SECOND ANNUAL INTERNATIONAL CONFERENCE ON TECHNOLOGY FOR NATIONAL DEVELOPMENT, REGIONAL AND GLOBAL INTEGRATION

TVET Education in Kenya What the future holds for us By Prof. D. Kimutai Some Chair, TAHEST

Thursday 17th May, 2012

at the Eldoret Polytechnic, Eldoret, Kenya
1

THE PRESENTATION RECOMMENDATIONS OF THE TASKFORCE FOR ALIGNMENT OF THE TVET SECTOR WITH THE CONSTITUTION OF KENYA 2010 AND THE KENYA VISION 2030
2

TAHEST MEMBERS
1. David Some (Prof.), Chair 2. Timothy M. Waema (Prof.) 3. Edward Mungai (Dr.) 4. Eric M. Aligula (Dr.) 5. Harry Kaane (Prof.) 6. Charles O. Nyangute 7. Lucy W. Irungu (Prof.) 8. Kevit Desai (Dr.) 9. Meloli Kashorda (Prof.) 10. Henry Thairu (Prof.) 11. Francis Aduol (Prof.)

12. Muga K Olale (Dr.) 13. Alice J. Yano 14. Madara Ogot (Prof.) 15. Mary Muthoka 16. Stella Kirui (Dr.) 17. Nasteha Omar Hajji 18. Margaret J. Hutchinson 19. Elizabeth Nganga 20. Vane Akama

JOINT SECRETARIES
1. Edith Nanini Torome 2. Michael Mwangi Kahiti 3. Josephine Waceke Muritu

Kenya has formulated a Policy to guide the revitalizing of the TVET sector and provide skilled and employable graduates needed to drive the aspirations of the Vision 2030. Specific emphasis is placed on enhancing access to TVET by targeting an ambitious gross enrollment rate 30% by the year 2030 and ensuring relevance in the training provided.
5

TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET)

EDUCATION CONTINUUM
EDUCATION = BASIC + TETIARY
BASIC
TETIARY

= ECDE + PE + SE
= FURTHER + HIGHER + CONTINUING

FURTHER = MIDDLE LEVEL COLLEGES HIGHER = UNIVERSITIES (UG + PG) CONTINUING = POST FORMAL EDUCATION
6

CONSTITUTION OF KENYA, 2010

Article 53 (b): Every child has a right to free and compulsory Basic Education 4th Schedule Part 1: National Government #16: Universities, Tertiary educational institutions and other Inst. Of research and higher learning & Primary Schools, Special Education, Secondary & Special Education Institutions
7

CONSTITUTION OF KENYA, 2010 4th Schedule Part 2: County Government #9: Pre-Primary, Village Polytechnics, Homecraft Centres and Childcare facilities
8

TVET CHANGE RETIONALE

The current national, regional and global developments that call for review of the existing TVET policy and strategy framework: The need to align TVET curriculum to the demands of VISION 2030; plans for harmonization of education and training systems for the East African Countries ; Globally, there has been a shift in TVET towards competencybased training utilizing modular courses; The need to provide training to the large number of young people graduate annually from the secondary and primary school system; The need to align TVET to the requirements of the Constitution
9

THE EVOLUTION OF TVET IN KENYA

At independence in 1963, the nationalist Government inherited a TVET system which was mostly composed of two year training after primary education in Trade Schools. At this level, the students rigorously prepared to enter various technical occupations in the private sector and government departments. The students took government trade tests during their training in order to define their level of competence and improve their job prospects. At post secondary level, the Royal Technical College, Kenya Polytechnic and Mombasa Institute of Muslim Education (MIOME) offered limited opportunities for higher technical training

.
10

THE EVOLUTION OF TVET IN KENYA (Contd)

Following the recommendations of the Ominde Report (1964) the Government converted the then trade schools into technical secondary schools. The objective of technical secondary schools was to prepare its graduates to enter into technician training at the end of the secondary cycle. TAHEST has noted that in the formal school system, TVET was discontinued shortly after independence at the primary school level. However, at the secondary level, more prominence was granted to TVET. In addition to the TVET in specialized technical secondary schools, general industrial education was developed to be offered as an elective in a few academic secondary schools. The main objective of industrial education was to familiarize the students with industry.
11

ASPIRATIONS OF THE PROPOSED TVET

Re-align TVET programs to National goals and market needs; Expand available TVET opportunities for more accessibility;

Devolve TVET to counties to ensure equal opportunities for all;

Employ affirmative action to ensure equity ; Entrench competence- based and modular training methods Develop competence-based assessment with the involvement of institutions and industry; Reform governance and management of the TVET sector and institutions Assure quality of delivery of programs; Manage TVET rebranding process;

Develop and implement a mechanism for sustainable financing of TVET.

12

KEY DEVELOPMENT CHALLENGES FOR TVET Demographic Shift and the Challenge of Wealth and Employment Creation Knowledge Creation for Increasing Productivity of the Kenyan Populace Knowledge Application for Creating a Viable Portfolio of Tradable Goods and Services for the Local, Regional and Global Market Place Skilling and Re-skilling Kenyas Human Resources to be Competitive Global Knowledge Workers
13

GLOBAL BEST PRACTICES

Rationalising the Governance Structures to ensure appropriate skills development at all levels Focus on National Development Priorities Appropriate and Targeted Human Resource Development Targeted Funding focusing on missing links in the knowledge application value chain Robust intellectual property regimes explicitly recognising and protecting indigenous resources and knowledge Inculcation of a Culture that Values and Applies Knowledge Focus on Consistency in Productivity Improvements Robust Structures for tracking progress and communicating success Prestigious, and robust recognition and reward systems
14

GUIDING PRINCIPLES
Equity and Non discrimination

Quality and Relevance

National integration Life-long Learning-

Entrepreneurship Culture Environment protection

15

PO1: Provide relevant Skills

Establish TVET Curriculum development, Assessment and Certification Council with a mandate of developing training curriculum and administering assessment TVET Institutions and industry to make Industrial attachment compulsory for all technical student and TVET trainers Establish of TVET centres of specialization that are fully equipped with state of the art training facilities and well trained staff to offer training programmes that are of national importance Reform apprenticeship system to allow TVET graduates to work and study Encourage entrepreneurship in all TVET programmes to promote 16 for self reliance

Expanding Geographical Provision to have at least one Vocational Training Centre(VTC) at constituency level, at least one Technical College (TC) at county level, Technical Teachers Training College (TTTC), National Polytechnics (NPs) and Technical Universities (TUs) Regionally. Achieve gross enrolment ratio of 30% in TVET in by the year 2030. Making training delivery flexible through modular deliver process and incorporating not only traditional face-to-face and print based delivery, but also uses a variety of electronic technologies to enhance student and teacher access and other learning resources such as distance education or online.
17

PO2: Improving Access, Equity and Employability

Training for persons with disabilities Integrating informal economy workers in order to provide them with skills, innovation and knowledge to improve their enterprise performance Enhancing the mobility of skilled workers Career guidance and placement services to support students in career planning and guidance as well as entrenching industrial attachment. Offering Vocational Education in Schools Enhancing the status of skills training
18

PO2: Improving Access, Equity and Employability (Contd)

PO3: Assuring Quality

Establish a TVET Authority to regulate institutions and programmes and assure quality. Establish a central admission service for TVET government sponsored students. Establishing a National Qualifications Framework Review and enforce minimum TVET trainers qualification including compulsory industrial attachment for TVET trainers at least every three years of service. Reorganize TVET Staff management in order to improved service delivery and improve public image of TVET institutions Undertaking Research
19

1. Categorization of TVET institutions VTCs to train artisan and award Artisan Certificate , TCs to train craft and technician and award Craft Certificate and Technician Diploma, TTTC to offer Diploma, NPs to train technician and technologists and award Technical Diploma and Technologist Degree (in collaboration with universities) and Technical-University to train technologists and award Technologists and Post Graduate Degree 2. Reforming Management of TVET Institutions to promote accountability, and provide proper leadership
20

PO4: Governance and Management of TVET Institutions

GOVERNING ORGANS
Vocational Training Centres and Technical Colleges shall be managed under Boards of Governors Technical Teachers Training Colleges and National Polytechnics shall be managed by Councils. Technical Universities shall be established and managed in accordance with the provisions of the Universities Act 2012. TVET Institutions and other staff at the VTC and TC will be employed by BoG & TSC. . Staff at the TTC, NPs and TU will be employed by the respect Councils
21

PO5: Funding of TVET

Establishing the TVET Fund and strengthening partnerships between TVET Institutions and the private sector. The fund so establish shall be managed by TVET Funding Board Provide Student loans, Scholarships and Bursaries through HELB
22

PO6: Re-branding TVET

Re-brand TVET to reposition the sector in society and to attract the best candidates into the sector and ensure utmost contribution to the economy through:

Advocacy and publicity Refurbishing infrastructure improving learning environment changing image and perception towards TVET Developing new products and engage TVET students in programmes and projects of national importance
23

PO7: Research and Innovation in TVET

Implement sustained collaboration among industry, government and TIVET institutions in research development. Promote the use of TVET research outputs in national development through adaptation and diffusion of technology in production systems and processes. Promotion of excellence and creativity in fields of science, technology and innovation Establish incubation centers within selected TVET institutions Innovation in TVET should be linked to the following: i. Increase of strategic R&D linkages ii. Joint research projects and consultancies. iii. Research and Development projects linked to Vision 2030 iv. Increased funding for research and innovation in TIVET Institutions. 24 v. Increased number of patented inventions and innovations.

PO8: Industry Participation in TVET

Develop industry-institution collaboration guidelines to support the development of competence standard, modular training, curriculum review among others. Trainers-industry links to enhance quality of contracts being a key performance indicators Link student projects with industry with clear
25

SUMMARY TVET RECOMMENDATIONS

Shift from supplyled training to demand-driven training, developed by promoting the role of industry in both the design and delivery of TVET curriculum Shift from time-bound, curriculum-based training to flexible and competency-based training Centralised bodies TVET Authority and TVET Examinations and Certification Council, to ensure competence Rebranding to reposition TVET as the sector of choice for candidates Focus on empowering TVET graduates as creators of employment Admissions process thro TVET Joint Admissions Board (TVETJAB) Tertiary Education Funding Board (TEFB) and Expanded HELB for 26 Student Financial Aid

SUMMARY TVET RECOMMENDATIONS (Contd)

Vocational Training Centres (VTC), at least one in each Constituency, managed under BoG, award Artisan Certificate Technical College(TC), at least one in each County, managed under BoG, award Craft Certificate and Technician Diploma, National Polytechnics and Technical Teachers Training Colleges, Regional, managed by Councils, award Technical Diploma and Technologist Degree (in collaboration with universities) Technical Universities shall be established, Regionally, and managed in accordance with the provisions of the Universities Act 2012, award Technologists and Post Graduate Degree.
27

 CUE to promote, audit and assure Quality and regulate the establishment, inspection and accreditation of institutions and programs of all public and private universities, including their satellite campuses. Central admissions coordination of universities (public and private) through KUJAB, for GoK Schorlarships Cover all students with loans, bursaries and scholarships by the year 2018 through the expanded HELB Establish a Kenya Universities Funding board for Institutional funding Reduce the size of the Councils to a maximum of 11 members, separation of regulatory, governing & management
28

University Education : Highlights of Recommendations

ST&I: Highlights of Recommendations

1. Make ST&I as the central pillar for creating a knowledge based economy => Ministry of Knowledge Economy 2. Leverage ST&I to transform the economy through the national priority areas 3. Create an effective and efficient Kenya National Innovation System 4. Operationalise the triple helix and ccommercialise research outputs => Innovation Agency (KENIA) 5. Mobilize every year at least the equivalent of 1% of GDP from the Government, Private Sector and other sources to fund the entire ST&I value chain => National Research Fund
29

ST&I: Highlights of Recommendations (Contd)

6. Attract, develop and retain a critical mass of world class human resource capacities and capabilities, focusing on identified national priority => Appropriate and targeted HR development 7. Develop and sustain a robust IP regime explicitly recognising and protecting indigenous resources and knowledge 8. Support the development, renewal and maintenance of supportive physical infrastructure and technologies required by the key CoEs in ST&I 9. Establish a prestigious, comprehensive, robust and inclusive ST&I reward and recognition framework founded in law 10. Develop, implement, continuously review and globally benchmark a comprehensive performance management framework 30

Reforming the Overall Governance Structure of Tertiary Education, and Science, Technology and Innovation Recognize the strategic roles of Tertiary Education, and Science, Technology and Innovation in the rapidly globalizing and increasing knowledge based economies; Learning from the best practices of the rapidly developing economies. Establish three (3) ministries responsible for:
1. Basic Education 2. Tertiary Education 3. Science, Technology & Innovation (the Knowledge Ministry to include ICT)

31

NEWLY INDUSTRIALISING, MIDDLE-INCOME COUNTRY, VISION 2030 Kenya will be aiming to produce goods and services of industrial nature that can be sold beyond her borders to generate real income for the country the country hopes to be a middle-income economy capable of providing high quality life for her citizens It has however long been recognised by development economists that a country is only able to realise such progress if its economy is innovative An innovative economy on the other hand is to be realised through technological innovation
32

NEWLY INDUSTRIALISING, MIDDLE-INCOME COUNTRY, VISION 2030 (Contd) to make a breakthrough in industrialisation and technological development one must begin by ensuring that it has a critical mass of well qualified engineers and technologists broad engineering skill required is typically considered to be comprised of four cadres of staff, namely; engineer, technologist, technician, craft / artisan For most developed countries the ideal ratio for the four categories of professional is 1:2:4:16, typical developing
country however, it is considered that the more realistic ratios would be 1:3:12:60
33

 It is however estimated that for technological take-off, a country should be having at least 500 engineers and engineering technologists to 1 million people of the population Examples in this respect are: China - 1 engineer for 130 persons, India 157, Brazil 227, UK 311, USA 389, Malaysia 543, South Africa 3166, Tanzania 5930, Namibia 6346, Kenya 6300, Zimbabwe 6373, and Swaziland 12,238 by 2030, Kenya shall be having a population of 60 million. At that point then, for industrial takeoff, the country should be having some 30,000 engineers and engineering technologists. This means then that the economy will require at least 7,500 engineers, 22,500 engineering technologists, 90,000 engineering technicians, and 450,000 craft/artisans 34

NEWLY INDUSTRIALISING, MIDDLE-INCOME COUNTRY, VISION 2030 (Contd)

Conclusion
Kenyas march towards Vision 2030 and improved welfare for all of her citizens is going to be determined by how effectively it identifies, accesses and applies knowledge. COST If education is expensive, try ignorance THANK YOU
35