In an effort to improve the skills system and link the skills to labour market demand, a number of reforms have been undertaken in Kenya, particularly in Technical and Vocational Education and Training (TVET) sector.
Besides the establishment of TVET Authority in 2013, Kenya National Qualification Authority (KNQA) in 2015 and TVET Curriculum Development, Assessment and Certification Council (TVET CDACC), Kenya school of TVET (KSTVET) was established in 2022 to execute the following functions among others:
- Provide training for TVET practitioners, directly or in collaboration with other institutions of higher learning or industry;
- Provide a multi-level system of post-training programmes relevant to the needs of the TVET sector covering a wide range of fields with provision for recognition of prior learning (RPL) and flexibility of transition between programmes;
- Conduct examinations and grant academic awards in line with its mandate;
The impact of Kenya school of TVET extends beyond the classroom and contributes to the overall skill development landscape of the country. To meet the aspirations of the citizens and the country, Kenya school of TVET can play its role to contribute to an effective, responsive and efficient skills system by:
- Regularly reviewing curricula in collaboration with industry to align up-skilling and re-skilling programmes with industry needs. This will call for close consultation with relevant industry advisory committees to ensure adherence to occupational standards.
- Promoting Lifelong Learning by encouraging TVET trainers to participate in Continuous Professional Development (CPD) so as to stay current with market trends and improve on curricula delivery methods. This can be accomplished by providing opportunities for short training programmes as well as re-tooling TVET trainers in partnership with the industry to enhance their pedagogical skills and relevance.
- Promoting work based learning by preparing and encouraging TVET practitioners to implement Workplace Integrated Learning (WIL) models such as dual TVET.
- Strengthening ODeL utilization in TVET by capacity-building trainers and facilitating digitalization of TVET curriculum content to promote flexibility in learning programmes and increase access to training.
- Adopting CBET delivery approach in all its programmes in order to promote hands-on learning, by developing practical and experiential learning activities. This will result into effective TVET trainers equipped to provide engaging and useful teaching in TVET institutions.
- Capacity-building TVET trainers to be able to develop fair and efficient assessment techniques so that students’ abilities are appropriately assessed.
- Supporting skill-development by promoting alliances with industry, integrating technology and soft skills in training.
By Thomas Mweu Kitonyi
Deputy Principal – Planning, Administration And Finance
Kenya School Of TVET
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