2015/16 Yearbook Education

Technical & Vocational Education and Training

The number of public TVET institutions rose marginally from 753 in 2013 to 755 in 2014. This was due to the increase in the number of technical training institutes from 35 in 2013 to 37 in 2014. The total enrolment in TVET increased from 148,009 in 2013 to 148,142 in 2014.

For instance, the student enrolment in national polytechnics and technical universities grew by 15.1 per cent from 20,495 in 2013 to 23,583 in 2014 with enrolment at Kisumu Polytechnic increasing by 37.5 per cent from 3,490 in 2013 to 4,798 in 2014.

Nonetheless, during the period under review, enrolment at institutes of technology declined to 15,468 in 2014 from 21,602 in 2013, while enrolment  in youth polytechnics increased by about three per cent  from 71,569 in 2013 to 73,695 in 2014. This was mainly due to government subsidy on tuition fees for the youth polytechnics and improvement of the existing infrastructure.

Amid efforts to encourage young people to get into technical education, facilities in infrastructure and equipment if various institutions were upgraded. For instance procurement for development of workshops and laboratories in 48 TVET institutions was finalised and construction was completed in some sites. The 48 workshops and laboratories and are now complete across all technical training institutions under the government’s Economic Stimulus Programme II.

Curriculum development

The TVET curriculum development standards framework was finalised in 2013 with a goal of modularising and making it more relevant to the market needs. Still, during the period under review, piloting of the National Vocational Certificate in Education and Training (NVCET) was completed in different vocational areas.

Although there have been deliberate attempts to rejuvenate TVET institutions by improving infrastructure, equipment and curriculum reform, the sector is still constrained by limited physical facilities and obsolete equipment. There is also regional and gender inequality at this level and access for students with special needs is a challenge since the institutions are not able to cater for their needs.

A shortage of trainers coupled with the inadequate professional training to teach at this level is also of major concern. The curriculum for TVET is outdated and as technology changes there is need for review of the curriculum.

Access to relevant market driven training is mainly available in commercial colleges offering foreign curriculums. The strict requirements for students to meet certain minimum entry grades for consideration in admission have also kept away potential youths and skilled workers from joining the professional training institutions. The competency-based training assessment need to be enhanced to include all cadres in access to training and certification.