TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING IN KENYA

Conference on the Reform of Technical And Vocational Education and Training (TVET) Gaborone, Botswana August 4 6, 2003 Regulatory Instruments for Quality Assurance of TVET Paper Title TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING IN KENYA Presented by J.B. Ngerechi Senior Deputy Director of Technical Training Ministry of Education, Science & Technology Nairobi HELD AT THE GABORONE SUN HOTEL & CASINO

1.0 INTRODUCTION Kenya attained independence thirty nine years ago. Over this time, the Kenya Government through various commissions and sessional papers has reviewed its policies on education and training with a view of addressing the needs of its people and the national manpower development. The 1964 Kenya Education Commission, in response to the challenges facing vocational education in Kenya recommended the conversion of the then Government Trade Schools to Technical Secondary Schools to prepare graduates to enter Technical and Vocational Education and Training (TVET) after graduating from secondary schools. By 1970, TVET in Kenya had expanded tremendously with many institutions countrywide providing post-secondary school technical training through community managed Harambee Institutes (Institutes of Technology). The word Harambee is a kiswahili word meaning let us pull together. The Institutes of Technology provided vocational education and training for individual self-reliance. The 1970 1971 commission of inquiry highlighted the need for training to be managed under one umbrella body. This recommendation as records indicate was not implemented and therefore Vocational Education and Training in Kenya continues to be scattered under various Government Ministries and Parastatals. The 1981 Presidential Working Party on the Second University made three crucial recommendations in favour of Technical and Vocational Education and Training. The first recommendation was that the second university should be a Technological University. The other recommendation was the need to expand vocational education in order to increase the training opportunities for the increasing school leavers and lastly the need to enrich the school curriculum with technical subjects. This led to the inclusion of vocational subjects at Primary and Secondary school curriculum and provision of advancement for the vocationally talented few. This has formed the basis of the current technical, vocational education and training in Kenya. 2.0 LABOUR FORCE PARTICIPATION IN KENYA During the year 1998/1999 Kenya conducted an integrated labour force survey. The results of the survey showed that the national population was 29 million people. The same survey also indicated that 12.3 million people aged between 15 64 years were economically active. The employed population stood at 10.5 million with the rural area accounting for 70.8 per cent. Most of the employed were in self-employment as wage employment only contributed only 32.4 per cent of the employed. The male labour force participation rate was 74.7 per cent as compared to that of female (72.7) per cent. This pattern of participation was common in all age cohorts except for the 15 19 and 20 24 cohorts where the participation of males was slightly lower than the corresponding rates for females. The age distribution showed that the labour force participation rate was lower in the 15 19 age group but increased along the age spectrum to about 95.2 per TVET in Kenya.J.B.NGERECHI.doc 2

cent for the age group 40 44 years before leveling to 80.9 per cent for the cohort age 60 64 years. The low participation rate in the age of 15 19 age group result from the fact that persons in this cohort are mainly studying in secondary schools. Table 1 below shows the labour participation among the active age groups in Kenya. Table 1 Labour Force Participation Rate in Kenya by Sex and Age AGE GROUP MALE FEMALE TOTAL 15-19 28.1 30.5 29.3 20-24 66.6 89.8 68.3 25-29 91.5 87.7 89.4 30-34 96.6 91.6 94.1 35-39 97.5 92.3 94.8 40-44 97.5 92.9 95.2 45-49 95.6 90.7 93.4 50 54 94 86.9 90.3 55 59 87.8 82.5 85.1 60 64 85 77.4 80.9 TOTAL 74.7 72.6 73.6 Source Republic of Kenya Economic Survey 2002 3.0 CURRENT TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING IN KENYA 3.1 Objectives of TVET in Kenya The objectives of TVET in Kenya aim at - 1. Development of appropriate skills at all levels through practical training and work experience. 2. Provision of adequate skilled manpower at all levels of the economy. 3. Active and continuous transfer of technology through collaborative approach between TVET institutions and the relevant industries. 4. Promotion of dignity of labour and more particularly manual work. 5. Provision of increased training opportunities for the increasing school leavers. 6. Provision of continuous upgrading of skills and knowledge at the pace and ability of the trainees. 7. Provision of a dynamic curriculum responsive to the manpower need of a dynamic economy. 3.2 Legal Framework Governing TVET Technical and Vocational, Education and Training in Kenya are governed by the following legislation and legal instruments - (i) The Constitution of Kenya (ii) The Education Act (Cap 211) (iii) The Higher Education Loans Board Act (Cap 213) (iv) The Industrial Training Act (Cap 237) (v) The Kenya National Examinations Council Act (Cap 225) TVET in Kenya.J.B.NGERECHI.doc 3

(vi) The Local Government Act (Cap 265) (vii) The Teachers Service Commission Act (Cap 212) (viii) The Universities Act (Cap 210B) The above legal instruments have evolved over a period of time. Duplication in their mandate calls for the need for the Government to streamline its own public institutions. In this regard, the Kenya Government through the Ministry of Education, Science and Technology has initiated the development of a National Training Strategy. 3.3 Levels of Technical and Vocational Education and Training Currently Technical and Vocational Education in Kenya is offered at four levels namely; (a) (b) (c) (d) Artisan level in Youth Polytechnics and on-the-job training in the formal sector and informal sector (Jua Kali apprentices). Craft level in Technical Training Institutes (TTIs) and Institutes of Technology (ITs). Technician level in National Polytechnics (NPs) and a few selected TTIs and ITs. Technologist in National Polytechnics and University. Figure 1 under Appendix I shows the levels of Technical Education within the Kenyan Education System Under the current education and training system in Kenya, using one of at least six alternative routes, theoretically an individual could progress from primary school to technologist at the university level as indicated under Appendix II. 3.4 Curriculum and Examinations 3.4.1 Curriculum offered in TVET Institutions The government through various Ministries controls a large number of TVET institutions. Through Sessional Paper No 6 of 1988, the government placed emphasis on the need to encourage private entrepreneurs to invest in education and training. This government pronouncement led to the mushrooming of private TVET institutions countrywide. In the absence of an overall national policy and training framework to guide the various TVET providers, institutions follow different curricula depending on their origin and market demand. The Kenya Institute of Education (KIE) which was established under Section 23 of the Education Act Cap 211 develops most of the curricula offered in public TVET institutions. The same Act also provides for the establishment of a Council comprising of various TVET stakeholders appointed by the Minister for Education to be in charge of the management of the institute. During curriculum development process, KIE serves as secretariat by providing coordination and facilitation logistics to the various sub-committees. TVET in Kenya.J.B.NGERECHI.doc 4

LEVEL Each sub-committee comprises of members drawn from stakeholders as indicated under Appendix III. The curriculum design advocates the acquisition of both manipulative and analytical skills as indicated under table 2 below - Table 2 Technical Education Curricula manipulative and analytical skills time allocation MANIPULATIVE/ PRACTICAL SKILLS % ANALYTICAL THEORITICAL SKILLS % TOTAL TIME ALLOCATION % Artisan 90 10 100 Craft 80 20 100 Technician 60 40 100 Technologist 40 60 100 Advanced Technologist 20 80 100 Source Kenya Institute of Education The Industrial Training Act Cap 237 on the other hand allows the Industrial Training Council to develop trade test, occupation and proficiency curricula through the Directorate of Industrial Training. Such curriculum is offered in the Industrial Training Centers, National Youth Service Institutions, Rehabilitation Centers, and Youth Polytechnics and by Jua Kalis. In addition to the above, a number of private TVET institutions offer foreign curricula especially in areas where locally developed curriculum is not readily available. Such curricula have been found to be cost effective but at times of lower quality. 3.4.2 Examinations and Certification The Kenya National Examinations Council (KNEC) Act Cap 225D authorizes the KNEC to offer Public Examinations for Primary, Secondary and Post-School Technical and Business Education. The Industrial Training Cap 237 on the other hand allows the Directorate of Industrial Training to Test Trades, Occupations and Proficiencies. A number of TVET institutions, which were established through an Act of Parliament, offer their own examinations. Foreign curricula are examined by their respective examination bodies in their country of origin. Lack of a national examination body to standardize the examinations and certification has resulted to all sort of certificates flooding the labour market. This has led to most of the employers questioning the quality of those graduating through the systems. TVET in Kenya.J.B.NGERECHI.doc 5

4.0 MANAGEMENT OF TVET IN KENYA The current organization of the Government of the Republic of Kenya, Presidential Circular No. 1 of January 2003 places the management of TVET under various government ministries (See Appendix IV). In the absence of a comprehensive legal framework to govern TVET, various aspects are governed by different sectoral legislation. This as records show has been the main source of conflict among the various TVET providers. The 1970 1971 Commission of Inquiry and the Sessional Paper No.6 of 1988 highlighted the need for a national legalized TVET umbrella body. Records indicated that most of such recommendations were not put to force. Luckily, the change of Government has given TVET a new lease of life by spearheading the development of a National Training Strategy that will lead to the establishment of a legalised National Training Authority to oversee the management of TVET in Kenya. Table 3 under Appendix IV shows the key ministries involved in the management of TVET in Kenya. 5.0 GENDER PARTICIPATION IN TVET Traditionally TVET was regarded to be a provision reserved for the male gender. This belief has resulted in serious omissions in national government development plans where women are given a raw deal. Consequently, most of the TVET facilities such as dormitories are planned without taking into consideration the female gender. Coupled with this cultural belief among most of the communities in Kenya, women are discouraged from enrolling for vocational career training opportunities. Enrolment data from TVET institutions indicate that women comprise of 30% of the total enrolment but only 5% of the 30% are in Vocational areas such as Engineering and Building Construction to name a few. The remaining 25% enroll in women traditional courses such as secretarial, nursing and hospitalities. Women according to the 1999 national census constitute 55% of the total national population. The Kenya Government for the last three years has embarked on gender in TVET promotion activities. The target is to increase women enrolment from the current 5% to 30% by the end of year 2003. 6.0 FINANCING OF TVET IN KENYA Technical and Vocational Education and Training is a very expensive undertaking in terms of equipment, physical facilities such as workshops, training materials and teachers salaries. Placing the whole burden on the government would result in drastic budgetary reduction in most of other essential public services. The government through the 1988 Report on the Presidential Working Party on Education and Manpower Training emphasized on the cost sharing. With this approach, most of the government contribution goes towards the payment of salaries and depending on availability of funds, subsidize on the supply of TVET in Kenya.J.B.NGERECHI.doc 6

equipment. Parents on the other hand through tuition fees cater for tuition, operational costs and accommodation expenses. The tuition fees even though reasonable are too high for the poor families. This has caused poor access and retention in TVET. Another source of funding is through levies. An example of such levy is the Industrial Training Levy which is levied to the employer through the Industrial Training Council or the Catering Training and Tourism Development Levy under the Ministry of Tourism and Information. Records indicate that such funds are fenced and can only benefit certain institutions or fund programmes which are highlighted in respective legal provisions. As a result of the implementation, World Bank Structural Adjustment Policies, a number of institutions have opted for cost effective approaches in training. One of such approaches is integrating training with production where the institution is able to recover some of the training costs through sales of students projects or contracts. In addition to the financial returns, students are also able to acquire skills. (Prof. D. Sifuna notes that training/education with production has its merits and demerits). 7.0 CONCLUSION/OBSERVATIONS Technical and Vocational Education and Training according to most government national development and Sessional papers is expected to play two crucial roles in the national social and economic development. The first role is to provide training opportunities and career advancement avenues for the increased school leavers. The second role is to provide skilled manpower that is needed at all levels of the economy. The skills so developed should be able to lead to self-reliance in the absence of salaried employment and enhance Kenya s industrialization process. For TVET to be able to play its role effectively, it is important to ensure that there exists an enabling and TVET friendly environment nationwide. Such an enabling environment can be achieved by putting in place harmonized national TVET policies, provision of adequate funds, developing positive social attitudes towards training and enhanced management. The increased public funding will increase the subsidy among the poor households through loans and bursaries to needy trainees. The government and the private sector should above all recognize that TVET is an investment not a cost, with significant returns including the well being of workers, enhanced productivity, international competitiveness and economic growth in the long run. Enhanced management will ensure that TVET is well co-ordinated. This will reduce wastage of resources; improve relevance and retention of training personnel in the country. Managing TVET under various government departments has cost the country dearly in that the sector has stagnated and there have been disparities in the training standards. The current government s Manifesto has emphasized the development and promotion of TVET sector. This has yielded positive results in other countries in the region such Tanzania, Botswana, Zambia and South Africa. TVET in Kenya.J.B.NGERECHI.doc 7

References 1. Republic of Kenya (1968) 2. Republic of Kenya (1968) 3. Republic of Kenya (1983) 4. Republic of Kenya ( ) 5. Republic of Kenya (1968) 6. Republic of Kenya (1971) Republic of Kenya (2002) 7. Prof. D. Sifuna ( ) 8. Republic of Kenya (1988) 9. Republic of Kenya (1981) 10. King K (1977) 11. World Bank (1988) 12. Republic of Kenya (1972) 13. Ministry of Education (1981) 14. Republic of Kenya (2003) 15. UNESCO (2000) The Education Act (Cap 211) The Constitution of Kenya The Industrial Act Cap 237 The Kenya National Examinations Council Act (Cap 225) Teachers Service Commission Act (Cap 212) 1970 1971 Commission of Inquiry Economic Survey, Education with Production Sessional Paper No. 6 Presidential Working Party on Education and Manpower Training Presidential Working Party on the Second University The African Artisan, Heinemann, London Nairobi, Ibadan and Lusaka Education in Sub-Sahara Africa Policies for Adjustment, Revitalization and Expansion, World Bank, Washington D.C The Hotels and Restaurant Act Cap 494. The 8-4-4 System of Education Ministry of Education, Science and Technology, Jogoo House, Nairobi. Circular No. 1 The Organization of the Government Office of the President, Harambee House, Nairobi Revised Recommendation Concerning Technical and Vocational Education (2001) UNESCO, Paris VET Reform in Tanzania Competence Based Education and Training (CBET) Concept, Arusha, Tanga and Kilimanjaro 16. Vocational Education and Training Authority (Tanzania) 2002 17. National Rainbow Collaboration (Dec. NARC Manifesto Mwenge House Nairobi 2002) 18. Republic of Botswana National Policy on Vocational Education and (1997) TVET in Kenya.J.B.NGERECHI.doc Training 8

(1997) Training Government Printer, Gaborone TVET in Kenya.J.B.NGERECHI.doc 9