Stakeholder Forum on TVET Stanley Hotel Nairobi, 8 th July 2018
TVET Education in Kenya Objectives of the education sector policy - the realization of a Kenyan workforce that is well trained and specialized to international standards; competitiveness and prosperity of individual Kenya - realize an innovative economy through technological innovation Skills acquired through TVET are essential in preparing students for a multiplicity of positions in the industry and the informal sector Focus under TVET - Providing skills that meet the needs of the workplace as well as self employment TVET Policy - target of gross enrolment rate of 30% by the year 2030, places emphasis on enhancing access to Tertiary Education
TVET Education in Kenya Youth Polytechnics - means to provide technical skills for industrial and economic development consistent with the aspirations of Kenya Vision 2030 Youth unemployment - insufficient vocational and professional skills and an increasing skills mismatch Need to combine theoretical knowledge with practical skills that match the needs and demands of the job market. Question of quality education and training in youth polytechnics is important
TVET Students Enrollment in Kenya 250,000 200,000 202,556 Total 150,000 127,691 148,009 147,821 153,314 Male 100,000 91,209 Female 68,386 74,898 75,105 79,846 74,432 50,000 45,452 52,616 49,454 52,927 0 2012 2013 2014 2015 2016
TVET Education in Kenya 2017 edition of the Global Talent Competitiveness Index, Kenya is ranked 97th in talent competitiveness out of 118 economies globally. The country is ranked seventh in sub-saharan Africa, behind Rwanda, Zambia and Namibia Kenya is lagging behind the Sub-Saharan mean in several key indicators, including vocational and technical skills, retention of skilled talent and opportunities for growth and development of talent. INSEAD Business School for the World
Why students enroll in the polytechnics
Kind of service students expect Electronic registration of modules and application of documents during admission Electronic teaching and learning Career counseling Opportunity to nurture talent like music and sports Courses that provide skills required by the market Entrepreneurial skills and other skills relevant for the work environment like communication and interpersonal skills Use of modern equipment and machines in course delivery Enough classrooms and workshops that are conducive and safe for learning
Adequacy of classrooms and workshops Reasons for inadequate classrooms: -Offering different courses in makeshift rooms partitioned by cardboards -Small classrooms -Combining of classes Reasons for adequate classrooms: -Each department having a designated and sizeable classroom
Equipping of workshops and laboratories. Reasons for citing inadequate equipping: Unavailability of some equipment required for courses Inadequate equipment like computers Lack of tools and equipment for practical lessons Lack of modern equipment Dilapidated and dysfunctional equipment
Whether the workshops have modern equipment
Availability of materials for practical lessons Reasons for inadequate supply of materials: Students queue for practical lessons, students share the few available materials Materials run out of stock Available materials have been used over the years hence they are of poor quality Students undertake practical lessons in groups and some hardly touch the equipment Each student comes with their own materials
Availability and adequacy of relevant textbooks & resources
Availability, adequacy & reliability of electricity supply Reasons for inadequate power supply: Low power voltage that cannot power some equipment Tapping of electricity from administration block as classrooms are not connected. Polytechnics face instances of power outages none of sampled polytechnics recorded 100% availability and/ or reliability. Most polytechnics do not have power back up systems as indicated by over 93% of respondents.
Adequacy of instructors for courses offered Reasons for inadequate instructors: Instructors are not permanently engaged Lack of instructors for practical lessons Not all courses have instructors Inadequate number of instructors Courses having only one instructor
Instructor s technical and vocational competencies Reasons for technical/vocational competencies: Instructors had the ability to respond to questions raised by students Articulate issues Are knowledgeable in practical lessons Uphold professionalism Demonstrate mastery of subject content and have good teaching skills Reasons for lack of technical/vocational competencies: Avoidance of some topics Inability to teach or install apparatus.
Whether courses are well planned in terms of logical flow Well structured: Instructors guide students from basics to the practical lessons, lessons are guided by the timetable, and the syllabus is completed on time allowing students adequate time to revise for examinations. Not well structured: Time allocated for lessons is inadequate to cover content, and time consumed by theory leaves little room for practical lessons.
Opportunities for industrial attachment
Student - Instructor Relationship Courteous: Attentiveness when approached, staff respond to student needs, willingness by staff to assist whenever approached for clarification on an issue, respect of student opinion, politeness, staff give students adequate time to express themselves in ways and languages that they best understand Not courteous: Use of abusive language, some staff are harsh and this has in some instances caused some students to terminate lessons and some staff commandeer students.
Relationship between administrative staff and students
Staff initiative to attend to students needs and render the services At least 69% of respondents in each institution rated importance of staff initiative in rendering services and addressing student needs as either very important or important.
Recommendations Changing Poor Public Perception on TVET Development of a communication strategy The strategy should link learning, earnings and career possibilities and target society as a whole with the objective of changing the view on practical hands-on activities as menial work. Planning and Curriculum Development in the TVET Sub-Sector Policy makers and stakeholders should undertake regular review of youth polytechnic academic curriculum so as to ensure that it meets the demands, standards and trends of the current job market
Recommendations Industry players and researchers, should also identify priority courses that the industry needs to develop skills standards, curriculum and training materials Market needs analysis tools should be developed to better inform all key stakeholders of current and future labour market needs Developing Pre-Learners TVET sub sector should recognize prior-learning especially for workers including those in the informal (Jua Kali) sector who would like to improve their skills through training in the youth polytechnics
Recommendations Improving Learning Facilities in Youth Polytechnics Adequate allocation of finances to institutions with the objective of improving efficiency and effectiveness in their administration. Adequate finances will ensure youth polytechnics purchase state-of-the art equipment, maintain existing equipment and facilities, develop requisite infrastructure including classrooms and laboratories Ensuring Quality of Training Service providers in youth polytechnics should be given service quality training that promotes friendly and caring services Better trained instructors are able to deliver high quality education and industry standard training and education Institutions should partner with relevant industries and invite lecturers from relevant industries for practical exposure
Recommendations Increasing Access through Subsidy and Bursaries Government should consider subsidizing tuition fees to students enrolling in vocational training facilities to enable them complete their training courses Consider TVET students for bursaries like any other students as a way of encouraging more people to enroll for vocational training Government should increase bursary allocations for the Sub-Sector; this would enable many students from poor household access training in these facilities
Recommendations Recruit adequate qualified staff and ensure that all staff receive continuous training and development on course delivery using modern methods, teaching methodologies and practical knowledge Emphasis on assessing quality service in youth polytechnics with the objective of ensuring quality education and fostering students satisfaction. Ensuring Accountability in Delivery of Services Technical and Vocational Education and Training Authority should ensure accountability in delivery of training services in vocational training facilities Regular monitoring of service delivery in order to address the reliability and quality dimensions of service delivery in order to deliver on promises made to service users.