpractices.
ThereisagreatdemandfortraininginbasicICTliteracyandtrainingrelatedtoICTusageinthe
specialistfieldsoftheirTIVETcourseprogramsasinICTapplicationsinengineeringandsciences.
Page 104 of 114
Although the institutions are supportive of HoDs and lecturers use of ICT and actually require
them to use ICTs, an enabling environment to actualize this policy is far from ready. This
includes equipping the HoDs and lecturers with the skills required for the use of ICT as a
personal level and also in curriculum delivery. Ongoing opportunities for professional
development in a tertiary sector which requires lecturers to keep abreast with their specialist
fieldandthedemandsofindustryarerequired.
Recommendations:
14. ExpandoptionsforTIVETlecturerstopurchase/ownICTequipmentatreducedprices:
This can be achieved through PublicPrivatePartnerships; the Ministry can facilitate
direct purchase of ICT equipment by TIVET lectures at reduced prices or through an
arrangedcheckoffsystemwitharrangementsbetweenthefinancierandtheemployee.
Thiscanbeprovidedasapartoftheincentivesforincreasinglectureruse,andcomfort
withusingICTs.
15. Facilitateperiodic(regular)upgradeofICTcompetenciesforalllecturers,regardlessof
thecoursestheyareteaching:Thiscaneitherbeorganizedatthenationallevel,usinga
trainthetrainerapproachtoensurethatatleasta setnumber ofinstructors/facilities
are trained or at the institutional level using a schoolbased approach where the
institution organizes seminars / inhouse training that are supported by internal ICT
expertsandpractitionersand/orexternalexpertisefromnationalinstitutionssuchas
theLearningResourcesCentreProjectinKTTCestablishedtobuildcapacityinlecturers
andteachersnotonlytolearnhowtouseICTbuttouseICTtolearn.
16. Provide opportunities for online learning: With an identified progression path for
lecturers,schoolbasedcoursescanbeprovidedthroughinstitutionsofhigherlearning
or the TIVET lecturers training college (KTTC). Collaboration with Industry could also
provide avenues where lecturers upgrade their skills with the latest technologies and
skills.
17. Reduce the capacity gap: Provide training in the key areas of ICT use in TIVET
provisionidentifiedbyrespondentsasbeingofhighimportanceandhavingalow
levelofdevelopment,namely:
a. Theuseoftechnologytoconnectteachingandlearningactivitiesrelated
toIndustryandmarketplaceworlds;
b. TheuseofICTtosupportformativeandsummativeassessmentinTIVET
coursework;
c. TheuseofICTtoidentifycomplex,realworldindustryrelatedproblems
toincorporateinTIVETsubjectmatter;
Page 105 of 114
d. The use of ICT to provide support to students for their deep
understandingofconceptsindifferenttechnicalareas;
e. The use of ICT to manage, monitor and assess progress of student
projects&progress;
f. The use of ICT for managing student learning in a technologyenhanced
environment
Page 106 of 114
Annex
ListofTablesandFigures
Table1DemographicprofileoftheTIVETrespondents................................................28
Table2InstitutionalVisions.............................................................................................30
Table3ExistingpoliciesandplansHoDs........................................................................30
Table4ExistenceofICTpoliciesandplansLecturers...................................................31
Table5ToolsavailableforICTintegration.....................................................................40
Table6PurposeofICTuseinTIVETcourses...................................................................49
Table7StrategiestoencouragelecturerstouseICTsHoDs........................................53
Table8ContextualizedICTCompetenciesforlecturers.................................................88
Table9QuadrantAnalysisDevelopmentImportancematrix....................................93
Figure12EducationandTrainingStructureinKenya(Source:SessionalPaperNo.1
of2005).............................................................................................................................18
Figure3:ReasonsfornotimplementingICTpoliciesHoDs...........................................32
Figure4:ReasonsfornotimplementingICTpoliciesLecturers.....................................32
Figure5LevelsofsatisfactionwithpoliciesandplansHoDs........................................33
Figure6LevelsofsatisfactionwithpoliciesandplansLecturers.................................33
Figure7HowisICTPolicyImplementedLecturersandHoDs.....................................34
Figure8ChallengeswithTIVETcourseprovisionHoDsandLecturers........................35
Figure9ChallengeswithICTintegrationinTIVETcourseprovisionHoDsandLecturers
...........................................................................................................................................36
Figure10ChallengeswithICTintegrationincourseprovisionHoDsandLecturers...39
Figure11ICTintegrationpracticesHoDs.....................................................................41
Figure12UsesofICTsbylecturersandstudentsITTechnicians..................................44
Figure13RequirementoflecturerstouseICTviewofHoDsandLecturers...............48
Figure14PurposeofICTuseMain4usesLecturersandHoDs................................48
Figure15FrequencyofICTuseinteachingprocessLecturers....................................51
Figure16FrequencyofICTusebyLecturersinteachingprocessHoDs......................51
Figure17ComfortlevelofLecturersinusingtechnologyHoDs..................................52
Figure18ComfortleveloflecturersinusingtechnologyLecturers............................52
Figure19TrainingreceivedITTechnicians...................................................................54
Figure20AveragenumberofcomputersperInstitutionITTechnicians.....................55
Figure21AveragenumberofcomputersperInstitutionITTechnicians....................55
Figure22LocationofcomputersHoDs........................................................................56
Figure23FunctionsofTIVETserversITTechnicians....................................................57
Figure24Adequacyofequipment,software,InternetandtrainingHoDs..................59
Figure25Adequacyofequipment,software,InternetandtrainingLecturers...........59
Figure26ExistenceofICTrelatedPoliciesandPlansITTechnicians...........................61
Figure27SoftwareinuseITTechnicians......................................................................62
Page 107 of 114
Figure28OperatingsysteminuseITTechnicians........................................................63
Figure29TIVETpartnershipswithprivatesectorHoDsandLecturers.......................66
Figure30TIVETpartnershipswitheducationinstitutionsHoDsandLecturers..........67
Figure31TIVETpartnershipswithindustryHoDsandLecturers................................67
Figure32TIVETpartnershipswithotherorganizationsHoDsandLecturers..............68
Figure33EMISapproachadoptedHoDs......................................................................69
Figure34ITsystemsusedtoenablestudentaccesstoeducationandtrainingHoDs70
Figure35DegreeoftrainingoflecturerstoutilizedataHoDsandLecturers.............72
Figure36SourcesofsupportorincomefortheinstitutionsHoDs.............................74
Figure37SourcesoffundingforICTactivitiesHoDs...................................................76
Figure38SourcesoffundingforICTactivitiesHoDs...................................................76
Figure39ICTrelatedactivitieswithspecificbudgetallocationITtechnicians...........77
Figure40ICTconfidenceLecturers.............................................................................82
Figure41ModeoftrainingHoDsandLecturers..........................................................84
Page 108 of 114
ListofInstitutionsthatparticipatedinthesurvey
Institutionsthatansweredthesurvey,eitherinpersonorbyemail:
Answeredquestionnaires
Institution
Region
BUMBETECHNICALTRAININGINSTITUTE
WESTERN
BUSHIANGALATECHNICALTRAINING
INSTITUTE
WESTERN
ELDORETPOLYTECHNIC
RIFTVALLEY
GUSIIINSTITUTEOFTECHNOLOGY
NYANZA
KABETETECHNICALTRAININGINSTITUTE
NAIROBI
KAIBOITECHNICALTRAININGINSTITUTE
RIFTVALLEY
KAIMOSICOLLEGEINSTITUTEOF
TECHNOLOGY
WESTERN
KENYATECHNICALTEACHERSCOLLEGE
NAIROBI
KEROKATECHNICALTRAININGINSTITUTE
NYANZA
KIAMBUINSTITUTEOFSCIENCEAND
TECHNOLOGY
CENTRAL
KIRINYAGATECHNICALINSTITUTEOF
TECHNOLOGY
CENTRAL
KISIWATECHNICALTRAININGINSTITUTE
WESTERN
KISUMUPOLYTECHNIC
NYANZA
KITALETECHNICALTRAININGINSTITUTE
RIFTVALLEY
MACHAKOSTECHNICALTRAININGINSTITUTE
EASTERN
MATHENGEINSTITUTEOFTECHNOLOGY
CENTRAL
MATILITECHNICALTRAININGINSTITUTE
WESTERN
MAWEGOTECHNICALTRAININGINSTITUTE
WESTERN
MERUTECHNICALTRAININGINSTITUTE
EASTERN
MICHUKITECHNICALTRAININGINSTITUTE
CENTRAL
MOIINSTITUTEOFTECHNOLOGY
NYANZA
MURANG'ACOLLEGEOFTECHNOLOGY
CENTRAL
NAIROBITECHNICALTRAININGINSTITUTE
NAIROBI
NKABUNETECHNICALTRAININGINSTITUTE
EASTERN
NORTHEASTERNPROVINCE
NORTH
EASTERN
NYANDARUAINSTITUTEOFSCIENCEAND
TECHNOLOGY
CENTRAL
NYERITECHNICALTRAININGINSTITUTE
CENTRAL
HoDs
Page 109 of 114
IT
Lecturers Technicians
TNA
Answeredquestionnaires
Institution
Region
OL'LESSOSTECHNICALTRAININGINSTITUTE
RIFTVALLEY
PCKINYANJUITECHNICALTRAINING
INSTITUTE
NAIROBI
RAMOGIINSTITUTEOFADVANCED
TECHNOLOGY
NYANZA
RIFTVALLEYINSTITUTEOFTECHNOLOGY
RIFTVALLEY
RIFTVALLEYTECHNICALTRAININGINSTITUTE
RIFTVALLEY
SANGALOINSTITUTEOFSCIENCEAND
TECHNOLOGY
WESTERN
SHAMBELELETECHNICALTRAINING
INSTITUTE
WESTERN
SIAYAINSTITUTEOFTECHNOLOGY
NYANZA
10
SIGALAGALATECHNICALTRAININGINSTITUTE
WESTERN
THIKATECHNICALTRAININGINSTITUTE
CENTRAL
WOTETECHNICALTRAININGINSTITUTE
EASTERN
HoDs
Page 110 of 114
IT
Lecturers Technicians
TNA
Relateddocumentation
- Several instruments were used to collect data. For more information about the
questionnairesandsurveyprocessseeseparatedocument:TIVETICTBASELINESURVEY
TOOLKIT.
- The collected answers to all questionnaires have been digitized and are available in XLS
format. Each XLS file corresponds to a survey, and contains all individual answers (in
separatesheets),asummarysheetwithalltheanswerstogether(onerowperanswer)
andananalysissheetwithpercentagesandgraphs,questionbyquestion.
Page 111 of 114
References
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http://www.infodev.org/en/Publication.409.html,retrieved14April2011
Government of Kenya, Ministry of Education Science and Technology (2005) ICTs in Education
Options
Paper
[Online],
available
at:
http://ict.aed.org/kenya/ICT_in_Ed_options_paper_Kenya.pdf,retrieved14April2011
Government of Kenya, Ministry of Information and Communications (2006) National
Information and Communications Technology (ICT) Policy [Online], available at:
http://www.cck.go.ke/regulations/downloads/national_ict_policy.pdf,retrieved14April2011
GovernmentofKenya(2007)KenyaVision2030:AGloballyCompetitiveandProsperousKenya
[Online],availableat:
http://www.safaricomfoundation.org/fileadmin/template/main/downloads/Kenya_VISION_203
0final_reportOctober_2007.pdf,retrieved12March2011
Government of Kenya, Ministry of Higher Education Science and Technology (2010) ICT
Capacities and Capabilities in Secondary Schools in Kenya [Online] available at:
http://www.google.ie/search?q=ICT+capacity+and+capabilities+in+secondary+schools+in+Kenya
+2009&rls=com.microsoft:enie:IESearchBox&ie=UTF8&oe=UTF
8&sourceid=ie7&rlz=1I7SKPB_en,retrieved14April2011
International Monetary Fund (2005) Kenya: Poverty Reduction Strategy Paper [Online],
available at http://www.imf.org/external/pubs/ft/scr/2005/cr0511.pdf , retrieved on 8th April
2011
JanssensBevernage, A, Cornille, B & Mwaniki, N. (2005) Integrating ICT in Teacher Training:

RefelctionsonPracticeandPolicyImplicationAcasestudyofhteLearningResourceCentreat
theKenyaTechnicalTeacherCollege[Online],availablefromIDRCat:http://www.idrc.ca/en/ev
930602011DO_TOPIC.html,accessed14April2011
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(2),pp350365
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Swarts,P.andWachira,E.2009.Kenya:ICTinEducationSituationalAnalysis[Online],available
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_November_2009.pdf,retrieved6June2010
UNESCO (2002). Information and Communication Technology in Education: A Curriculum for

Schools and Program for Teacher Development [Online], available at:
http://unesdoc.unesco.org/images/0012/001295/129538e.pdf,retrieved18March2011
UNESCO Institute for Information technologies in Education (UNESCOIITE) (2003) Analytical

Survey:TheUseofICTsinTechnicalandVocationalEducationandTraining[Online],availableat:
http://portal.unesco.org/education/en/ev.php
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Page 113 of 114

Kenya TVET Baseline 2011 PDF

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TIVETICTBASELINESURVEY

Preparation in 21st Century competencies requires an emphasis in primary and secondary

APEC Human Resources Development Wiki - 21st Century Competencies

1. The Ministry of Education oversees Basic education (Early Childhood Education,

foreign examining organizations or professional organizations in Kenya and elsewhere. Among

The establishment of a Learning Resource Centre at Kenya Technical Teachers College

To determine the ICT hardware, software and connectivity infrastructure in place in

To determine lecturers ICT competence and development path for continuous

To determine availability, competence and structures for the development of ICT

To establish availability and usage of EducationManagementInformationSystems

Conduct a baseline survey on ICT in TIVET in the Ministry and in institutions

Questionnaires were structured to provide baseline information on the breadth and

questionnaires were targeted at the ministerial, institutional, departmental and

An infrastructure instrument to gauge the existence of ICT infrastructure in the

An additional IT questionnaire was completed by IT technicians at a training event in

The small sample of lecturers surveyed on competency importance and development

Existence of ICT Policies and

Budget for ICT

According to HoDs, institutions are not implementing ICT4E

According to Lecturers, institutions are not implementing

Whenasked iftheinstitutionwastryingitsbestto adheretoICTpolicyrequirements,80%of

We are trying The existing

Level of satisfaction of Lecturers with Policies and Plans

The existing ICT

We are trying The existing ICT

Inadequacy of equipment/ infrastructure was by far the most commonly stated

Challenges with TVET course provision, according to HoDs

Challenges with ICT integration in TIVET course provision,

ICT in teaching (note preparation, document processing and demonstrations through

Challenges with ICT integration in course provision, according

ICT tools Integration in various courses, according to HoDs

Building & Civil

Health & Applied

Mathematics, Institutional Management & Hospitality, Languages and Communications

View of IT personnel on use of ICTs by lecturers and students

Lecturer resistance where there is no institutional mandate and no capacity building to

Types of studentcentred approaches for learning and assessment that are

Lecturers/instructors/tutors are required by the

Purpose of ICT use according to Lecturers and HoDs

Conducting research /accessing

Training for developing computer skills

As teaching/learning tool for teaching other

Frequency of ICT use in teaching process, according to

never (I dont use

Very often (every

Frequency of ICT use by Lecturers in teaching process,

they dont use

Location of computers in TVET Institutions, according to HoDs

Computer laboratory/ resource centre

In the department office

Lecturer/ instructor common room

Functions of TVET servers, according to IT Technicians

Adequacy of equipment, software, Internet and training

The ICT Internet

Adequacy of equipment, software, Internet and training

The ICT software and The teaching staff have

Users rights and

Rules for the use

Correct use of the

TVET Institutions Partnerships w ith private sector

TVET institutions Partnerships w ith other education institutions

TVET institutions Partnerships w ith industry