VOCATIONAL TRAINING IS A VITAL PART OF VISION 2030

VOCATIONAL TRAINING IS A VITAL PART OF VISION 2030 

The Vision 2030 has placed new demands on Technical & Vocational E d u c a t i o n   a n d Training (TVET) as a leading engine  that the economy must essentially rely upon to produce adequate levels of middle level  work force that  will be needed to drive the economy to- wards the attainment of the vision. For a very long term TVET has been shunned because of the poor perception that it is training ground for “failures” yet we need manpower with hands-on skills to work in our industries. Universities basically produce managers. Who will they manage if we do not train more technicians to work under them?  TVET institutions offer opportunity for many young people to gain technical skills both for self and formal employment.

There is therefore need to modernise the institutions so that they can offer quality technical training that is needed in the country. Whereas the ratio of engineers: technologists: technicians: artisans in developed countries stands at 1:2:4:12, the same ratio is 1:3:12:60 in developing countries. Best practices from countries like Germany, Australia and Korea with vibrant and focused TVET policies, and strategies have shown that TVET can provide human re- source for Kenya’s industrial trans- formation. A paradigm shift from time-bound, curriculum-based training to flexible and competency-based training is necessary for the revitalisation process. The taskforce on realignment of higher education, science and technology to the new Constitution proposes the introduction of flexible TVET programmes and modular training to enhance access to TVET.

The training programmes should be designed so as to operate within a framework, which  leads to life- long education and facilitates-in- novation and creativity; continuation of training for improvement of professional qualifications and updating of knowledge, skills and understanding.

Likewise there must be complementary education for those receiving technical, vocational and education training in the form of on-the-job training or other training in institutions or other facilities.

Teaching methods should encourage the linkage between science and technology on one hand and the learner’s culture and environment on the other as a way of improving the learning outcome and validating indigenous knowledge and technology for sustain- able development.

Incorporation of entrepreneur- ship skills and education could foster innovation and promote technology diffusion by equip- ping the TVET graduates with the ability to absorb, process, and integrate new ideas into production and service delivery.

TVET institutions must partner with similar or higher institutions, nationally and internationally for best practice and synergy. We need science and technology know-how to harness our resources, industrialise and participate in the global knowledge economy.

Science, technology, engineering and mathematics teaching must  equip graduates with skills relevant to market needs and ability to produce scientific knowledge and technological innovation that will contribute to development of globally  competitive knowledge- based society.