ZERO DRAFT
TECHNICAL & VOCATIONAL EDUCATION and TRAINING (TVET) SECTOR MAPPING
For the Dutch Schokland TVET programme
By: John Nyerere (Consultant)
January 2009
Table of Contents
List of Abbreviations and Acronyms 3
1.0 General Introduction 4
2.0 Formal and Non-Formal TIVET Sector in Kenya 5
2.1 Facts and figures 6
2.2 Policies 8
2.3 Education Sector Plan 11
2.4 Main actors 12
2.5 Key Donors and Their Interventions 13
2.6 Demand and supply 14
2.7 Issues 14
3.0 Labour Market in Kenya 16
3.1 Facts and figures 17
3.2 Policies 20
3.3 Formal / Informal Economy 20
3.4 Employment / Unemployment Rates - Focus on Youth and Gender. 24
3.5 Main actors (private sector, supporting agencies) 24
3.6 Transition from school to work Existing approaches to improve transition 25
3.7 Demand and Supply From The Labour Market 28
3.8 Issues 29
4.0 Lessons Learned From Previous Interventions / Approaches. Good Practices. 29
5.0 Practical and policy challenges 30
6.0 SWOT of key actors of TVET and labor market (More to be done) 31
7.0 Opportunities for the future for improved harmonization of different actors 32
(TVET institutes, labour market, donor organizations) 32
8.0 The Way Forward: From Understanding To Practical Support 32
9 Recommendations & Niches 32
List of Abbreviations and Acronyms
AfDB - African Development Bank
AIDS -Acquired Immuno Deficiency Syndrome
EFA -Education For All
GoK -Government of Kenya
IT - Institutes of Technology
KESSP - Kenya Education Sector Support Programme
MDG - Millennium Development Goals
MoHEST - Ministry of Higher Education Science and Technology
PRSP - Plan for Implementation of the Poverty Reduction Strategy Plan
STI - Science, Technology and Innovation
TIVET - Technical, Industrial, Vocational and Entrepreneurship Training
TIVETA - Technical, Industrial, Vocational and Entrepreneurship Training Authority
TTI - Technical Training Institutes
TVET - Technical and Vocational Education Training
UNESCO -United Nations Educational, Scientific and Cultural Organisation
YP - Youth Polytechnics
1.0 General Introduction
Globally education is acknowledged as a means for transforming and empowering the youth with skills, knowledge and attitudes to enable them become productive members of the society. Education contributes to sustainable development, in kenya, it has been a priority area of development intervention. This is reflected in policy documents that feature education prominently such as the proposed Government Action Plan for Implementation of the Poverty Reduction Strategy Plan (PRSP) of September 2002 , Economic Recovery Strategy Programme (ERS) and the Vision 2030.
Technical and vocational education is broadly defined as “Education which is mainly to lead participants to acquire the practical skills, know how and understanding, and necessary for employment in a particular occupation, trade or group of occupations (Atchoarena ?? & Delluc 2001). Such practical skills or know how can be provided in a wide range of settings by multiple providers both in the public and private sector.
The purpose of skills development is to provide a range of core skills (entrepreneurial, communication, financial management and participation in decision making processes) so that individuals are equipped for productive activities and employment opportunities (such as wage employment, self-employment and income generation activities).
The role of TIVET in furnishing skills required to improve productivity, raise income levels and improve access to employment opportunities has been widely recognized (Bennell 1999). Developments in the last three decades have made the role of TIVET more decisive; the globalization process, technological change, and increased competition due to trade liberalization necessitates requirements of higher skills and productivity among workers in both modern sector firms and Micro and Small Enterprises (MSE).
Additionally; workers displaced by structural adjustment programmes in developing countries pose a great challenge; they need retraining for new occupations. Skills development has become crucial as a result of HIV/AIDS pandemic. AIDS depletes scarce human resources and increases the need for training to replace skills lost across a wide range of occupations particularly for Sub-Saharan Africa (Johanson 2002). Nevertheless HIV/AIDS itself reduces the capacity of TIVET systems to deliver their functions, since it decreases the supply and causes deterioration in the quality of the system.
The Bonn Resolution of October 2004 noted that TIVET is the “Master Key” for alleviation of poverty, promotion of peace, and conservation of the environment, in order to improve the quality of human life and promote sustainable development. Africa can reorient itself towards sustainable development, using TIVET as a vehicle for socio-economic and technological transformation. It is critical that Africa , through TIVET meets the challenges of increased unemployment, poverty, food insecurity and environmental degradation.
The fundamental importance of skills development and capacity building is for economic growth, poverty alleviation, women’s empowerment and social inclusion. Nevertheless, the role of TIVET is absent to a large extent in most poverty reduction strategies. This neglect is particularly ‘puzzling’ since Governments in the developing world and donor countries consistently emphasize the need for concerted efforts to build the human assets of the poor. Yet TIVET is accorded limited importance in donor financing schemes and discussions since the late 80s’ (Bennell 1999).
Several countries; developed and developing, such as Italy, Brazil, China, Sweden and Japan have given more recognition to TIVET through adequate funding. As a result, students get exposed to vocational training and to a culture of scientific investigation and application at an early age. In Europe, at least 50 percent of the students in upper secondary education pursue some form of technical or vocational education. In China, India and South East Asia the figure is 35-40 percent, whereas in Africa it is less than 20 percent (GoK 2005).
Purpose of TIVET mapping
In most developing countries, TIVET is an insignificant sub-sector in the education system that generates little attention or budget provision, resulting in poor infrastructure and facilities, and a low status overall. Poverty Reduction Strategies (PRSPs) and donor policies have preferred to focus on primary and higher education, with the implication that youngsters, in particular those from marginalized groups, who complete primary education have limited access to relevant secondary or vocational schooling.
In the year 2000, government leaders of 189 countries agreed on serious efforts on poverty reduction and how to achieve the eight concrete development goals known as ‘The Millennium Development Goals’ (MDGs). In 2007, the Netherlands Government decided to boost achieving the MDGs through a common effort of all ministries. This gave rise to The Pact of Schokland, part of Project 2015, which aims to catch up and be on track with these MDGs.
This mapping exercise therefore purposes to chart out the existing stakeholders and their interests in TIVET; past experiences and good practices regarding demand and supply of TVET; and strong and weak elements of the TIVET sector. The importance of the exercise lies in the establishment of relevancy for future partnerships’ activities. The results of the mapping process will function as a guide for the further development of country and partnership proposals, which may need to be modified or updated.
Context of TIVET in Kenya
In Kenya the terminology of Technical, Industrial, Vocational and Entrepreneurship Training (TIVET) is used to include technical training institutions, MSE training and demonstration centres, youth polytechnics and national youth service skills development centres (Government of Kenya, 2005). TIVET programmes are offered in Youth Polytechnics (YP), Technical Training Institutes (TTIs); Institutes of Technology (ITs) and in National Polytechnics. There are also other institutions that offer TIVET programmes spread across government ministries as well as private institutions.
Graduates from TIVET institutions are awarded Certificates and Diplomas in various disciplines. Currently two national polytechnics namely; the Kenya and Mombasa polytechnics have been upgraded to university colleges and are offering degree programmes in some specific disciplines. These national polytechnics university colleges will continue to fulfill their mandate of offering certificate and diploma programmes in their respective areas of competence.
The political crisis that hit Kenya after the December 2007 general election highlighted the problems of a massive unskilled, untrained and unemployed youth population, amidst growing poverty. To address some of the underlying causes of the restlessness among youth, the government had made initiatives to expand skills development opportunities for youth. This includes investment programmes within the framework of the Kenya Education Sector Support Programme 2005-2010 (KESSP). KESSP states the aims and purpose of TIVET in Kenya to include the following:
1. Involvement of all relevant stakeholders in the development of a comprehensive national skills training strategy
2. Establishment of mechanisms and appropriate incentives to promote private sector investments in the development of TIVET for increased access.
3. Provision of loans and bursaries to enhance access to TIVET taking special account to marginalized groups, such as female students and the physically challenged.
4. Establishment of a national coordinating body, the Technical, Industrial, Vocational and Entrepreneurship Training Authority (TIVETA) for TIVET institutions in order to provide relevant programmes and effective management and governance.
5. Mobilization of resources to rehabilitate facilities in public TIVET institutions to ensure quality training.
2.0 Formal and Non-Formal TIVET Sector in Kenya
Altinyelken (2004) explains that formal education encompasses technical and vocational streams after primary schooling, and non formal training includes pre-employment vocational training, on the job training (apprenticeship), and in-service training for workers
In the study “What Room For Skills Development In Post-Primary Education?: A Look at Selected Countries,” Palmer (2007) looks at ten selected countries (Ethiopia, Ghana, Kenya, Rwanda, South Africa, Tanzania, Uganda, India, China and Vietnam) and examines what room there is for skills development in ‘post primary education’. The study asserts that across the countries covered, TVET occurs in many different environments, both formal and informal, in institutions (schools or vocational centers and colleges), on-the-job (informal apprenticeships in Ghana) or both (e.g. learnerships in South Africa). It can be short duration or long duration (a typical three year institutional course).
Of the ten countries examined in Palmer (2007), Rwanda has the highest enrolment in TIVET at the secondary level (35%), followed by Tanzania (13%) and South Africa (5.8%). The study notes that Sub-Saharan Africa (6.1%) and South and West Asia (1.2%) have little room for TIVET at the post-primary school level. Given the above, it is a matter of concern that Africa lags behind the rest of the world in technology and still it continues to pay little attention to technical education and technological research.
2.1 Facts and figures
TIVET programme in Kenya targets to absorb the large proportions of students who cannot progress to the secondary and higher levels of education. Out of the approximate 600,000 graduates of primary education, only 55% (350,000) proceed to secondary schools (GoK 2005, Kenia 2006). At the end of the secondary cycle only 20,000 proceed to universities, the rest (200,000) are expected to be catered for by the middle level colleges and TIVET institutions, whereas the existing capacity is inadequate.
The Gender Policy in Education (GoK 2007) indicates that enrolment in public TIVET institutions increased from 40,622 in 1999 to over 66,500 in 2004, with females constituting 49.1 per cent of the total enrolment. However, female students' enrolment has been highest in youth polytechnics and lowest in national polytechnics. Between 1999 and 2004, female enrolment in youth polytechnics was over 50 per cent of the total number of students enrolled.
The total enrolment in TIVET institutions increased by 7.5% from 71,167 in 2006 to 76,516 in 2007. Kenya Polytechnic with student population of 9.922 continued to have the highest enrolment among the national polytechnics, followed by Mombasa polytechnic, while the least enrolment was recorded in Kisumu Polytechnic. The Government has embarked on plans to have the national polytechnics offer degree courses, with Kenya Polytechnic being renamed Kenya Polytechnic University College. Male student enrolment is higher in TVET institutions except the youth polytechnics.
The highest female enrolment in technical training institutes was 45.7 per cent in 2004. However, female enrolment in national polytechnics has not surpassed 39 per cent between 1999 and 2004. Further, female enrolment in SMT-related courses in TIVET institutions is extremely low. In 1998 it stood at only 1.4 percent in mechanical engineering, 4.4 per cent in electrical and electronic engineering, and 5.0 per cent in building and civil engineering (GoK 2007).
According to the Sessional Paper No. 5 on Education and Training in Kenya, the country has 4 national polytechnics, 17 Institutes of Technology, 1 Technical Teachers’ Training College and 21 Technical Training Institutes. In addition, there are over 600 youth polytechnics distributed throughout the country. However, only 350 of the youth polytechnics receive Government assistance. The private sector operates close to 1,000 commercial colleges that offer courses in computers and non-technical areas of training.
The total enrolment in public TIVET institutions in Kenya increased to over 79,000 in 2003. Female students enrolment constituted 44 percent of the total, but there exists serious gender disparities in terms of overall enrolment in science and technology related professions. Majority of female students (52.4 percent) are enrolled in business studies related courses compared to less than 5 percent in engineering programmes. The Kenya Polytechnic recorded the highest enrolment of women students at 4,562 out of 10,472 students in 2003.
Table 1: Enrollment in TVET institutions between 2003 and 2007.
INSTITUTION / 2003 / 2004 / 2005 / 2006 / 2007Male / Female / Male / Female / Male / Female / Male / Female / Male / Female
National polytechnics
Kenya Polytechnic / 7738 / 4863 / 6386 / 3499 / 6410 / 3549 / 6405 / 3329 / 6521 / 3401
Mombasa polytechnic / 2647 / 1390 / 2778 / 2436 / 3111 / 2631 / 3265 / 2710 / 3285 / 3012
Kisumu polytechnic / 937 / 421 / 1124 / 476 / 1349 / 619 / 1410 / 710 / 1489 / 824
Eldoret polytechnic / 1523 / 684 / 1675 / 752 / 1759 / 820 / 1834 / 832 / 1894 / 858
Total / 12845 / 7358 / 11963 / 7163 / 12629 / 7619 / 12914 / 7581 / 13189 / 8095
Other TIVET institutions
Technical Training Institutes / 7436 / 5648 / 9653 / 8350 / 9846 / 8684 / 9925 / 8731 / 10818 / 9517
Institute of Technology / 4799 / 3927 / 4715 / 3755 / 4904 / 3943 / 4961 / 4104 / 5407 / 4473
Total / 12235 / 9575 / 14368 / 12105 / 14750 / 12627 / 14886 / 12835 / 16226 / 13390
Youth polytechnics / 7171 / 13255 / 8605 / 13918 / 8691 / 14196 / 8741 / 14210 / 9528 / 15489
TOTAL / 32251 / 30188 / 34936 / 33186 / 36070 / 34442 / 36541 / 34626 / 38942 / 37574
GRAND TOTAL / 62439 / 68122 / 70512 / 71167 / 76516
Due to the limited places available in TIVET institutions, only a small proportion of eligible school leavers are absorbed. Every year less than a half of those graduating from the primary schools either join the Youth Polytechnics for artisan training or enroll directly for apprenticeship training within the ‘Jua Kali’ sector. There is thus a need to develop quality skills development programmes, through TIVET institutions, that target this group. This will enable them to engage in productive employment either directly or enter the informal sector.