FACULTY OF LAW

PARKLANDS CAMPUS

COURSE CODE: GPR 430

COURSE TITLE: EDUCATION LAW AND POLICY

GROUP ASSIGNMENT

GROUP 9 MEMBERS AND REGISTRATION NUMBERS

No. NAME REGISTRATION No.

1. KIRIMA ANTHONY G34/138518/2019
2. OKECH KENNEDY G34/139383/2020
3. JOHN WAHOME MWANGI G34/139569/2020
4. JOHN CAROLINE MWENDE G34/135466/2019
5. MARGARET NJERI KIENJEKU G34/135351/2019
6. WILSON GATHUNGU G34/ 139115/2020
7. THUGE LOICE MUMBI G34/139007/2020
8. OWILI JOSEPH OPIYO G34/136355/2019
9. EDDY CORLEY OBATSA G34/132669/2018

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QUESTION 6: Technical and Vocational Education and Training (TVET) play an important
role in Kenya’s development, particularly towards realization of Vision 2030. However,
despite the recent policy and legislative framework regulating TVET, the sector continues to
face enormous challenges. Discuss.

VISION 2030 AND TVETS

INTRODUCTION

Technical Vocational Education and Training (TVET) encompass a wide array of learning
experiences including education and training institutions and workplaces. The TVET policy aims
to provide quality and inclusive knowledge to the Kenyan workforce and as a result, create
investments contributing to improved productivity, competitiveness and prosperity of individuals
both locally and in the international work sphere.

The TVET is grounded on Kenya’s aspiration to guarantee a self-sustaining political and social-
economic agenda and in particular, vision 2030.

Kenya Vision 2030

Kenya Vision 2030 was launched in 2008 as Kenya’s development blueprint covering the period
2008 to 2030. It was aimed at making Kenya a newly industrializing, “middle income country
providing high quality life for all its citizens by the year 2030”.

The Vision is anchored on three key pillars namely: economics, social and political governance.
The economic pillar aims to achieve an average economic growth rate of ten percent (10%) per
annum and sustaining the same till 2030 in order to generate more resources to meet the
Sustainable Development Goals (SDGs) and the vision’s goals (United Nations, 2015). The social
pillar seeks to create a just, cohesive and equitable social development in a clean and secure
environment. The political pillar aims at raising an issue–based, people-centred, result-oriented
and accountable democratic system in the country (Republic of Kenya, 2012). The Kenya Vision
2030 is implemented through five-year medium-term rolling plans; the first of which lasted from
2008 to 2012 and the second one started in 2013 and will end in 2017.
Indeed, the Kenya Vision 2030 aims at making Kenya a globally competitive and prosperous
country by the year 2030 and singles out education and training as the levers that will drive Kenya
into becoming a middle-income economy. Therefore, Kenya recognizes that, education and
training of all Kenyans are fundamental to the success of the Vision is envisaged to play key roles
in development.

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TVET Vision

A skilled, globally competitive and employable human resource.

TVET Mission

To provide, promote and co-ordinate TVET by assuring quality, inclusiveness and relevance for
the enhancement of national economy and global competitiveness.

Guiding Principles

Section 3 of the Technical and Vocational Education and Training Act, 2013 lays the foundation
upon which the implementing authorities shall be guided while carrying out their responsibilities
under this Act. These include;
i. Non-discrimination- training shall be availed to all qualifies Kenyans without
discrimination.1
ii. Access and equity- there shall be instituted appropriate mechanisms to promote access,
equity, quality and relevance in training to ensure adequate human capital for economic,
social and political development.2
iii. Inclusivity and respect for social and cultural diversity- National values shall be
respected and promoted and in particular, those envisioned under Article 10 of the
Constitution. TVETs shall exercise caution in respect to inclusivity of persons living with
physical or any other disability, persons from marginalized societies etcetera.3
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iv. Environment- Protection of the environment and the common heritage of the country.

The TVET Sector vis-a-vis Kenya Vision 2030

The education training sector is among the key sectors in the social pillar of Kenya vision 2030.
The establishment of Technical and Vocational Education and Training (TVET) was based on the
vision 2030 national development agenda. It focuses on providing skills that meet the needs of the
workplace as well as self-employment. Tertiary education, including TVET, is premised on the

1
Technical and Vocational Education and Training Act, 2013 Section 3(1)(a)
2
Ibid Section 3(1)(b)
3
Ibid Section 3(1)(c)
4
Ibid Section 3(1)(v)

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principle “education and training for the workplace”. Vision 2030 entails establishment of
technical training institutions in nine counties without public TVET institutions in conjunction
with a rebranding and raising awareness programme for TVET to ensure increased enrolment.

The Constitution of Kenya (2010) has the Bill of Rights at its core while the Kenya Vision 2030,
acknowledges the need to reform the education and training to create a sector fit for purpose.

Kenya Vision 2030 places great emphasis on the link between education and the labour market,
the need to create entrepreneurial skills and competences, and strong public and private sector
partnerships. It articulates the development of a middle-income country in which all citizens will:
have embraced entrepreneurship, be able to engage in lifelong learning, perform more non-routine
tasks.5

The Vision 2030 has placed special demands on TVET as the leading engine that the economy
must essentially rely upon to produce adequate levels of middle level professionals needed to drive
the economy towards the attainment of the vision. 6

The Kenya Vision 2030 recognises human resource development as a key enabler for an
industrialising economy and identifies quality education and training as key to the development of
the much needed skilled human capital.

The government has been investing in TVET as a way to reduce youth unemployment and poverty
although low budgetary allocation has been a major drawback to the development of the TVET
sub sector.

Key Objectives of TVET

 Provide adequate and appropriate skilled Artisans, Craftsmen, Technicians and

Technologists at all levels of the economy through practical training and work
experience;
 Transfer technology continuously through collaborative approach between TVET
institutions and the relevant industries;
 Promote dignity and decency of labour, particularly manual work;
 Provide increased training opportunities for the increasing school leavers and other
trainees to increase employability;

5
MOEST (2014). Education for All 2015 National Review. Nairobi: Government Printer
6
ibid

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  Provide continuous upgrading of skills and knowledge at the pace and ability of the
trainees;
 Provide a dynamic curriculum responsive to the manpower needs of a dynamic
economy; Impart marketable skills, technical know-how and attitudes that respond to
contemporary labor market demands by the industry, informal sector and for self-
employment;

Challenges facing the Technical and Vocational Education Training.

Among the challenges facing the TVET sector include; limited industry linkages to TVET
programmes, limited labour market research and information, limited number of occupational
training standards, fragmented TVET ecosystem, resource constraints, limited adoption of
technology, and negative perception about TVETs among Kenyans as well as limited certifications
among the informal sector workforce.7

Limited labour market Research.

The capacities for TVET and labour market research is underdeveloped. Lack of data on the skill
needs, labour market information system, tracer studies, etc. and other research findings hamper
the evidence-based policy making which is required for the growth of the system.

Lack of occupational training standards

Occupational training standards provide an intermediate step for the development of industry and
market aligned TVET programmes. Occupational standards developed by industry and
coordinated by the Ministry of Labour, are the starting point for the development of occupational

training standards.

Kenya National Occupational Classification Standards (KNOCS 2000) are based on International
Standard Classification of Occupations(ISCO-88). This is being updated aligned to the latest
revision of ISCO-08 published in 2008. Additionally, the Ministry of Labour

and Social Protection is reviewing and adapting the ISIC-08 for classification of industries. This
is part of the third Medium Term Plan (MTP III). To meet industry demands, curriculum

7
Nyamai F, “Report Recommends Harmonisation of TVET Training Standards” (Daily Nation May 2, 2021)
<https://nation.africa/kenya/news/education/report-recommends-harmonisation-of-tvet-training-standards-
3385290?view=htmlamp> accessed January 3, 2023

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development institutions such as TVET CDACC, KICD and NITA have developed certain
occupational standards ad hoc. There is a lack of synergy and harmonization in approach for
identification of training needs and development processes.

Resource Constraints

There is a significant shortage in the TVET administrative staff in SAGAs and trainers in TVET
institutions. Financial resources are not available to recruit sufficient number of trainers, purchase
of teaching materials or for adequately equipping the training institutions for the effective delivery
of TVET.

Resource mobilization and allocation has also been affected due to weak governance. Overall, lack
of qualified trainers, poor infrastructure and training equipment results in inadequate delivery of
training curriculum.

Lack of comprehensiveness of skills

Trainees need to focus on skills that shall be beneficial for current and future jobs. Currently the
Competency Based Education and Training (CBET) programmes consider basic skills, in addition
to certain common and core competencies. However, trainees need to demonstrate and showcase
skills that are cross-cutting across sectors and levels. This provides better career mobility.

Fragmented system

There are ample strategies and policies in Kenya for the promotion, implementation and
development of TVET, however the vocational training system in Kenya faces certain challenges
due to the lack of coordination between the multiple SAGAs and relevant ministries and
departments which are responsible for the delivery of TVET. The large number of various
providers and different standards for certification and curricula development has led to an
uncoordinated system. There also exists a multiplicity of the certificates, diplomas and other
qualifications.

Negative perception and access to TVET programs

In the recent past TVET has been perceived as a place for those who have failed in academics.
This poor reputation of TVET persists in the minds of parents and youth. There is currently no
systematic vocational and career guidance in schools and there is very little general public
awareness on the qualification paths and career opportunities that are presented by TVET. This

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negative perception and lack of social recognition adversely affects the choice of the trainees and
makes them seek alternatives to TVET.

There is a lack of relevance in skills taught that match with occupational and social realities present
in today's economy. Some training centres continue to teach skills that no longer have a market
and ignore those that do have.

Challenges associated with the use of technology

The use of technology and digital learning has been enhanced in education, especially in the wake
of the COVID-19 pandemic. Online classrooms and digital learning methods have replaced
physical infrastructure during the pandemic and may well result in blended learning methods even
when educational institutions reopen. TVET faces challenges in the adoption of digital technology
and online learning as the standard feature of TVET is the imparting of practical skills, through
hands-on learning.

Challenges in technology integration include: Internet connectivity, high cost of Internet, frequent
electricity blackouts, limited ICT literacy skills leading to lower participation. COVID-19 impact
on TVET in Kenya.

Representatives from public and private TVET institutions reported that COVID-19 has
accelerated the need for technology-enabled training at TVET institutions. Not only are there
challenges for resources; trainers are inadequately equipped to conduct Competency Based
Education through digital medium. There is an increasing disparity between TVET institutions in
terms of meeting technology requirements and building a greater divide in terms of “haves” and
“have nots”. Some institutions are struggling more than others to meet the unique challenges posed
by COVID-19.

CONCLUSION
The Vision 20308 is Kenya’s development blueprint covering the period 2008 to 2030 which aims
at making Kenya a newly industrializing, “middle income country providing high quality life for
all its citizens by the year 2030”. The Vision was developed through an all-inclusive stakeholder

8
Kenya Vision 2030; The National Economic and Social Council of Kenya (NESC) Office of the President
(2007)- http://vision2030.go.ke/ accessed on 28 December 2022

7
consultative process, involving Kenyans from all parts of the country. The Vision is based on three
“pillars” namely; the economic pillar, the social pillar and the political pillar.

A skilled workforce remains a basic requirement for driving the engine of industrial and economic
growth9. Technical and Vocational Education and Training (TVET) holds the key to building the
technical and entrepreneurial workforce. TVET, therefore, is one of the key priorities of the
Kenya’s development agenda.

The Kenya Vision 2030 has further placed new demands on Technical and Vocational Education
and Training (TVET) as a leading engine that the economy will rely upon to produce adequate
levels of middle level work force that will be needed to drive the economy towards the attainment
of the Vision goals.10

This is primarily the reason why a fresh awareness of the critical role that TVET can play in
economic growth and national development has dawned. One of the most important features of
TVET is orientation towards the world of work and the acquisition of relevant skills.

TVET delivery systems are, therefore, well placed to train the skilled and entrepreneurial
workforce that Kenya needs to create wealth and attain Vision 2030.

Training for high-quality skills, however, requires standards on the appropriate training equipment
and tools, relevant training materials, operation manuals, Competence-Based Education and
Training (CBET)11 policy framework aimed at delivering industry responsive skills. This has often
been a major weakness with both public and private TVET providers in Kenya. The TVET Act 12
(2013) places a premium on quality CBET programmes offered in Kenya with the aim of
guaranteeing a strong link between skills learnt and the needs of the labour market, by producing
graduates with superior employability.

Despite the progress made in enhancing access, retention, quality, completion rates and gender
parity in education and training, the TVET sector continues to face many challenges. These include
an insufficient number of trainers with the required CBET trainers’ competency, limited industry
participation and inadequate research support services. Other challenges include poor geographical

9
Munjanganja, Efison L.; Case Studies of Technical and Vocational Education and Training in Selected
Countries, UNESCO-UNEVOC, Bonn (2010)
10
Kenya Vision 2030; The National Economic and Social Council of Kenya (NESC) Office of the President
(2007)- http://vision2030.go.ke/social-pillar/ accessed on 28 December 2022
11
Technical and Vocational Education and Training Authority (TVETA); The Kenya Journal of Technical and
Vocational Education and Training Vol. 5 (2022)
12
Technical and Vocational Education and Training Act, 2013

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distribution and location of TVET institutions, negative perception of TVET, low enrolment for
females in Science, Engineering and Technology (SET) related courses and unfriendly
environment for people with special needs. Furthermore, there is uncoordinated admission of
students to TVET institutions. There is also low enrolment in TVET institutions due to the high
cost of technical training and lack of awareness. The result is that many trainees end up in cheap
alternative programmes whose graduates do not acquire the requisite skills relevant to the world
of work.13 TVET is expensive and improving quality comes at a price. Cognizant of the demands
that Vision 2030 has placed on TVET there is need for investments in labour market information
systems, tracer studies and skills audits which are expensive undertakings but do provide useful
feedback for the revision of training programmes, training delivery mechanisms, standards and
regulation in enhancing employability of TVET trainees.14

Another notable challenge is majorly political. The TVET-subsector has been characterized by
political goodwill of subsequent governments and features prominently in Vision 2030 - stressing
the importance of skills for economic development/growth. Nevertheless, the TVET-sector is still
structurally underfunded due to budget constraints in the Kenya Government; only 3.2% of the
total education allocation goes to TVET and close to 95% of the allocation to TVET goes to
recurrent expenditure.15 In the Vision 2030, there are 97 flagship projects16 that were identified,
many of which have a huge impact on skills requirements and development, especially those where
technical skills are scarce, such as infrastructure, energy, agriculture and environment. There is
therefore need for political will and support to TVETs to achieve these and for the realization of
Vision 2030. Another challenge facing TVETs and the realization of Vision 2030 is the general
appreciation of TVET graduates. While Kenya, similar to many other African countries, views
TVET to be a cure to youth unemployment; the institutions operate in an environment far removed
from the world of work.17 The appreciation of TVET graduates at many levels despite their
enormous contribution in the world of science and technology as well as ICTs is still low. This can
be clearly illustrated from the low funding in comparison with their main requirements for

13
Agufana, P.; Challenges Affecting the Effective Implementation of Vocational Education Program in Youth
Polytechnics in Kenya; Journal of Technology & Socio-Economic Development, (2018).
14
Technical and Vocational Education and Training Authority (TVETA) Strategic Plan (2018-2022)
15
Sifuna, D. N.;The dilemma of technical and vocational education (TVET) in Kenya. Journal of Popular
Education in Africa (2020).
16
Kenya Vision 2030; The National Economic and Social Council of Kenya (NESC) Office of the President
(2007)- http://vision2030.go.ke/ accessed on 28 December 2022
17
Oketch, M.O.; To Vocatinalize or Not to Vocationalize? Perspectives on Current Trends and Issues on TVET
in Africa; International Handbook of Education for the Changing World of Work. Bridging Academic and
Vocational Learning. R. Maclean, D. Wilson and C. Chinien, UNESCO-UNEVOC (2009).

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 education and training.18 Another challenge; which could affect the realization of Vision 2030; is
majorly societal attitude. TVET has for a long time been regarded as a place for failures. In order
to place TVET at the level and importance it deserves, there is need for re-branding TVET as an
important level of training.

RECOMMENDATIONS

1. Adequate funds are of critical importance in the development of high quality TVET systems and
the achievement of their objectives, hence, there is need to increase funding to TVET institutions.
TVETs produce specific human capital, which embodies the advantage of imbibing specific job-
relevant skills which can make the worker more readily suitable for a given job and would thus
make the worker more productive.
2. Regulation of TVET institutions is a priority. There is need to integrate electronic curriculum in
TVET. The conversion of TVET institutions to universities has left a major gap in developing
highly skilled manpower needed to catalyse transformation of the economy.
3. Education and training is fundamental to the social transformation envisaged under the social pillar
of the Vision 2030. In order to stay on course in the attainment of this desire, there is need to
improve equitable access quality education at all levels; continuously bridge the gender gap in
access to education at all levels; promote science and technical education at all levels and
strengthen the linkage between tertiary education and industry. Establish TVET centers of
specialization that are fully equipped with state of the art training facilities and well trained staff
to offer training programmes that are of national importance.
4. In order for the technical education provided in Kenya to match what is required for Vision 2030,
the government and private education providers should ensure that; there are sufficient technical
institutions in the country to give youth access to technical education while implementing
regulation to guarantee the quality of education in the institutions-bridge the gap between the
education offered and the skill sets needed in the workplace.
REFERENCES

Republic of Kenya (2012). Sessional Paper No. 14 of 2012 of Reforming, Education and Training
in Kenya. Nairobi.

18
Kenya Vision 2030 Medium Term Plan II- Education and Training (2013-2018)

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