tvet in tnrgdi 2012

7/31/2019 Tvet in Tnrgdi 2012

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SECOND ANNUAL INTERNATIONAL CONFERENCE ON TECHNOLOGY FOR

NATIONAL DEVELOPMENT, REGIONAL AND GLOBAL INTEGRATION

TVET Education in Kenya -

What the future holds for us

By

Prof. D. Kimutai Some

Chair, TAHEST

Thursday 17th May, 2012

at the Eldoret Polytechnic, Eldoret, Kenya 1


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THE PRESENTATION

RECOMMENDATIONS OF THE

TASKFORCE FOR ALIGNMENT OF

THE TVET SECTOR WITH THECONSTITUTION OF KENYA 2010

AND THE KENYA VISION 2030

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TAHEST MEMBERS1. David Some (Prof.), Chair

2. Timothy M. Waema (Prof.)

3. Edward Mungai (Dr.)

4. Eric M. Aligula (Dr.)5. Harry Kaane (Prof.)

6. Charles O. Nyangute

7. Lucy W. Irungu (Prof.)

8. Kevit Desai (Dr.)

9. Meloli Kashorda (Prof.)

10. Henry Thairu (Prof.)

11. Francis Aduol (Prof.)

12. Muga K Olale (Dr.)

13. Alice J. Yano

14. Madara Ogot (Prof.)

15. Mary Muthoka

16. Stella Kirui (Dr.)

17. Nasteha Omar Hajji

18. Margaret J. Hutchinson

19. Elizabeth Nganga

20. Vane Akama


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JOINT SECRETARIES1. Edith Nanini Torome

2. Michael Mwangi Kahiti3. Josephine Waceke Muritu

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TECHNICAL AND VOCATIONAL

EDUCATION AND TRAINING (TVET)Kenya has formulated a Policy to guide the

revitalizing of the TVET sector and provide skilled

and employable graduates needed to drive the

aspirations of the Vision 2030. Specific emphasis isplaced on enhancing access to TVET by targeting

an ambitious gross enrollment rate 30% by the year

2030 and ensuring relevance in the training

provided.

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EDUCATION CONTINUUMEDUCATION = BASIC + TETIARY

BASIC = ECDE + PE + SE

TETIARY = FURTHER + HIGHER + CONTINUING

FURTHER = MIDDLE LEVEL COLLEGES

HIGHER = UNIVERSITIES (UG + PG)

CONTINUING = POST FORMAL EDUCATION6


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CONSTITUTION OF KENYA, 2010

Article 53 (b): Every child has a right to free

and compulsory Basic Education

4th Schedule Part 1: National Government#16: Universities, Tertiary educational

institutions and other Inst. Of research and

higher learning & Primary Schools, Special

Education, Secondary & Special Education

Institutions 7


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CONSTITUTION OF KENYA, 2010

4th Schedule Part 2: County

Government

#9: Pre-Primary, Village Polytechnics,

Homecraft Centres and Childcare

facilities

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TVET CHANGE RETIONALEThe current national, regional and global developments that call for

review of the existing TVET policy and strategy framework:The need to align TVET curriculum to the demands of VISION

2030;

plans for harmonization of education and training systems for the

East African Countries ;

Globally, there has been a shift in TVET towards competency-

based training utilizing modular courses;

The need to provide training to the large number of young peoplegraduate annually from the secondary and primary school system;

The need to align TVET to the requirements of the Constitution

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THE EVOLUTION OF TVET IN KENYA

At independence in 1963, the nationalist Government inherited a

TVET system which was mostly composed of two year trainingafter primary education in Trade Schools.

At this level, the students rigorously prepared to enter various

technical occupations in the private sector and government

departments. The students took government trade tests duringtheir training in order to define their level of competence and

improve their job prospects.

At post secondary level, the Royal Technical College, KenyaPolytechnic and Mombasa Institute of Muslim Education (MIOME)

offered limited opportunities for higher technical training.10


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THE EVOLUTION OF TVET IN KENYA (Contd)

Following the recommendations of the Ominde Report (1964) the

Government converted the then trade schools into technicalsecondary schools. The objective of technical secondary schools

was to prepare its graduates to enter into technician training at the

end of the secondary cycle.

TAHEST has noted that in the formal school system, TVET wasdiscontinued shortly after independence at the primary school

level. However, at the secondary level, more prominence was

granted to TVET. In addition to the TVET in specialized technical

secondary schools, general industrial education was developed to

be offered as an elective in a few academic secondary schools.

The main objective of industrial education was to familiarize the

students with industry. 11


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ASPIRATIONS OF THE PROPOSED TVET

Re-align TVET programs to National goals and market needs;

Expand available TVET opportunities for more accessibility;

Devolve TVET to counties to ensure equal opportunities for all;

Employ affirmative action to ensure equity ;

Entrench competence- based and modular training methods

Develop competence-based assessment with the involvement of institutions

and industry;

Reform governance and management of the TVET sector and institutions

Assure quality of delivery of programs;

Manage TVET rebranding process;

Develop and implement a mechanism for sustainable financing of TVET.12


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KEY DEVELOPMENT CHALLENGES FOR TVET

Demographic Shift and the Challenge of Wealth

and Employment Creation

Knowledge Creation for Increasing Productivity of

the Kenyan Populace

Knowledge Application for Creating a Viable

Portfolio of Tradable Goods and Services for the

Local, Regional and Global Market Place Skilling and Re-skilling Kenyas Human Resources

to be Competitive Global Knowledge Workers

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GLOBAL BEST PRACTICES Rationalising the Governance Structures to ensure

appropriate skills development at all levels Focus on National Development Priorities

Appropriate and Targeted Human Resource Development

Targeted Funding focusing on missing links in theknowledge application value chain

Robust intellectual property regimes explicitly recognisingand protecting indigenous resources and knowledge

Inculcation of a Culture that Values and Applies Knowledge Focus on Consistency in Productivity Improvements

Robust Structures for tracking progress and communicatingsuccess

Prestigious, and robust recognition and reward systems 14


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GUIDING PRINCIPLES

Equity and Non discrimination

Quality and Relevance

National integration

Life-long Learning-

Entrepreneurship Culture

Environment protection

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PO1: Provide relevant SkillsEstablish TVET Curriculum development, Assessment and

Certification Council with a mandate of developing trainingcurriculum and administering assessment

TVET Institutions and industry to make Industrial attachment

compulsory for all technical student and TVET trainers

Establish of TVET centres of specialization that are fully equippedwith state of the art training facilities and well trained staff to offertraining programmes that are of national importance

Reform apprenticeship system to allow TVET graduates to workand study

Encourage entrepreneurship in all TVET programmes to promotefor self reliance 16

PO2 I i A E it d


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PO2: Improving Access, Equity and

EmployabilityExpanding Geographical Provision to have at least one

Vocational Training Centre(VTC) at constituency level, atleast one Technical College (TC) at county level, TechnicalTeachers Training College (TTTC), National Polytechnics(NPs) and Technical Universities (TUs) Regionally.

Achieve gross enrolment ratio of 30% in TVET in by theyear 2030.

Making training delivery flexible through modular deliver

process and incorporating not only traditional face-to-faceand print based delivery, but also uses a variety ofelectronic technologies to enhance student and teacheraccess and other learning resources such as distance

education or online. 17

PO2 I i A E it d


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PO2: Improving Access, Equity and

Employability (Contd)Training for persons with disabilities

Integrating informal economy workers in order toprovide them with skills, innovation and knowledgeto improve their enterprise performance

Enhancing the mobility of skilled workers

Career guidance and placement services tosupport students in career planning and guidanceas well as entrenching industrial attachment.

Offering Vocational Education in Schools

Enhancing the status of skills training 18


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PO3: Assuring QualityEstablish a TVET Authority to regulate institutions and

programmes and assure quality.Establish a central admission service for TVET

government sponsored students.

Establishing a National Qualifications Framework Review and enforce minimum TVET trainersqualification including compulsory industrial attachmentfor TVET trainers at least every three years of service.

Reorganize TVET Staff management in order toimproved service delivery and improve public image ofTVET institutions

Undertaking Research19

PO4: Governance and Management of TVET


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PO4: Governance and Management of TVETInstitutions

1. Categorization of TVET institutions

VTCs to train artisan and award Artisan Certificate ,TCs to train craft and technician and award Craft

Certificate and Technician Diploma,

TTTC to offer Diploma,NPs to train technician and technologists and award

Technical Diploma and Technologist Degree (incollaboration with universities) and Technical-University

to train technologists and award Technologists and PostGraduate Degree

2. Reforming Management of TVET Institutions to promoteaccountability, and provide proper leadership

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GOVERNING ORGANS

Vocational Training Centres and Technical Colleges shall be

managed under Boards of Governors

Technical Teachers Training Colleges and National

Polytechnics shall be managed by Councils.

Technical Universities shall be established and managed inaccordance with the provisions of the Universities Act 2012.

TVET Institutions and other staff at the VTC and TC will beemployed by BoG & TSC. . Staff at the TTC, NPs and TU

will be employed by the respect Councils 21


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PO5: Funding of TVET

Establishing the TVET Fund andstrengthening partnerships between TVET

Institutions and the private sector. The

fund so establish shall be managed byTVET Funding Board

Provide Student loans, Scholarships andBursaries through HELB

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PO6: Re-branding TVETRe-brand TVET to reposition the sector in society and to

attract the best candidates into the sector and ensureutmost contribution to the economy through:

Advocacy and publicity

Refurbishing infrastructure improving learning environment

changing image and perception towards TVET

Developing new products and engage TVETstudents in programmes and projects of nationalimportance

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PO7: Research and Innovation in TVET

Implement sustained collaboration among industry, government and

TIVET institutions in research development.Promote the use of TVET research outputs in national development

through adaptation and diffusion of technology in production systemsand processes.

Promotion of excellence and creativity in fields of science,

technology and innovationEstablish incubation centers within selected TVET institutions

Innovation in TVET should be linked to the following:

i. Increase of strategic R&D linkages

ii. Joint research projects and consultancies.iii. Research and Development projects linked to Vision 2030

iv. Increased funding for research and innovation in TIVETInstitutions.

v. Increased number of patented inventions and innovations. 24


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PO8: Industry Participation in TVET

Develop industry-institution collaboration guidelines

to support the development of competence

standard, modular training, curriculum review

among others.

Trainers-industry links to enhance quality of

contracts being a key performance indicators

Link student projects with industry with clear

rf rm n25


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SUMMARY TVET RECOMMENDATIONS Shift from supplyled training to demand-driven training,

developed by promoting the role of industry in both the design anddelivery of TVET curriculum

Shift from time-bound, curriculum-based training to flexible andcompetency-based training

Centralised bodiesTVET Authority and TVET Examinations andCertification Council, to ensure competence

Rebranding to reposition TVET as the sector of choice forcandidates

Focus on empowering TVET graduates as creators of employment Admissions processthro TVET Joint Admissions Board (TVET-

JAB)

Tertiary Education Funding Board (TEFB) and Expanded HELB for

Student Financial Aid 26


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SUMMARY TVET RECOMMENDATIONS (Contd)

Vocational Training Centres (VTC), at least one in each

Constituency, managed under BoG, award Artisan Certificate Technical College(TC), at least one in each County, managed

under BoG, award Craft Certificate and Technician Diploma,

National Polytechnics and Technical Teachers TrainingColleges, Regional, managed by Councils, award Technical

Diploma and Technologist Degree (in collaboration with

universities)

Technical Universities shall be established, Regionally, and

managed in accordance with the provisions of the Universities

Act 2012, award Technologists and Post Graduate Degree.

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University Education :


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University Education :Highlights of Recommendations

CUE to promote, audit and assure Quality and regulate the

establishment, inspection and accreditation of institutions andprograms of all public and private universities, including their

satellite campuses.

Central admissions coordination of universities (public and private)

through KUJAB, for GoK Schorlarships

Cover all students with loans, bursaries and scholarships by the

year 2018 through the expanded HELB

Establish a Kenya Universities Funding board for Institutionalfunding

Reduce the size of the Councils to a maximum of 11 members,

separation of regulatory, governing & management28

ST&I:


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ST&I:

Highlights of Recommendations1. Make ST&I as the central pillar for creating a knowledge

based economy => Ministry of Knowledge Economy

2. Leverage ST&I to transform the economy through the

national priority areas

3. Create an effective and efficient Kenya National InnovationSystem

4. Operationalise the triple helix and ccommercialise research

outputs => Innovation Agency (KENIA)5. Mobilize every year at least the equivalent of1% of GDP

from the Government, Private Sector and other sources to

fund the entire ST&I value chain => National Research Fund29

ST&I:


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ST&I:

Highlights of Recommendations (Contd)6. Attract, develop and retain a critical mass ofworld class human

resource capacities and capabilities, focusing on identifiednational priority => Appropriate and targeted HR development

7. Develop and sustain a robust IP regime explicitly recognising and

protecting indigenous resources and knowledge

8. Support the development, renewal and maintenance of

supportive physical infrastructure and technologies required by

the key CoEs in ST&I

9. Establish a prestigious, comprehensive, robust and inclusiveST&I reward and recognition framework founded in law

10. Develop, implement, continuously review and globally benchmark

a comprehensive performance management framework 30

Reforming the Overall Governance Structure of Tertiary


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Reforming the Overall Governance Structure of Tertiary

Education, and Science, Technology and Innovation Recognize the strategic roles of Tertiary Education,

and Science, Technology and Innovation in the rapidlyglobalizing and increasing knowledge based

economies;

Learning from the best practices of the rapidlydeveloping economies.

Establish three (3) ministries responsible for:

1. Basic Education2. Tertiary Education

3. Science, Technology & Innovation (the Knowledge

Ministry to include ICT) 31

NEWLY INDUSTRIALISING MIDDLE-INCOME


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NEWLY INDUSTRIALISING, MIDDLE-INCOME

COUNTRY, VISION 2030 Kenya will be aiming to produce goods and services

of industrial nature that can be sold beyond herborders to generate real income for the country

the country hopes to be a middle-income economy

capable of providing high quality life for her citizens It has however long been recognised by

development economists that a country is only able

to realise such progress if its economy is innovative An innovative economyon the other hand is to be

realised through technological innovation

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NEWLY INDUSTRIALISING, MIDDLE-INCOME

COUNTRY, VISION 2030 (Contd)

to make a breakthrough in industrialisation and

technological development one must begin by ensuringthat it has a critical mass of well qualified engineers and

technologists

broad engineering skill required is typically considered tobe comprised of four cadres of staff, namely; engineer,

technologist, technician, craft / artisan

For most developed countries the ideal ratio for the fourcategories of professional is 1:2:4:16, typical developingcountry however, it is considered that the more realistic ratios

would be 1:3:12:6033



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NEWLY INDUSTRIALISING, MIDDLE INCOME

COUNTRY, VISION 2030 (Contd) It is however estimated that for technological take-off, a country

should be having at least 500 engineers and engineeringtechnologists to 1 million people of the population

Examples in this respect are: China - 1 engineer for 130 persons,

India 157, Brazil 227, UK 311, USA 389, Malaysia 543,

South Africa 3166, Tanzania 5930, Namibia 6346, Kenya -6300, Zimbabwe 6373, and Swaziland 12,238

by 2030, Kenya shall be having a population of60 million. At that

point then, for industrial takeoff, the country should be havingsome 30,000 engineers and engineering technologists. This

means then that the economy will require at least 7,500 engineers,

22,500 engineering technologists, 90,000 engineering technicians,

and 450,000 craft/artisans 34

C l i


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ConclusionKenyas march towards Vision 2030 and

improved welfare for all of her citizens is goingto be determined by how effectively it

identifies, accesses and applies knowledge.

COST

If education is expensive, try ignorance

THANK YOU35

tvet in tnrgdi 2012

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