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TVET Education in Kenya - What The Future Holds For Us
TVET Education in Kenya - What The Future Holds For Us
TVET Education in Kenya What the future holds for us By Prof. D. Kimutai Some Chair, TAHEST
THE PRESENTATION RECOMMENDATIONS OF THE TASKFORCE FOR ALIGNMENT OF THE TVET SECTOR WITH THE CONSTITUTION OF KENYA 2010 AND THE KENYA VISION 2030
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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.
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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
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CONSTITUTION OF KENYA, 2010 4th Schedule Part 2: County Government #9: Pre-Primary, Village Polytechnics, Homecraft Centres and Childcare facilities
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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
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GUIDING PRINCIPLES
Equity and Non discrimination
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.
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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
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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
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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
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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
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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
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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)
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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
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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
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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
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
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