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Table of Contents
Executive Summary ....................................................................................................... 6
Summary of Findings and Recommendations ................................................................ 7 1. Policy and Vision ............................................................................................................................... 7
2. Curricula
and
Assessment
.................................................................................................................
8
3. Pedagogy ........................................................................................................................................... 9 4. ICT Infrastructure ............................................................................................................................ 10 5. Organization, Management and Administration ............................................................................ 11 6. Professional Development .............................................................................................................. 13
Introduction and Background ..................................................................................... 15
Background ....................................................................................................................... 15
Education and Training in Kenya ........................................................................................ 16 TIVET System ....................................................................................................................................... 18 Statistics in the TIVET Sector ............................................................................................................... 19 ICT in Education Initiatives in TIVET in Kenya ..................................................................................... 20 Studies
on
ICT
in
Education
in
Kenya
..................................................................................................
20
Justification for the Baseline Survey .................................................................................. 21
Objectives of the Survey .................................................................................................... 22 General Objective ............................................................................................................................... 22 Specific Objectives .............................................................................................................................. 22 GESCI and MoHEST Partnership .......................................................................................................... 23
Methodology Used ............................................................................................................ 23 A mixed methods approach ................................................................................................................ 23
Design and pre‐test phase ............................................................................................................. 23 Test phase ...................................................................................................................................... 24 Full implementation phase ............................................................................................................ 24
Survey Limitations ............................................................................................................................... 25
Findings ...................................................................................................................... 26
General information .......................................................................................................... 26
1. Policy and Vision ............................................................................................................ 29 1.1 Vision of TIVET Institutions ........................................................................................................... 29 1.2 Institutional policy application on ICT use in TIVET institutions ................................................... 30
1.2.1 Awareness of Policies, plans or directives for ICT in Education and Training ....................... 30 1.2.2 Implementation of national TIVET ICT Policy ........................................................................ 31 1.2.4 Level of satisfaction with Policies and Plans ......................................................................... 32 1.2.5 How is ICT Policy implemented ............................................................................................. 33
1.2.6 Challenges
with
TIVET
and
ICT
Integration
...........................................................................
34
1.3 General Policy & Vision Comments ............................................................................................... 36
2. Curricula and Assessment .............................................................................................. 38 2.1 Existence of ICT courses and integration ...................................................................................... 38 2.2 ICT tools Integration in various courses ........................................................................................ 40 2.3 Existence of Basic IT Courses ........................................................................................................ 42 2.4 Examination of IT Courses ............................................................................................................. 42 2.5 Specific skills with IT ...................................................................................................................... 43
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2.6 Equipment available during examination ..................................................................................... 43 2.7 Existence of IT standards within the Curriculum .......................................................................... 44 2.8 View of IT Personnel on use of ICT by Lecturers and Students ..................................................... 44 2.9 General Curricula & Assessment Comments ................................................................................ 45
3. Pedagogy ....................................................................................................................... 47 3.1 Requirement of lecturers to use ICT ............................................................................................. 47 3.2 Purpose of ICT use ........................................................................................................................ 48 3.3 Usage profile by lecturers ............................................................................................................. 50 3.4 Comfort level lecturers ................................................................................................................. 52 3.5 Strategies to encourage ICT use .................................................................................................... 52 3.6 General Pedagogy Comments ....................................................................................................... 53
4. ICT Infrastructure ........................................................................................................... 53 4.1 IT infrastructure ............................................................................................................................ 54
4.1.1 IT department ....................................................................................................................... 54 4.1.2 IT Equipment ......................................................................................................................... 55 4.1.3 Location of equipment .......................................................................................................... 56 4.1.4 Local Area Network ............................................................................................................... 56 4.1.5 Website, email and Virtual Learning Environment ............................................................... 57
4.1.6 Internet access ...................................................................................................................... 57 4.1.7 Adequacy of equipment, software, Internet and training .................................................... 58
4.2 ICT usage ....................................................................................................................................... 60 4.2.1 Equipment availability and usage.......................................................................................... 60 4.2.2 Code of conduct, Policies and guidelines related to IT ......................................................... 61
4.3 Content and software ................................................................................................................... 61 4.3.1 Software ................................................................................................................................ 61 4.3.2 Standards .............................................................................................................................. 62 4.3.3 Operating Systems ................................................................................................................ 63
4.4 Maintenance and Support ............................................................................................................ 63 4.4.1 Maintenance ......................................................................................................................... 63
4.5 General ICT Infrastructure Comments .......................................................................................... 64
5. Organization, Management and Administration ............................................................. 66 5.1 Planning ........................................................................................................................................ 66
5.1.1 Affiliation with other organizations ...................................................................................... 66 5.1.2 Education Management and Information Systems (EMIS) ................................................... 69 5.1.3 E‐learning .............................................................................................................................. 69 5.1.4 IT systems available ............................................................................................................... 69 5.1.5 Use of IT systems ................................................................................................................... 71
5.2 Financing ....................................................................................................................................... 73 5.2.1 Sources of support and/or income ....................................................................................... 73 5.2.2 How is the Internet and Computers paid for ........................................................................ 74 5.2.3 Annual budget available for ICT ............................................................................................ 75 5.2.4 How is ICT funded and how equipment is paid for ............................................................... 75
5.3 General
Organization
and
Administration
Comments
..................................................................
78
6. Professional Development ............................................................................................. 80 6.1 Professional Development ............................................................................................................ 80
6.1.1 ICT Training Provision and Courses Attended ....................................................................... 80 6.1.2 ICT Training content .............................................................................................................. 81 6.1.3 Motivation for Training Course Attendance ......................................................................... 82 6.1.4 P
referred training methodologies .................................................................................................... 84
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6.1.5 General Professional development comments ..................................................................... 85 6.2 Competency Importance‐Development Survey & Training Needs Assessment ........................... 86
6.2.1 HoD, Lecturer & Instructor Competency Importance Rankings ............................................ 87 6.2.2 Gap Analysis TNA .................................................................................................................. 90 6.2.3 General TNA comments ........................................................................................................ 94
Conclusions and Recommendations ............................................................................ 95
1. Policy and Vision ............................................................................................................ 95
2. Curricula and Assessment .............................................................................................. 97
3. Pedagogy ....................................................................................................................... 99
4. ICT Infrastructure ......................................................................................................... 100
5. Organization, Management and Administration ........................................................... 102
6. Professional Development ........................................................................................... 104
Annex ....................................................................................................................... 107
List of
Tables
and
Figures
.................................................................................................
107
List of Institutions that participated in the survey ............................................................ 109
Related documentation ................................................................................................... 111
References ....................................................................................................................... 112
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ACRONYMS AND ABBREVIATIONS
CAD Computer Aided Design
CAI Computer Assisted Instruction
CAM
Computer Aided
Manufacture
CEN Central Province
CNC Computer Numerical Control
COA Coast Province
EAS Eastern Province
EMIS Education Management Information System
HoD Head of Department (respondent)
ICT Information and Communication Technologies
KTTC Kenya Technical Teachers College
MOHEST
Ministry for
Higher
Education
Science
and
Technology
MOYAS Ministry of Youth Affairs and Sports
NAI Nairobi Area
NEA North Eastern Province
NYA Nyanza Province
ODL Open and Distance Learning
RVA Rift Valley Province
TIVET Technical Industrial and Vocational Training Institutions
TNA Training Needs Assessment
TTI Technical Training Institutes
VLE Virtual Learning Environment.
WES Western Province
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Executive Summary
Kenya is working towards becoming a middle income economy and eventually a knowledge
society by implementing Vision 2030. Kenyan education and training institutions can play a
central role in creating a human resource base to enhance science and technology
industrialization, and thus aid the development of a knowledge economy.
Given that the TIVET sub‐sector is critical to the development of industry required human
capacities, high quality training services must be delivered by the sector to enhance the
productivity and competitiveness. Good and competitive TIVET systems in developing and
emerging economies provide highly skilled labor to attract direct foreign investments. Hence the
need to enhance skills of graduates of the TIVET systems through provision of quality training
services that are markedly enhanced by ICT. Some of the benefits of utilizing ICT for
Given that the Technical Industrial Vocational Education Training (TIVET) sub‐sector is critical to
the development of industry required human capacities, high quality training services must be
delivered by the sector to enhance the productivity and competitiveness. Good and competitive
TIVET systems in developing and emerging economies provide highly skilled labor to attract
direct foreign investments. Hence the need to enhance skills of graduates of the TIVET systems
through provision of quality training services that are markedly enhanced by ICT. Some of the
benefits of utilizing ICT for training include enhanced access to technology, greater equity, and
an improvement in the quality of education management. The complexity of integrating
Information
and
Communication
Technologies
(ICT)
in
education
demands
careful
planning
and execution. ICT integration in TIVET must consider ICT use in specific skill areas because
technological innovations and developments in industry today are ICT biased and demand
graduates competent in the use of ICT. This requires trainers and trainees to have the necessary
skills to support the use of ICT for teaching and learning. Specialized ICT skills are required in the
work place for production and communication, and are seen as an essential complement to
traditional content knowledge, in courses such as engineering, science, and accounting.
There is also a requirement for a comprehensive, holistic and realistic strategy to be developed
with all key stakeholders. Such a strategy should address issues of student and Instructor ICT
competencies;
curriculum
and
assessment
integration;
content
development
and
delivery;
pedagogical approaches; leadership and management; linkage to industry for relevance;
institutional capacities to use ICT effectively; monitoring and evaluation; and utilization of
appropriate technologies. This calls for systemic collection and analysis of data on the level of
ICT use in the TIVET institutions. Conclusions drawn from this analysis can be used to inform the
development of an ICT integration strategy and implementation plan for TIVET. It can also serve
as a baseline for future research, monitoring and evaluation in the TIVET sector
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This report is informed by a baseline survey using a mixed methods approach (qualitative and
quantitative) to examine the complexities of ICT deployment in TIVET institutions in Kenya in
2010. The authors stress that this is just one process of a number required to overhaul ICT
integration in teaching and learning in the TIVET sub‐sector. Questionnaires and focus group
protocols were developed to gather data on 6 system domain indicators of ICT use that are
modeled on the UNESCO framework for ICT professional competencies and development paths
(UNESCO 2007, p12). The 6 system domains encompass Policy and Vision, Curricula, Pedagogy ,
ICT Infrastructure, Organization & Management and Professional Development . Questionnaires
were administered in 38 out of the 43 public TIVET Institutions representing 88% of the total
number. Focus group discussions were carried out in a small number of institutions to gather
data on stakeholder attitudes, values and opinions on the use of ICT in TIVET course delivery.
Summary of
Findings
and
Recommendations
The survey findings will grant the Ministry of Higher Education, Science and Technology
(MoHEST) and other sector stakeholders access to current data required for planning and
prioritization. For implementation purposes, the recommendations as presented by domain
below, can be considered self ‐contained strategies. Alternatively they can, as recommended, be
addressed within a coherent policy framework.
1. Policy and Vision
Findings from
the
baseline
clearly
indicate
that
the
majority
of
TIVET
institutions
do
not
have
a
formal ICT policy, ICT work plans or ICT guidelines. Of the few institutions that have an
institutional ICT policy only a fifth have developed ICT work plans to realize the policies and
made subsequent budget allocations. Although a high level of confidence has been registered in
the relevance of existing ICT policies, respondents cast doubt on institutional capacity for policy
implementation.
At the national level policy gap appears to hinder institutional management from providing
strong administrative departmental support to ICT integration in curriculum delivery. This has
resulted in a significant implementation deficit with regard to ICT integration in TIVET
courseware, with much of the activities being carried out ad hoc. The heavy investment in ICT
infrastructure in the institutions is largely harnessed for basic ICT skills acquisition in most of the
institutions, and as a core course offering for those students who are taking Computer studies as
their core course.
Recommendations:
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1. Define clear national policy parameters for ICT integration into TIVET, including new
policies where appropriate and/or needed: With the increase in demands for new skills
and increased access to new technologies, there is the need to re‐examine the policy
frameworks which govern TIVET in Kenya. The report recommends that MoHEST leads a
multi‐stakeholder process to develop an ICT Integration Strategy in TIVET education. The
strategy will further detail priorities, budgets, and planning which will in turn provide
the framework within which TIVET institutions can plan and implement the integration
strategy.
2. Develop institutional level guidelines and plans for ICT Integration: Defined
institutional level guidelines must be provided to all TIVET institutions to ensure
standardisation (and hence equity). These can be developed based on the final ICT
Integration Strategy.
2.
Curricula
and
Assessment
The findings from the baseline indicate that curricula and assessment requirements have a
direct impact on the use of ICT in TIVET Institutions. ICT is widely taught as a subject in a
majority of the institutions where there is a defined curriculum for it and this curriculum is
assessed at the national level. When the curriculum does not provide any standards or
guidelines for ICT usage in its delivery, the use of ICT will remain concentrated in the use of e‐
mails, communication and ICT literacy.
Although lecturers and HoDs are generally aware of the necessity to use ICT in the 21st Century,
there are no enabling factors to encourage them to do so. Institutional support mechanisms for
ICT usage and deployment of ICT are lacking. Curriculum overload and consequent teaching to
the test were noted to greatly influence ICT integration practices in the institutions.
Since the curriculum and assessment approaches are silent on how ICT should be used, there
are fragmented efforts in the use of ICT for instruction and most of these are individually driven.
Although a minority of the students indicated that TIVET curriculum offerings were adequate
and relevant for their future professional requirements, most of the students expressed
concerns that both the TIVET curriculum and assessment systems were outmoded. The general
consensus emerging
through
the
discussions
was
that
curriculum
revision
is
needed
to
enable
student graduates to meet requirements for today’s competitive and innovative market place.
In addition, ICT course provision was seen to be irrelevant by the students in their specialist
fields with technical software often being unavailable or used for demonstration purposes in a
theoretical delivery format.
Recommendations:
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3. Introduce ICT as a core skill for all entry level students: The majority of students enter
the TIVET institutions with low or no ICT skills. It is therefore recommended that a
curriculum be developed for all entry level students to ensure that they acquire good
foundational ICT skills which they will further build on while completing their elected
courses. Where already offered, the curriculum can be revised. MoHEST and
stakeholders can also explore globally recognized options or other internationally
certifiable ICT courses that are aligned to the job market and for which students can
earn additional certifications. This could also be at a national level.
4. Review course schedules and timetables to allow for sufficient learning and practise
time as it relates to the acquisition of ICT skills: Apart from its presence as a curriculum
subject, there needs to be sufficient learning and practise time to enable trainees to
acquire ICT competencies. Additional attention needs to be given to ensure that
adequate time is built into class schedules to accommodate this. This it should also be
noted, will be in direct correlation to the ratio of computers and other IT resources to
students (see
recommendations
under
IT
Infrastructure).
5. Determine (based on industry input) crucial ICT skills sets per curriculum/course area:
It is noted that the curriculum is not in‐step with Industry requirements. Partnerships
with Industry are weak except where there is student attachment independent of TIVET
institutions. The report recommends greater Industry involvement in TIVET education.
The report recommends that ways be explored of making the curriculum and
assessment relevant through ICT
6. This could include but not be limited to: curriculum, occupational standards and levels
of competency (ies).
3. Pedagogy
The most popular use of ICT in TIVET institutions is for research and accessing information as
well as tutoring in computer science and computer literacy. ICT resources are mostly used for
developing lecturers’ own knowledge and for teaching students about computers. Facilitation
of virtual learning environments or using ICT to develop students’ 21st Century skills is not yet
common practice. Lecturers are aware of the potential of ICT to enrich teaching practices but
they have neither the skill‐sets nor the access to ICT facilities to efficiently integrate the new
tools and methodologies in curriculum instruction.
Although a majority of the institutions require Heads of Departments (HoDs) and lecturers to
use ICT, this requirement is not being met in a systemic and systematic way due to the absence
of an enabling environment with tools, structures, and policies. More than 15% of the
institutions do not have requirements for ICT use in coursework and almost 20% of the lecturers
are not using ICT at all in their teaching and learning.
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The registered frequency of use of ICT in teaching practice was rated poorly. Where it does
occur it is on an ad hoc basis. This is partly due to low ICT comfort levels among lecturers and
HoDs. Since the art of teaching and learning through and with ICT is largely driven by individuals
rather than institutional policy, ensuring that HoDs and lecturers are comfortable with ICT would
greatly enhance ICT uptake.
Recommendations:
7. Finalise the ICT Competency Framework and formally adopt this as the guideline for
the ICT skills standard for TIVET instructors: Significant work has already been
undertaken on the ICT Competency Framework, and the discussions around that have
been instrumental in the design of this baseline. The report therefore recommends that
this be validated and formally adopted as a measure to guide pre‐service and in‐
servicing training of TIVET lecturers. It is recommended that the process be completed
as soon as possible, as this will also help to facilitate several of the other
recommendations outlined
in
this
report.
8. Review the curriculum at the level of the teacher training institutions: The curriculum
of the TIVET trainers should be reviewed and aligned with the above mentioned
competency standards. Access to tools and resources at the level of the educational
institutions should also be planned for and provided with more emphasis placed on
acquiring new pedagogical techniques. As it is expected that this process will occur in
parallel with several other recommendations given, a phased approach is also
suggested.
4. ICT Infrastructure
Most institutions have implemented ICT policies by providing staff and students with access to
ICT. Data collected from the institutions suggests that most institutions use the computer lab
access model combined with laptops and projectors for integration. Most of the equipment has
been acquired in the last two‐three years. Adequate data on student population, to analyze if
the ratio of students per computer is adequate was not collected. Focus group discussions
indicate that students do not have enough access to the infrastructure in the schools except for
those students taking ICT as a core course.
About half of the institutions have their own IT department. Personnel in most institutions have
interconnected computers.
Server
profile
suggests
a basic
network
model,
with
a more
complex
and secure environment evolving in the future. Though the average number suggests that both
students and teachers have access to the equipment, even after hours and on weekends, it
seems that many institutions continue to rely mainly on traditional non‐ICT resources in their
course delivery since modern ICT tools are either not available or not plentiful enough.
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Connectivity is a priority issue that needs to be addressed in many institutions. While some
institutions have Internet access it is not always available or available to everyone. Technology
provision is greatly hampered by issues related to access in the form of infrastructural resources
provision; currency of the resources (hardware and software); scheduling of access to
technology; decentralization of resources within the institution to increase access for students
other than those taking the ICT course; and increased access during students free time to allow
individualized learning.
Basic IT policies and plans seem to be in place, but more advanced policies will be needed in the
near future. Institutions use Windows as the main operating system with Open Source software
hardly being mentioned. Software tools available for integration are quite limited, suggesting a
need for development in this area. Software has in most cases been acquired with institutions’
own funding.
Recommendations:
9. Explore sustainable and cost effective options for connectivity for all TIVET
institutions: The report recommends that the Ministry begin to explore sustainable and
cost effective options for addressing the connectivity challenge for the TIVET
institutions. This can include facilitating public private partnerships with telecom
operations (individually or collectively). Additional work would have to be done to
determine the bandwidth needs to support the attainment of educational goals.
10. Develop standard guidelines for infrastructure at training labs, workshops and other
facilities: ICT requirements for training facilities must be detailed in order to allow for
better planning both at the national and institutional levels.
11.
Develop standard technology models for TIVET institutions: In order to ensure equity
across the board, a standard technology model should be developed for all TIVET
institutions. This should include specifications as they relate to hardware and software.
12. Software, content and Internet access should be improved: In order to satisfy
educational needs and adequately serve the number of students. Lecturer and student
ability to evaluate standard educational content should be improved in order to deepen
subject knowledge. This is a capacity building activity that could be taken on by the
MoHEST.
5. Organization, Management and Administration
Education Management Information Systems (EMIS) are not widely used in TIVET institutions
and there is no guideline governing their use. Data and information required for planning
remains scarce. Wherever EMIS is in use it is introduced with applications for finance,
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administration and procurement. IT‐systems that are more integrated into course delivery and
require two‐way communication are not common.
The data implies that sensitization efforts for TIVET management regarding the opportunities
and demand for IT systems in education management could be valuable in helping institutions
seize so far unrealized opportunities.
IT management systems are not transparent from national to provincial to institutional levels.
Furthermore, lecturers and administrators at TIVET institutions are not trained in how to utilize
the data that is available. It seems that the use of web tools and other ICT related resources
required for service delivery is not frequently discussed at the institutional level. As a result,
initiatives designed to make the best use of ICT remain a matter of personal ambition rather
than an institutional directive.
Both
equipment
and
connectivity
is
foremost
funded
by
the
institutions
themselves.
Since
institutions predominantly are funding their operations through government contributions,
tuition fees and internally generated incomes, these are indirectly also the sources supporting
computer equipment acquisition. The Government provides development funding that the
institution can use for development related activities under which ICT procurement falls. TIVET
institutions do not seem to have elaborate partnerships with the private sector except during
student attachment opportunities.
Almost one third of the institutions do not have an ICT specific budget, signaling that ICT is not a
priority issue for a significant number of institutions. The institutions that have an ICT specific
budget specify mainly ICT infrastructure such as hardware, software and maintenance of
equipment. Professional development (i.e. use of ICTs) is only present in 33% of the budgets and
hence not as prioritized. The different priorities between equipment and classroom
integration/training in ICT budgets at institutional respective departmental level indicate
inconsistent priorities by different professional groups at TIVET institutes.
Recommendations:
13. Define types of Education Management Information Systems (EMIS) needed at the
institutional level to inform national as well as institutional planning: The TIVET
institutions have
access
to
data
and
information
that
is
critical
at
a number
of
levels
–
including the national level – of planning. However, the baseline survey reveals that
collection and use of this data/information is not systematically undertaken. There is a
need to structure data collection and storage and issues such as frequency of data
collection must also be addressed. The report also recommends that a sub‐set of the
questions used for purposes of this baseline be included in such a management
information system.
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14. Earmark/Allocate ICT funding as an explicit part of development funding: The report
recommends that the Government earmark a percent of the development funding given
to the institutions specifically for ICT acquisition, purchase and maintenance. Clear
guidelines must be developed to guide this process.
6. Professional Development
Opportunities for ICT professional development have been ample for HoDs but limited for
lecturers. Peer learning is the modality of picking up ICT skills informally in institutions. There is
an opportunity for institutions to formally recognize internal resources and develop programs
for institution‐based staff development. Programs could take the form of short regular in‐house
workshops using external and internal resource supports to promote experimentation and
strategies for ICT integration across curricular program areas.
Lecturer motivation
for
acquiring
technology
and
occupational
literacy
to
use
ICT
at
a functional
and practice level is integral to enhancing their professionalism and coursework delivery.
However there is little focus in the findings on the potential use of ICT as an instructional tool or
the pedagogical integration of ICT for enhancing TIVET course delivery in a proactive and
responsive manner. There is a need to define the important teacher technology competencies
for ICT integration as an instructional tool so as to avoid limiting the effective integration of ICT
in TIVET provision.
Teacher confidence presents a particular challenge for ICT integration, even in instances where
teachers have had training and where there is adequate infrastructure. This lack of confidence
hampers effective implementation. Teacher training that is skills focused may thus be ineffective
in building teachers’ capacities to integrate the use of ICT into curriculum practice. There is a
need to modernize training provision and curricula to reflect the use of technology to enhance
critical thinking and higher order problem solving strategies and skills.
The preferred modality for ICT course delivery is a blended approach for face‐to‐face and online
provision. There is a great demand for training in basic ICT literacy and training related to ICT
usage in the specialist fields of their TIVET course programs as in ICT applications in engineering
and sciences. Although the institutions are supportive of HoDs and lecturers use of ICTs and
actually require
them
to
use
ICTs,
an
enabling
environment
to
actualize
this
policy
is
far
from
ready. This includes equipping the HoDs and lecturers with the skills required for the use of ICT
as a personal level and also in curriculum delivery. On‐going opportunities for professional
development in a tertiary sector which requires lecturers to keep abreast with their specialist
field and the demands of industry are required.
Recommendations:
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15. Expand options for TIVET lecturers to purchase/own ICT equipment at reduced prices:
This can be achieved through Public‐Private‐Partnerships; the Ministry can facilitate
direct purchase of ICT equipment by TIVET lectures at reduced prices or through an
arranged check‐off system with arrangements between the financier and the employee.
This can be provided as a part of the incentives for increasing lecturer use, and comfort
with using ICTs.
16. Facilitate periodic (regular) upgrade of ICT competencies for all lectures, regardless of
the courses they are teaching: This can be organized at the national level, using a train‐
the‐trainer approach to ensure that at least a set number of lecturers/facilities are
trained. Alternatively it can be organized at the institutional level using a school‐based
approach where the institution organizes seminars/in‐house training that are supported
by internal ICT experts and practitioners. External expertise from national institutions
such as the Learning Resources Centre Project in Kenya Technical Teachers College
(KTTC) could be established to build capacity in lecturers and teachers not only to learn
how to
use
ICT
but
to
use
ICT
to
learn.
17. Provide opportunities for on‐line learning: With an identified progression path for
lecturers, school‐based courses can be provided through institutions of higher learning
or the TIVET lecturers training college (KTTC). Collaboration with Industry could also
provide avenues where lecturers upgrade their skills with the latest technologies and
skills.
18. Reduce the capacity gap: Provide training in the key areas for technology integration in
course provision identified by respondents as being of high importance and having a low
level of development.
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Introduction and Background
Background
There is
a commonly
accepted
view
that
education
systems
globally
will
need
to
effect
changes
to prepare their citizenry to participate in the new global knowledge‐based economies. 21st
Century competencies have been defined as the skills, knowledge and attitudes that current and
future generation of learners will need to compete in the 21st Century global marketplace1. The
Education Reform Group under the Asia Pacific Economic Cooperation (APEC) notes that:
“If the current generation is to develop 21st Century Competencies, existing educational systems
must be modified. First, educational systems must generate clear standards that lay out the
knowledge, skills and attitudes that students should be acquiring at each grade level. Second,
teacher preparation and professional development should be reworked to incorporate training in
teaching key competencies. Third, public policies must support schools in their efforts to
prioritize 21st Century Competencies. Fourth, researchers will need to develop new ways of
measuring mastery of these competencies and tracking the relationship between these
competencies and success in tertiary education, the workforce and beyond. Finally, resources
and tools to facilitate integration should be designed, tested and distributed 2”.
Preparation in 21st Century competencies requires an emphasis in primary and secondary
schools on learning general skills and competencies. These include communication,
mathematics and science skills, new literacy skills, problem‐solving and interpersonal skills, as
well as skills needed to learn other subjects (Spring, 2008 p339). Preparation for knowledge‐
based jobs
will
require
post
‐secondary,
vocational
and
higher
education
investment
for
building
capacity in technical and discipline specific skills, in science & technology, research and
development and for fostering equality of opportunity and social cohesion (King and Palmer
2010, p6).
As new technology is a key driver in economic growth (UNESCO 2003, p11; King and Palmer
2010, p37), Information and Communication Technology (ICT) is fast becoming a critical tool
for preparing and educating students with the required skills for the global workplace. In this
regard, technology plays a double role; both educating students so that they can continually
adapt
to
a
work
world
of
continuous
technological
innovations,
and
making
it
easier
for
students to access the world’s bank of knowledge (World Bank, 2003, cited in Spring 2008,
p337). ICT can contribute to the development of important “new millennium” skills such as
critical thinking, information retrieval, analytical capacity, problem solving, communication and
2 APEC Human Resources Development Wiki - 21st Century Competencies
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ability to understand and manipulate new media. The use of ICTs in Technical and Vocational
Education and Training can provide opportunities for developing more innovative ways to bridge
the gap between institutional laboratories and the real practice of the workplace (UNESCO
2003, p12). In essence ICTs are engines for growth and tools for empowerment and they can
have profound implications for education change and socio‐economic development (UNESCO,
2008 p7).
In Kenya, as in many countries in the region and globally, education and training is seen as the
core strategy for building human capital for socio economic development, and for enhancing its
ability to create employment, innovation and wealth. The Government of Kenya is also well
aware of the potential benefits of ICT use in Education. This is evident from the official
statements in national plans and policy documents (Kenya Vision 2030(2007), Poverty Reduction
Strategy Papers (2005), and the National ICT4D policy (2006)). Kenya has developed a number of
initiatives on ICT in Education across the different levels of Education and Training. These
initiatives have
mainly
been
at
the
level
of
pilot
or
demonstration
projects.
There
has
not
been
a
large scale deployment of ICT at any level as a result of a national and holistic plan.
Under the auspices of Ministry of Higher Education Science and Technology (MoHEST), activities
relating to ICT in Technical, Industrial and Vocational Education and Training have been more
frequent and these include: sensitization workshops for institutional managers, capacity building
programs for HoDs, CISCO training was for lecturers who will be teaching in CISCO networking
academies that are being set up in TIVET institution under MoHEST
Institutional managers have also taken their own initiatives by enhancing their infrastructure
capacity at the institutional level through organizing their own capacity building programs for
lecturers to
take
up
and
utilize
ICT
in
teaching
and
learning.
However,
these
initiatives
represent
disparate degrees of implementation from institution to institution.
Technical Industrial Vocational Education Training (TIVET) institutions are expected to adopt and
integrate ICT in administration, classrooms, laboratories and workshops. Further, the
institutions are expected to use ICT tools for research and collaboration with other organizations
including industry. This is expected to enrich students learning experiences by aligning the
teaching and learning with industry requirements and expectations.
Education and Training in Kenya
Education and Training in Kenya falls under three Ministries:
1. The Ministry of Education oversees Basic education (Early Childhood Education,
Primary, Secondary, Adult and Non‐Formal education, and Teacher education)
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2. The Ministry of Youth Affairs and Sports house a Directorate of Youth Training which
oversees more than 750 Youth Polytechnics. Youth Polytechnics train graduates from
primary schools and secondary school who choose to follow the alternative education
system due to various reasons. Nevertheless, it is still possible for them to access the
highest level of education as shown in Fig. 1 below.
3.
The Ministry of Higher Education, Science and Technology is mandated to oversee
Higher and Technical education, Science, Technology and Innovation. Higher education
includes universities; Technical education includes Institutes of Technology and
Technical Institutions and universities of technology.
Kenya’s formal education system is known as the 8‐4‐4 system. This consists of a primary school
cycle of 8 years, secondary cycle of four years and a minimum of four years in the university.
Secondary school leavers who do not proceed to university directly may choose to join TIVET
colleges for two year craft courses or three year diploma (technician) courses. Such students
have
the
option
of
proceeding
to
university
to
take
their
preferred
degree
courses
with
appropriate credit transfers as indicated in Figure 1.
Primary school leavers who do not join secondary school may join the many Youth Polytechnics
(YPs) which are also considered to be TIVET institutions although under a different Ministry
(MOYAS). Figure 1 demonstrates how all these students can access the highest level of
education irrespective of the entry level.
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Figure 1 ‐ 2 – Education and Training Structure in Kenya (Source: Sessional Paper No. 1 of 2005)
TIVET System
The TIVET institutions include National Polytechnics, Technical Teachers Colleges, Institutes of
Technology, Technical Training Institutes, Industrial Training Centres, Youth Polytechnics,
Vocational Training Centres and other Private Commercial Colleges. The Directorate of Technical
Education under the Ministry of Higher Education Science and Technology oversees the
Institutes of Technology, the Technical Training Institutes, the two National Polytechnics and the
Kenya Technical Teachers College. There are five major areas of training in TIVET institutions
are: Engineering, Health and Applied Sciences, Business Studies, Institutional management and
Information Technology /Computer Science. Although these are the major areas of training,
there are more than 60 other courses offered in TIVET institutions.
There are 48 TIVET institutions under the purview of the Ministry of Higher Education, Science
and Technology
in
Kenya
with
5 being
university
colleges,
2 being
national
polytechnics,
1 being
a technical teachers college 14 being Institutes of Technology and 26 being Technical Training
Institutes (TTIs). Institutes of Technology were originally initiated by communities whereas the
others were initiated by the government. There are 43 TIVET institutions in Kenya with 14 being
Institutes of Technology and 26 being Technical Training Institutes (TTIs). Institutes of
Technology were originally initiated by communities whereas the TTIs were initiated by the
government. However they are all funded and regulated by the government. Recently there has
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been an upgrading of TIVET institutions to Universities of Technology but this is also countered
by an upgrading of Youth Polytechnics to TIVET Institutions.
Prospective trainees in TIVET institutions are required to have obtained specific aggregate and
subject grades in secondary school examinations to join craft or diploma courses. In general,
craft courses take two years while diploma courses take three years. However, each level has a
specified number of contact hours including industrial attachment; 2310 hours for Craft and
2970 hours for Diploma.
The lowest level of TIVET formal training is Artisan. The levels that follow are, in ascending
order, Craft, Diploma and Higher Diploma. Bachelor of Technology degrees are being offered by
some of the universities in Engineering.
Statistics
in
the
TIVET
Sector
There are 48 TIVET institutions under the Ministry of Higher Education Science and Technology.
Of these two are Polytechnic University Colleges and 3 university colleges under mentorship
towards becoming degree awarding institutions. Out of the 48, TIVET institutions, 26 are
Technical Training Institutes (TTI) and 14 are Institutes of Technology (IT). In addition, there are
two National Polytechnics and the Kenya Technical Teachers College (KTTC). KTTC is the
institution where lecturers in TIVET institutions are trained. This institution is also largely
involved in the in‐servicing of TIVET lecturers and Instructors from Youth Polytechnics. Among
the TTIs seven are newly established and already admitting students. There are three IT’s that
are currently being developed as constituent colleges of specific public universities. The
Government, with support from Development Partners, is establishing a total of eight new TTIs,
at least one in each of the country’s (former) eight provinces. The establishment of five other
technical training institutes is being funded entirely by the Kenya Government.
There are numerous TIVET institutions under other Ministries and Government agencies which
offer courses in areas relevant to the mandates of the respective organizations. Some 537 TIVET
institutions are privately owned and offer specialized training to employees of the owner
organizations or for commercial purposes by investors. Most of the commercial colleges offer
business and information technology (IT) courses. The Directorate of Technical Education (DTE)
under
the
MoHEST
regulates
the
private
institutions
through
registration,
accreditation
and
quality Assurance. The curricula offered in these private institutions are not regulated by the
Government.
The curricula in use in TIVET, like all others below degree level, are approved through the Kenya
Institute of Education (KIE) in all courses and final examinations prepared by the Kenya National
Examinations Council. Some programs in the TIVET institutions, however, are accredited by
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foreign examining organizations or professional organizations in Kenya and elsewhere. Among
these, there is CISCO and Pitmans UK.
Typical enrolment figures for Polytechnic Universities are about 10,000 students each, while the
National Polytechnics have an average enrolment of 6,000. The Technical Training Institutes and
Institutes of Technology category have a general approximated population of 2,000 students for
the established institutions and lower numbers for the new institutions.
ICT in Education Initiatives in TIVET in Kenya
There have been various ICT in Education initiatives in the country at all levels of the education
system. The Kenya Country Report, ICT in Education Survey carried out by GESCI (Swarts and
Wachira 2009) identifies some of the major ICT4E initiatives in TIVET in the country. Among the
initiatives are:
• The establishment of a Learning Resource Centre at Kenya Technical Teachers’ College
(KTTC) which offers training in education management and integration of ICT in technical
education for institution managers, lecturers and students.
• The Kenya Education Network Trust (KENET) Initiative seeks to establish a permanent
high speed internet infrastructure in institutions of higher learning and research
institutions. The initiative already has on board most of the universities in the country and
is increasing its membership among TIVET and research institutions.
• The Ministry of Higher Education Science and Technology is supporting a program to
integrate ICT in TIVET. This initiative had an initial focus of building infrastructure capacity
in institutions, through provision of computers. The second area of focus has been
enhancing Lecturer capacity to deliver curricula using ICTs; an initiative that is being
implemented with support from the Development Partners.
• The Ministry of Higher Education Science and Technology has entered into agreements
with some ICT industry players to increase quality and relevance of IT courses and
capacity of TIVET lecturers for course delivery. This partnership has led to the provision in
TIVET of industry accredited IT courses, which are delivered online in accredited
institutions.
Studies on
ICT
in
Education
in
Kenya
The following three studies and reports have been carried out with a specific focus on ICT in
Education in Kenya, namely:
1. ICT in Education Options Paper (MoEST; USAID; EDC; AED, 2005)
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2. Integrating ICT in Teacher Training: A Case Study of the Learning Resource Centre of the
Kenya Technical Teacher Training College (Janessens‐Bevernage, Cornille & Mwaniki,
2005)
3. Survey of ICT in Education in Africa (infoDev, 2007)
4. Kenya ICT4E Situational Analysis (GESCI, 2009)
Of the four reports above, the GESCI Situation Analysis (2009) presents the latest information on
ICT use in TIVET in Kenya. However, it does not provide baseline data adequate for the
development of a strategy for ICT integration in TIVET. The other surveys also do not provide
sufficient data on ICT use in the TIVET sub‐sector to adequately inform current policy and
strategy for ICT integration. For the purpose of developing a strategy and implementation plan
for ICT in TIVET, the Ministry of Higher Education Science and Technology in partnership with
GESCI has conducted a baseline survey of ICT in TIVET in Kenya, focusing on the Institutions
under the Ministry governance.
Justification for the Baseline Survey
Kenya is working towards becoming a middle income economy by implementing the Vision 2030
socio economic development blueprint. At the same time, the country is actively involved in
developing its Science, Technology and Innovation (ST&I) human resource base to enhance
science and technology based industrialization. Towards this end, the government has
established several institutions to tap the skills and knowledge of professionals trained locally
and abroad. However, to achieve this, the national education and training system must play its
role
in
producing
not
just
the
right
numbers,
but
by
developing
the
right
quality
of
manpower
required to serve in key growth sectors of the economy.
The TIVET sub‐sector is critical for the development of skilled personnel required by industry.
Training services delivered by the sub‐sector therefore need to be of high quality in order to
increase the productivity and competitiveness of graduates. It is recognized that good and
competitive TIVET systems in developing and emerging economies attract direct foreign
investments; this is due the availability of highly skilled labor in the economy. This kind of
system must embrace technology both in its content and methods.
One way
of
enhancing
the
quality
of
training
is
through
the
utilization
of
ICT.
Other
benefits
of
utilizing ICT include enhancing access, equity and quality of the management of the sub‐sector.
However, the complexity of properly integrating ICT in education requires careful planning and
execution. ICT integration in TIVET must consider ICT use in specific skill areas; trainers and
trainees are required to have the necessary skills to support the use of ICT for teaching and
learning. Institutions are expected to produce graduates who are competent in the use of ICT in
the workplace in their respective skill areas because computer technology permeates all areas
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of work in most fields. Specialized ICT skills are required in the work place for production and
communication. These skills are seen as an essential complement to content knowledge, in for
example, engineering courses, science, and accounting.
This situation calls for the development of a strategy for ICT in TIVET and a plan for its
implementation. However, to develop the strategy, a detailed and up to date baseline data on
the level of use of ICT relevant capacities in TIVET in Kenya is required. The data, when analyzed
will provide information that is required by planners to develop the strategy for a holistic
approach to integrating ICT in TIVET. It is against this background that this TIVET baseline survey
was carried out. The data was analyzed and synthesized to provide information for decision
makers and planners on the appropriate strategies for integrating ICT in TIVET.
Objectives of the Survey
General Objective
The goal of the survey was to establish baseline information and data on the level of utilisation
of Information communication technologies in TIVET institutions under the purview of the
Ministry of Higher Education, Science and Technology. This was with the aim of provide data
and information required for decision making and strategic planning for the purpose of
enhancing ICT usage for teaching, learning and management in TIVET institutions.
Specific Objectives
The specific objectives of the baseline survey are:
•
To determine the availability of ICT policy and implementation plan in institutions under
the purview of MoHEST; and where applicable the extent of their success
• To determine the ICT hardware, software and connectivity infrastructure in place in
TIVET institutions.
•
To
determine
lecturers’
ICT
competence
and
development
path
for
continuous
professional development.
• To establish availability of digital content for TIVET in institutions; their standards and
sources.
•
To determine the extent of usage of ICT tools and resources in teaching and learning
• To determine availability, competence and structures for the development of ICT
technical support staff.
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• To establish availability and usage of Education Management Information Systems
(EMIS) in TIVET institutions and Ministry offices.
• To determine the extent of collaborations with the private sector and other
organizations for developing ICTs in TIVET.
• To find the level of awareness of learners and lecturers on specific ICT tools in use in
industry in their respective skill areas and their competence in using the tools.
GESCI and MoHEST Partnership
The Ministry of Higher Education Science and Technology in partnership with GESCI for the two
year period of 2010 – 2012, has identified the following activities for immediate action during
that period:
• Conduct a baseline survey on ICT in TIVET in the Ministry and in institutions
countrywide.
• Development of a Lecturers’ ICT in TIVET Competence framework.
• Development of the ICT in TIVET Digital content evaluation framework
This report is a result of a baseline survey that was carried out in TIVET institutions countrywide
in the third quarter of 2010 as a result of the MoHEST‐GESCI partnership. The baseline should
provide a focus for the partnership based on the parameters defined in the parties’
Memorandum of Understanding. Through this report, issues related to ICT use in TIVET
institutions will emerge which GESCI in collaboration with the Ministry will address throughout
the partnership
period.
Methodology Used
A mixed methods approach
The baseline was carried out using a mixed methods approach combining qualitative and
quantitative methods to examine the complex intervention of ICT deployment in the TIVET sub‐
sector.
Design and pre‐test phase
•
Questionnaires
were
structured
to
provide
baseline
information
on
the
breadth
and
depth of ICT use in TIVET institutions along six system components, namely policy,
curriculum, infrastructure, organization & management, pedagogy, professional
development were used. The questionnaires were developed on the basis of inputs on
the six systems component for ICT integration contributed by participants in a
stakeholder consultation workshop. The workshop was facilitated by MoHEST in
partnership with GESCI in the Kenya Institute of Education in June 2010. The
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questionnaires were targeted at the ministerial, institutional, departmental and
individual levels.
• An infrastructure instrument to gauge the existence of ICT infrastructure in the
Institutions was developed for IT Technicians.
• Focus group discussions were designed in order to sample lecturers and students
attitudes, values and opinions on ICT use. The sample group was chosen to enable
national teams to better understand the issues and challenges encountered in TIVET
institutions while attempting to integrate technology use in course delivery.
• A Training Needs Analysis (TNA) tool was developed on the basis of 26 ICT Lecturer
competencies contextualized by stakeholders in the June consultation workshop. The
tool was used to measure stakeholder perceptions of the importance of each
competency and their perceived level of developmental on each competency.
Test phase
•
The data
collection
was
carried
out
initially
through
field
visits
in
four
TIVET
institutions
in the Rift Valley and Western provinces during the last quarter of 2010. These initial
visits provided opportunities for piloting the data collection instruments through
administering the questionnaires and carrying out the focus group discussions. A team
comprising of 2 Technical Officers from the Ministry of Higher Education, Science and
Technology and GESCI specialists conducted the field surveys.
Full implementation phase
• Subsequent to the pilot visits, field visits were followed‐up in another 16 institutions in
the same provinces and four institutions in Nairobi.
•
Official letters explaining the rationale behind the research as well as providing the
questionnaires were sent to the Institutions in advance to allow them to make relevant
preparations. The administration of the questionnaires and surveys, and the conducting
of the focus group discussions took an average of half a day to complete in each
institution.
• A further set of questionnaires and TNA surveys were sent by email and post to the 16
institutions not visited.
• An additional IT questionnaire was completed by IT technicians at a training event in
JKUAT in October 2010. This questionnaire was later sent to the institutions that were
not represented
during
this
training.
Please refer to page 109 for a List of Institutions that participated in the survey and the question
and interview protocols.
Collected data was treated with anonymity and only the institution and role of each of the
respondents was registered.
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Survey Limitations
•
The short duration of the field research to conduct a baseline on ICT in TIVET in the
complex landscape of the Kenya TIVET sector was challenging. The baseline represents a
snapshot of the institutional landscape at this juncture. More in‐depth studies would be
required to address some of the issues that have emerged as well as on‐going
monitoring to measure progress against the baseline indicators.
• Focus group interviews in some cases were conducted with large groups of stakeholders
which limited participation in the discussion.
• The small sample of lecturers surveyed on competency importance and development
during the field research limits the validity of the results. The accuracy of the
stakeholder perceptions on the importance and development levels of the
competencies would also depend on their thoroughness and objectivity in completing
the survey. Results from this survey can serve for the baseline purposes to identify
general performance
gaps
and
training
needs
for
an
initial
period
of
action.
Training
and
performance gaps will evolve and will need to be monitored constantly for updating
program development.
• There was the inability due to time limitations to survey all faculties and to map the
baseline findings against a parallel baseline from employers who ultimately employ
graduates from these institutions. This would have provided a much clearer picture of
what is missing. This will however be mitigated by ensuring that Industry is involved in
the development of the ICT Integration Strategy.
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Findings
Findings are drawn from four target groups: (1) HoDs, (2) Lecturers (3) IT Technicians and (4)
Students. Face‐to‐face interviews, questionnaires and focus groups were used as methods of
data collection.
The
questions
raised
were
used
to
measure
the
level
of
awareness
and
also
the
existing practices in the use of ICTs in TIVET institutions in Kenya. Tools used in the integration
of ICTs were investigated and a rating of where and how computers are used in curriculum
subjects provided. The awareness of the HoDs and lecturers on how ICTs can be used in
different trade areas was also gauged. The findings are categorized under systems domains of
Policy and Vision, Curricula, Pedagogy, ICT infrastructure, Organization & Management and
Professional development.
General information
Several instruments were used to collect data from the various target groups as presented in the
annex. Data was collected from 38 institutions which represented 88% of the targeted
institutions. Questionnaires were administered to a total of (220) Management personnel
identified as Heads of Department, practitioner personnel identified as Lecturers (inclusive of IT
Coordinators) in the 38 institutions. Of those the following were completed:
• 109 Management Questionnaires, from 35 institutions
• 89 Lecturer questionnaires, from 25 institutions
• 35 ICT technician questionnaires, from 35 institutions.
• 199 Training Needs Assessment questionnaires, representing the view of 100 managers
and 99 lecturers from 38 institutions.
Table 1 presents a composite demographic profile of the respondents based on the responses to
the TNA questionnaire according to the variables of gender, age, number of years of
professional experience, qualifications, job hierarchy in relation to the Management and
Lecturer groups.
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Table 1‐ Demographic profile of the TIVET respondents to the TNA questionnaire (n = 199)
Frequency Valid percentage
Gender
Male 132 70.6
Female
55 29.4
Heads of Department
Male 61 32.6
Female 33 17.6
Lecturers
Male 71 38.0
Female 22 11.8
Age
Under 30 17 11.0
30
–
50
129 83.2Over 50 9 5.8
Job designation
Head of Department 100 50.3
Lecturer 99 49.7
Qualifications
Diploma 92 50.3
Bachelors Degree 63 34.4
Masters Degree 28 15.3
Years of experience
Less than
5
86 47.3
5‐10 66 36.3
11‐20 28 14.1
More than 20 2 1.0
Specialist areas
Business Studies (BUS) 42 21.9
Applied Sciences (APP) 34 17.7
Information Technologies (ICT) 57 29.7
Engineering (ENG) 45 23.5
Agriculture (AGR) 2 1.0
Food & Beverage ( F&B ) 3 1.6
Hospitality
(HOS)
1 0.5Administration ( ADM ) 3 1.6
Clothing and Textiles (CT) 1 0.5
Electrical / Electronics (ELE) 1 0.5
Automotive (AUT) 1 0.5
Building (BUL) 1 0.5
Mechanical (MEC) 1 0.5
Province
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Table 1‐ Demographic profile of the TIVET respondents to the TNA questionnaire (n = 199)
Frequency Valid percentage
Central 42 21.9
Nairobi 25 13.1
Rift Valley 31 16.2
Western
33 17.3Nyanza 32 16.8
Eastern 22 11.5
Coast 0 0.0
North Eastern 6 3.1
Table 1 ‐ Demographic profile of the TIVET respondents
Source: Survey on ICT Use in Technical Industrial and Vocation Education Training in Kenya
Note: Some of the demographic questions were not answered by all respondents, thus, the variation in the actual
frequency numbers in each category. Unfortunately, many respondents left various sections of the questionnaire blank,
and this therefore adds to the difficulty in interpreting the results.
Respondents to the TNA questionnaire were from seven provinces in Kenya, with Nairobi
Central Province (21%), Western Province (17%), Nyanza Province (16%), Rift Valley Province
(16%), Nairobi (13%) and Eastern (11%) furnishing the most respondents and North Eastern
Province furnishing a small but significant set of respondents (3%). There were no respondents
from Coast Province. Of the respondents, 50.3% (100) were HoDs and 49.7% (99) were lecturers.
Of those providing details of their gender, 70% (132) were men and 30% (55) were women. Of
these 32% (61) were male HoDs, 17% (33) were female HoDs, 38% (71) were male lecturers and
11% (22) were female lecturers. Of those who reported on their qualifications, 50% (92) had
diploma qualification, 34% (63)a Bachelor’s degree and 15% (28) a masters degree. Of those
who reported on experience 47% (86) indicated that they had less than five years of experience,
36% (66) between five and ten years of experience, 14% (28) between 11 and 20 years of
experience and 1% (2) with over 20 years of experience. Of those who reported on specialist
expertise, 29% (57) were specialists in Information Technologies, 13% (45) in Engineering, 21%
(42) in Business Studies and 17% (34) in Applied Science. The remaining 5% (13) of respondents
declared themselves specialists in the areas of Agriculture, Food & Beverage, Hospitality,
Administration, Clothing and Textiles, Electrical Engineering, Automotive engineering, Building
and Construction, Mechanic Engineering.
Based on
the
demographic
profile
presented
in
Table
1,
it
can
be
seen
that
the
majority
of
the
respondents were male, between the ages of 30 and 50, working as a Head of Department or
Lecturer, having a degree or a diploma qualification, mostly specializing in IT, Business Studies,
Engineering or Applied Science, representing most of the provinces with the exception of Coast
province and with less than ten years teaching experience.
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1. Policy and Vision
Policy and Vision is defined here as:
A principle or course of action mandated by the national government which provides for the
mandate, goals, objectives, standards, scope, strategies and activities, organizational structure
and plan,
budgetary
provision,
with
an
accompanying
master
plan
developed
and
implemented
by the Ministry regarding ICT use in Education and Training.
The purpose of gauging the policy environment and the accompanying vision is to determine
presence or absence of commitment and support of policy makers and educational authorities
to the systematic integration of ICT in Educational and Training systems.
The focus of the survey under the policy component was to determine the existence of ICT
policy/plans at the national, sector, and or institutional level, and also to assess if and how these
policies were applied in the TIVET institutions. This included a focus on:
• National Policies for ICT in Education & Training
• National policies/ vision for ICT use in TIVET programs and how they are related
• Projects/ Initiatives for ICT use in course provision
• Institutional policy application on ICT use in TIVET institutions
1.1 Vision of TIVET Institutions
According to the respondents in the questionnaires, it seems that most institutions have an
institutional vision.
Out
of
the
HoDs
who
responded
to
the
question
on
institutional
vision,
23%
(17) indicated that their institutions have a broad vision to be centres of excellence / model
institutions / market leaders / world class institutes in Technical / TIVET training. Other
respondents indicated their institutions as having a vision that is slightly narrower, 19% (14)
indicating a focus on Research and Technology, 13% (10) indicating a focus on Entrepreneurship
and Technology, 11% (8) indicating a focus on Innovation and Technology, and 5% (4) indicating
a focus on Business/Management and Technology.
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Institutional visions
To be a centre of excellence / model institution / market leader / world
class institute in...
Number
of
answers %
Technical / Technical, Industrial, Vocational Education & Training 17 23%
Entrepreneurship and Technology 10 13%
Research and Technology 14 19%
Innovation and Technology 8 11%
ICTs/Computers and Technology 4 5%
Business/Management and Technology 7 9%
Other 15 20%
Total 75 100%
Table 2‐
Institutional Visions
1.2 Institutional policy application on ICT use in TIVET institutions
1.2.1 Awareness of Policies, plans or directives for ICT in Education and Training
When asked about their awareness of policies plans or directives for ICT in Education and
Training, 70% (76) of the HoDs and 76% (68) of the lecturers indicated that they were aware of
such policies at the national and/or sector level.
When
asked
about
the
existence
of
plans,
49%
(53)
of
the
respondents
indicated
that
their
institutions had a written or documented plan for ICT use in course provision. Further, ICT
guidelines and ICT department policies existed at approximately a third of the institutions
according to both HoDs and Lecturers. ICT work plans have been developed according to 17%
(18 HoDs) and 20% (17 lecturers) of the respondents.
Existence of ICT Policies and
Plans, according to HoDs Yes No No answer
Institutional ICT Policy 53 49% 50 46% 6 6%
ICT
Department
Policy
26
24%
77
71%
7
6%
ICT Workplans 18 17% 85 78% 6 6%
Institutional ICT Master Plan 7 6% 94 86% 6 6%
ICT Guidelines 29 27% 74 68% 6 6%
Budget for ICT workplan
implementation 19 17% 83 76% 5 5%
Table 3‐ Existing policies and plans‐ HoDs
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While 18% (16) lecturers acknowledged that there was an institutional ICT Master Plan, only 6%
(7) of HoDs recognized that such plans existed. A budget for the ICT work plan implementation
also existed according to 22% (19) of the lecturers and 17% (19) of HoDs.
Existence of ICT Policies and
Plans, according to Lecturers Yes No No answer
Institutional ICT Policy 43 49% 43 49% 1 1%
ICT Department Policy 25 29% 61 70% 1 1%
ICT Work plans 17 20% 69 79% 1 1%
Institutional ICT Master Plan 16 18% 70 80% 1 1%
ICT Guidelines 26 30% 60 69% 1 1%
Budget for ICT work plan
implementation 19 22% 67 77% 1 1%
Table 4‐ Existence of ICT policies and plans ‐ Lecturers
In general both lecturers and HoDs seem to be very aware of policies relating to ICTs.
1.2.2 Implementation of national TIVET ICT Policy
When asked about the implementation of the national ICT policy at institutional level, 46% (50)
of the HoDs and 82 % (72) of the lecturers considered their institutions to be implementing
National/TIVET ICT policy in Education & Training.
Of those respondents who provided reasons for the non‐implementation of National/TIVET ICT
policy by
institutions,
the
lack
of
infrastructure
was
listed
as
the
main
issue
according
to
both
HoDs (44% / 7 respondents) and lecturers (33% / 6 respondents). For lecturers however, the lack
of ICT policy/information is an equally important cause of non‐implementation with 33% (6)
confirming this to be the case. There was 25% (4) of HoDs on the other hand who stated that a
lack of human resources was the second most significant reason for not implementing
National/TIVET ICT policy. Further, a lack of policy information was raised by just 13% (2) of
HoDs. A lack of resources and human resources in particular was raised by 6% (2) of lecturers.
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Accordi ng to HoDs, insti tutions are no t impl ementing ICT4E
Policies because of a lack of...
13%
44%
25%
6%6%
6%
Policy/Information
Infrastructure
Human resources
Resources
Don't know
Other
Figure 3: Reasons for not implementing ICT policies – HoDs
Accordi ng to Lectu rers, i nsti tutions are no t impl ementing
ICT4E Poli cies because of a lack of...
33%
33%
11%
11%
6%6%
Policy/Information
Infrastructure
Human resources
Resources
Don't knowOther
Figure 4: Reasons for not implementing ICT policies ‐ Lecturers
1.2.4 Level of satisfaction with Policies and Plans
In a question where respondents were asked about satisfaction with ICT in Education and
Training
policies
and
plans,
88%
(91)
of
the
HoDs
agreed
that
the
existing
policy/plans
were
relevant and applicable to their institution but only 59% (63) agreed that they were adhering to
all the policy requirements. Among lecturers, 85% (76) agreed that the existing policy/plans
were relevant and applicable to their institutions but only 58% (52) agreed that they were
adhering to all the policy requirements.
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When asked if the institution was trying its best to adhere to ICT policy requirements, 80% of
both HoDs and Lecturers agreed (86 HoDs s/ 72 lecturers). As many as 52% (56) of HoDs
disagreed with the statement that existing ICT policies were outdated and/or difficult to
implement as also did 63% (56) of lecturers.
Level of satisfac tion of HoDs w ith Policies and Plans
0%5%
10%15%20%25%30%35%40%45%50%
The existing
ICT in
Education
policy/plans
are relevant
and applicable
to our
We are
adhering to all
the policy
requirements
as expected of
education and
training
We are trying
our best to
adhere to the
policy
requirements
as expected of
education and
The existing
ICT in
Education
policy/plans
are outdated
and/or difficult
to implement
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
Figure 5‐ Levels of satisfaction with policies and plans ‐ HoDs
Level of satisfac tion of Lecturers with Policies and Plans
05
101520253035404550
The existing ICT
in Education
policy/plans are
relevant and
applicable to
our institution
We are
adhering to all
the policy
requirements
as expected of
education and
training
We are trying
our best to
adhere to the
policy
requirements
as expected of
education and
The existing ICT
in Education
policy/plans are
outdated and/or
difficult to
implement
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
Figure 6‐ Levels of satisfaction with policies and plans – Lecturers
1.2.5 How is ICT Policy implemented
Findings indicate similar patterns among HoDs and lecturers perceptions on policy
implementation.
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Figure 7 – How is ICT Policy Implemented – Lecturers and HoDs
Both HoDs and lecturers identified the most common way institutions engaged for
implementing ICT policies was in offering ICT as a separate course, i.e. a measure that targets
mainly the students (77% (51) HoDs ‐ 72% (63) lecturers). The second most common
implementation method was integration of ICT in management and administration of the
institution where a larger percentage of HoDs naturally acknowledged these efforts: (HoDs 73%
(48) / lecturers 57% (50)). The integration of ICT into the teaching of technical subjects however
was not as common (HoDs 48% (34) / lecturers 52% (42)). Both HoDs and lecturers perceived
that this level of integration would require more support training of lecturers in how to make
use of ICT in their teaching and the actual use of ICTs in the classroom (HoDs 62% (41) /
lecturers 53% (46))
These results
are
not
very
surprising.
The
challenges
for
policy
implementation
are
many
given
the inadequate infrastructure and equipment that can only be accessed through computer labs
that are occupied most of the time by students taking ICT as a subject. These results also verify
the lack of human resource capacity as a barrier to institutional implementation of ICT policies.
Further, these responses show that most efforts of ICT policy implementation are taking place
outside of actual course delivery. ICT integration in classroom practice is less frequent than ICT
as a standalone subject or its use in administration and management.
1.2.6 Challenges with TIVET and ICT Integration
Lecturers and HoDs identified the following as challenges that TIVET institutions face in general
course provision.
• Inadequacy of equipment/ infrastructure was by far the most commonly stated
challenge acknowledged by 36% (39) of HoDs and 56% (50) of lecturers
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•
The second most common challenge was obsolescence of curriculum, courses and
equipment raised by 27% (29) of HoDs and 26% (23) of lecturers, followed closely by
Technology literacy (ICT teachers and ICT literacy courses) with 26% (28) of HoDs and
24% (21) of lecturers. HoDs also noted a lack of infrastructure as one of the major
challenges for TIVET in general.
Challenges w ith TVET course provision, according to HoDs
and Lecturers
0% 10% 20% 30% 40% 50% 60%
PolicyManagement
Obsolescence-curriculum-courses-equipment
Adequacy-T-L-facilitiesInfrastructure
Technology LiteracyFunding
Lecturer-Qualifications
Lecturer-AttitudesLecturer-shortage
Lecturer-experience-industry
No answer Other
Figure 8‐ Challenges with TIVET course provision – HoDs and Lecturers
Regarding challenges for ICT integration in course provision:
• Both HoDs and lecturers noted a lack of ICT infrastructure and ICT equipment as the two
most significant challenges; acknowledged by 37% (40) / 50% (55) of HoDs and 28% (25)
/ 27% (24) of lecturers.
•
24% (26) of HoDs emphasize limited ICT skills and literacy among lecturers and 22% (24)
raise the lack of ICT specific lecturers as the major challenges for integrating ICTs to
TIVET course provision. 20% (18) of the lecturers on the other hand pointed out
insufficient ICT training opportunities and 19% (17) observed that the curriculum is not
responsive to the use of ICTs
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Challenges with ICT integration in TIVET course provis ion,
according to HoDs and Lecturers
0% 10% 20% 30% 40% 50% 60%
ICT infrastructureICT Policy
ICT equipment
ICT curriculum
ICT contentICT pedagogy
ICT teachers
ICT literacyICT training
ICT cost
Lecturer-student att itudeNo answer
Other
Figure 9‐
Challenges with
ICT
integration
in
TIVET
course
provision
–
HoDs
and
Lecturers
In interpreting these findings, it is clear that inadequate training and learning infrastructure,
facilities and equipment present the greatest challenge facing TIVET course delivery in general
and ICT integration in particular. Human resource capacity is the second major challenge and
specifically the ICT skills of lecturers. Training efforts that address ICT literacy and awareness of
possibilities with ICT use arise as a prioritized issue.
Further, the TIVET curriculum does not accommodate ICT integration. During the focus group
discussions it became clear that what is not in the curriculum is not taught. A modernized
curriculum that involves ICT integration would encourage lecturers to use ICTs in their course
delivery. However, such a change would have to be accompanied by training possibilities for
lecturers to enable them deliver the new curriculum.
1.3 General Policy & Vision Comments
The policy and vision findings show that most of the TIVET institutions do not have documented
ICT policy, ICT work plans or ICT guidelines. Among the few institutions that have an institutional
ICT policy only a fifth have developed ICT work plans to realize the policies and made
subsequent budget
allocations.
As
a result
there
is
a significant
implementation
gap
regarding
ICT integration in TIVET provision.
The ICT policy gap on a national level seems to hinder strong administrative support for
institutional management and even though ICT sometimes are debated in staff meetings, the
actual planning and implementation of ICT use is not forthcoming. However, both lecturers and
HoDs are aware of the ICT policies that do exist and there is a high level of confidence in the
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relevance of these. The institutions have a willingness to adhere to policy requirements but
barriers such as lack of infrastructure and required human resource capacity stand in the way of
implementation together with the absence of institutional implementation/work plans.
A lack of infrastructure and access to ICT facilities poses the greatest challenge to implementing
ICT policy together with limited capacity of lecturers to efficiently use ICT in course delivery. ICT
facilities and access to equipment is limited. It is clear that the ICT infrastructure at the
institutions has to be expanded, updated and access for students and lecturers increased.
Measures to increase infrastructure setups as well as expand access to the existing ICT
equipment should be explored. ICTs are today mostly incorporated in TIVET through separate
ICT courses or through management and administration procedures. The integration of ICT at
the classroom level is not very substantial which clearly affects the quality of education offered
to students in a negative way. Besides the need for improved training and learning
infrastructure and equipment, it is critical to address the ICT literacy among lecturers and their
awareness of
the
possibilities
and
potential
of
ICT
use
in
their
teaching.
The
modernization
of
the TIVET curriculum to include ICT specifics is an important vehicle for ICT utilization in the
classroom. However such a measure must be accompanied by training offered to lecturers so
that they are empowered with ICT literacy.
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2. Curricula and Assessment
Curriculum is defined here as curriculum to teach ICT (as in computer literacy). ICT integration is
defined as the use of ICT in the delivery of curriculum subjects to improve education outcomes.
The main curriculum for TIVET education in Kenya is developed by the Kenya Institute of
Education (KIE). The Ministry in‐charge of TIVET Education in Kenya allows the institutions to
offer a certificate of attendance in ICT proficiency at the institutional level. At the more
professional level national certification bodies such as the Kenya National Examination Council
(KNEC) and Kenya Accountants and Secretaries National Examinations Board (KASNEB) are
involved in the assessment and certification.
The purpose of the survey under this component was to determine whether ICT use/integration
in core curriculum delivery is standardized and whether this is guided by any directives. The
survey questions
sought
to
determine
the
existing
national
policies
for
technology
use
in
TIVET
curricula and assessment. The findings in this section present an overview of ICT courses and the
integration of ICT in teaching and learning practices in TIVET institutions. Specifically, the survey
sought to:
• Determine the objectives for ICT use in TIVET programme provision
• Determine the use/application of ICT for instructional purposes
• Identify the standards for ICT use in institutions
• Establish the impact of national examinations on ICT use in courses
2.1 Existence of ICT courses and integration
According to questionnaire respondents, when asked how ICT is offered to students, 83% (52) of
the HoDs and 67% (58) of the lecturers indicated that ICT is offered as a separate subject. This is
followed by ICTs being offered as a subject/unit within different courses according to 30% (19)
of HoDs and 31% (27) of lecturers. Finally 24% (15) and 19% (16) of HoDs and lecturers
respectively indicated that ICT is being used as a tool to improve curriculum subject delivery. In
focus group discussions many students commented on ICT course offerings as being inadequate
and centered on a commercial IT provider package for basic word‐processing and typing skills
Overall
ICT
integration
in
TIVET courses
was
noted
to
fall
under
three
different
categories
of
practice:
•
ICT in administration;
• ICT in teaching (note preparation, document processing and demonstrations through
online video clips);
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•
ICT for research (lesson preparation and information search and retrieval);
Integration of ICT into teaching and learning practices was listed as being influenced by the
availability of Infrastructural resources, necessity, and time. Lecturer resistance, a lack of
institutional mandate and a lack of capacity building to support integration were listed as factors
inhibiting the use of ICT in curriculum delivery. In focus group discussions, stakeholders
commented that access to ICT after regular classes and during the weekend are restricted as
most computer labs remained closed when students were free. A number of students described
technology tools in use in the institutions as archaic and lacking capacity to accommodate most
of the new software in the market‐place.
Infrastructural challenges were cited as the biggest impediment to the use of ICT in course
provision as demonstrated in Figure 9 below.
Challenges with ICT integration in course provision , accordingto lecturers
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
InfrastructureICT equipment
ICT trainingICT curriculum
ICT costICT teachers
Lecturer-student attitudeICT Policy
ICT literacy
ICT pedagogyICT contentNo answer
Figure 10 ‐ Challenges with ICT integration in course provision – HoDs and Lecturers.
According to IT technicians, 66% (23) of the institutions have specific equipment and/or
software available for integration of ICT into teaching and learning.
Table 5 below describes the equipment in more detail:
Tools available
for
ICT
integration
Number of
institutions
% of surveyed
institutions
Laptops/computers 15 43%
Projectors 15 43%
Internet connectivity 5 14%
Cameras 4 11%
Specific subject software 5 14%
Other hardware or software 5 14%
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Table 5 ‐ Tools available for ICT integration
The registered high percentage of institutions offering ICT as a subject could be explained by the
fact that most institutions are offering ICT as a standalone course in the diploma colleges. The
ICT departments are provided with the required infrastructure in terms of hardware and
software.
The
high
respondent
rating
of
ICT
offering
as
a
unit
within
different
courses
could
partly be attributed to ICT policies in a number of institutions which advocate for the provision
of technology literacy courses to all students so that they graduate with basic ICT skills. The
lowest percentage register was for ICT integration in institutional practices. This low percentage
could be attributed to a number of factors which were highlighted during the focus group
discussions, including:
• Inadequate ICT hardware resources
• Lack of appropriate software to enhance curriculum delivery outcomes as attested to by
archaic
technology
tools
which
may
not
be
able
to
run
software
in
technical
subjects
which require high hardware specifications
• Lack of skills among lecturers to integrate ICTs in the curriculum
• Lack of time as practices of using ICTs were noted to be time consuming. This is because
of the centralized location of computers in the lab with resources that are overstretched
between the ICT department and other departments
• Lack of time due to curriculum overload
• Nature of the curriculum is such that it does not recognize, encourage or provide
guidance on how and when ICT should be used
•
Application of ICT in subjects is not assessed in the examinations and as such the
practice is not given as much attention and priority
• The design of the classrooms is not appropriate for ICT use
2.2 ICT tools Integration in various courses
On courses in the institutions where computers and related technologies are used 88% (50) of
the HoDs indicated that these are used in Computer Science/IT courses. This contrasts very
sharply with the other areas that were listed all of which fall well below 20%.
Figure 10
shows
the
ICT
tools
integration
practices
in
TIVET
courses.
The
highest
ratings
occur
mainly under the “sometimes” category which indicates that ICT tools integration is mainly
carried out on an ad hoc basis. In focus group discussions Lecturers indicated that they used ICT
mainly as a result of necessity, convenience, pressure from peers and students and policy
requirements in their performance contracts.
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ICT tools Integration in va rious courses, according to HoDs
0%10%20%30%40%50%60%
70%80%90%
100%
C o m p u t e r / I T
c o u r s e s
A c c o u n t i n g /
B u s i n e s s
H e a l t h & A p p l i e d
S c i e n c e
M a t h e m a t i c s /
S t a t i s t i c s
E l e c t r i c a l &
E l e c t r o n i c
E n g i n e e r i n g
A u t o m o t i v e
E n g i n e e r i n g
M e c h a n i c a l / C i v i l
E n g i n e e r i n g
B u i l d i n g & C i v i l
E n g i n e e r i n g
I n s t i t u t i o n a l
M a n a g e m e n t
L a n g u a g e s /
C o m m u n i c a t i o n s
S e c r e t a r i a l
Alw ays
A lot
Sometimes
Rarely
Never
Figure 11 ‐ ICT integration practices ‐ HoDs
While comparing the departments it becomes clear that the departments with the highest
frequency of ICT integration other than the ICT Department are the Electrical Engineering and
the Engineering Departments.
Mathematics, Institutional Management & Hospitality, Languages and Communications
Departments registered the lowest use of ICT in course delivery and actually had the highest
rating
in
never
having
used
ICT
in
their
coursework.
Surprisingly
Secretarial
courses
are
also
among the lowest in the use of ICT tools.
The high percentage rating in the ICT Department can be attributed to the fact that ICT is the
tool of trade in the department. The use of computers on an ad hoc basis could have a bearing
on the fact that guidelines and policies for ICT use are not clearly articulated by the Ministry, the
Institutions, the Curriculum or the Examining Bodies.
The curriculum has a significant influence on the take‐up of ICT. Whereas it might be assumed
that ICT new computer technologies would be used in secretarial courses, the current
curriculum
is
still
based
on
the
traditional
technology
of
the
typewriter.
However,
the
institutions are adopting the computerized secretarial curricula according to their level of
preparedness.
In focus group discussions, it was reported that Language and Communication curricula still
emphasizes verbal and non formal communication without considering technology as a
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courses is indicative of the high level of awareness of the necessity to produce graduates with
ICT skills. However, this is restricted to basic ICT proficiency training.
2.5 Specific skills with IT
Lecturers and HoDs are cognizant of the requirement of ICT use in specific trade areas. Both
categories of respondents perceived that there was a need for greater allocation of time in
specific skill areas in the TIVET programs. The requirement for more ICT access time was
acknowledged by more than 80% (160) of both Lecturers and HoDs. Findings from other sections
within this report also indicate that accessing ICT resources is a challenge, especially for
students outside the ICT department.
This finding indicates that access to ICTs is an issue in specific trade areas. While thinking about
the level of access to ICTs, and the infrastructural challenge, it is also important to think about
the ICT
deployment
policies
in
institutions.
Additional computer lab time may also require a certain level of flexibility, creativity,
organizational and administration support from both at the administration and IT department
levels. The IT technician should therefore act as a support person for all other departments.
2.6 Equipment available during examination
When asked about the ICT tools and equipment provision for students during final
assessments/examinations, a majority of the respondents noted the use of four main categories
of ICT tools in examinations: Computers, printers, storage media and software. Some 14% (15)
of HoDs indicated that there are no ICT tools and equipment provided during examinations in
their institutions, and Internet connectivity is usually disabled during examinations.
In focus group discussions stakeholders explained that student project work project assessment
is carried out at the end of each TIVET course. Stakeholders reported that every student has to
use ICT to complete the project. This may range from the requirement of submitting the final
project in word processed formats to calculations using spreadsheets and graphical
representations through the use of software. This may be carried out by the individual students
or
through
assistance
from
commercial
centers.
The
internet
is
disconnected
during
examinations to avoid examination cheating either through email correspondence or searches
on the internet. There is also a high use of technology in examination by the ICT Department
where ICTs are tools of trade. This is not the case in non‐ICT departments.
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2.7 Existence of IT standards within the Curriculum
A majority of the lecturers indicated that there are no specific standards within the curriculum
for ICT usage. Some 18% (16) of lecturers also indicated that standards were limited to
institutional policy on basic ICT literacy skills for all students.
It is worth noting that even when lecturers indicate that there are standards for ICT usage, this is
currently restricted to computer proficiency. This may be a policy rather than a standards issue.
2.8 View of IT Personnel on use of ICT by Lecturers and Students
On being asked how ICT is being used by lecturers and students, 80% (28) of the IT technicians
indicated that lecturers used ICT mainly for instructional purposes, and for communications and
lesson preparation in the second place (77%, 27). They also noted the main use of ICT by
students is communications (63% ‐ 22 answers). ICT is used least for project‐based learning
(29%,
20)
and
(11%,
4)
by
both
lecturers
and
students
respectively
and
the
use
of
ICT
for
research is surprisingly low with IT technician ratings indicating 49% (17) and 34% (12) use
among lecturers and students respectively.
View of IT personnel on use of ICTs by lecturers and students
77%
63%
80% 77%71%
34% 29%
49%
9%
63%
23% 23%17%
57%
14% 11%
34%
14%
0%10%20%30%40%50%
60%70%80%90%
C o m m u n i c a t i o n s
C o n t e n t
d e v e l o p m e n t
I n s t r u c t i o n a l
p u r p o s e s
L e s s o n
p r e p a r a t i o n
P e r s o n a l u s e
( e m a i l s )
P r o f e s s i o n a l
d e v e l o p m e n t
( o n l i n e
P r o j e c t b a s e d
l e a r n i n g
R e s e a r c h
O t h e r
Lecturers
Students
Figure
12‐
Uses
of
ICTs
by
lecturers
and
students ‐
IT
Technicians
Communication in this case could be interpreted as email communication and use of social
networks. The low level of research could indicate that students are highly dependent on what
the teachers provide in the form of teaching. The lecturers are not using ICT to carry out
research and this may indicate a curriculum that does not require them to be inquisitive. The
low percentage register in project‐based learning could also be explained by curriculum
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requirements. Projects are only carried out at the end of the course in the final year. The high
percentage register in lesson preparation could also be attributed to the fact that this is from
the perspective of the ICT technician and could be more associated with lesson preparation in
the ICT Department.
2.9 General Curricula & Assessment Comments
The findings above indicate that curricula and assessment requirements have a direct impact on
the use of ICT in TIVET Institutions. The lack of ICT focus in the curriculum has resulted in
fragmented efforts in the use of ICT for instruction. However, ICT is widely taught as a subject in
a majority of the institutions. When the curriculum does not provide standards or guidelines for
ICT usage in course delivery, the focus is on the techno‐centric skills and basic ICT literacy and
not in the development of 21st Century skills.
Infrastructural challenges
were
also
noted
to
greatly
influence
ICT
integration
practices
in
the
institutions. Other factors included lecturer ICT competencies, institutional support mechanisms
for ICT usage, infrastructure deployment, time management, curriculum workload, and
assessment of and for learning and the use of ICT, as essential conditions for leveraging
technology in TIVET curriculum practice. Although the lecturers and HoDs are generally aware of
the necessity to use ICTs in a model for 21st Century curriculum provision, there are few enabling
factors to encourage them to do so.
Although a minority of the students indicated that the TIVET curriculum offerings were
adequate and relevant for their future professional requirements, most of the students
expressed concerns that both the TIVET curriculum and assessment systems were outdated.
There was a general consensus which emerged from the focus group discussions that the
curriculum needs to be revised to meet the requirement of student graduates with technology
skills sets. The curriculum should be sufficiently adequate to meet the demands of today’s
competitive and innovative market place. In addition, ICT course provision was seen as
irrelevant by the students for their specialist fields with technical software often being
unavailable or used for demonstration purposes in a theoretical delivery format.
According to the students, there are a number of issues emerging under the component of
curriculum and
assessment.
These
include:
• Lecturer resistance where there is no institutional mandate and no capacity building to
support integration;
• Access where labs are closed after regular classes requiring students to seek and pay for
extra‐curricular technology upgrades outside the institution;
• Archaic technology tools in use in the institutions;
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• Low computer to student ratios; and
• A disconnect between institutional curriculum with market place practices.
In interpreting the student’s reflections on ICT use in the TIVET curriculum, it would seem at first
that the lack of ‘hard’ facilities (hardware and software) may be the easiest target for blame in
relation to lack of ICT integration in course delivery. Yet many institutions have made great
strides in upgrading facilities and improving access. The cause of concern may in actual fact be
existing capacity, management structure and policy. By addressing these softer issues a culture
of ICT use in curriculum design and course delivery and assessment may be better cultivated and
lead to increased use of ICTs in TIVET institutions
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3. Pedagogy
Pedagogy is here defined as the level of expertise on the use of appropriate applications and
other ICT tools (internet, database management, spreadsheets, graphics, presentation tools,
web page designing, statistical tools, e‐mailing, collaborations, etc.) as well as the frequency of
use to enhance specific teaching strategies by teachers.
The purpose of the Pedagogy component of the survey was to measure the level of lecturer
confidence and expertise to guide the direction of learning, to control learning environment
activities and to plan for future training programs. Other areas of focus included the level of
lecturer expertise to guide choices of ICTs to be used and corresponding content areas; to
determine how regularly lecturers use ICTs for curriculum delivery; and to enable institution
administrators to understand why ICT is frequently used or not used and what steps to take to
encourage and to increase use.
In particular the survey sought to look at:
• Comfort level of lecturers in using the available technology to execute their teaching
strategies
• The regularity with which these available tools are used
• Types of student‐centred approaches for learning and assessment that are
encouraged/used
3.1 Requirement of lecturers to use ICT
When the questionnaire respondents were asked whether the institution required HODs and
lecturers to use ICT, 78% (85) of HoDs and 81% (72) of lecturers interviewed indicated that they
are required to use ICTs.
Lecturers/instructors/tutors are r equired by the
institution to use ICT, according to lecturers
No answer
2%
Yes
81%
No
17%
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Figure 13 – Requirement of lecturers to use ICT – view of HoDs and Lecturers
These findings would indicate that a clear majority of the TIVET institutions require lecturers to
use ICT to some extent. A slightly larger proportion of HoDs than lecturers did not respond to
this question which could be a sign of lacking awareness of these requirements.
3.2 Purpose of ICT use
Findings indicate that ICT is used mainly for research and accessing information as attested to by
54% (59) of HoDs and 75% (67) of lecturers. The second most popular use is for teaching
computer literacy skills and teaching about computers (i.e. computer science) according to 45%
(49) of HoDs and 62% (55) of lecturers.
Purpose of ICT use according to Lecturers and HoDs
Main 4 uses
54%
55%
62%
75%
36%
38%
45%
54%
0% 10% 20% 30% 40% 50% 60% 70% 80%
As teaching/learning tool for teaching other
subject areas apart from ICT
Development of student ability to use basic
application programs
Training for developing computer skills
Conducting research /accessing
information applicable to course content
HoDs
Lecturers
Figure 14 – Purpose of ICT use – Main 4 uses – Lecturers and HoDs
Other ways in which the computers are put to use include developing students' ability to use
basic application programs and using ICT as a teaching/learning tool for teaching other subject
areas apart from ICT according to 36% (39) and 54% (48) of HODs and lecturers respectively.
HoDs indicated that they use ICT for management and administration with 35% (38) of
respondents indicating the categories of teaching management 34% (37) indicating school
administration and management as frequent usage areas. Lecturers on the other hand are more
frequently
using
ICT
for
conducting
research
to
keep
up
to
date
with
business
&
industry
standards according to 49% (44) of respondents and 47% (42) mentioning production of digital
resources & materials to support coursework.
There were 12% (13) and 7% (8) of HoDs who attested to using ICT to create virtual learning
environments and foster on‐line collaboration groups while the corresponding responses from
lecturers were 7% (6) and 3% (3). 13% (14) of HoDs and 22% (20) of lecturers indicated that they
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use ICT for developing students’ 21st Century skills (listed as logic, reasoning, critical thinking and
problem solving competencies & skills). Table 5 below presents the different ways in which
respondents indicated ICT use in greater detail.
Purpose
of
ICT
use
in
TIVET
courses
HoDs Lecturers
Answers Yes % Answers Yes %
Conducting research /accessing information applicable to course content 59 54% 67 75%
Training for developing computer skills 49 45% 55 62%
Development of student ability to use basic application programs 41 38% 49 55%
As teaching/learning tool for teaching other subject areas apart from ICT 39 36% 48 54%
Conducting research to keep up to date with business & industry standards 36 33% 44 49%
Helping with school administration and management 37 34% 38 43%
Producing digital resources & materials to support coursework 30 28% 42 47%
Information presentation (slideshows, multi‐media material‐ videos, audio, graphics 32 29% 38 43%
Teaching management (tracking of student attendance, performance levels,
instructional objectives mastered, reports, grades etc) 38 35% 27 30%
Communication with students, colleagues, parents, industry etc 34 31% 30 34%
Using in test administration, scoring and analysis 20 18% 38 43%
For playing games and fun 26 24% 31 35%
Occupational simulations in practical technical sessions/classes 21 19% 31 35%
Completing, returning and evaluating course work (through e‐mail) 20 18% 20 22%
Enabling multi‐media slideshow/ project presentations by students 22 20% 18 20%
Development of logic, reasoning, critical thinking and problem solving competencies &
skills 14 13% 20 22%
Developing individualized learning programs 19 17% 12 13%
Using / adapting specific software for technical areas 18 17% 10 11%
Support face to face coursework experiences (e.g. online tutorials, e‐portfolios etc) 13 12% 10 11%
Creating virtual learning environments 13 12% 3 3%
Fostering collaborative on‐line groups 8 7% 6 7%
Other(please specify) 0 0% 2 2%
Table 6‐ Purpose of ICT use in TIVET courses
The responses show that HoDs in general rate institutional use of ICT lower than lecturers rate
their individual ICT use. This could be a sign of lecturers using ICT much more than HoDs and
that
HoDs
are
not
fully
aware
of
the
ICT
use
taking
place
in
the
classrooms
or
among
the
lecturers.
As evidenced by Table 6, the most popular use of ICT in TIVET institutions is for research and
accessing information as well as tutoring in computer science and computer literacy. However,
ICT is also frequently used to develop students’ ability to use basic application programs and as
a teaching/learning tool for other subject areas outside of ICT. HoDs also use ICT for teaching
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and school management and administration whereas lecturers are more inclined to use ICT to
keep up‐to‐date with industry standards and to develop digital resources that they can use in
their tutoring. Conducting research and using ICT in their coursework was highlighted in focus
group discussions as one way in which students use ICT. Research mostly relates to information
searches on the internet while the ICT use in coursework mostly relates to report writing,
document processing and statistical analysis. Analysis of the above findings further indicates
that ICT resources in institutions are mostly used for developing lecturers’ own knowledge. To
this end lecturers undertake research and engage in teaching about computers / ICT literacy.
They don’t generally facilitate virtual learning environments and or engage students’ in the
acquisition of 21st Century skills. Even though lecturers clearly see the potential of ICT to change
classroom dynamics through the creation of motivated and active learners ‐ learners that
engage in dialog and reflection with the lecturer rather than passively listening and taking in
information. This vision has not been actualized. Lecturers do acknowledge the ICT role a vehicle
for innovation in their teaching. They also admit that ICT makes their work easier and more
efficient but
they
seem
to
lack
the
knowledge
required
for
effective
utilization
of
ICT.
Access
to
new teaching materials and tools at their institutions were also cited as being inadequate.
Worth noting is that 12% (13) of HoDs say they are using ICT to create virtual learning
environments compared to 3% (3) of lecturers which represents an exception to the overall
results of HoDs lower rating of ICT use compared to lecturers. The use / adaptation of specific
software for technical areas receives a higher rating by HoDs (17% / 18 respondents) compared
to lecturers (11% / 10 respondents).
3.3 Usage
profile
by
lecturers
When HODs were asked to gauge the usage profile of ICT for teaching by lecturers in the
institution, the following patterns emerged;
• According to HoDs, 17% (17) of lecturers did not use ICT at all for teaching and learning.
Lecturers indicated that this would be 19% (17).
• According to HoDs 13% (13) of lecturers used ICT on a daily basis for teaching and
learning. Lecturers estimated that this would be about 22% (20)
•
Most lecturers have been using computers for a few years, with 42% (37) using them for
more than
five
years.
17%
(15)
of
lecturers
are
very
new
to
computers
and
have
been
using them for less than one year at the time of the study.
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Frequency of ICT use in teaching process, according to
Lecturers
seldom (a few
times a year), 11%
Occasionally (a
few times a month),
26%
Often (tw ice or a
w eek), 21%
Very of ten (every
day), 22%
never (I don’t use
ICTs), 19%
Figure 15– Frequency of ICT use in teaching process ‐ Lecturers
Frequency of ICT use by Lecturers in teac hing proces s,
accor ding to HoDs
they don’t use
ICTs
17%
daily
13%
at least three
times per w eek
14%Occasionally (a
few times a
month)
0%
at least once a
w eek (i.e. one
period)
38%
at least once a
month
18%
Figure 16– Frequency of ICT use by Lecturers in teaching process ‐ HoDs
The above findings show that almost 20% of lecturers are not using ICT at all in their teaching
and learning. This result is proportional to the previous statements regarding mandatory ICT use
where approximately 16‐17% of institutions do not require lecturers to use ICT.
The usage patterns of lecturers vary from the point of view of HoDs and lecturers themselves.
HoDs believe
that
lecturers
use
ICT
more
commonly
at
least
once
a week
(38%)
whereas
the
most common response from lecturers was a few times a month (26%). Among lecturers, there
seems to be a group (22%) that is very ICT prone and are daily ICT users, something that was
verified in focus group discussions where participants observed that technology literacy has
become a matter of personal ambition among lecturers in the absence of institutional directives.
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3.4 Comfort level lecturers
When HoDs were asked to estimate the ICT comfort level of the lecturers, 34% (37) of HoDs
consider that Lecturers were comfortable or very comfortable using ICT, compared to what
lecturers say: 59% (52).
Figure 17 – Comfort level of Lecturers in using technology ‐ HoDs
HoDs considered that 62% (67) of lecturers are not comfortable using ICT while 40% (35) of
lecturers indicated that they were uncomfortable.
It would seem from the findings that Lecturers are generally more confident in using ICT than
HoDs think.
Figure 18 –
Comfort
level
of
lecturers
in
using
technology
‐Lecturers
3.5 Strategies to encourage ICT use
The most common way for institutions to encourage ICT use is to provide ICT facilities according
to 24% (36) HoDs and 37% (35) lecturers, and ICT training according to 27% (41) HoDs and 24%
(23) lecturers. An ICT examinations policy was also identified as a common strategy to
encourage ICT use by 10% (15) of HoDs and 16% (15) of lecturers. Table 6 shows other strategies
identified by respondents that are being employed to encourage lecturers to use ICT in TIVET
institutions.
Strategies to encourage lecturers to
use ICT, according to HoDs
HoDs Lecturers
Answers % Answers %
ICT planning policy 18 12% 9 10%
ICT examination policy 15 10% 15 16%
e‐Content policy 12 8% 1 1%
ICT use in TL 14 9% 0 0%
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Strategies to encourage lecturers to
use ICT, according to HoDs
HoDs Lecturers
Answers % Answers %
ICT research 6 4% 0 0%
ICT training 41 27% 23 24%
ICT facilities 36 24% 35 37%
No strategies 4 3% 6 6%
No answer 2 1% 5 5%
Other 3 2% 0 0%
Table 7 – Strategies to encourage lecturers to use ICTs ‐ HoDs
3.6 General Pedagogy Comments
Even though a clear majority of the TIVET institutions require lecturers to use ICT to some extent
slightly more than 15% do not have any such requirements and almost 20% of lecturers seem
not to be using ICT at all in their teaching and learning. Lecturers are generally more
comfortable
using
ICT
than
HoDs
believe.
However,
there
seems
to
be
a
group
of
ICT
prone
lecturers who are frequent users of ICTs and are making major attempts to use ICT in their
teaching on their own initiative.
The most popular use of ICT in TIVET institutions is for research and accessing information as
well as tutoring in computer science and computer literacy. ICT resources are mostly used for
developing lecturers own knowledge and teaching students about basic literacy skills.
Facilitation of virtual learning environments or using ICTs to develop students’ 21st Century skills
is not yet a common practice. Lecturers are aware of the inherent potential in ICT in teaching
and learning environments but don’t have the skill‐set nor access to facilities to efficiently
integrate the
new
tools
and
methodologies
in
their
pedagogical
instruction
and
practice.
The main strategies being used to encourage ICT use among staff are enabling access to ICT
facilities and providing ICT training in the institutions.
4. ICT Infrastructure
Infrastructure, as defined, can cover a number of dimensions of ICT provision inclusive of: the
existence of an IT department and IT coordinator; the location of equipment, the availability and
usage profiles; software and content; policies and plans; internet access; support and
maintenance.
The purpose of the ICT infrastructure component of the survey was to determine the
availability/non‐availability of infrastructure and ICT facilities in the institutions. The number of
facilities available can determine the level of development of ICT use in the institutions and the
extent by which use of ICT in Education is being enabled by the presence of such facilities.
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This survey focused on examining existing ICT infrastructure and usage patterns at TIVET
institutions. This included:
• Existence of IT department and IT Technician to maintain the infrastructure and support
the users.
• Hardware available including local area network setup and server services.
• Software and Operating systems in use and specific content available.
•
Internet connectivity.
•
Policies and Procedures for equipment installation and maintenance.
• Usage patterns of equipment and Internet.
4.1 IT infrastructure
IT infrastructure comprises all the computer and communications hardware and software used
to manage
administrative,
management
and
teaching/learning
tasks
in
TIVET
Institutions.
This
section presents an analysis based on the responses obtained to the questionnaires on what
type of equipment is available to lecturers and students, what type of software and content is
used, the type and access to the Internet that is available and general satisfaction of HoDs and
lecturers with the IT infrastructure.
4.1.1 IT department
IT Department and Coordinator
An IT department and coordinator is a critical support when institutions seek to integrate IT into
everyday teaching and learning. A total of 44% (48) of the HoDs respondents answered that
their institution had its own IT Department.
``
From the IT technician’s survey it can be deducted that the profile of the coordinator in the
majority of the cases is that of a graduate with a tertiary level diploma (66% ‐ 23 responses) or
certificate from a private course (34% ‐ 12 responses). Also, 60% (21) of IT Technicians said that
they also learned by themselves or on the job. Regarding upkeep of skills, IT coordinators
claimed that this was very demanding with most IT technicians (80% ‐ 28 responses) saying they
updated their skills by themselves at work. There were 29% (10) who were taking courses at the
TIVET
institution,
43%
(15)
who
were
paying
privately
for
courses
and
29%
(10)
who
were
continuing their formal education while working.
Figure 19 – Training received ‐ IT Technicians
As more IT infrastructure is added, and hardware and software needs to be increased, there is
also the need to have qualified personnel that can install, manage and maintain the ICT
equipment. Since all TIVET institutions have some kind of equipment, at some point it becomes
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more convenient, both in efficiency and in cost, to hire dedicated personnel to do these tasks.
The number of TIVET institutions with an IT department is bound to increase over time. The
average IT technician’s profile is that of an intermediate‐level professional that maintains
his/her skills via on‐the‐ job training.
4.1.2 IT Equipment
Respondents were questioned about the type of ICT equipment available, its location and
specifications.
According to HoDs, reliable electricity was available in half of the institutions (55). 31% (34)
indicated that they had to generate their own electricity, 2 (2%) using solar power. Electricity is
a critical factor that is lacking in many institutions, limiting the installation or daily usage of IT
infrastructure.
Figure
20 –
Average
number
of
computers
per
Institution ‐
IT
Technicians
Respondents indicated that ICT was present in TIVET institutions in several ways, with
computers being predominant, as well as related devices like printers and projectors. According
to the IT technicians, most TIVET institutions managed several separate computer labs: four or
more for 29% (10) of them; 20% (7) have three;, 7% (2) have two;, 20% (7) have one; and only
one institution does not have a lab. The average number of computers per institution is 86, with
40% (14) of the institutions having between 50 and 100. The average number of computers per
lab is 21 (average of all the answers) with most institutions (57%) having between 1 and 20
machines available, and 37% (13) having between 21 and 40 computers per lab.
The fact that several institutions have several computer labs suggest a division of uses (i.e. some
for students, other for teachers, etc) or parallel use of smaller groups (use during class, after
class, etc). Lab size is coherent with class size. It might also suggest the installation of labs in
existing classroom infrastructure.
Figure 21 – Average number of computers per Institution ‐ IT Technicians
Regarding the type of computer in use, 84% (2294) of the computers in the institutions have a
Pentium V processor or higher, and 6% are portable computers (laptops). There are 77% (27) of
the institutions that have some kind of server in use. Computer specifications suggest than most
of the equipment has been acquired in recent years (no more than 2 to 3 years ago) and is not
refurbished or donated. A good percentage of laptops suggest mobile use of devices during
classes, probably combined with a projector. Existence of servers and server configuration
suggest the existence of local area networks to share resources.
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4.1.3 Location of equipment
According to the HoDs, 50% (54) indicated that their institution had equipment available in
computer labs, 44% (48) in lecturer’s common room, 35% (38) in their own office and 21% (22)
in the library. Regarding lecturers, 81% (72) of them indicated that they used computers in the
computer lab and 67% (60) in the department’s office.
Location o f computers in TVET Institutions, accord ing to HoDs
50%
21%
4%
35%
12%
44%
5%
0%
0% 10% 20% 30% 40% 50% 60%
Computer laboratory/ resource centre
Library
Classrooms
In my office
In the department office
Lecturer/ instructor common room
Administrator’s office
Others (please specify)
Figure 22 – Location of computers ‐ HoDs
It seems that most of the equipment is shared by lecturers and students, as stated by the fact
that it is located in the computer lab. Other equipment, presumably to be used by lecturers
only, is present in their common room or department’s office.
4.1.4 Local Area Network
Of those HoDs who answered the question about the existence of a Local Area Network (LAN) at
the institution, 77% (50) said their institutions had installed some kind of network to connect
some of their computers, while 11% (7) indicated that in their institutions all of the machines
were interconnected. According to IT technicians, 71% (25) of the institutions had some type of
network, with Windows being the main operating system used by 88%( 16) of those with LAN. In
66% (23) of the institutions, technicians indicated that at least one server was available.
The following
graph
lists
the
main
uses
of
the
institution’s
servers:
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Institutions use a variety of connection technologies. According to ICT Technicians, 32% (8) were
connected through wireless and 24% (6) though cell phone.
Lecturers report that they were using internet every day in 30% (27) of the cases and several
times a week in 24% (21). 20% (18) of lecturers said that they never used it.
Connectivity comes out of focus group discussions as a priority issue to be addressed for many
institutions. It seems that only some of the institutions have internet access. When they do, it
might not be always available or available to everyone. A few institutions have Internet available
for all devices and all the times, but that is clearly an exception. When institutions are
connected they use a variety of access technologies: phone line, cable, wireless, cell phone,
ADSL, satellite, which probably indicates adaptability to the best suitable local
telecommunication option.
4.1.7 Adequacy of equipment, software, Internet and training
HoDs and lecturers were asked four questions regarding the adequacy of equipment, content,
training and internet access for their needs.
• On “The ICT equipment that we have is adequate for our objectives, educational needs
and number of students” , three quarters of the HoDs (73%, 53) seemed to disagree, 18%
(13) of them strongly. Almost the same proportion of lecturers disagreed 72% (74), 19%
(17) strongly.
•
On
“The
ICT
software
and
content
that
we
have
is
adequate for
our
objectives,
educational needs and number of students” 67% (49) of HoDs had some level of
disagreement, while lecturers were 74% (67).
•
On “The teaching staff has an adequate level of knowledge to integrate ICTs into their
subjects” 48% (35) of HoDs had some level of disagreement, while 31% agreed or
strongly agreed. On the other hand, 60% (54) of lecturers disagreed.
• On “The ICT internet access that we have is adequate for our objectives, educational
needs and number of students” 55% (40) of HoDs disagreed, while 60% (54) of lecturers
disagreed.
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Adequacy of equipment, software, Internet and training
according to HoDs
5% 7% 5% 5%10% 12%
26% 25%
0% 0%
7%1%
55%
48%
34% 34%
18% 19%14%
21%
0%
10%
20%
30%
40%
50%60%
The ICT equipment that
we have is adequate for
our objectives,
educational needs and
number of students
The ICT software and
content that we have is
adequate for our
objectives, educational
needs and number of students
The teaching staff have
an adequate level of
knowledge to integrate
ICTs into their subjects
The ICT Internet
access that we have is
adequate for our
objectives, educational
needs and number of students
Strongly Agree Agree Undecided Dis agree Strongly Dis agree
Figure 24 – Adequacy of equipment, software, Internet and training ‐ HoDs
Adequ acy of equipment, sof tware, Internet and train ing
according to Lecturers
4% 2%7% 7%
15%11%
22% 22%
7% 8% 8% 8%
53%
49%39% 39%
19%26%
21% 21%
0%
10%
20%
30%
40%
50%
60%
The ICT equipment that
we have is adequate for
our objectives,
educational needs and
number of students
The ICT software and
content that we have is
adequate for our
objectives, educational
needs and number of
students
The teaching staff have
an adequate level of
knowledge to integrate
ICTs into their subjects
The ICT Internet
access that we have is
adequate for our
objectives, educational
needs and number of
students
Strongly Agree Agree Undecided Dis agree Strongly Dis agree
emis
Figure 25 – Adequacy of equipment, software, Internet and training ‐ Lecturers
It seems the great majority of HoDs and lecturers agree that the equipment, software, content
and internet access should be improved in order to satisfy their educational needs and
adequately serve the number of students.
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HoDs and lecturer’s opinion is different when it comes to the level of knowledge of lecturers on
ICT integration into their subjects: HoD’s opinion seems to be divided, while 60% of lecturers
don’t agree at all. This seems to imply that lecturers don’t think they are qualified enough, while
HoDs think that they should be.
4.2 ICT usage
4.2.1 Equipment availability and usage
According to 49% (34) of HoDs, all lecturers had access to the institution’s computers. There
were 44% (39) of lecturers who said that the equipment was available to them 10 hours or more
every week. Only 17% (15) said that they had access for one hour or less a week. 78% (69) of
lecturers indicated that they used computers outside of teaching hours. According to the HoDs,
lecturers and students had access to the ICT facilities after class in 41% (28) of the institutions in
the “sometimes” category, with 28% (19) in the “always” category.
According to 36% (25) of the HoDs in institutions that have internet access, all students had
access to the internet. Some 47% (42) of lecturers stated that their institutions sometimes had
equipment available to students after class, while 21% (19) of lecturers indicated that the
computers were always accessible. Another 20% (18) of lecturers stated that the computers
were never accessible. Some 9% (8) of Lecturers stated that in their institutions students had to
pay to use the computers after class. According to IT technicians, 60% (21) of the institutions
had computer labs open after hours, and 31% (11) also open during the weekends.
Most lecturers
seem
to
have
good
access
to
equipment,
both
at
the
institution
and
outside
of
it.
Computer labs at the institutions can be used by lecturers and students after classes and in
some cases even at weekends. Focus group discussions with students revealed that in as far the
use of technology in TIVET institutions goes, the majority of students felt it was the
responsibility of the institutions to ensure that technology was available for course provision.
There are a few also who placed the responsibility on the students.
From focus groups it seems that many institutions continue to rely on traditional non‐ICT
resources in their course delivery since modern ICT tools are not available. However, even non‐
ICT resources such as books and library resources are perceived as insufficient and irrelevant to
course delivery.
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4.2.2 Code of conduct, Policies and guidelines related to IT
There were 29% (32) of HoDs, 49% (44) of lecturers and 54% (19) of IT technicians who said that
their institution had some type of code of conduct for the use of the computers and the
internet.
Other policies or guidelines exist as presented in the following Figure below, according to the IT
technicians:
Existence of ICT-related Policies and Plans
according to IT technicians
63%
34%
71%
51%63%
54%63%
46%
0%10%20%30%40%50%60%70%80%
U s e r p a s s w o r d ,
s e c u r i t y
r e c o m m e n d a t i o n s ,
e t c
C o n t e n t f i l t e r i n
g
C o r r e c t u s e o f t h
e
e q u i p m e n t
R u l e s f o r t h e u s e
o f t h e e q u i p m e n t
( i . e . t e a c h e r s h a v
e
p r i o r i t y , e t c )
P r e v e n t i v e
m a i n t e n a n c
e
U s e r s r i g h t s a n
d
d u t i e s
I T t e c h n i c i a
n
d u t i e s
U s e o f I C T s
i n
o t h e r s u b j e c t
s
o t h e r t h a n I C
T
Figure 26 – Existence of ICT related Policies and Plans ‐ IT Technicians
The number of lecturers and IT technicians that are aware of an existing code of conduct for the
use of computers and the Internet is higher than the number of HoDs, suggesting that lecturers
use the computer lab and shared devices more. In most institutions IT technicians have defined
a series of policies, plans and guidelines for the use of the equipment, suggesting a quite
organized IT department.
4.3 Content and software
4.3.1 Software
According to 26% (26) of HoDs, there were educational software applications (CD ROM and
videos) in their institutions for teaching and learning. Of these, the most relevant software tools
identified
were
Computer
Aided
Design
(CAD)
(23%,
16),
Office
(16%,
11)
and
Programming
tools (19%, 13). According to 54% (44) of HoDs about half of the software was acquired by the
institution with its own resources, while 15% (12) of HoDs indicated that the software was
provided by the teachers. According to IT technicians, 41% (19) of the operating software was
acquired by the institutions and 33% (15) came with the computers.
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There was 28% (14) of lecturers who indicated that they used specific applications for teaching.
The applications that they identified included Office (23%, 12), specific trade‐related
applications (21%,11), CAD (19%, 10), and Programming Tools (15%,8). Regarding the Office
application brand and version in use, IT technicians said that they used Office 2000 or above in
97% (34) of the cases, and Open Office only in 9% (3).
The main software identified to be in use were:
• In 60% (21) of the cases management software with some tailor made, other
commercial
•
In 46 % (16) engineering and CAD software
•
In 40% (14) accounting software, mainly QuickBooks
• In 31% (11) specific e‐learning software
• In 34% (12) statistical software, mainly SPSS
Figure 27 – Software in use‐ IT Technicians
Software tools available for integration are quite limited, suggesting the need to develop this
area. Besides limited financial resources, time and a change in attitude among both lecturers
and students are perceived as necessary to enable adoption of ICT teaching tools. Mainly
lecturers are interested in incorporating models, trade‐specific software, animations and
simulations into their classroom practice. But maybe more emphasis is needed in providing the
actual tools and training to make this integration process easier.
Relevance was also seen as a major driver for increased technology use in TIVET education. This
is because Industry functions are highly computerized today. Relevance could be achieved
through institutions ensuring that all their students are exposed to technology use , current and
latest software and hardware resources. In addition upgrading of lecturers competencies so that
they are also up –to‐date in their skills is critical.
4.3.2 Standards
The
question
related
to
standards
set
at
the
institutional
level
for
content
and
software
acquisition, use and/or development did not yield any significant results. Some HoDs mentioned
existing rules for software acquisition, use of open source (1 case). Technical specialists
mentioned in some cases the existence of software specifications in the IT policy.
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The question on software and content standards yielded little results. It might have been
because the concept was too new or the question was not understood or simply because no
specific standards have yet been set.
4.3.3 Operating
Systems
According to the IT technicians, 94% (33) of the institutions were using MS Windows XP as the
main operating system, and also other MS Windows versions, with only 15% (6) using some
Linux distribution. Dual boot was used in 11% (4) institutions.
Operating System in use in TVET intitutions, accor ding to IT technicians
0%
14%6%
49%
20%11% 14%
0% 3%
94%
0%
20%
40%
60%
80%
100%
W i n d o w s
9 5
W i n d o w s
9 8
W i n d o w s
M E
W i n d o w s
X P
W i n d o w s
V i s t a
W i n d o w s
7
D u a l b o o t
L i n u x
O t h e r s
d o n ’ t
k n o w
Figure 28 – Operating system in use ‐ IT Technicians
Regarding licensing, IT technicians said that 63% (22) of the operating systems in use were fully
licensed and 23% (8) were partially licensed. 41% (19) of the software licenses were obtained by
the institution,
while
33%
(15)
came
with
the
machine
when
it
was
acquired.
Commercial operating systems from Windows Family seemed to be the most popular choice of
OS, with Linux and dual boot options combined being used in less than 25% of the institutions.
Open source software was scarcely used in general, both for operating systems and Office tools.
The use of latest versions of operating systems suggests new equipment procurement in most
cases. Further, a good percentage of the operating systems seem to be licensed and most of the
cost of acquiring operating systems is paid by the institutions.
4.4 Maintenance and Support
4.4.1 Maintenance
Some 40% (14) of IT technicians indicated that they perform a preventive maintenance of the
equipment every quarter, and 31% (11) every month. Curative maintenance was performed in
most of the cases (66%, 23) when the equipment breaks down. In 80% (28) of the cases the
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maintenance was performed by the IT technician or his/her team members. In 20% (7) by
external companies and in 11% (4) by the hardware providers.
Preventive maintenance figures indicated in general a fair maintenance scheme of equipment in
order to prevent failure, with 85% of the institutions doing some type of preventive
maintenance at least twice a year. The immediate repair of equipment was prevalent among all
the responses is coherent with the data that shows that only 5% of existing PCs and 1% of
laptops were out of order.
The results for the maintenance options suggest that most of the repairs are done by the
institution’s IT personnel, combined with external providers and hardware providers, in a model
that is standard for the market.
4.5 General
ICT
Infrastructure
Comments
The ICT infrastructure component of the survey shows that several institutions have their own IT
department and personnel, even if it consists only of an IT technician or ICT teacher. This is
expected to grow over time as the infrastructure becomes more complex. The data collected
from the institutions further suggest that most of them use the computer lab access model
combined with laptops and projectors for integration. Most of the equipment has been acquired
recently (2‐3 years), and is growing in numbers. Unfortunately there is not enough data on
student population to analyze if the ratio of students per computer is adequate.
Most institutions have their computers interconnected. Server profiles suggest a basic network
model, with a more complex and secure environment evolving in the future. Though the
average number suggests that both students and teachers have access to the equipment, even
after hours and on weekends, it seems that many institutions continue to rely mainly on
traditional non‐ICT resources in their course delivery since modern ICT tools are not available or
not enough. Connectivity to the internet comes out as a priority issue to be addressed for many
institutions from focus group discussions. It seems that only some of the institutions have
internet access. When they do, it might not be always available or available to everyone. A
majority of the students felt that technology provision was greatly hampered by issues related
to access. These issues included infrastructural resources provision, currency of the resources
(hardware
and
software),
scheduling
of
access
to
technology,
decentralization
of
resources
within the institution to increase access for students other than those taking the ICT course, and
increased access during students free time to allow individualized learning.
Basic policies seem to be in place, but they need to be reviewed to meet the requirements of
ICT integration in the near future.
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Regarding software, institutions are noted to use Windows as the main operating system.
Software tools and digital content available for integration are quite limited, suggesting the
need to develop this area. Software has in most cases been acquired with own funding and open
source software is hardly mentioned. Regular preventive maintenance of equipment is
happening in most of the institutions but it is desirable that in the future all institutions comply
with a maintenance plan. Basic policies regarding ICT seem to be in place, but more advanced
policies will be needed in the near future.
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5. Organization, Management and Administration
Organization, Management and Administration is within the survey defined as organizational
structures and partnerships associated with implementation of national or sub‐national policy
on ICT. It also includes budget allocations as included in the national and sub‐national or local
budgets, as well as other sources of funds apart from government funding.
This focus of the survey under the Organization, Management and Administration section was to
determine how national bodies are currently planning for ICT deployment in TIVET institutions
from the administrative point of view, including budget and support frameworks that are in
place. Questions were designed to determine if support for national/sub‐national policy on ICT
is manifested through budgetary allocations provided to support implementation of planned
activities. Budget may not only come from the national or local government but could also come
from various government and private sectors to fund specific activities like teacher training, or
testing
in
institutions.
The
presence
or
absence
of
an
organizational
structure
and
formal
support determine whether ICT activities are being implemented as a regular activity or more as
ad‐hoc projects.
5.1 Planning
5.1.1 Affiliation with other organizations
Out of the total 109 HoDs only 12‐23 respondents (11‐21%) indicate that there are partnerships
between TIVET and other organizations. Out of the total 89 lecturer respondents, only 3‐6
respondents (3‐7%) state the occurrence of partnerships. This is based on the multiple options
possible to indicate partnerships with private sector, other education institutions, industry and
other public/private institutions)
TVET Institu tions Partner ships w ith private sector
6%5%
1%3%
1% 1% 1%1%2%
0% 0% 0%1%
2%
0%2%4%6%8%
10%
E q u i p m e n t
T r a i n i n g
C e r t i f i c a
t i o n
S o f t w
a r e
F u n
d i n g
A t t a c h m
e n t
o p p o r t u n
i t i e s
O
t h e r
HoDs
Lecturers
Figure 29 – TIVET partnerships with private sector – HoDs and Lecturers
Partnerships with the private sector mainly contributed with Equipment according to 6% (7) of
HoDs, Training according to 5% (5) and Software according to 3% (3). Lecturers stated that
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partnerships with the Private sector mainly contributing with training according to 2% (2),
Equipment according to 1% (1), and attachment opportunities according to 1% (1). Responses
provided under the “Other” category mainly reflected respondents being unaware of
partnerships with the private sector, for example stating “Not aware” or “Don’t know” as their
answer.
TVET inst itutions Partne rs hips w ith other edu cation institutions
1%
7%
1%3% 4% 3% 3%
0%1% 1% 1% 1%
0% 0%0%2%4%6%8%
10%
E q u i p m e n t
T r a i n i n g
C
e r t i f i c a t i o n
P
r o v i s i o n o f
s o f t w a r e
E x c h a n g e
o f
s o f t w a r e
A c a d e m i c
e x c h a n g e /
d i a l o g u e
O t h e r
HoDs
Lecturers
Figure 30 – TIVET partnerships with education institutions – HoDs and Lecturers
Partnerships with other education institutions mainly contributed with Training according to 7%
(8) of HoDs and Exchange of software according to 4% (4). There was 3% (3) of HoDs who stated
that partnerships offered opportunities for of the Provision of software and Academic exchange
/ dialog. Three HoDs pointed out “Other categories” under partnerships with education
institutions; one referring to partnership with Computer for Schools Kenya, one acknowledging
the existence of partnerships with other education institutions (not stating which kind of
partner/partnership) and
one
stating
unawareness
of
this
kind
of
partnerships.
Among
lecturers,
partnerships with other education institutions mainly occurred through Training, Certification,
Provision of software and Exchange of software with 1% (1) acknowledging each category.
TVET institutions Partner ships w ith industr y
1%
4%2%
0%
3%1% 1%
0%1%
0% 0%
2%
0% 0%0%
2%
4%
6%
8%
10%
E q u i p m e n t
T r a i n i n g
C e r t i f i c a t i o n
P r o v i s i o n o f
s o f t w a r e
A t t a c h m e n t
o p p o r t u n i t i e s
F u n d i n g
O t h e r
HoDs
Lecturers
Figure 31 – TIVET partnerships with industry– HoDs and Lecturers
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HoDs saw partnerships with Industry as mainly contributing with Training according to 4% (4),
Attachment opportunities according to 3% (3), and Certification according to 2% (2) while
lecturers stated that they predominantly contributed with Attachment opportunities according
to 2% (2) and Training according to 1% (1).
TVET Inst itutions Partner ships w ith other private/public/civil/or oth er
organizations
1%
5%3%
0% 0%2% 2%1% 1%
2%0% 0%
1% 1%
0%2%4%6%8%
10%
E q u i p m e n t
T r a i n i n g
C e r t i f i c a t i o n
P r o v i s i o n o f
s o f t w a r e
A t t a c h m e n t
o p p o r t u n i t i e s
F u n d i n g
O t h e r
HoDs
Lecturers
Figure 32 – TIVET partnerships with other organizations – HoDs and Lecturers
Partnerships with Other private/public/civil/or other organizations contribute with Training
according to 5% (5) of HoDs, Certification according to 3% (3) and Funding according to 2% (2).
Lecturers acknowledged that these partnerships mainly contributed with Certification according
to 2% (2) and Funding, Equipment, Training each receiving 1% (1) of responses.
Partnerships of all sorts are not very common, with only 21% (23) of HoDs and 7% (6) of
Lecturers ‐ as maximum figures – acknowledging their occurrence. Lecturers are less aware of
partnerships than HoDs. This could be a consequence of the information about partnerships and
for example funding more being of a managerial than lecturer nature, but it could also imply
that the effects of partnerships don’t trickle down to classroom practice but stay at the
administrative level.
The Private sector is foremost engaged in partnerships regarding Equipment and Training. It is
worth noting that only one HoD and lecturer respectively acknowledged the private sector
partnerships regarding their potential for attachment opportunities. During focus group
discussions lecturers were positively acknowledging a growing trend of public private
partnerships to
support
institutions
with
equipment
and
capacity
building.
Other education institutions are foremost partners regarding Training as well as Exchange and
Provision of software while partnerships with Industry focus on Attachment opportunities and
Training. Other private/public/civil/or organizational partnerships predominantly relate to
Training and Certification.
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5.1.2 Education Management and Information Systems (EMIS)
Only 24% (26) of HoDs responded to the question about EMIS approach at their institution.
According to 46% (12) of the HoDs who responded, EMIS was predominantly used for Finance,
Administration and Procurement. Hostels and Meals/Catering was also mentioned by 12% (3) of
HoDs, however these were always used in combination with Finance, Administration and
Procurement. Examination and Library components were identified by 8% (2) of the
respondents as in use by their institutions, but always in combination with a Finance,
Administration and Procurement approach.
EMIS approach adopted, according to HoDs
45%
8%8%
12%
27%
Finance, Admini stration &
Procurement
Examination
Library
Hostel & Meals/Catering
Other
Figure 33 – EMIS approach adopted– HoDs
The fact that only 24% (26) of HoDs acknowledge the use of an EMIS at their institution indicates
that a small percentage of the TIVET institutions have implemented an EMIS. When used, the
EMIS seems to be introduced with applications for Finance, Administration and Procurement
since all institutions with an EMIS use it for these purposes. Hostels and Meals/Catering is the
next step in EMIS application followed by Examination and Library components. This outcome is
not very surprising since EMIS are developed to facilitate the administrative part of an
organization.
5.1.3 E‐learning
Only one respondent stated that their department (Applied sciences) was maintaining an e‐
learning management
system
in
its
course
work
provision.
This
indicates
that
TIVET
institutions
have not yet reached this level of ICT integration.
5.1.4 IT systems available
On the question about ‘what IT systems institutions have to enable students to access available
education and training resources and services’ the responses were as follows;
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• 28% (30) of HoDs indicated that their institution had a website with information on
courses, departments & staff etc to enable student access to this information.
•
9% (10) of HoDs stated that their institution made use of on‐line registration for courses
and examinations respectively.
• 7% (8) of HoDs tracked examination results on‐line.
• 7% (8) of HoDs stated that policy documents, research and past examination papers
could be accessed through the institution’s IT‐system.
• 6% (7) of HoDs stated that guidelines related to curriculum, assessment and
examinations were available to students on‐line.
• 4% (4) of HoDs stated that their institutions used Learning Management Systems.
• 3% (3) of HoDs stated that data in electronic portals was exchanged.
IT systems used to enable student access to education and
training, accord ing to HoDs
28%
6%9% 9%
7%
2% 3% 4%
7%
2%
0%
5%
10%
15%
20%
25%
30%
I n s t i t u t i o n w e b s i t e w i t h i n f o r m a t i o n
O n l i n e g u i d e l i n e s
O n l i n e r e g i s t r a t i o n f o r c o u r s e s
O n l i n e r e g i s t r a t i o n f o r e x a m i n a t i o n s
O n l i n e t r a c k i n g o f e x a m . r e s u l t s
O n l i n e c r e d e n t i a l s c h e c k i n g
P o r t a l s f o r i n s t i t u t i o n s
L e a r n i n g M a n a g e m e n t s y s t e m s
A c c e s s t o r e s e a r c h , e t c .
O t h e r
Figure 34 – IT systems used to enable student access to education and training – HoDs
IT systems that make information available to students are most frequently used with
institutional web
sites
as
the
most
common
media
to
enable
students’
access
to
education
and
training resources. IT systems such as Registration for examination and courses where individual
student data is entered are less frequent but practiced at some institutions, and some also
display examination results on‐line.
IT‐systems that are more integrated into course delivery and require two‐way communication
are not as common, only few institutions make use of Learning Management Systems and/or
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exchange data in electronic portals. The lacking integration of IT in classroom practice was also
raised in focus group interviews with Lecturers where some lecturers commented on the need
to sensitize and build awareness at institutional management level on the potential of ICT to
facilitate an environment for course delivery that is more in tune with industry needs. There was
a consensus across discussions that administration while generally supportive remained unclear
on ICT usage in TIVET teaching, learning & management systems. Hence, the data shows that
through sensitization regarding the opportunities and demand for IT systems in course delivery
with TIVET management un‐seized opportunities could be acknowledged.
5.1.5 Use of IT systems
There was 55% (18) of HoDs who agreed that IT management systems were not transparent
from national to provincial to institutional levels. Only 6% (2) of HoDs stated that transparency
was “Good” and “Transparent to a great extent”. Additionally the following results can be drawn
regarding the access to IT systems;
•
9% (3) stated that the IT management systems were made transparent through Web/e‐
learning and Enabled access to information.
• 63% (27) of the institutional offices were not able to analyze information from central
systems due to lack of access to the system.
• 19% (8) of the HODs said that their institutions could not access information from
central systems but stated that they received information.
• 7% (3) could access central systems through network/server while 5% (2) could access
them through
e‐mail.
According to HoDs, 41% (19) of the institutions had not provided lecturers, instructors and
administrators with any training to utilize data. Some 36% (13) of the lecturers agreed that they
had not received any training.
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Degree of training of lecturers, instruc tors and adminis trators
to utilize data
11% 9% 11%
41%
28%
6%8%
44%
36%
6%
0%5%
10%15%20%25%
30%35%40%
45%50%
Adequate
training
Moderate
training
Little training No training Other
HoDs
Lecturers
Figure 35 – Degree of training of lecturers to utilize data – HoDs and Lecturers
Among the respondents who said their institution had provided training, 11% (5) of the HoDs
perceived the institutions as delivering Adequate training, 9% (4) Moderate training and 11% (5)
Little training. Among lecturers the figures were somewhat different with only 6% (2) seeing
themselves receiving adequate training, 8% (3) Moderate training and 44% (16) Little training.
Amid the answers outside of these categories some responses such as “training on‐going”, “ICT
training program was started”, “training required” were registered. These could be
acknowledged as training initiatives even though their scope is difficult to gauge from the
responses.
The majority of HoDs (20 respondents) stated that their institution hasn’t held a strategy
meeting regarding the use of web tools and other necessary resources to leverage service
delivery but at some institutions these kinds of meetings had been taking place;
• 40% (16) HoDs stated that their institution had held a strategy meeting regarding the
use of web tools and other necessary resources to leverage service delivery.
• 9% (8) of lecturers stated that their institution had held a strategy meeting regarding the
use of web tools and other necessary resources to leverage service delivery.
Following the
clear
majority
of
institutions,
IT
management
systems
are
not
transparent
from
national to provincial to institutional levels, nor have the institutions access to analyzing
information from central systems. A large part of lecturers, instructors and administrators have
not received any training to utilize data from IT management systems. The experience of offered
training varies significantly when comparing responses from lecturers and HoDs, with lecturers
generally perceiving the offered training as less sufficient compared to HoDs’ perception. These
responses together with findings from the focus group interviews where participants agreed
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that there was institutional support for ICT training but the timing of institutional courses during
holiday leave was problematic, could imply that the institution offers training that lecturers find
difficult to participate in and hence the discrepancy in responses. However, the data
undoubtedly show that there is an unmet need for further training among lecturers, instructors
and administrators at TIVET institutions on how to utilize data from IT management systems.
Findings also indicate that there is a lack of strategy on how the data should be utilized.
It is not common to arrange for institutional strategy meetings where staff discuss the use of
web tools and other ICT related resources that are required for service delivery, with less than
10% of lecturers and a minority of HoDs being aware of such meetings. Potential reasons for this
could be lack of priority from institutional management (i.e. other meeting agendas are
prioritized), the purpose of such meetings may not be seen as useful if adequate infrastructure
and tools aren’t available at the institution, or that it is expected by management that these
issues are managed by lecturers in the classroom without the need for additional support and
dialogue among
peers.
In
focus
group
interviews
one
participant
also
observed
that
technology
literacy becomes a matter of personal ambition in the absence of institutional directives. In this
way, it would seem that institutions have informal networks of ICT champions of lecturers and
instructors who provide support where the institutional structure fails.
5.2 Financing
5.2.1 Sources of support and/or income
The sources of funding followed the pattern below;
• According to 43% (47) of HoDs, institutions received funding through student fees and
student fees on average represent 58% of the institutions’ total income.
• According to 42% (46) of HoDs, institutions received funding through the Government of
Kenya and this income source represents 38% of the institutions’ total income.
•
28% (31) of HoDs indicated that their institutions generated funds internally and this
funding represented 13% of the institutions’ total income.
• 5% (5) of HoDs indicated that their institutions received funding through partnerships of
different sorts.
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Sources of support or income for the Intitutions,
according to HoDs
42% 43%
28%
5% 3%
0%5%
10%15%20%25%30%
35%40%45%50%
Government
of Kenya
Student fees Internally
generated
funds
Partnerships Others
Figure 36 – Sources of support or income for the institutions – HoDs
From
the
above
it
is
clear
that
the
majority
of
institutions
are
funded
by
student
fees
and
Governmental support. Student fees are the most significant source of income followed by
Governmental support. Almost one third (28%, 31) of HoDs indicated that their institutions are
also generating other sources of income through their activities.
Only 5% (5) of HoDs indicated that their institutions sought partnerships as a source of funding.
This could provide potential for increasing public private partnerships between TIVET
institutions and the private sector. In focus group interviews lecturers identify a recent thrust
towards public private partnership to support institutions with equipment and capacity building
as a positive development.
5.2.2 How is the Internet and Computers paid for
According to 90% (52) of HoDs and lecturers, their institutions that have Internet access pay for
their internet connection via their collected tuition fees. 5% (3) of respondents said their
institutions pay for their internet connection through operating an internet café
According to IT Technicians, computer acquisition is normally financed by the following means;
• 80% (28) of institutions have acquired computers through own funds
• 23% (8) of institutions have received computers through donations
•
23% (8) of institutions have received their computers through the Government of Kenya
and CFSK (Computers for Schools Kenya)
• Private vendors and NGOs are also listed in connection to computer acquisitions,
providing institutions with 14% (5) and 9% (3) of computer equipment respectively.
• Private donors and PTA are only representing 3% (1) of computer acquisitions.
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Almost all institutions with internet access pay for their internet connection via their collected
tuition fees. Only a very small percentage use income generated by an internet café to uphold
connectivity. Half of the institutions have acquired their computers through own funds.
Donations, contributions from the government, private donors and NGOs have supported the
acquisition of computers less significantly.
Hence, both equipment and connectivity is foremost funded by the institutions themselves.
Since institutions predominantly are funding their operations through Governmental
contributions, tuition fees and internally generated incomes these are indirectly also the sources
supporting computer equipment acquisition.
5.2.3 Annual budget available for ICT
Some 27% (29) of the responding HoDs have an annual budget for implementing the
institutional ICT
plan,
and
ICTs
on
average
constitute
25%
of
the
overall
departmental
budget.
Of the lecturers, 30% (27) stated that their department has a budget for implementation of ICTs
in coursework and that this budget accounted for approximately 19% of the department’s
overall annual budget.
Roughly 30% of HoDs indicated that they had an ICT specific budget which is on par with the
30% of lecturers whose department had a budget for ICT integration in coursework. It is realistic
to assume that the departments that have an ICT budget also are the departments budgeting for
ICT integration in the classroom.
5.2.4 How is ICT funded and how equipment is paid for
Sources of Funding for ICT activities, equipment and
softwa re, accordi ng to HoDs
15%
13%
6%5%
4%
1% 1% 1%0%
0%
2%
4%
6%
8%
10%
12%
14%
16%
S t u d e n t l e v i e s
T h e
G o v e r n m e n t
G r a n t s
I n c o m e
g e n e r a t i n g
a c t i v i t i e s i n t h e
P T A ’ s
I n d i v i d u a l
d o n o r s ,
p h i l a n t h r o p i s t s
I T I n d u s t r y
O t h e r , p l e a s e
d e s c r i b e
N G O s
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Figure 37 – Sources of funding for ICT activities – HoDs
The survey showed that ICT activities, equipment and software had the following sources of
funding;
•
15%
(16)
of
HoDs
stated
that
ICT
activities,
equipment
and
software
were
funded
through student fees.
• 13% (14) of HoDs stated that ICT activities, equipment and software were funded
through financial support from the government.
• Grants (6%), internal income generating activities (5%), and PTA’s (4%) were identified
as other sources of funding for ICT activities, equipment and software.
The number of responses providing financial figures and percentages to accompany the scope of
these sources of funding was too small to be considered statistically representative.
Sources of Funding for ICT activities, equipment and
softwa re, accordi ng to HoDs
15%
13%
6%5%
4%
1% 1% 1%
0%0%2%
4%
6%
8%
10%
12%
14%
16%
S t u d e n t l e v i e s
T h e
G o v e r n m e n t
G r a n t s
I n c o m e
g e n e r a t i n g
a c t i v i t i e s i n t h e
P T A ’ s
I n d i v i d u a l
d o n o r s ,
p h i l a n t h r o p i s t s
I T I n d u s t r y
O t h e r , p l e a s e
d e s c r i b e
N G O s
Figure 38 – Sources of funding for ICT activities – HoDs
Regarding ICT budget allocation the following status of ICT institutional funding was presented;
• 69% (24) of IT technicians stated that their institution had a budget line for ICT related
activities.
• 88% (21) of the institutions with an ICT related budget specify hardware acquisition.
• 83% (20) of the institutions with an ICT related budget specify Software acquisition and
Hardware maintenance.
• 33% (8) of the institutions with an ICT related budget specify Professional development.
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•
17% (4) of the IT‐technicians at institutions with an ICT related budget state they don’t
know how/if it is broken down on specific ICT categories.
ICT related activities with specific budget allocation
accor ding to IT technicians
88%83% 83%
33%
17%
4%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
H a r d
w a r e
a c q u
i s i t i o n
S o f t w a r e
a c q u
i s i t i o n
H a r d w
a r e
m a i n t e n a n c e
P r o f e s s i o n a l
d e v e l o p m e n t
I d o n o t
k
n o w
O t h e r
Figure 39 – ICT related activities with specific budget allocation – IT technicians
Though respondents provided financial figures and percentages to accompany, the scope of
these sources of funding was too small to be considered statistically representative, the little
data provided indicated that contributions from the IT‐industry are significant in terms of
numbers even though only one institution states that it is supported by industry. Also support
from grants
and
PTA’s
seems
to
be
significant
in
amounts.
Almost one third of the institutions didn’t have an ICT specific budget, signaling that ICTs are not
a priority issue for these institutions. At the institutions with an ICT specific budget, the specified
ICT areas were centered on infrastructure such as hardware, software and maintenance of
equipment. Professional development (i.e. use of ICT) was only present in 33% of the budgets
and hence not as prioritized.
Following focus group discussions with lecturers there is a sense that institutions have made
considerable
efforts
to
create
enabling
environments
and
facilities
for
ICT
use
in
TIVET
course
delivery. There are however still a number of factors inhibiting lecturer use of these facilities
including access and training. The absence of clear policy and planning frameworks at
institutional level emerged as a particularly significant factor in rendering support structures
inadequate and fragmented. Lecturers also mentioned the ad hoc nature of ICT budgeting,
absence of centralized standards for equipment procurement and felt there is a need for
capacity building in this area. Lecturer and student competencies is one main category students
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raised in focus group discussions with specific regard to how TIVET is expected to support
technology use and add value to their ICT skills. Students saw lecturers needing training in ICT
use to equip students with relevant ICT skills, but the ICT course provision also needs to become
flexible enough to provide students with adequate ICT training. Students coming from rural
areas tended to have very limited exposure to computers before joining TIVET and hence need
extra support regarding ICTs compared to students from an urban background that come in to
the TIVET as quite technology literate (the urban students many times perceived basic ICT
courses offered as useless and repetitive).
In conclusion, Professional development for lecturers regarding ICT is highly required to improve
ICT integration in TIVET and hence it should be present in the ICT related budget.
The absence of Professional Development efforts however somewhat contradicts the relatively
high budget allocation awarded to ICT integration in coursework. Among the 30% of institutional
departments that
have
an
ICT
specific
budget
for
implementation
of
the
ICT
plan
and
integration
of ICT into coursework, ICT implementation and coursework integration budget posts represent
a significant 19‐25% of the departments’ overall annual budget. These numbers indicate that –
at least budget wise – priority is given to ICT in classroom practise which assumedly should go
hand‐in‐hand with professional development of lecturers. Perhaps institutional management
assume that lecturers have the ability and opportunity to explore and develop their skills
individually through their teaching, while the lecturers themselves in focus group interviews
indicate that institutional timetables and schedules limit their options for experimenting,
exploring and reflecting on the use of ICT in teaching and learning.
5.3 General Organization and Administration Comments
Only 24% of institutions seem to use an EMIS and where it is used, it seems to be introduced
with applications for Finance, Administration and Procurement. IT‐systems that are more
integrated into course delivery and require two‐way communication are not as common. Only
one institution has a department that is deploying an e‐learning management system in its
course work provision. The data implies that sensitization efforts towards TIVET management
regarding the opportunities and demand for IT systems in course delivery could be valuable in
helping institutions to seize so far unrealized opportunities.
IT management systems are not transparent from national to provincial to institutional levels.
Further, lecturers, instructors and administrators at TIVET institutions are not trained on how to
utilize the data that actually is available. The use of web tools and other ICT related resources
that are required for service delivery is seemingly not discussed frequently at the institutional
level. Active dialogue and initiatives on how to best make use of ICTs remain a matter of
personal ambition rather than a case of following institutional directives.
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Both equipment and connectivity is foremost funded by the institutions themselves. Since
institutions predominantly are funding their operations through governmental contributions,
tuition fees and internally generated incomes these are indirectly also the sources supporting
computer equipment acquisition. The collected data does not tell us whether parts of the
Governmental funds are directly tied to acquisition of computer equipment or not. Partnerships
of all sorts are not very common. Partnerships with the Private sector seems to be an interesting
arena to explore regarding student attachment opportunities, but also when it comes to funding
of ICT related equipment and capacity building.
Almost one third of the institutions don’t have an ICT specific budget, signaling that ICT is not a
priority issue for a significant number of institutions. The institutions that have an ICT specific
budget specify mainly ICT infrastructure such as hardware, software and maintenance of
equipment. Professional development (i.e. use of ICTs) is only present in 33% of the budgets and
hence
not
as
prioritized.
However,
among
the
roughly
30%
of
institutional
departments
that
have an ICT specific budget for implementation of ICT plans and integration of ICTs into
coursework, the ICT implementation and coursework integration represent 19‐25% of the
departments’ overall annual budget. This implies that among the institutions that do budget for
ICT, the ICT integration in coursework is a prioritized issue, a view that also is supported by focus
group discussions held with lecturers and HoDs.
To efficiently integrate ICT into classroom practice, lecturers need training in how to make good
use of the new ICT‐based pedagogical tools. The different priorities between equipment and
classroom integration/training in ICT budgets at institutional respective departmental level
indicate inconsistent priorities by different professional groups at TIVET institutes.
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6. Professional Development
6.1 Professional Development
Teacher development is defined as a systematized, initial and continuous, coherent and modular
process of professional development of educators in accordance with professional competency
standards and frameworks. Teacher development also includes training in the adaptation to the
evolution of change of the profession of teachers and managers of education systems.
The focus of the survey under the professional development component was to determine the
training programs that currently exist in TIVET for professional development in ICT use.
Questions were designed to examine whether there are formal or informal opportunities for
professional development, whether these opportunities involve face to face, online or
institution based training, and whether there are any budget and institutional frameworks in
place to
support
professional
development.
The section also contains the findings from a Training Needs Analysis (TNA) questionnaire
developed to collect information on present ICT capacities and training priorities of lecturers in
the TIVET institutions. The TNA is based on lecturer ICT knowledge, skills and capabilities defined
in the MoHEST draft ICT competency framework.
6.1.1 ICT Training Provision and Courses Attended
When asked about the ICT training programs that they had attended, 66% (72) of HoDs and 27%
(24) of lecturers indicated that they had received training in the previous 3 years. Of the
lecturers who attended training courses 59% (10) indicated that they received basic training,
29% (5) intermediate level training and 12% (2) advanced level. The dominant provider of
training was TIVET mentioned by 39% (7) of lecturers who attended courses, followed by private
providers with 28% (5), MOHEST and the University sectors with 17% (3) each.
It would seem that there have been limited ICT training opportunities for lecturers. In focus
groups discussions with lecturers, participants agreed that training opportunities were few and
that much of their learning in ICT has been informal. They indicated that they picked up their
skills
through
self ‐teaching
or
from
learning
from
other
lecturers.
Informal
contact
and
communication is an effective way of transferring ICT knowledge in a manner that can
complement more formal mechanisms for staff training. There is an opportunity for institutions
to formally recognize the potential for institution‐based staff development that is planned
coherently and in conjunction with formal training and that is focused on national TIVET
curriculum development and priority goals.
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6.1.2 ICT Training content
In another question concerning training needs Lecturers listed some of the modular content of
previous ICT training courses as follows:
•
Operating systems – 17% (15)
• Basic applications – 31% (28)
• CAD/ Engineering – 7% (6)
• Database – 5% (4)
•
Technical IT – 19% (17)
• TIVET Specific – 2% (2)
• Programming 2% (2)
• Content Development 16% (11)
The courses would suggest a training focus on developing basic literacy skills for ICT use in TIVET
teaching and learning practices. There are two kinds of literacy skill sets identified by
respondents in the training areas attended – the first being the generic ICT specific literacy
skills such as the training for use of basic applications, databases, operating systems and
programming. The second ICT skills set identified are the occupationally specific TIVET ICT
literacy skills. The Technical IT and the CAD courses demonstrate respondent interest in ICT
occupational skills acquisition – perhaps for developing technical IT capabilities for working with
digitized control systems or for working with Computer Aided Design (CAD) software in fields
such as Engineering, Architecture or Auto Mechanics. The course interest in content
development presents a focus on technology use as a curriculum tool or mechanism for digital
course packaging
whether
for
computer
assisted
instruction
(CAI)
or
online
instruction.
In lecturer focus group interviews the interest in basic technological and occupationally specific
literacy was verified where participants identified training in basic literacy as a priority. The
literacy priority correlates with a needs analysis study mentioned by participants where study
findings identified lecturer ICT competency as below technology literacy level (MoHEST 2009).
Participants described course offerings by the Kenya Institute of Science & Technology (KIST) on
connectivity, communications and internet which were financed by their institutions to address
technology literacy performance gaps.
The conclusion here may be that lecturer motivation in ICT training is for acquiring technology
and occupational literacy to use ICT at a functional and practice level that is integral to
enhancing their professionalism and coursework delivery. There is little focus in the findings on
the potential use of ICT as an instructional tool or the pedagogical integration of ICT for
enhancing TIVET course delivery in a proactive and responsive manner. A lack of general
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agreement on defining the important teacher technology competencies for ICT integration as an
instructional tool can also limit effective integration.
6.1.3 Motivation for Training Course Attendance
The focus
on
training
for
enhancing
professional
skills
and
course
provision
was
reinforced
in
respondents’ answers on questions concerning their rationale for attending training courses.
The dominant motivation expressed by 61% (54) of lecturers was one of personal growth,
followed closely by 58% (52) who identified career enhancement as a key motivating factor.
There were 51% (45) of respondents who identified the need for training as an additional
motivating factor. Only 4% (4) of lecturers mentioned financial factors and 3% mentioned
prestige factors for course attendance.
Figure 40 – ICT confidence – Lecturers
Another aspect explored was the level of confidence that lecturers felt in using ICT in their
teaching practice. While 20% (18) of lecturers indicated that they were very confident with ICT
use in their classroom practices, there were 27% (24) who said that they felt very unconfident,
15% (13) who felt a little unconfident and 47% (42) who indicated that they were a little
confident with ICT use in practice. When combining the unconfident and little confident
categories it becomes clear that the majority of lecturers, a staggering 89% (79), indicate a
general lack
of
confidence
in
the
use
of
ICT
in
their
practices.
Teacher
confidence
presents
a
particular challenge for ICT integration, even in instances where teachers have had training and
where there is adequate infrastructure. Teachers can still face anxiety in using ICT in classroom
settings. This lack of confidence hampers effective implementation. Teacher training that is
focused on technical skills may thus be ineffective in building teachers’ capacities to integrate
the use of ICT into curriculum practice.
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In another set of questions respondents were specifically asked whether there was a budget for
ICT training provision and whether ICT Training courses were available in TIVET institutions. On
the specific training budget, 37% (40) of HoDs and 33% (29) of lecturers answered in the
affirmative, while training availability garnered an affirmative response from 57% (63) or HoDs
and 44% (39) of lecturers. Regarding impediments to ICT use in practice, among the five most
frequently mentioned by both HoDs and lecturers were:
• Inadequacy of infrastructure and facilities in TIVET institutions
• Lack of access to ICT equipment particularly at departmental level
• Lecturer competencies (knowledge, skills & attitudes) to use technology adequately in
their practices
• Lack of or inadequate ICT training
• Funding at institutional level to support holistic approaches to ICT integration
Teacher professional
development
is
a major
challenge
for
the
implementation
of
technology
enhanced learning. Lecturers can play a crucial role in the adoption and integration of ICT in
TIVET course delivery as they are key players in curriculum implementation and innovation that
is attuned and responsive to changing requirements of industry and business. The evidence in
the survey presents a dichotomy in the findings where on the one hand HoDs and lecturers
acknowledge the opportunities for ICT professional development provided by institutions; on
the other hand practitioners (lectures & instructors) seem unmotivated and have difficulty
applying skills acquired in training in practice. In the lecturer focus group interviews, participants
clarified several challenges for practitioners who wished to apply technology in workplace
practice, including: the absence of institutional ICT policy and planning frameworks; the lack of
management directives to authorize professional development course attendance; problematic
access to the online courses due to connectivity issues; problematic course offerings in the
evenings and during holidays due to work overload; ICT training irrelevance in the absence of
adequate facilities for training application in course delivery.
The evidence would indicate that it is not always the ‘hard’ technological elements of
infrastructure and equipment inadequacies that present the greatest impediments to
technology uptake in TIVET course provision. It may actually be the case that the real need is for
greater attention to be paid to the ‘softer’ less tangible dimensions of ICT integration ‐ related
to
understanding
lecturers’
motivation
and
rationale
for
attending/
not
attending
courses
as
well as developing institutional policy and management structures to encourage and support
lecturer participation in ICT training and integration in practice.
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6.1.4 Preferred training methodologies
Finally respondents were asked about their preferred modality for professional
development provision. While respondents indicated the suitability of several internal
and external options inclusive of e‐Learning, self directed training, institution based,
local and regional workshops, and the preferred modality for both HoDs and Lecturers
was
a
blended
approach
for
face‐to
‐face
and
online
provision.
This
selection
would
perhaps reflect the stress that practitioners feel with the requirement for technology
integration. Their choice of a blended approach would perhaps suggest their need for
both traditional and online training to create enabling conditions, community of practice
support structures and safe spaces for experimentation with the potential of technology
use in their practices. Figure 41– Mode of training – HoDs and Lecturers
In focus group interviews lecturers situated their training requirements in relation to
institutional requirement to understand the needs and expectations of industry and the market
place. One
participant
observed
that
the
lack
of
knowledge
on
the
marketplace
requirements
of
student graduates limited the capacity of the institutions to respond with relevant coursework
and content. A number of participants commented on the institutional –industry linkage as a
pre‐requisite to development of relevant curriculum and authentic learning.
Lecturers commented that currently much ICT training is self ‐administered. Others referred to
ICT course irrelevance in the absence of adequate facilities for course work application. The
majority of lecturers identified training in basic literacy as a priority. Other participants
expressed demand for an intermediate level training related to ICT usage in the specialist fields
of their TIVET course programs as in ICT applications in engineering and sciences. Participants
felt in general that there should be on‐going opportunities for professional development in a
tertiary sector which requires lecturers to keep abreast with their specialist field and the
demands of industry.
Interpreting HoDs and lecturer needs reflects a requirement for training flexibility and a
continuum of courses that are practice based and have application to the TIVET broader agenda
for relevant and authentic learning and course delivery that is proactive rather than reactive to
market place requirements. The focus group discourse also presents a view of the complexity of
capacity building for ICT competency acquisition in the TIVET sub‐sector. There is a need to
consider different
levels
of
maturity
for
developing
technological,
pedagogical
and
occupational
literacy capacity of TIVET lecturers. There is also a requirement to create enabling conditions for
life‐long or continuous professional development for lecturers. These conditions will allow
lecturers to keep abreast of the constant flux of technological change and innovation and to
keep their programs and courses up‐to‐date in line with business and industry standards.
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6.1.5 General Professional development comments
Opportunities for ICT professional development have been ample for HoDs but limited for
lecturers. Peer learning is the modality for picking up ICT skills informally in institutions. There is
an opportunity for institutions to formally recognize internal resources and develop programs
for institution‐based staff development. Programs should be focused on short regular in‐house
workshops using external and internal resource supports to promote experimentation and
strategies for ICT integration across curricular programme areas.
Lecturer motivation in ICT training is for acquiring technology and occupational literacy to use
ICT at a functional and practice level that is integral to enhancing their professionalism and
coursework delivery. However there is little focus in the findings on the potential use of ICT as
an instructional tool or the pedagogical integration of ICT for enhancing TIVET course delivery in
a proactive and responsive manner. There is a need to define the important teacher technology
competencies for ICT integration as an instructional tool so as to avoid limiting the effective
integration of
ICT
in
TIVET
provision.
Use of ICT
The majority of lecturers indicate a general lack of confidence in the use of ICT in their practices.
Teacher confidence presents a particular challenge for ICT integration, even in instances where
teachers have had training and where there is adequate infrastructure. The lack of confidence
hampers effective implementation. Teacher training that is skills focused may thus be ineffective
in building teachers’ capacities to integrate the use of ICT into curriculum practice. There is a
need to modernize training provision and curricula to reflect the use of technology to enhance
critical thinking and higher order problem solving strategies and skills.
Regarding impediments to ICT use in practice, HoDs and lecturers identified 1) inadequacy of
infrastructure and facilities in TIVET institutions; 2) lack of access to ICT equipment particularly
at departmental level; 3) lecturer competencies (knowledge, skills and attitudes) to use
technology adequately in their practices; 4) lack of or inadequate ICT training and 5) funding at
institutional level to support holistic approaches to ICT integration. There is a need for greater
attention to be paid to the ‘softer’ less tangible dimensions of ICT integration ‐ related to
understanding lecturers’ motivation and rationale for attending/ not attending courses as well
as developing
institutional
policy
and
management
structures
to
encourage
and
support
lecturer
participation in ICT training and integration in practice.
Training modalities
The preferred modality for ICT course delivery is a blended approach for face‐to‐face and online
provision. This selection would perhaps reflect the stress that practitioners feel with the
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requirement for technology integration. Their choice of a blended approach would indicate their
need for both traditional and online training to create enabling conditions, community of
practice support structures and safe spaces for experimentation with the potential of
technology use in their practices.
The majority of lecturers identified training in basic literacy as a priority. Others expressed
demand for an intermediate level training related to ICT usage in the specialist fields of their
TIVET course programs as in ICT applications in engineering and sciences. Participants felt in
general that there should be on‐going opportunities for professional development in a tertiary
sector which requires lecturers to keep abreast with their specialist field and the demands of
industry.
The following training needs are made visible through the survey;
•
There is
a requirement
for
training
flexibility
and
a continuum
of
courses
that
are
practice based and have application to the TIVET broader agenda for relevant and
authentic learning and course delivery that is proactive rather than reactive to
market place requirements.
• There is a need to consider different levels of maturity for developing technological,
pedagogical and occupational literacy capacity of TIVET lecturers.
• There is a requirement to create enabling conditions for life‐long or continuous
professional development for lecturers. This will enable lecturers to keep abreast of
the constant flux of technological change and innovation and to keep their programs
and courses up‐to‐date in line with business and industry standards.
6.2 Competency Importance‐Development Survey & Training Needs Assessment
During the field research a contextualized ICT Competency importance‐development survey was
conducted with lecturers and instructors in the institutions. The competencies describe the
knowledge, skills and capabilities required of lecturers and instructors to use ICT effectively in
TIVET institutions. Based on the UNESCO ICT competency framework for teachers, the
competencies are organized under the six domains of policy, curriculum, pedagogy,
infrastructure, organization & management and professional development. The competencies
were developed
in
a focus
group
workshop
held
in
KIE
in
June
2010.
The survey involved two questions. In the first question, with the utilization of a level of
importance scale (1 for not at all important , 2 for unimportant , 3 for neither important nor
unimportant, 4 for important and 5 for very important ) lecturers and instructors were asked to
indicate their perceived level of importance on each of twenty‐six ICT Competency Standards for
Lecturers and Instructors drawn from the six domains (policy, curriculum, pedagogy, ICT,
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management & professional development) of the contextualized TIVET framework3. In the
second question, with the utilization of a level of development scale (1.25 for approaching, 2.5
for acquiring, 3.75 for achieving, and 5 for advancing), respondents were asked to identify their
perceived level of development in relation to each competency.
6.2.1 HoD, Lecturer & Instructor Competency Importance Rankings
The following section presents the results of HoD and lecturer ratings of the importance and
level of development of the ICT lecturer competencies.
The purpose is to understand the present capacities (as measured by the competency
framework) as well as to assess the need for short to medium term capacity building options.
• HoDs and lecturers ranked curriculum domain competencies for using ICT tools in the design
of
teaching
and
learning
activities, ICT
domain
competencies
for
using
web
resources
in
support of project/ problem‐ based learning, for using ICT to manage and assess progress of
student projects, policy domain competencies for raising awareness of national and
institutional ICT in Education policy, and professional development competencies for using
ICT to enable staff access to e‐learning courses for professional development, as the six
most important competency standards for a lecturer.
• In contrast ICT domain competencies were perceived to be of less importance by lecturers
and HoDs. These included: the ability to use an authoring environment or tools to design
offline or web resources; the ability to use open‐ended software appropriate to TIVET
subject areas; pedagogy domain competencies such as the ability to use open‐ended tools
and subject specific application to support student collaboration; the ability to use project‐
based learning and ICT tools to support thinking and social interaction; and organization and
management domain competencies such as the ability to apply ICT in classroom
management to support group collaboration & project work.
•
Another noteworthy finding is the low importance attributed by respondents to the use of
ICT resources and assistive technologies to address special education needs.
• These findings would suggest that the focus for HoDs and lecturers in importance
attribution is on competencies for developing their teaching skills to facilitate and deliver
the TIVET curriculum and coursework. The respondents would seem to attribute less
importance on
competencies
for
the
development
of
student
skills
to
support
collaborative,
independent and student directed learning.
• This pattern would seem to be mirrored in the results of the overall weighted mean scores
of each of the six competency domains. Here policy, teacher development and curriculum &
assessment domain competencies were revealed as the most important while organization
3 Please refer to TNA survey in questionnaire set for a detail of the questions.
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& management, pedagogical and ICT domain competencies were revealed as the least
important (please refer to Table 8 below).
Table 8‐ Contextualized ICT Competencies for lecturers
Competencies
Level of Importance
Not at all Important (1), Unimportant (2),
Neither Important nor unimportant (3),
Important (4), Very important (5),
Level of development
Emerging (1.25),
Acquiring
(2.5),
Achieving
(3.75), Advancing (5)
Mean SD
Rank
{out of
26}
Over
all
rank
Mean SD
Rank
{out of
26}
Over
all
rank
Policy 4.615 .106 1 2.30 .004 2
Policy awareness: Awareness of
national/institutional ICT in
Education policy
4.64 .674 3 2.299 .837 7
Classroom practice: Applying
national/ institutional ICT policy in
the classroom
4.59 .644 11 2.305 .853 6
Curriculum &
assessment
4.598 .071 2 2.16 .198
4
Curriculum Planning: Using ICT
tools for course design and lesson
planning
4.62 .607 6 2.255 .867 8
Learning Environment: Using ICT
tools in design of teaching &
learning activities
4.69 .516 1 2.387 .890 2
Student experience: Using ICT tools
to support student understanding
of concepts & their application in
industry
4.62 .663 6 2.362 .921 3
Assessment: Using ICT for
formative & summative
assessment
and
to
provide
feedback on progress
4.60 .531 10 2.066 .884 18
Communication & collaboration:
Using ICT to connect teaching &
learning activities to industry and
market place worlds
4.59 .704 11 2.016 .848 23
Special Needs Education: Using ICT
resources and assistive
technologies to address special
educational needs
4.47 .723 21 1.903 .741 25
Pedagogy 4.508 .115 5 2.09 .029 6
Planning: Using ICT to design
teaching & learning activities
4.62 .755 6 2.135 .893 15
Problem based learning: Using ICT
to identify complex, real‐world
industry related problems to
incorporate in TIVET subject matter
4.56 .582 16 2.060 .858 19
Student experience: Using ICT to
provide support to students for
their deep understanding of
concepts in different technical
areas
4.59 .551 11 2.090 .887 16
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Competencies
Level of Importance
Not at all Important (1), Unimportant (2),
Neither Important nor unimportant (3),
Important (4), Very important (5),
Level of development
Emerging (1.25), Acquiring (2.5), Achieving
(3.75), Advancing (5)
Mean SD
Rank
{out of
26}
Over
all
rank
Mean SD
Rank
{out of
26}
Over
all
rank
Project‐based learning: Using
project‐based learning and ICT
tools to support student thinking
and social interaction
4.41 .690 24 2.060 .830 19
Communication & collaboration:
Using open‐ended tools and
subject‐specific applications to
support student collaboration
4.36 .666 25 2.090 .813 16
ICT 4.500 .143 6 2.09 .171 5
Productivity tools: Using open‐
ended software packages
appropriate to TIVET subject
matter areas
4.42 .676 23 2.016 .884 23
Authoring tools: Using an authoring
environment or tools to design
offline and/or web resources
4.28 .933 26 1.865 .887 26
Internet: Using web resources in
support of project/problem‐based
learning
4.67 .542 2 2.217 .960 10
Communication & collaboration:
Using search engines, social media
websites and email to find people
& resources for collaborative
projects
4.50 .681 19 2.355 1.044 4
Administration: Using ICT to
manage,
monitor
and
assess
progress of student projects &
progress
4.64 .511 3 2.060 .858 19
Student learning: Using ICT to
enable student communication and
collaboration with students, peers
and the wider community
4.49 .627 20 2.035 .863 22
Organization & administration 4.535 .050 4 2.20 .038 3
Lecturer/ Instructor understanding:
Using ICT to support learning
activities and social interactions
4.57 .580 15 2.236 .928 9
ICT integration: Managing student
learning
in
a
technology‐enhanced
environment
4.58 .543 14 2.148 .871 13
Classroom management: Appling
ICT to support group collaboration
& project work
4.47 .672 21 2.205 .832 12
Acceptable & appropriate uses:
Developing procedures and policies
for ethical, responsible and
appropriate use of ICT to support
4.52 .665 17 2.217 .837 10
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Competencies
Level of Importance
Not at all Important (1), Unimportant (2),
Neither Important nor unimportant (3),
Important (4), Very important (5),
Level of development
Emerging (1.25), Acquiring (2.5), Achieving
(3.75), Advancing (5)
Mean SD
Rank
{out of
26}
Over
all
rank
Mean SD
Rank
{out of
26}
Over
all
rank
teaching & learning
Professional development 4.590 .060 3 2.30 .048 1
Planning: Using ICT to support staff
professional activities
4.52 .777 17 2.431 .916 1
Lecturer/Instructor awareness:
Using Virtual Learning
Environments to link staff to
external experts & communities
4.62 .714 6 2.142 .917 14
Informal learning: Using ICT to
enable staff access to e‐learning
courses for professional
development
4.63 .767 5 2.337 .925 5
Note: The mean scores in bold represent the weighted average of competencies for each domain
HoDs and lecturers were also asked to express the level to which these competencies have been
actually developed in their workplaces in TIVET institutions. Findings revealed that professional
development competencies (mean = 2.30) were ranked as the most developed followed by
policy competencies related to policy awareness and classroom practice (mean = 2.30) and
organization & management competencies (mean = 2.20). Curriculum and assessment
competencies (mean = 2.20), were ranked fourth followed by ICT (mean = 2.06) and Pedagogy
(mean = 2.06) competencies respectively. It is worth observing that respondents placed
competency development
in
the
workplace
in
all
domains
as
hovering
between
emerging
and
acquiring stages of development of ICT competencies.
It is also worth mentioning that traditional ICT competencies, which for many define the focus of
professional development were ranked lowest in relation to development. The more technical
oriented competencies such as, the ability to use ICT productivity tools (rank 26th out of 26) and
the ability to use ICT authoring tools (rank 23rdout of 26) ranked low in terms of the perceived
level of development in the workplace. The more pedagogical oriented competencies such as
the ability to use ICT to support staff professional activities (rank 1st out of 26) and the ability to
use ICT tools to design teaching and learning activities (rank 2nd out of 26) ranked high in terms
of workplace level of development.
6.2.2 Gap Analysis TNA
In an attempt to identify the capacity needs of HoDs and lecturers, the competencies were
mapped onto a development‐importance matrix (Table 9). The mapping is divided into four
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quadrants that distinguish lecturers’ competency groups according to what competencies they
identified as having low and high levels of importance and what they expressed as the low and
high levels of actual development of these competencies within their work practices in TIVET
institutions.
Quadrant I displays issues that are considered by HoDs and lecturers to be low in both
importance and actual level of development in the workplace. Based on the findings, such
competencies include ICT standards for Special Needs Education, Project‐based learning, ICT
open‐ended tool to promote Communication & collaboration, ICT Productivity tools, ICT
Authoring tools, ICT tools to promote student learning with the wider community. It is
important to note that three (out of 5) ICT competencies and two (out of 5) Pedagogical
competencies are included in this category.
Quadrant II includes competencies that are perceived high in the actual level of development
but low
in
terms
of
importance.
Using
search
engines,
social
media
(ICT),
using
ICT
to
support
staff professional activities (professional development), applying ICT to support group
collaboration and acceptable use (organization & management) are all issues in the low
importance and high development quadrant. Noteworthy, is the low level of importance
attributed to the use of ICT to support group collaboration and project work. This may reflect
the highly successful innovation projects that are promoted by MoHEST across TIVET institutions
indicating that there are already high levels of capability in these competency domains.
Quadrant III presents competencies that require the immediate attention of MoHEST and
industry partners as they represent the competencies perceived as of high importance and least
developed in TIVET institutions. The competencies relate specifically to the use of ICT for
improving and enhancing TIVET professionalism and course delivery. Competencies for the use
of technology to connect teaching & learning activities to industry and market place worlds
(curriculum); for the use of technology to support formative & summative assessment
(curriculum); for using ICT to identify complex, real‐world industry related problems to
incorporate in TIVET subject matter (pedagogy); for using ICT to provide support to students for
their deep understanding of concepts in different technical areas (pedagogy); for using ICT to
manage, monitor and assess progress of student projects & progress (ICT); for managing student
learning in
a technology
‐enhanced
environment
(organization
&
management);
for
using
virtual
environments to link staff to internal and external communities and technical experts
(professional development) represent competencies that HoDs and lecturers considered as
having high importance but low levels of actual development in TIVET institutions.
Finally, Quadrant IV contains eight competencies that are considered both high in importance
and actual level of development. These competencies focused on ICT policy awareness and
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practice, ICT curriculum planning and application in teaching and learning, ICT to promote
student understanding and informal networks of learning among teachers and the internet to
access resources to support learning.
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Table 9‐ Quadrant Analysis – Development ‐ Importance matrix
L e v e l o f I m p o r t a n c
e
High
Quadrant III (High Importance – Low Development)
• Communication & collaboration: Using ICT to connect teaching
& learning activities to industry and market place worlds
(Curriculum)
• Assessment: Using ICT for formative & summative assessment
and to provide feedback on progress (Curriculum)
• Planning: Using ICT to design teaching & learning activities
(Pedagogy)
• Problem based learning: Using ICT to identify complex, real‐
world industry related problems to incorporate in TIVET subject
matter (Pedagogy)
• Student experience: Using ICT to provide support to students
for their deep understanding of concepts in different technical
areas (Pedagogy)
• Administration: Using ICT to manage, monitor and assess
progress of student projects & progress (ICT)
•
ICT integration:
Managing
student
learning
in
a technology
‐
enhanced environment (Org & Management)
• Lecturer/Instructor awareness: Using Virtual Learning
Environments to link staff to external experts & communities
(Professional Development)
Quadrant IV (High Importance – High Development)
• Policy awareness: Awareness of national/institutional ICT in
Education policy
(Policy)
• Classroom practice: Applying national/ institutional ICT policy
the classroom (Policy)
• Curriculum Planning: Using ICT tools for course design and
lesson planning (Curriculum)
• Learning Environment: Using ICT tools in design of teaching &
learning activities (Curriculum)
• Student experience: Using ICT tools to support student
understanding of concepts & their application in industry
(Curriculum)
• Informal learning: Using ICT to enable staff access to e‐learnin
courses for professional development (Professional
Development)
•
Internet: Using
web
resources
in
support
of
project/problem
‐
based learning (ICT)
• Lecturer/ Instructor understanding: Using ICT to support
learning activities and social interactions (Org & Management
Quadrant 1 (Low Importance – Low Development)
•
Special Needs Education: Using ICT resources and assistive
technologies to address special educational needs (Curriculum)
• Project‐based learning: Using project‐based learning and ICT
tools to support student thinking and social interaction
(Pedagogy)
• Communication & collaboration: Using open‐ended tools and
subject‐specific applications to support student collaboration
(Pedagogy)
•
Productivity tools: Using open‐ended software packages
appropriate to TIVET subject matter areas (ICT)
•
Authoring tools: Using an authoring environment or tools to
design offline and/or web resources (ICT)
•
Student learning: Using ICT to enable student communication
and collaboration with students, peers and the wider
community (ICT)
Low
Quadrant II (Low Importance ‐ High Development)
•
Communication & collaboration: Using search engines, social
media websites and email to find people & resources for
collaborative projects (ICT)
• Planning: Using ICT to support staff professional activities
(Professional Development)
• Classroom management: Appling ICT to support group
collaboration & project work (Org. & Management)
•
Acceptable & appropriate uses: Developing procedures and
policies for ethical, responsible and appropriate use of ICT to
support teaching & learning (Org. & Management)
Hig
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6.2.3 General TNA comments
HoD and lecturer perceptions of competency importance and their own assessment of their
competency levels of development were mapped on an importance‐development matrix. The
competencies identified
by
respondents
to
be
of
high
importance
and
low
level
of
development
present a capacity gap that is directly related to the practical use of ICT for improving and
enhancing TIVET course delivery. The competencies are:
• The use of technology to connect teaching & learning activities related to industry and
market place worlds;
• The use of ICT to support formative & summative assessment in TIVET coursework ;
• The use of ICT to identify complex, real‐world industry related problems to incorporate
in TIVET subject matter;
•
The use
of
ICT
to
provide
support
to
students
for
their
deep
understanding
of
concepts
in different technical areas;
• The use of ICT to manage, monitor and assess progress of student projects & progress;
• The use of ICT for managing student learning in a technology‐enhanced environment
What is noteworthy is the shift in focus of capacity needs from a techno‐centric approach to
pedagogical integration capacity building that has dominated most training programs in
developed and developing countries. The TNA has clearly identified lecturer needs that are
centered on the pedagogical integration of ICT in TIVET programs. The focus is not on Education
for ICT , but rather on ICT for Education or the use of the ICT tool to improve pedagogical
practices in TIVET course delivery and ultimately to produce student graduates with technical
and innovation skills adequate for the real contexts and challenges of the 21st Century
marketplace.
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Conclusions and Recommendations
The baseline survey as carried out amongst TIVET institutions in Kenya should be recognized as
just one step in the processes needed to overhaul ICT integration in teaching and learning in the
sub‐sector.
The
survey
will
allow
for
the
MoHEST
and
other
sector
stakeholders,
to
have
access
to current and needed data that will enable better planning and prioritization. For
implementation purposes, the recommendations as given per area below, can be considered as
individual strategies, or maybe addressed within a coherent policy framework as suggested
under the recommendations given in the section for Policy and Vision. Where a parallel
approach is taken, careful attention needs to be paid to coordination and harmonization of the
process and this should be led by the MoHEST. Additionally, it should be noted that the
recommendations given should be thought of within the broader context of policies and
initiatives aimed at the wider education sector, as well as for TIVET institutions that were not
initially targeted under this baseline.
1. Policy and Vision
Findings from the baseline clearly indicate that the majority of TIVET institutions do not have a
formal ICT policy, ICT work plans or ICT guidelines. Among the few institutions that have an
institutional ICT policy only a fifth have developed ICT work plans to realize the policies and
made subsequent budget allocations. Although a high level of confidence has been registered in
the relevance of existing ICT policies, respondents cast a bit of doubt on its implementation.
Reasons behind the implementation gap are related to the fact that policies may have been
developed
while
the
accompanying
implementation
work
plans
have
not.
The
willingness
to
adhere to policy requirements, in the few institutions that have such policies, is countered by
barriers such as lack of infrastructure, lack of human resources in the form of ICT integration
skills, a lack of policy to have these skills acquired by lecturers and HODs, and lack of
institutional implementation/work plans.
At the national level, the ICT Integration policy gap seems to hinder strong administrative
support of the departments in integrating ICT in curriculum delivery from institutional
management. Although matters related to ICTs are sometimes debated in staff meetings, the
actual planning and implementation of ICT use was noted not to be forthcoming. This has
resulted in a significant implementation gap regarding ICT integration to TIVET as most of the
activities are carried out on an adhoc basis. The heavy investment in ICT infrastructure in the
institutions is mainly being used for basic ICT skills acquisition in most of the institutions and as a
core course offering for those students who are not taking Computer studies as their core
course.
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Recommendations:
1. Define clear national policy parameters for ICT integration into TIVET, including new
policies where appropriate and/or needed:
With the increase in demands for new skills, as well as increased access to new
technologies to support all skills, there is the need to re‐examine the policy frameworks
which govern TIVET in Kenya. Similar to approaches used in the education sector, a
careful analysis must be done of all related sector level policies to ensure that ICT issues
are correctly/appropriately captured. It is recommended that the MoHEST leads a multi‐
stakeholder process to develop an ICT Integration Strategy in TIVET education which will
further detail priorities, budgets, and planning which will in turn provide the framework
within which TIVET institutions can plan and implement the integration strategy. Central
to the strategy will also be the need to define :
a. Policy: general purpose and policy objectives for ICT integration in TIVET
institutions for
a defined
period
of
time
(e.g.
five
years,
2012
–
2017)
b. Strategic objective areas: defining strategic objective areas/priorities for using
ICTs in TIVET for the period
c. Organization and management: technical support requirements, accountability
measures, budgetary and/or incentive structures
d. ICT infrastructure: defining what ICT infrastructure would be required in each of
the TIVET institutions
e. Curriculum: identifying the priorities for ICT integration for the TIVET
institutions, as well as identifying new course offerings that businesses and by
extension the technology dictates; the issue of curriculum will also have to be
looked at within the context of other related policies such as National
Qualifications Frameworks, Occupational Standards and Competency Based
Training (where already in existence or planned)
f. Digital Learning Materials (e‐content): defining priority areas and segments
within TIVET
g. Capacity Building/Enhancement: defining capacity gaps of administrators,
educators, trainers, facilitators, support staff etc. needed for a holistic ICT
integration and developing a plan around which those will be addressed
h. Monitoring and Evaluation: defining mechanisms to be used to monitor
progress and
achievement
of
objectives
for
ICT
Integration
in
TIVET
i. Total Cost of Ownership (TCO) for the implementation of such a strategy.
It should be noted that any new policy/plan developed should also take into
consideration existing national and/or sector policies. Where appropriate, these will
have to be revised and/or aligned.
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2. Develop institutional level guidelines and plans for ICT Integration: defined
institutional level guidelines must be provided to all TIVET institutions to ensure
standardisation (and hence equity) across the board. This can be developed based on
the final ICT Integration Strategy, and would in fact mirror those components but at an
institutional level.
Addressing policy issues at these two levels i.e. national and institutional would also allow for a
clear differentiation between the responsibilities of various actors within the TIVET sector with
the MoHEST providing the overarching policy framework, while providing guidance to the
implementing institutions.
2. Curricula and Assessment
An understanding of the curriculum affects the progression of ICT in the curriculum from the
awareness stage
to
the
acquisition
of
basic
skills,
to
the
integration
and
overlapping
of
subject
areas with ICT tools to the use of ICT to address larger more complex real world issues.
Assessment should allow a system to determine whether outcomes have been met and provide
a basis for review, evaluation and revision accordingly. Assessment should be at the individual as
well as at the institutional level.
The findings from the baseline indicate that curricula and assessment requirements have a
direct impact on the use of ICT in TIVET Institutions. ICT is widely taught as a subject in a
majority of the institutions and one of the fundamental reasons is because there is a defined
curriculum
for
it
and
this
curriculum
is
assessed
at
the
national
level.
When
the
curriculum
does
not provide any standards or guidelines for ICT usage in its delivery, the use of ICT will remain
concentrated in the use of emails, communication and ICT literacy.
Although lecturers and HoDs are generally aware of the necessity to use ICTs in the 21st Century,
there are no enabling factors to encourage them to do so. Institutional support mechanisms for
ICT usage and deployment of ICTs are lacking. Curriculum overload and its orientation to
assessment which means that lecturers are inclined to teach what is assessed are factors that
were noted to greatly influence ICT integration practices in the institutions.
Since the
curriculum
and
assessment
approaches
are
silent
on
how
ICT
should
be
used,
there
are fragmented efforts in the use of ICT for instruction and most of these are individual driven.
Although a minority of the students indicated that TIVET curriculum offerings were adequate
and relevant for their future professional requirements, most of the students expressed
concerns that both the TIVET curriculum and assessment systems were outmoded. There
appeared to be a general consensus emerging through the discussions of the need for
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curriculum revision to enable student graduates to meet requirements for today’s competitive
and innovative market place. In addition ICT course provision was seen to be irrelevant by the
students in their specialist fields with technical software often being unavailable or used for
demonstration purposes in a theoretical delivery format.
According to the students, lecturer resistance where there is no institutional policy and no
capacity building to support integration, access where labs are closed after regular classes
requiring students to seek and pay for extra‐curricular technology upgrades outside the
institution, archaic technology tools in the institutions, low computer to student ratios, and a
mismatch between institutional curriculum with market place practices, as some of the
curriculum issues emerging from the survey.
In interpreting the student reflections on ICT use in the TIVET curriculum, it would seem at first
glance that the lack of ‘hard’ facilities (hardware and software) may represent the easiest aspect
to
blame
in
relation
to
lack
of
ICT
integration
in
course
delivery.
Yet
many
institutions
have
made great strides in upgrading facilities and access. The case may be that the real need is for
consideration of the softer dimension for capacity building, management structure and policy
enhancement to promote a culture of ICT use in curriculum design and course delivery.
Recommendations:
3. Introduce ICT as a core skill for all entry level students: Given that the majority of
students enter the TIVET institutions with low or no ICT skills, it is recommended that a
curriculum be developed for all entry level students to ensure that students do acquire
good foundational ICT skills which they will further build on while completing their
elected courses. Where already offered, the curriculum can be revised. MoHEST and
stakeholders can also explore globally recognized options or other internationally
certifiable ICT courses that are aligned to the job market and for which students can
earn additional certification should they wish to do so. This could also be at a national
level.
4. Review course schedules and timetables to allow for sufficient learning and practise
time as it related to the acquisition of ICT skills: Apart from its presence as a curriculum
subject,
there
needs
to
be
sufficient
learning
and
practise
time
to
enable
trainees
to
acquire ICT competencies. Additional attention needs to be given to ensure that
adequate time is built into class schedules to accommodate this. This it should also be
noted, will be in direct correlation to the ratio of computers and other ICT resources to
students (see recommendations under ICT Infrastructure)
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5. Determine based on industry input crucial ICT skills sets per curriculum/course area :
The curriculum has been noted to not being in‐step with Industry requirements, and
partnerships with Industry have also been noted to be weak except for student
attachment in which only the students are involved. It is therefore recommended that
Industry involvement in TIVET education, and especially exploring ways of making the
curriculum and assessment relevant through ICT, should be developed. This could
include but not be limited to: curriculum, occupational standards and levels of
competency (ies).
3. Pedagogy
Even though a clear majority of the TIVET institutions require lecturers to use ICTs, more than
15% of the institutions do not have such requirements and almost 20% of the lecturers are not
using ICT at all in their teaching and learning.
The most popular use of ICT in TIVET institutions is for research and accessing information as
well as tutoring in computer science and computer literacy. ICT resources are mostly used for
developing lecturers own knowledge and for teaching students about computers. Facilitation of
virtual learning environments or using ICTs to develop students’ 21st Century skills is not yet
common practice. Lecturers are aware of the potential of ICTs in the art of teaching but they
neither have the skill‐sets nor access to ICT facilities to efficiently integrate the new tools and
methodologies in curriculum instruction.
If pedagogy in relation to ICT is the level of expertise on the use of appropriate applications and
other ICT tools and the frequency of use to enhance specific teaching strategies, then, the
lecturers and HoDs in TIVET institutions have room for improvement. This is because, the
registered frequency of use of ICTs tool in the teaching practice was rated poorly and when this
happens, it is on an ad hoc basis. Further, there is still a big challenge for lecturers and HoDs to
use ICT in teaching and learning as the comfort levels in using the tools are very low among.
Since the art of teaching and learning through and with ICTs is mainly driven by individual efforts
as opposed to institutional policies, ensuring that HODs and lecturers are comfortable with ICT
would greatly enhance ICT uptake.
Although a majority
of
the
institutions
require
HoDs
and
lecturers
to
use
ICTs,
this
is
not
being
implemented in a systemic and systematic way because the requirement is not supported by an
enabling environment with tools, structures, and policies. The lecturers also greatly lack the
skills to infuse ICT in their teaching practice.
Recommendations:
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6. Finalise the ICT Competency Framework and formally adopt this as the guideline for
the skills standard for TIVET instructors: Significant work has already been undertaken
on the ICT Competency Framework, and the discussions around that have been
instrumental in the design of this baseline. It is therefore recommended that this be
validated and formally adopted as a measure for pre‐service training of TIVET lecturers.
It is recommended that the process be completed as soon as possible, as this will also
help to facilitate several of the other recommendations outlined in this report.
7. Review the curriculum at the level of the teacher training institutions: Similar to the
recommendations proposed for trainees, the curriculum of the TIVET trainers should
also be reviewed and brought in line with the above mentioned competency standards.
Access to tools and resources at the level of the educational institutions should also be
planned for and provided, and increased emphasis placed on acquiring new pedagogical
techniques. As it is expected that this process will occur in parallel with several other
recommendations given,
a phased
approach
is
also
suggested
and
may
include:
a. Undertaking an immediate audit of the curricula at the teacher training facilities
to see where ICTs could be integrated as a tool for teaching, as well as providing
a first exposure for pre‐service instructors in the use of ICTs as a teaching tool
within the various skill areas.
b. Providing additional teaching and learning resources based on the finalised
competency framework (see Recommendation 6) as a short term measure in
addressing competency gaps of current pre‐service instructors.
c. Implementing a series of Train the Trainer workshops (on and offline) for
present lecturers.
d. Facilitating final review and revision of curriculum based on finalised
competency framework (see Recommendation 7).
4. ICT Infrastructure
The learning environment in which ICT is used requires certain facilities and resources. These
include computers and servers, networking and Internet access, electricity and space. Further
resources include various types of software and content, computer peripherals, television sets,
video equipment, projectors, whiteboards and specialized tools.
Most institutions have implemented ICT policies in the form of computers being made available
to staff and students. Data collected from the institutions suggest that most of them use the
computer lab access model combined with laptops and projectors for integration. Most of the
equipment has been acquired recently in the last 2‐3 years. But enough data on student
population to analyze if the ratio of students per computer is adequate was not available.
However, in the absence of the said data, it was clear from the focus groups discussions that
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This can in turn be provided as a guideline which institutions can then use to determine
their investments.
11. Software, content and Internet access should be improved: In order to satisfy
educational needs and adequately serve the number of students. Other that the
standard off the shelve softwares, raising awareness on different ways of evaluating
existing standard education content would also be one the capacity building activities
under MoHEST to improve and deepen subject knowledge for both lecturers and
students.
5. Organization, Management and Administration
EMIS are not widely used in TIVET institutions and there is no policy governing their use. Its
implementation is being carried out in individual institutions at the discretion of the institution’s
management.
Data
and
information
required
for
planning
remains
scant
and
unavailable.
Wherever EMIS is in use it is introduced with applications for Finance, Administration and
Procurement. IT‐systems that are more integrated into course delivery and require two‐way
communication are not common.
The data implies that sensitization efforts towards TIVET management regarding the
opportunities and demand for IT systems in education management could be valuable in helping
institutions seize so far unrealized opportunities.
IT management systems are not transparent from national to provincial to institutional levels.
Further, lecturers and administrators at TIVET institutions are not trained on how to utilize the
data that is available. The use of web tools and other ICT related resources that are required for
service delivery is seemingly not discussed frequently at the institutional level as a result of
which active dialogue and initiatives on how to best make use of ICT remains a matter of
personal ambition rather than an institutional directive.
Both equipment and connectivity is foremost funded by the institutions themselves. Since
institutions predominantly are funding their operations through Governmental contributions,
tuition fees and internally generated incomes, these are indirectly also the sources supporting
computer equipment
acquisition.
The
Government
doesn’t
seem
to
tie
its
provided
funds
to
the
acquisition of computer equipment; rather it gives development funding that the institution can
use for development related activities under which ICT procurement falls.
TIVET institutions seem not to have elaborate partnerships with the Private sector except during
student attachment opportunities.
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Almost one third of the institutions don’t have an ICT specific budget, signaling that ICT is not a
priority issue for a significant number of institutions. The institutions that have an ICT specific
budget specify mainly ICT infrastructure such as hardware, software and maintenance of
equipment. Professional development (i.e. use of ICTs) is only present in 33% of the budgets and
hence not as prioritized.
On an institutional level, professional development is however only separately stated in 33% of
the institutional ICT budgets. To efficiently integrate ICT into classroom practice, lecturers need
training in how to make good use of the new ICT‐based pedagogical tools. The different
priorities between equipment and classroom integration/training in ICT budgets at institutional
respective departmental level indicate inconsistent priorities by different professional groups at
TIVET institutes.
Recommendations
12. Define types of Education Management information Systems (EMIS) needed at the
institutional level to inform national as well as institutional planning: The TIVET
institutions have access to data and information that is critical at a number of levels –
including the national level – of planning. However, based on what was seen during the
baseline survey collection and use of this data/information is not systematically being
done. There is a need to have structure in how data should be collected and stored.
Such data can include but not be limited to :
‐ accounting, procurement and disbursements data for program management
and monitoring;
‐ TIVET provider data including staffing, registration, accredited course offerings,
fees, and trainee placement benchmarks;
Issues such as frequency of data collection must also be addressed within this
framework/strategy. It is also recommended that a sub‐set of the questions used for
purposes of this baseline be included in such an EMIS.
13. Earmark/Allocate ICT funding as an explicit part of development funding: As
institutions will have to develop their ICT infrastructure if the goals and objectives of an
ICT integration strategy are to be met, it is recommended that the Government
allocates
a
set
percentage
of
the
development
funding
given
to
the
institutions
specifically for ICT acquisition, purchase and maintenance. Clear guidelines must be
developed as to what this ear marked funding can and cannot be used for. This could
also include in‐house ICT professional development opportunities for staff.
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6. Professional Development
Professional development in ICT is meant to enhance personal productivity and professional
practice of HODs and lecturers through ICT. As ICT is introduced into an education setting, there
is a tendency to move from discrete skills training to reflective practice. This requires budgetary
allocation, release
time
for
teacher
professional
development,
and
availability
of
resources
all
of
which can have a great impact on the ability of an institution to incorporate ICT in a meaningful
way.
Opportunities for ICT professional development have been ample for HoDs but limited for
lecturers. Peer learning is the modality of picking up ICT skills informally in institutions. There is
an opportunity for institutions to formally recognize internal resources and develop programs
for institution‐based staff development that is focused on short regular in‐house workshops
using external and internal resource supports to promote experimentation and strategies for ICT
integration across curricular program areas.
Lecturer motivation in ICT training is for acquiring technology and occupational literacy to use
ICT at a functional and practice level that is integral to enhancing their professionalism and
coursework delivery. However there is little focus in the findings on the potential use of ICT as
an instructional tool or the pedagogical integration of ICT for enhancing TIVET course delivery in
a proactive and responsive manner. There is a need to define the important teacher technology
competencies for ICT integration as an instructional tool so as to avoid limiting the effective
integration of ICT in TIVET provision.
Teacher confidence
presents
a particular
challenge
for
ICT
integration,
even
in
instances
where
teachers have had training and where there is adequate infrastructure. This lack of confidence
hampers effective implementation. Teacher training that is skills focused may thus be ineffective
in building teachers’ capacities to integrate the use of ICT into curriculum practice. There is a
need to modernize training provision and curricula to reflect the use of technology to enhance
critical thinking and higher order problem solving strategies and skills.
The preferred modality for ICT course delivery is a blended approach for face‐to‐face and online
provision. This selection would perhaps reflect the stress that practitioners feel with the
requirement for technology integration. Their choice of a blended approach would indicate their
need for both traditional and online training to create enabling conditions, community of
practice support structures and safe spaces for experimentation with the potential of
technology use in their practices.
There is a great demand for training in basic ICT literacy and training related to ICT usage in the
specialist fields of their TIVET course programs as in ICT applications in engineering and sciences.
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Although the institutions are supportive of HoDs and lecturers use of ICT and actually require
them to use ICTs, an enabling environment to actualize this policy is far from ready. This
includes equipping the HoDs and lecturers with the skills required for the use of ICT as a
personal level and also in curriculum delivery. On‐going opportunities for professional
development in a tertiary sector which requires lecturers to keep abreast with their specialist
field and the demands of industry are required.
Recommendations:
14. Expand options for TIVET lecturers to purchase/own ICT equipment at reduced prices:
This can be achieved through Public‐Private‐Partnerships; the Ministry can facilitate
direct purchase of ICT equipment by TIVET lectures at reduced prices or through an
arranged check‐off system with arrangements between the financier and the employee.
This can
be
provided
as
a part
of
the
incentives
for
increasing
lecturer
use,
and
comfort
with using ICTs.
15. Facilitate periodic (regular) upgrade of ICT competencies for all lecturers, regardless of
the courses they are teaching: This can either be organized at the national level, using a
train the trainer approach to ensure that at least a set number of instructors/facilities
are trained or at the institutional level using a school‐based approach where the
institution organizes seminars / in‐house training that are supported by internal ICT
experts and practitioners and / or external expertise from national institutions such as
the Learning Resources Centre Project in KTTC established to build capacity in lecturers
and teachers not only to learn how to use ICT but to use ICT to learn.
16.
Provide opportunities for on‐line learning: With an identified progression path for
lecturers, school‐based courses can be provided through institutions of higher learning
or the TIVET lecturers training college (KTTC). Collaboration with Industry could also
provide avenues where lecturers upgrade their skills with the latest technologies and
skills.
17. Reduce the capacity gap: Provide training in the key areas of ICT use in TIVET
provision identified by respondents as being of high importance and having a low
level of development, namely:
a. The use of technology to connect teaching and learning activities related
to Industry
and
market
place
worlds;
b. The use of ICT to support formative and summative assessment in TIVET
coursework ;
c. The use of ICT to identify complex, real‐world industry related problems
to incorporate in TIVET subject matter;
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d. The use of ICT to provide support to students for their deep
understanding of concepts in different technical areas;
e. The use of ICT to manage, monitor and assess progress of student
projects & progress;
f.
The use
of
ICT
for
managing
student
learning
in
a technology
‐enhanced
environment
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Annex
List of Tables and Figures
Table 1 ‐
Demographic profile
of
the
TIVET
respondents
................................................
28
Table 2‐ Institutional Visions ............................................................................................. 30
Table 3‐ Existing policies and plans‐ HoDs ........................................................................ 30
Table 4‐ Existence of ICT policies and plans ‐ Lecturers ................................................... 31
Table 5 ‐ Tools available for ICT integration ..................................................................... 40
Table 6‐ Purpose of ICT use in TIVET courses ................................................................... 49
Table 7– Strategies to encourage lecturers to use ICTs ‐ HoDs ........................................ 53
Table 8‐ Contextualized ICT Competencies for lecturers ................................................. 88
Table 9‐ Quadrant Analysis – Development ‐ Importance matrix .................................... 93
Figure 1 ‐
2 –
Education
and
Training
Structure
in
Kenya
(Source:
Sessional
Paper
No.
1
of 2005) ............................................................................................................................. 18
Figure 3: Reasons for not implementing ICT policies – HoDs ........................................... 32
Figure 4: Reasons for not implementing ICT policies ‐ Lecturers ..................................... 32
Figure 5‐ Levels of satisfaction with policies and plans ‐ HoDs ........................................ 33
Figure 6‐ Levels of satisfaction with policies and plans – Lecturers ................................. 33
Figure 7 – How is ICT Policy Implemented – Lecturers and HoDs ..................................... 34
Figure 8‐ Challenges with TIVET course provision – HoDs and Lecturers ........................ 35
Figure 9‐ Challenges with ICT integration in TIVET course provision – HoDs and Lecturers
........................................................................................................................................... 36
Figure 10
‐Challenges
with
ICT
integration
in
course
provision
–
HoDs
and
Lecturers.
.. 39
Figure 11 ‐ ICT integration practices ‐ HoDs ..................................................................... 41
Figure 12‐ Uses of ICTs by lecturers and students ‐ IT Technicians .................................. 44
Figure 13 – Requirement of lecturers to use ICT – view of HoDs and Lecturers ............... 48
Figure 14 – Purpose of ICT use – Main 4 uses – Lecturers and HoDs ................................ 48
Figure 15– Frequency of ICT use in teaching process ‐ Lecturers .................................... 51
Figure 16– Frequency of ICT use by Lecturers in teaching process ‐ HoDs ...................... 51
Figure 17 – Comfort level of Lecturers in using technology ‐ HoDs .................................. 52
Figure 18 – Comfort level of lecturers in using technology ‐ Lecturers ............................ 52
Figure 19 – Training received ‐ IT Technicians ................................................................... 54
Figure 20 – Average number of computers per Institution ‐ IT Technicians ..................... 55
Figure 21 – Average number of computers per Institution ‐ IT Technicians .................... 55
Figure 22 – Location of computers ‐ HoDs ........................................................................ 56
Figure 23 – Functions of TIVET servers ‐ IT Technicians .................................................... 57
Figure 24 – Adequacy of equipment, software, Internet and training ‐ HoDs .................. 59
Figure 25 – Adequacy of equipment, software, Internet and training ‐ Lecturers ........... 59
Figure 26 – Existence of ICT related Policies and Plans ‐ IT Technicians ........................... 61
Figure 27 – Software in use‐ IT Technicians ...................................................................... 62
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Figure 28 – Operating system in use ‐ IT Technicians ........................................................ 63
Figure 29 – TIVET partnerships with private sector – HoDs and Lecturers ....................... 66
Figure 30 – TIVET partnerships with education institutions – HoDs and Lecturers .......... 67
Figure 31 – TIVET partnerships with industry– HoDs and Lecturers ................................ 67
Figure 32 – TIVET partnerships with other organizations – HoDs and Lecturers .............. 68
Figure 33 –
EMIS
approach
adopted–
HoDs
......................................................................
69
Figure 34 – IT systems used to enable student access to education and training – HoDs 70
Figure 35 – Degree of training of lecturers to utilize data – HoDs and Lecturers ............. 72
Figure 36 – Sources of support or income for the institutions – HoDs ............................. 74
Figure 37 – Sources of funding for ICT activities – HoDs ................................................... 76
Figure 38 – Sources of funding for ICT activities – HoDs ................................................... 76
Figure 39 – ICT related activities with specific budget allocation – IT technicians ........... 77
Figure 40 – ICT confidence – Lecturers ............................................................................. 82
Figure 41– Mode of training – HoDs and Lecturers .......................................................... 84
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List of Institutions that participated in the survey
Institutions that answered the survey, either in person or by email:
Institution
Answered questionnaires
Region HoDs Lecturers
IT
Technicians TNA
BUMBE TECHNICAL TRAINING INSTITUTE WESTERN 4 0 0 4
BUSHIANGALA TECHNICAL TRAINING
INSTITUTE WESTERN 2 0 1 2
ELDORET POLYTECHNIC RIFT VALLEY 3 2 1 6
GUSII INSTITUTE OF TECHNOLOGY NYANZA 3 4 1 7
KABETE TECHNICAL TRAINING INSTITUTE NAIROBI 4 4 1 8
KAIBOI TECHNICAL
TRAINING
INSTITUTE
RIFT
VALLEY
2 5 1
5KAIMOSI COLLEGE INSTITUTE OF
TECHNOLOGY WESTERN 3 3 1 5
KENYA TECHNICAL TEACHERS COLLEGE NAIROBI 0 0 1 0
KEROKA TECHNICAL TRAINING INSTITUTE NYANZA 3 0 1 2
KIAMBU INSTITUTE OF SCIENCE AND
TECHNOLOGY CENTRAL 4 4 1 9
KIRINYAGA TECHNICAL INSTITUTE OF
TECHNOLOGY CENTRAL 3 2 1 4
KISIWA TECHNICAL TRAINING INSTITUTE WESTERN 1 0 1 1
KISUMU POLYTECHNIC NYANZA 4 0 1 4
KITALE TECHNICAL TRAINING INSTITUTE RIFT VALLEY 4 3 1 7
MACHAKOS TECHNICAL TRAINING INSTITUTE EASTERN 3 4 1 8
MATHENGE INSTITUTE OF TECHNOLOGY CENTRAL 5 3 1 7
MATILI TECHNICAL TRAINING INSTITUTE WESTERN 1 0 1 1
MAWEGO TECHNICAL TRAINING INSTITUTE WESTERN 4 4 1 6
MERU TECHNICAL TRAINING INSTITUTE EASTERN 0 0 1 1
MICHUKI TECHNICAL TRAINING INSTITUTE CENTRAL 1 3 1 2
MOI INSTITUTE OF TECHNOLOGY NYANZA 4 4 1 4
MURANG'A COLLEGE OF TECHNOLOGY CENTRAL 3 3 1 7
NAIROBI TECHNICAL TRAINING INSTITUTE NAIROBI 4 4 1
9
NKABUNE TECHNICAL TRAINING INSTITUTE EASTERN 3 3 1 7
NORTH EASTERN PROVINCE
NORTH
EASTERN 1 3 0 6
NYANDARUA INSTITUTE OF SCIENCE AND
TECHNOLOGY CENTRAL 2 0 1 4
NYERI TECHNICAL TRAINING INSTITUTE CENTRAL 4 4 1 7
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Institution
Answered questionnaires
Region HoDs Lecturers
IT
Technicians TNA
OL'LESSOS TECHNICAL TRAINING INSTITUTE RIFT VALLEY 2 0 0 0
PC KINYANJUI TECHNICAL TRAINING
INSTITUTE
NAIROBI 5 4 1
8
RAMOGI INSTITUTE OF ADVANCED
TECHNOLOGY NYANZA 5 3 1 6
RIFT VALLEY INSTITUTE OF TECHNOLOGY RIFT VALLEY 1 0 0 4
RIFT VALLEY TECHNICAL TRAINING INSTITUTE RIFT VALLEY 3 5 1 7
SANGALO INSTITUTE OF SCIENCE AND
TECHNOLOGY WESTERN 4 2 1 7
SHAMBELELE TECHNICAL TRAINING
INSTITUTE WESTERN 3 0 1 3
SIAYA INSTITUTE OF TECHNOLOGY NYANZA 4 8 1 10
SIGALAGALA TECHNICAL
TRAINING
INSTITUTE
WESTERN
4 0 1
4THIKA TECHNICAL TRAINING INSTITUTE CENTRAL 3 1 0 2
WOTE TECHNICAL TRAINING INSTITUTE EASTERN 0 4 1 6
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Related documentation
- Several instruments were used to collect data. For more information about the
questionnaires
and
survey
process
see
separate
document:
TIVET
ICT
BASELINE
SURVEY
TOOLKIT.
- The collected answers to all questionnaires have been digitized and are available in XLS
format. Each XLS file corresponds to a survey, and contains all individual answers (in
separate sheets), a summary sheet with all the answers together (one row per answer)
and an analysis sheet with percentages and graphs, question by question.
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TIVET ICT Baseline Survey Draft Report
Page 112 of 114
References
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