TECHNICAL

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TECHNICAL VOCATIONALEDUCATION and TRAINING
(TVET)SECTOR MAPPING IN KENYAFor the Dutch
Schokland TVET programmeBy John Nyerere
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Contents

• Background
• Purpose and Organization of study
• Supply Side Education and Training
• Demand Side Labour market
• Cross cutting Issues and Observations
• Conclusions

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1.0 General Introduction

• Globally education is acknowledged as a means for
  transforming and empowering the youth with
  skills, knowledge and, attitudes to enable them
  become productive members of the society.
• In 2000, Govt leaders of 189 countries decided
  to focus efforts on poverty reduction - on MDGs.
  
• In 2007, the Netherlands Government decided to
  boost achieving the MDGs through a common effort
  - The Pact of Schokland - Project 2015, which
  aims to put on track MDGs.

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Purpose of Mapping

• To identify existing stakeholders and their
  interests in TIVET
• Past experiences and good practices regarding
  demand and supply of TVET
• Strong and weak elements of the TIVET sector.
• The importance of the exercise lies in the
  establishment of relevancy for future
  partnerships activities.
• The results of the mapping process will function
  as a guide for the further development of country
  and partnership proposals, which may need to be
  modified or updated.

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Approach

• Review of various documents relating to
  Government policy, strategy and economic survey-
  Vision 2030, PRSP, KESSP, Labour sector that deal
  with TIVET
• Discussions with key officials
• Focus on
• Supply side issues- Education and training
• Demand side issues- labour market
• Isuues and observations

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2. Supply side General Introduction

• In Kenya TIVET includes
• Technical training institutions,
• MSE training and demonstration centres,
• Youth polytechnics and National Youth Service
  Skills Development Centres.
• TIVET programmes are offered in
• Youth Polytechnics
• Technical Training Institutes
• Institutes of Technology and,
• National Polytechnics.

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Supply Introduction Cont

• Aims and Purpose of TIVET in Kenya
• Involve all relevant stakeholders in the
  development of a comprehensive national skills
  training strategy.
• Establish mechanisms and appropriate incentives
  to promote private sector investments
• Provide loans and bursaries to enhance access to
  TIVET.
• Establish a national coordinating bodyTIVETA.
• Mobilize resources to rehabilitate facilities in
  public TIVET institutions.

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Structure of Education and Training System
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Enrolment

• Total enrolment in TIVET institutions was
• Kenya Polytechnic had the highest enrolment among
  the national polytechnics.
• Majority of female students (52.4) are enrolled
  in business studies related courses compared to
  less than 5 in engineering programmes.

Period 2006 to 2007
Increment 71,167 to 76,516
increment 7.5
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TIVET Policies in Kenya

• Policy Documents Guiding TIVET in Kenya
• Sessional Paper No. 5 of 2005
• KESSP
• Vision 2030
• Gender Policy in Education
• Youth Policy (Draft)

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TIVET Policies in Kenya

• Key policies
• Development of the national training strategy for
  TIVET in 2005 and ensuring that TIVET
  institutions are adequately funded and equipped
  by 2008.
• Gender Policy in Education that seeks to
  increase
• enrolment, retention, transition and achievement
  in TIVET, especially for girls and women.
• Legal frame work for TIVET has been reviewed
  (TIVET Bill).
• This is to provide for the establishment of a
  TIVET Authority to oversee the TIVET systems in
  the country (GoK 2008).

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Donors Involved in TIVET Programmes

• World bank
• The Netherlands
• African Development Bank
• JICA
• UNDP/UNIDO
• Italian Government
• Microsoft

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Issues in TIVET supply side

• Policies are in place desire to form TIVETA to
  help focus Awaiting Action
• Funds are being sought From ADB and other
  donors
• Some investments have been made especially in
  polytechnics
• Kenya Mombasa polytechnics are now University
  colleges
• Suggestions for Incentives for private sector
  involvement through the inclusive education
  policy.

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Issues in TIVET supply side

• Gender imbalances in enrolment and in different
  fields of study.
• Terminal nature of TIVET.
• Shortage of TIVET opportunities particularly in
  rural/marginalized areas- the institutions are
  few compared to demand- number of school leavers
  at class 8 (300,000 annually Vs Annual enrolment
  of approximately 80,000)- capacity to be
  determined.
• Relevance of TIVET syllabus

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Issues cont

• Lack of sufficient training opportunities for
  TIVET at higher levels Post graduate
  Conversion of Technical schools to Technical
  Training, National Polytechnics to Colleges
  need for balance not to hurt TIVET
• TIVET is still at planning level.
• Disconnect between market demands and TIVET
  supply (labour)- deeper culture /image issues
• Dramatic budget cuts lack of interest by donors
  towards the sector based on funding trends to
  UPE

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3.0 DEMAND SIDE - Labour Market
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Labour Policies

• The Employment Act No. 11 of 2007
• Defines the fundamental rights of employees
• Provides basic conditions of employees and,
• Regulates employment of children.
• The Labour Institutions Act No. 12 of 2007
• Regulates the establishment of labour
  institutions to provide for their functions,
  powers and duties.

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Labour Policies

• The Occupational safety and Health act No. 15 of
  2007
• Provides for the safety, health and welfare of
• Persons employed and,
• Persons lawfully present at work places and
  related matters.
• Objective a good national wage policy
• assure wage earners a reasonable share of the
  national product,
• promote a harmonious and just relationship
  between employers and workers and,
• be responsive to the demands of the economy.

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Labour Policies

• Work Injury Benefits No. 13 of 2007 Act
• Deals with compensation to employees for
  injuries suffered and occupational diseases
  contracted in the course of employment,
• The Labour Relations Act No. 14 of 2007
• deals with the
• registration,
• regulation,
• management and,
• democratization of trade unions.
• This promote sound labour relations.

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The Informal Sector

• There is an increasing number of employees who
  are in the informal sector by preference.
• This is irrespective of whether they are able to
  join the formal sector or not.
• The informal sector- is the largest sector and is
  growing
• Is labour intensive, exploits adaptive
  technology,
• acquires skills outside formal sector and,
• operates in unregulated and competitive markets
• Devolved Funding has created demand for services
  at community levels requiring skills of TIVET
  graduates Areas Of Construction, Metal work
• Technological advancements expanded the skills
  requirements especially in ICT- Techno parks

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Unemployment Rates - Focus on Youth and Gender.

• The Sub-Saharan Africa is one of the regions
  highly affected by youth unemployment.
• It is estimated to be more than 21 (ILO 2003).
• It is estimated that 64 of unemployed persons in
  Kenya are youth.
• The government envisages an intervention that
  involves a cross-section of existing TIVET
  institutions and provision of a new technical
  training institute to each of the countrys 8
  provinces.

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Transition from School to Work

• Existing Approaches To Improve Transition
• Creation of Industrial Incubators
• The objectives of this initiative is to create
  industrial incubators in order to inspire and
  enable TIVET graduates set up small innovative
  growth oriented business enterprises for
  self-employment and enhance transfer of
  technology for industrial development.
• To enhance transtion from primary to TIVET, the
  government has set the objective of school
  leavers accessing TIVET programmes through
  improved infrustucture and training.

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Issues for demand side

• Many initiatives have been undertaken
• Restructuring of the Ministry of labour to revamp
  institutions like DIT and creation of
  Productivity the productivity centre
• Review of various legislations and policies
• Partnerships with the private sector like FKE and
  universities
• Planned Investments in ICT Fibre optics, Techno
  Villages

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Issues for demand side

• Employment is only growing in the informal sector
  but dominated by unskilled labour
• Unemployment rates high among the youth in
  crisis - approaching disaster
• Employers are yet to apprceaite the need for well
  trained Human resources DIT has reviewed its
  policies but not many are taking up the
  incentives as should be.
• Questions arise on relevance of Training in
  relations to skills required generally in
  Sub-Saharan Africa skills needed in the labour
  market.
• There needs to be a national skills inventory -
  backed by an efficient labour market information
  system.

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The Way Forward From Understanding To Practical
Support

• TIVETA will ensure effective coordination,
  management and governance of TIVET systems for
  inclusiveness in training in the country.
• Initiatives aimed at achieving gender parity in
  the TIVET system will continue to be developed
  and implemented by the government.
• MOE to fast-track the establishment of a national
  qualifications framework so as to realize
  inclusive education in TIVET, and other levels of
  education.

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Observations

• Revise technical, industrial and vocational
  education and training (TIVET) so that it
  reflects the needs of industry and the labor
  market.
• Promote partnerships with the private sector,
  development partners
• Government should continuaaly undertake research
  to deepen understanding of issues on sector and
  play role of regulator - rather than providing
  training itself.
• Vocationalise general to intergrate students into
  the work force and expose them to a range of
  skills and experiences
• Establish more linkages between TIVET and other
  sectors adress the culture and image associated
  with TIVET

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Recommendations

• Better coordination between the formal and
  informal training systems
• Orient TIVET towards sustainable development
• Promote broad access to learning and training and
  make TIVET an instrument for social inclusiveness
  and cohesion

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Comments after the presentation

• How can we move from the tradition are we
  prepared for the technology how can we move
  fast so that we catch up Example of Carpentry
  sector- Turkey/ Mexico has become an industry
  even exporting to Kenya Competitive Business
  Driven
• Create a parallel education sector for TIVET
  tapping the youth from childhood harmonize for
  flexibility

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Comments

• Can their be a Growth path for TIVET
• Internship need to develop a mentorship Model
  program with clear institutional networks and
  membership to develop people start from Edukans
• Tension Supply/Demand Graduates are exploited
  by employers contributing to negative culture
  towards TIVET- what do we need to do to make them
  better- self employment business skills

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comments

• Re think emphasis on learn for work program
  training is for empowerment- also to apply the
  training empower to include to be
  entrepreneurship- level 2 empowerment.
• Multiplicity of stakeholders can it create
  focus on tackling the problem or is a non
  function structure Must lead to ACTION and
  DELIVERY
• What examples are we learning from the north or
  south/ East- west etc.- Future is resource based
  Africa has all

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comments

• Culture is a challenge
• Graduates of form 4 will go through NYS- is being
  focused in youth policy
• Informal sector training how do we facilitate
  for recognition the government cannot handle
  the numbers what form of institutions do we
  need to create quality- take care of challenges-
  HIV, poverty- but people need skills

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• Mismatch in education/training and labor market
  we need to emphasize sciences should be made
  basic choice, availability of information to
  support decision making- availability and
  accessibility- career mapping and advice is
  lacking
• Sort out things from down i.e. curriculum
  harmonization's

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Linkage

• TIVET Labor market Gap between TIVET and
  labor market
• Should we have TIVET under education or as a
  stand alone focused on labor market needs self
  employment
• Skills are lacking mechanism of being up to
  date investments in training institutions
  partnerships between institutions and corporate

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comments

• Decline in enrollment what factors supply or
  demand both
• Industries are not competitive lack of
  investments in all resources
• Cost of production electricity is expensive
  use Jetropha people/UNDP
• Quality of TIVET teachers is low
• Mismatch of resources ( planning, utilization and
  process)

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Comments

• Orientation at primary school syllabus excludes
  technical subjects eliminating access to choice
  education is not giving the basic life skills
  training
• Education system focuses on doing but not
  understanding -

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Comments

• Historical paths- injustices rewards in
  academic has favored academic not technical-
  creating inferiority complex ranking
  distortion of the education sector
• Only technical skills not backed up with
  commercial skills carpentry sells do Indian
  Dukawalla
• Relating skills acquisition to life skills
• TIVET IS LIFE SKILLS BUSINESS
• Does the proposed budget meet the challenge
  what impact?

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COMMENTS

• TIVETA- should be well designed to avoid conflict
  and create focus Authority
• Focus on both
• Macro Govt at international Indian market
  move into international Trade
• Micro capacity build
• Skills are there- innovation, creativity to focus
  on the market- we need business people or a
  multiplicity of professional
• Link with labor market- it changes so how do you
  link entrepreneurship dynamics of labor
  markets

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comments

• Time bomb 2012 may be dangerous
• What can we do to avert this
• Youth provide hope technology- business parks
  link to BPOs create an army of new workers
  develop business skills
• University conversions culture change lobby