Transcript PRESENTATION ON PERFORMANCE, ROLE OF PRINCIPALS AND BOGs

KICD ON 13TH AND 14TH MARCH 2015
PROF. COLLETTE A. SUDA PhD, FKNAS, EBS.
ROLE OF BOGs
 -Government is committed to reforming the TVET
 Address national priorities for economic development
employability, national competitiveness and
productivity enhancement.
Goal of the Reform
 To produce high-end TVET graduates.
 Management of institution is vested in Boards of
Governors or Councils whose appointment is done in
accordance with the provisions of the TVET Act 2013.
Different categories of TVET
Institutions
 Section 26 of the Act provides for the establishment of
different categories of TVET Institutions.
 Section 28 provides for the corresponding governance
organs, namely Boards of Governors for Vocational
training Centers and Technical colleges and Councils
for Technical Teachers Training Colleges and National
Polytechnics.
BOG APPOINTMENTS
 Cabinet Secretary appoints Boards of Governors and
Councils in accordance with the provisions in the
second schedule of the Act.
Reasons for BOG Appointments
 Increase Institutional autonomy
 Greater responsibility for delegated authority and
instituting new mechanisms
Reasons for BOG Appointments
 Increase Institutional autonomy
 Greater responsibility for delegated authority and
instituting new mechanisms for quality assurance and
accountability.
 Comply with the constitution of Kenya and other laws
relating to gender equity, national integration and
cohesion.
Reason for BOG Cont.
 To ensure national outlook through gender equity as
well as regional and ethnic balance.
 To integrate the spirit of the National Cohesion and
Integration Act of 2008.
• Overseeing the conduct of education and training
in the institutions in accordance with the
provisions of TVET Act and any other written law;
• Promoting and maintaining standards, quality
and relevance in education and training in the
institutions in accordance with the Act and any
other written law;
• Administering and managing the institutions’
strategic plan;
• Preparing
annual estimates of revenue and
expenditure for the institution and incurring
expenditure on behalf of the institutions;
• Receiving, on behalf of the institution, fees, grants,
subscriptions, donations, bequests or other moneys
and to make disbursement to the institution or
other bodies or persons;
• Determining the fees payable and prescribing
conditions under which fees may be remitted in part
or in whole in accordance with the guidelines
developed under the provisions of the Act;
• Mobilizing resources for the institutions;
• Developing and reviewing programs for
training
and to make representations
thereon to the Board;
• Regulating the admission and exclusion of
students from the institutions, subject to a
qualifications framework and the provisions
of the Act;
•
•
•
Approving collaboration or association with other
institutions and industries in and outside Kenya
subject to prior approval by the Board;
Recruiting and appointing trainers from among
qualified professionals and practicing trades
persons in relevant sectors of industry;
Determining suitable terms and conditions of
service for support staff, trainers and instructors
and remunerating the staff of the institutions, in
consultation with the Authority;
• Making
regulations governing organization,
conduct and discipline of the staff and students;
• Preparing comprehensive annual reports on all
areas of their mandate, including education and
training services and submit the same to the
Board;
• Providing for the welfare of the students and
staff of the institutions;
•
Discharging all other functions conferred
upon it by the Act or any other written law.
Performance and the role of
principals.
 Principals play a central leadership role in the
management and development of the institutions.
 Technical Institution stands or falls by its principal.”
The identification, selection, Appointment,
Deployment, Performance and support for Principals
at present and for future is indeed a matter of concern
for all in this Country.
Weaknesses observed in Technical
Training Institutions.
 External interference in the appointment, deployment,
promotion, transfer and retention of principals.
 Irregular promotions on merit based on nonprofessional consideration.
 Frequent absenteeism due to personal and other
interests.
 Improper and unclear channels of communication
between principals, teachers, staff students and
parents.
Cont.
 Mismanagement and misappropriation of
Institutional funds and property.
 Cases of major changes in schools regulations that
took place without due consultation and participation
of relevant stakeholders.
 Instances where important circulars were not
communicated to the relevant people e.g A circular on
change of examination syllabus was not availed to the
relevant subject lecturer.
Challenges facing principals
 Resource constraints to meet the demands of the
broad-based practically oriented Technical Training
Curriculum.
 Drug and Alcohol abuse amongst adolescent students.
 Inadequate skills and time to offer parental guidance
and counseling to students and younger lecturers.
Such students have access to several and more
powerful ‘role model’ far beyond what the principals
would offer.
Cont.
 The Technical Education Management Information
Systems within many Institutions are too weak to cope
with new demands.
 Personal role and status conflict because a principal is
also a parent, community leader, religious/clan elder, a
business person, a local club member of drinkers and
chain smokers, a human being who makes mistakes.
 Inability to supervise curriculum implementation
effectively.
Cont.
 Some Principals lack managerial skills in planning,
budgeting and expenditure controls, Book keeping,
procurement procedures, and Human resource
management.
 Thank you.