Technical and Vocational Education and Training (TVET) in Kenya is a critical component of the country’s economic strategy (Vision 2030) intended to drive industrialization and reduce youth unemployment
. Despite significant government investment and reforms, the sector faces persistent gaps and challenges that limit its effectiveness.
Key challenges affecting TVET in Kenya include:
1. Inadequate Funding and Infrastructure
- Low Funding: TVET institutions face chronic underfunding compared to their operational needs, which affects the quality of training.
- Outdated Equipment: Many workshops and laboratories use obsolete machinery, meaning students are not trained on the modern industry-standard tools they will encounter in the workforce.
- Poor Facilities: Especially in Vocational Training Centres (VTCs), facilities are often old, poorly maintained, or lack basic amenities like electricity and internet connectivity.
2. Skills Mismatch and Curriculum Issues
- Irrelevant Skills: There is a significant gap between the skills taught in TVET institutions and the actual needs of employers, leading to high unemployment rates among graduates.
- Outdated Curriculum: Curricula in some areas have not been reviewed for long periods, failing to keep up with technological advancements like automation, artificial intelligence, and green technologies.
- Weak Industry Linkages: Insufficient collaboration between training institutions and industries leads to a lack of practical exposure for students and a mismatch with market demands.
3. Human Resource Challenges
- Shortage of Qualified Trainers: There is a, high trainer-to-trainee ratio, with an estimated shortage of over 8,800 trainers in public institutions.
- Lack of Practical Skills among Trainers: Many trainers lack the industry experience or capacity to operate modern machinery, hindering the practical training of students.
- Poor Remuneration: Low pay and unfavorable terms of service often result in low morale and high turnover, with qualified trainers preferring other sectors.
4. Societal Perception and Access
- Negative Stigma: TVET is often wrongly perceived as a pathway for academic failures or students who did not perform well in the formal, traditional education system.
- Low Enrollment: Despite the potential, many young people shy away from technical courses, and only about 5-10% of school leavers access TVET.
5. Institutional and Governance Gaps
- Uncoordinated Training: There is a lack of harmonization in training, with different bodies (e.g., Public Service Commission, County Governments, Ministries) recruiting trainers independently.
- Data Fragmentation: Data is housed across various agencies, making it difficult to access and use for informed, centralized planning.
- Low Adoption of Digital Technology: Many institutions struggle to integrate digital tools and online learning, especially in rural areas.
6. Emerging Challenges
- Weak Integration of Soft Skills: Graduates often lack essential soft skills such as communication, teamwork, and problem-solving, which are highly valued by employers.
- Fee Arrears: High poverty levels lead to low fee collection rates, which cripple the financial operations of institutions.
To address these challenges, the Kenyan government is implementing reforms such as the Competency-Based Education and Training (CBET) curriculum, which focuses on practical skills rather than theory, and promoting a Dual TVET system to increase industry involvement in training