TVET AS A MEANS OF SYNERGY IN

KENYA’S INDUSTRIAL DEVELOPMENT

Student Selection, Learning Outcomes and Industrial Needs

By Joseph K. Kataka

Kenya Education Career Path

Pre-Primary Education

Master Crafts

Craftsman

Artisan

Technician

Secondary Education

Primary Education

Engineer / Technologist

Certific

ate

Level

Degree / Diploma

A Developed Economy

Knowledge and Brain Power- Availability of institutions.

- Student selection process.

- Life long learning.

- Learning how to learn.

Flexible Learning:

- The ICT Revolution.- Guided Research.- Self paced learning.- Mobile learning

Industrial and Occupational Change

• More use of technology (microchips) at work.

• Knowledge is used for improving processes products and services.

•Growth in high skills and low skills jobs.

Flexibility, Dynamism and Competition

•Fast growing companies.

•Networking and cooperation.

• Innovation and growth.

•Flexible production to meet customer needs.

Climate of Growth

• Expansion without increased inflation.

• No excessive debt.

• Balanced budget.

Globalization

• Increased international trade.

• Intense competition.

• Innovations.

• Increasingly globalized and export driven.

TVET, INDUSTRIAL GROWTH AND THE NEW ECONOMY

THIKA T.T.I RESEARCH SECTION GRADUATE DATA

(2011 – 2012)

No. Department Female MaleEmployed

by Someone

Self

Employed

Not

Employed

Relevance

of training

Furthered

StudiesTotal

1 Mechanical

Engineering

0 27 3 3 12 18 9 27

2 Information Studies 15 9 18 0 0 18 0 24

3 Agricultural

Engineering

6 30 9 12 6 24 15 36

4 Human Resource 60 21 24 6 0 33 9 81

5 Civil Engineering 9 21 24 3 0 27 9 30

06 Electrical

Engineering

18 87 48 27 6 69 15 105

07 ICT 18 27 18 15 3 36 9 45

08 Health & Applied

Sciences

12 9 6 6 0 12 12 21

09 Business 24 6 12 3 3 18 3 30

TOTAL SAMPLED 162 237 162 75 30 255 81 399

… See

Significant shifts Being experienced in

Teaching-Learning of TVET system

Source: Rajesh P. Khambayat and Shyamal Majumdar (2010. P. 12)

Emerging Paradigm Of Teaching-

learning In TVET

Source: Rajesh P. Khambayat and Shyamal Majumdar (2010. P. 12)

Flexible Teaching Integration Model

Improvement Planning

BuildingIntegration

Adapted from Source: The conference board of Canada as cited in Murray (2001. p. 26)

Phase 1: Planning

• Needs assessment.

• Define learners’ needs.

• Identify a team.

• Define the work process.

Phase 2: Building

• Instructional material.

• Research methods.

• Repurpose content

• Partner with companies.

Phase 3: Integration

• Provide adequate ICTs.

• Train the trainers.• Allocate space and time to learn.• Build groups (Guided research,

Integration of self paced learning).

• Track link and measure.

Phase 4: Improvement

• Assess and evaluate.

• Determine if to upgrade.

• Review / integrate new

technologies.

• Scale up or out.

Making TVET Compulsory

A Reformed TVET will provide a more competent and efficient workforce able to

face challenges of modern technology.

The GOAL is to have more Technical Universities, make TVET accessible and

compulsory to all. This is in line with the United Nations Education For All

principle.