Transcript TECHNICAL & VOCATIONAL EDUCATION and TRAINING (TVET

TECHNICAL & VOCATIONAL
EDUCATION and TRAINING (TVET)
SECTOR MAPPING IN KENYA
For the Dutch Schokland TVET
programme
By: John Nyerere
Contents
1.
Background

2.
3.
4.
5.
Purpose and Organization of study
Supply Side – Education and Training
Demand Side – Labour market
Cross cutting Issues and Observations
Conclusions
1.0 General Introduction
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Globally education is acknowledged as a means
for transforming and empowering the youth with
skills, knowledge and, attitudes to enable them
become productive members of the society.
In 2000, Govt leaders of 189 countries decided to
focus efforts on poverty reduction - on MDGs.
In 2007, the Netherlands Government decided to
boost achieving the MDGs through a common
effort - The Pact of Schokland - Project 2015,
which aims to put on track MDGs.
Purpose of Mapping

To identify existing stakeholders and their
interests in TIVET;
 Past
experiences and good practices regarding
demand and supply of TVET;
 Strong and weak elements of the TIVET sector.


The importance of the exercise lies in the
establishment of relevancy for future
partnerships’ activities.
The results of the mapping process will function
as a guide for the further development of country
and partnership proposals, which may need to
be modified or updated.
Approach
Review of various documents relating to
Government policy, strategy and economic
survey- Vision 2030, PRSP, KESSP,
Labour sector that deal with TIVET
 Discussions with key officials
 Focus on

 Supply
side issues- Education and training
 Demand side issues- labour market
 Isuues and observations
2.

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Supply side General Introduction
In Kenya TIVET includes;
Technical training institutions,
MSE training and demonstration centres,
Youth polytechnics and National Youth
Service Skills Development Centres.
TIVET programmes are offered in;
Youth Polytechnics
Technical Training Institutes
Institutes of Technology and,
National Polytechnics.
Supply Introduction Cont…
Aims and Purpose of TIVET in Kenya
 Involve all relevant stakeholders in the
development of a comprehensive national skills
training strategy.
 Establish mechanisms and appropriate
incentives to promote private sector investments
 Provide loans and bursaries to enhance access to
TIVET.
 Establish a national coordinating bodyTIVETA.
 Mobilize resources to rehabilitate facilities in
public TIVET institutions.
Structure of Education and Training System
TECHNICAL
DACTORATES
DOCTORATE
MASTERS
Above 18
TERTIARY
DIPLOMA
14 to
18
6 to
14
MASTERS TECHNICAL
TIVET TERTIARY
DIPLOMA
UNIVERSITY
UNDER-GRAD
SECONDARY CYCLE
(4 YEARS)
H
I
G
H
E
R
TECHINICAL
SECONDARY
SCHOOLS
(4 YEARS)
E
D
U
C
TIVET
UNDER-GRAD
CRAFT AND
ARTISAN
B
A
S
I
C
E
D
U
PRIMARY (Formal and NFE)
(8 YEARS)
4 to
6
0
to
3
PRE-PRIMARY (2 YEARS)
ECCD (3 YEARS)
E
C
C
D
Enrolment

Total enrolment in TIVET institutions was;
Period
Increment
% increment


2006 to 2007
71,167 to 76,516
7.5
Kenya Polytechnic had the highest enrolment among the
national polytechnics.
Majority of female students (52.4%) are enrolled in
business studies related courses compared to less
than 5 % in engineering programmes.
TIVET Policies in Kenya
•
Policy Documents Guiding TIVET in
Kenya;
Sessional Paper No. 5 of 2005
KESSP
Vision 2030
Gender Policy in Education
Youth Policy (Draft)
TIVET Policies in Kenya…
Key policies
 Development of the national training strategy for TIVET
in 2005 and ensuring that TIVET institutions are
adequately funded and equipped by 2008.
 Gender Policy in Education that seeks to increase;
enrolment, retention, transition and achievement in
TIVET, especially for girls and women.


Legal frame work for TIVET has been reviewed (TIVET Bill).
This is to provide for the establishment of a TIVET Authority to
oversee the TIVET systems in the country (GoK 2008).
Donors Involved in TIVET
Programmes
 World
bank
 The Netherlands
 African Development Bank
 JICA
 UNDP/UNIDO
 Italian Government
 Microsoft
Issues in TIVET – supply side
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Policies are in place – desire to form TIVETA to help
focus – Awaiting Action
Funds are being sought – From ADB and other donors
Some investments have been made especially in
polytechnics
Kenya & Mombasa polytechnics are now University
colleges
Suggestions for Incentives for private sector involvement
through the inclusive education policy.
Issues in TIVET – supply side
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Gender imbalances in enrolment and in different
fields of study.
Terminal nature of TIVET.
Shortage of TIVET opportunities particularly in
rural/marginalized areas- the institutions are few
compared to demand- number of school leavers at
class 8 (300,000 annually Vs Annual enrolment of
approximately 80,000)- capacity to be determined.
Relevance of TIVET syllabus
Issues cont…
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Lack of sufficient training opportunities for TIVET at
higher levels – Post graduate – Conversion of Technical
schools to Technical Training, National Polytechnics to
Colleges – need for balance not to hurt TIVET
TIVET is still at planning level.
Disconnect between market demands and TIVET supply
(labour)- deeper culture /image issues
Dramatic budget cuts – lack of interest by donors towards
the sector based on funding trends – to UPE
3.0 DEMAND SIDE - Labour
Market
Labour Policies
The Employment Act No. 11 of 2007
Defines the fundamental rights of employees;
 Provides basic conditions of employees and,
 Regulates employment of children.

The Labour Institutions Act No. 12 of 2007

Regulates the establishment of labour institutions to
provide for their functions, powers and duties.
Labour Policies…
The Occupational safety and Health act No. 15 of
2007
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Provides for the safety, health and welfare of;
I.
II.

Persons employed and,
Persons lawfully present at work places and related
matters.
Objective a good national wage policy;
assure wage earners a reasonable share of the national
product,
promote a harmonious and just relationship between
employers and workers and,
be responsive to the demands of the economy.
Labour Policies…
Work Injury Benefits No. 13 of 2007 Act

Deals with compensation to employees for injuries
suffered and occupational diseases contracted in the
course of employment,
The Labour Relations Act No. 14 of 2007

deals with the;

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registration,
regulation,
management and,
democratization of trade unions.
This promote sound labour relations.
The Informal Sector
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There is an increasing number of employees who are in the
informal sector by preference.

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This is irrespective of whether they are able to join the formal
sector or not.
The informal sector- is the largest sector and is growing
 Is labour intensive, exploits adaptive technology,
 acquires skills outside formal sector and,
 operates


in unregulated and competitive markets –
Devolved Funding has created demand for services
at community levels requiring skills of TIVET
graduates – Areas Of Construction, Metal work
Technological advancements expanded the skills
requirements especially in ICT- Techno parks
Unemployment Rates - Focus on
Youth and Gender.
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The Sub-Saharan Africa is one of the regions highly
affected by youth unemployment.
It is estimated to be more than 21% (ILO: 2003).
It is estimated that 64% of unemployed persons in
Kenya are youth.
The government envisages an intervention that involves
a cross-section of existing TIVET institutions and
provision of a new technical training institute to each
of the country’s 8 provinces.
Transition from School to Work
Existing Approaches To Improve Transition
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Creation of Industrial Incubators
The objectives of this initiative is to create industrial
incubators in order to inspire and enable TIVET
graduates set up small innovative growth oriented
business enterprises for self-employment and enhance
transfer of technology for industrial development.
To enhance transtion from primary to TIVET, the
government has set the objective of school leavers
accessing TIVET programmes through improved
infrustucture and training.
Issues for demand side
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Many initiatives have been undertaken
1.
2.
3.
4.
Restructuring of the Ministry of labour to revamp
institutions like DIT and creation of Productivity the
productivity centre
Review of various legislations and policies
Partnerships with the private sector like FKE and
universities
Planned Investments in ICT – Fibre optics, Techno
Villages
Issues for demand side
Employment is only growing in the informal sector but
dominated by unskilled labour
Unemployment rates high among the youth – in crisis approaching disaster
Employers are yet to apprceaite the need for well trained
Human resources – DIT has reviewed its policies but not
many are taking up the incentives as should be.
Questions arise on relevance of Training in relations to
skills required generally in Sub-Saharan Africa – skills
needed in the labour market.
1.
2.
3.
4.
1.
There needs to be a national skills inventory - backed by an
efficient labour market information system.
The Way Forward: From
Understanding To Practical Support
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TIVETA will ensure effective coordination,
management and governance of TIVET systems for
inclusiveness in training in the country.
Initiatives aimed at achieving gender parity in the
TIVET system will continue to be developed and
implemented by the government.
MOE to fast-track the establishment of a national
qualifications framework so as to realize inclusive
education in TIVET, and other levels of education.
Observations
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Revise technical, industrial and vocational education and
training (TIVET) so that it reflects the needs of industry
and the labor market.
Promote partnerships with the private sector,
development partners;
Government should continuaaly undertake research to
deepen understanding of issues on sector and play role
of regulator - rather than providing training itself.
Vocationalise general to intergrate students into the work
force and expose them to a range of skills and
experiences
Establish more linkages between TIVET and other
sectors – adress the culture and image associated with
TIVET
Recommendations
•Better coordination between the formal and informal
training systems
•Orient TIVET towards sustainable development
•Promote broad access to learning and training and make
TIVET an instrument for social inclusiveness and
cohesion
Comments – after the presentation
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How can we move from the tradition – are we
prepared for the technology – how can we move
fast so that we catch up – Example of Carpentry
sector- Turkey/ Mexico – has become an industry –
even exporting to Kenya – Competitive Business
Driven
Create a parallel education sector for TIVET
tapping the youth from childhood – harmonize for
flexibility
Comments
Can their be a Growth path for TIVET
 Internship – need to develop a mentorship
Model program with clear institutional
networks and membership to develop
people – start from Edukans
 Tension – Supply/Demand – Graduates
are exploited by employers –contributing
to negative culture towards TIVET- what
do we need to do to make them betterself employment – business skills
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comments
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Re think emphasis on learn for work program – training
is for empowerment- also to apply the training –
empower to include to be entrepreneurship- level 2
empowerment.
Multiplicity of stakeholders – can it create focus on
tackling the problem or is a non function structure – Must
lead to ACTION and DELIVERY
What examples are we learning from the north or south/
East- west etc.- Future is resource based – Africa has all
comments
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Culture is a challenge
Graduates of form 4 will go through NYS- is
being focused in youth policy
Informal sector training – how do we facilitate for
recognition – the government cannot handle the
numbers – what form of institutions do we need
to create quality- take care of challenges- HIV,
poverty- but people need skills
Mismatch in education/training and labor
market – we need to emphasize sciences
– should be made basic – choice,
availability of information to support
decision making- availability and
accessibility- career mapping and advice
is lacking
 Sort out things from down – i.e. curriculum
harmonization's
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Linkage
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TIVET – Labor market – Gap between
TIVET and labor market –
 Should
we have TIVET under education or as
a stand alone focused on labor market
needs+ self employment

Skills are lacking – mechanism of being up to date
– investments in training institutions – partnerships
between institutions and corporate
comments
Decline in enrollment– what factors –
supply or demand – both
 Industries are not competitive – lack of
investments in all resources –
 Cost of production – electricity is
expensive – use Jetropha people/UNDP
 Quality of TIVET teachers is low
 Mismatch of resources ( planning,
utilization and process)
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Comments
Orientation at primary school – syllabus
excludes technical subjects eliminating
access to choice – education is not giving
the basic life skills training
 Education system – focuses on doing but
not understanding 
Comments
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Historical paths- injustices – rewards in
academic has favored academic not
technical- creating inferiority complex –
ranking – distortion of the education sector
 Only
technical skills not backed up with
commercial skills – carpentry – sells do Indian
Dukawalla
 Relating skills acquisition to life skills

TIVET IS LIFE SKILLS – BUSINESS
 Does
the proposed budget meet the
challenge – what impact?
COMMENTS
TIVETA- should be well designed to avoid conflict and
create focus Authority
Focus on both
 Macro – Govt – at international – Indian market – move
into international Trade
 Micro – capacity build
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Skills are there- innovation, creativity to focus on the market- we
need business people or a multiplicity of professional
Link with labor market- it changes so how do you link –
entrepreneurship – dynamics of labor markets
comments
Time bomb – 2012 – may be dangerous
 What can we do to avert this
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– provide hope – technology- business
parks – link to BPO’s create an army of new
workers develop business skills
 University conversions – culture change –
lobby –
 Youth