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REPUBLIC OF KENYA
MINISTRY OF HIGHER EDUCATION, SCIENCE AND TECHNOLOGY
TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) POLICY
FEBRUARY 2012
TABLE OF CONTENTS
TOC \o "1-3" \h \z \u HYPERLINK \l "_Toc318454962" FOREWORD PAGEREF _Toc318454962 \h 3
HYPERLINK \l "_Toc318454963" PREFACE PAGEREF _Toc318454963 \h 5
HYPERLINK \l "_Toc318454964" EXECUTIVE SUMMARY PAGEREF _Toc318454964 \h 6
HYPERLINK \l "_Toc318454965" LIST OF ABBREVIATIONS PAGEREF _Toc318454965 \h 9
HYPERLINK \l "_Toc318454966" CHAPTER ONE: THE TVET SECTOR IN KENYA PAGEREF _Toc318454966 \h 10
HYPERLINK \l "_Toc318454967" 1.1. Introduction PAGEREF _Toc318454967 \h 10
HYPERLINK \l "_Toc318454968" 1.2. Situational Analysis of TVET in Kenya PAGEREF _Toc318454968 \h 12
HYPERLINK \l "_Toc318454969" 1.3. Major Challenges in TVET PAGEREF _Toc318454969 \h 13
HYPERLINK \l "_Toc318454970" CHAPTER TWO: PHILOSOPHICAL FRAMEWORK PAGEREF _Toc318454970 \h 15
HYPERLINK \l "_Toc318454971" 2.1 TVET philosophy PAGEREF _Toc318454971 \h 15
HYPERLINK \l "_Toc318454972" 2.2 Vision STATEMENT PAGEREF _Toc318454972 \h 15
HYPERLINK \l "_Toc318454973" 2.3 Mission STATEMENT PAGEREF _Toc318454973 \h 15
HYPERLINK \l "_Toc318454974" 2.4 Goal PAGEREF _Toc318454974 \h 16
HYPERLINK \l "_Toc318454975" 2.5 Guiding Principles PAGEREF _Toc318454975 \h 16
HYPERLINK \l "_Toc318454976" 2.6 Best Practice and Global Trends in TVET PAGEREF _Toc318454976 \h 18
HYPERLINK \l "_Toc318454977" 2.7 ASPIRATIONS OF TVET PAGEREF _Toc318454977 \h 18
HYPERLINK \l "_Toc318454978" CHAPTER THREE:POLICY OBJECTIVES AND DIRECTION PAGEREF _Toc318454978 \h 20
HYPERLINK \l "_Toc318454979" 3.1 Policy Objectives PAGEREF _Toc318454979 \h 20
HYPERLINK \l "_Toc318454980" 3.2.1 Objective 1: Providing relevant skills for industrial and economic development; PAGEREF _Toc318454980 \h 20
HYPERLINK \l "_Toc318454981" 3.2.2 Objective 2: Improving access, equity and employability PAGEREF _Toc318454981 \h 21
HYPERLINK \l "_Toc318454982" 3.2.3 Objective 3: Assuring quality PAGEREF _Toc318454982 \h 22
HYPERLINK \l "_Toc318454983" 3.2.4 Objective 4: Organizing TVET Institutional Framework PAGEREF _Toc318454983 \h 23
HYPERLINK \l "_Toc318454984" 3.2.5 Objective 5: Sustaining the Financing of TVET PAGEREF _Toc318454984 \h 26
HYPERLINK \l "_Toc318454985" Objective 6: Re-branding TVET PAGEREF _Toc318454985 \h 27
HYPERLINK \l "_Toc318454986" CHAPTER FOUR: IMPLEMENTATION FRAMEWORK PAGEREF _Toc318454986 \h 29
FOREWORD
The continued growth of the countrys labour force and envisaged Vision 2030 goals provide an opportunity for Kenya to position herself strategically on the global scene. Granted, the success of the Vision 2030 is hinged in the sheer numbers ,skill and quality of its the countrys manpower.The Government has therefore, formulated this Technical and Vocational Education and Training Policy to guide the revitalizing of the TVET sector and providing skilled and employable graduates needed to drive the aspirations of the Vision 2030. Specific emphasis will be placed on enhancing access to TVET by targeting an ambitious gross enrollment rate 30% by the year 2030 and ensuring relevance in the training provided.
In order to realize the above, the Government commits itself to facilitate the development of infrastructure and human resource capacity, ensuring good governance strengthening quality and assurance of training and providing incentives for industry linkage and participation in TVET. In this regard, the Government seeks the concerted and supportive efforts by all stakeholders in the Kenyan TVET sector and indeed the entire education sector for successful implementation of the TVET Policy.
In conclusion, I would like to thank all stakeholders who participated in the development of this policy. It is my conviction that this policy will spur growth and participation of all stakeholders in the TVET sector
Hon. Prof. Margaret Kamar, MP.
Minister for Higher Education, Science and Technology
PREFACE
The Technical and Vocational Education and Training Policy provides a framework for harmonized and coordinated approach to train and develop skilled manpower required by the country. This policy has been developed against a backdrop of demands of constitutional reforms and change in political governance and the Vision 2030.
Through this policy, the Government will guide and provide enabling environment to promote capacity building in TVET human, financial and infrastructure development and effective partnerships and linkages for knowledge generation and sharing. Strengthened partnerships between industry and TVET institutions will provide a platform to ensure relevance and quality of training and curriculum development. The thrust in the realization of these objectives is outlined in the document in various prioritized programmes and projects within the sector is expected to access, equity ,relevance , quality and partnerships with industry, enterprise, community, research and development institutions.
Our success in attaining these objectives however has immense human, financial and capital implications and will entail paradigm shifts in the way our sectoral TVET priorities are identified, programmed and managed.
In conclusion, I wish to take this opportunity to appreciate the institutions and their staff who participated in one way or the other in the preparation of this policy document.
Prof. Crispus M. Kiamba, CBS, MBS
Permanent Secretary,
Ministry of Higher Education Science and Technology
EXECUTIVE SUMMARY
The current national, regional and global developments call for a review of the existing TVET policy and strategy framework. The Kenyan Vision 2030 was formulated five years ago and is just about to enter its second medium term plan. On the regional scene, plans for harmonization of education and training systems for the East African Countries are at an advanced stage. Internationally, there has been a shift in TVET towards competency-based training utilizing modular courses. TVET too has not been left behind in the on-going globalization and more countries are offering international courses.
The success and growth of TVET in Kenya will depend on how swiftly the sectors respond to prevailing and emerging challenges that are inherent in a developing economy. Thus, The TVET sector must address; the large number of young people graduate annually from the secondary school system; High levels of poverty make it difficult for most Kenyans to pay for TVET; the need to match training of skills with the actual demands of industry and create a deliberate link between TVET curriculum and the aspirations of the Vision 2030.
The overall goal of TVET is to produce a critical mass of well trained human Resources to implement programmes and projects identified in Kenyas Vision 2030. . There is therefore need not only to train new persons but also re-train the available trained personnel. The TVET will require a major transformation to allow the following to happen:
Re-align TVET programmes to national goals and market needs;
Expand available TVET opportunities and make them more accessible to those who need them; Devolve TVET to counties to ensure equal opportunities to all;
Employ affirmative action to ensure equity in respect to gender, vulnerable groups and persons with special needs;
Entrench competency based TVET;
Strengthen governance and management of the TVET sector and institutions;
Re-brand TVET in order to enhance positive perception;
Develop and implement a mechanism for sustainable financing of TVET.
This policy therefore advocates for:
Expanding access, equity and improving quality: This policy advocates for Development of a national skills strategy with broad participation, promote private sector investments, provide scholarships to reward excellence, provide loans and bursaries to TVET, Secondary schools to offer TVET, and rehabilitate TVET infrastructure.
Management and planning of TVET education: This policy aims to restructure and promote quality governance to effective management of teachers in TVET, establish a national mechanism for consultations with all stakeholders, and establish TVET Authority.
Information and Communication Technologies: Policy objectives include: develop a national TVET ICT strategy, promote ICT as tool for management, teaching, learning and research, provide ICT infrastructure, and promote private investment in ICT for education, training and research.
Financing and partnerships: Strengthen partnerships with non-public stakeholders and industry to leverage more funding from private sector; bring on board more private investors; seek external grants and higher fees payment.
Legal framework: Set up a national Authority to facilitate linkages and coordination between the numerous actors and stakeholders in TVET. The Authority was intended to also provide accreditation and quality assurance services.
Rebranding of TVET
This policy framework therefore presents a list of Government objectives and intentions for revamping TVET. A number of these objectives have been realized or are continuing to be pursued. These include: rehabilitation of public TVET and construction of new institutions where the Government with the support of development partners is doing a commendable job. The bursaries objective has been realized hitherto to a limited extend. Most other objectives have not been realized. The challenge is not in the policies themselves but rather in the lack of clear strategies for their implementation. It is therefore important that the reformulation of TVET policies takes the formulation of realistic implementation strategies into account. The formulated policy objectives have been designed to be specific, realistic and achievable in the next 10 years.
LIST OF ABBREVIATIONS
BOD - Board of Directors
BOG - Board of Governors
CEO - Chief Executive Officer
GER - Gross Enrollment Ratio
ICT - Information Communication and Technology
ISO - International Standards Organization
IT - Institute of Technology
KEPSA - Kenya Private Sector Alliance
LIWA Linking Industry with Academia
NGOs - Non Governmental Organizations
NQF - National Qualifications Framework
R&D - Research and Development
TC - Technical College
TET - Technical Education Training
TSC - Teachers Service Commission
TVET - Technical and Vocational Education and Training
VET - Vocation Education and Training
UT - University of Technology
CHAPTER ONE: THE TVET SECTOR IN KENYA
Introduction
The TVET sub-sector in Kenya has experienced moderate growth over the last 40 years. The sub-sector continues to produce the needed middle level human resource for the national economy. The Vision 2030 has however placed special demands on TVET as the leading engine that the economy must essentially rely upon to produce adequate levels of middle level manpower that will be needed to drive the economy towards the attainment of the vision. Moreover, the Kenya Constitution 2010 has also created a desire for the education and training sector to develop policies and strategies to facilitate faster economic the growth.
The objective of Kenyas Vision 2030 is to make Kenya a newly industrialising, middle-income country, providing high quality life for all its citizens, by the year 2030. In order to achieve this, Kenya will be aiming to produce goods and services of industrial nature that can be sold beyond her boarders to generate real income for the country. Through this, the country hopes to be a middle-income economy capable of providing high quality life for her citizens. It has however long been recognised by development economists that a country is only able to realise such progress if its economy is innovative. An innovative economy on the other hand is to be realised through technological innovation. Any country that intends to make a breakthrough in industrialisation and technological development must begin by ensuring that it has a critical mass of well qualified technologists and engineers.
The broad engineering profession is typically considered to be comprised of five cadres of staff, namely; engineer, technologist, technician, crafts-people and artisan. For the effective execution of the engineering function within an economy, it is important that each of these cadres is represented in appropriate proportions. For most developed countries the ideal ratio for the four categories of professional is 1:2:4:16. For a typical developing country however, it is considered that the more realistic ratios would be 1:3:12:60. On this assumption then, by 2010, Kenya should aim to have the following as the ratios for her engineering professionals; 7,500: 22,500: 90,000: 450,000.
The Engineers Registration Board (ERB) of Kenya has estimated that as at 2010 there were some 6,350 engineers in Kenya. For a population of about 40 million, this translates to one engineer for 6300 persons. It is however estimated that for technological take-off, a country should be having at least 500 engineers and engineering technologists to 1 million people of the population or at least one engineer for 2,000 persons. Examples in this respect are: China - 1 engineer for 130 persons, India 157, Brazil 227, UK 311, USA 389, Malaysia 543, South Africa 3166, Tanzania 5930, Namibia 6346, Zimbabwe 6373, and Swaziland 12,238. At the current rate of population growth, it is estimated that by 2030, Kenya shall be having a population of 60 million. At this point then, for industrial takeoff, the country should be having some 30,000 engineers and engineering technologists. This means then that the economy will require at least 7,500 engineers, 22,500 engineering technologists, 90,000 engineering technicians, and 450,000 artisans (craft persons).
Situational Analysis of TVET in Kenya
Formal TVET programmes in Kenya are school-based and are offered at both schools and technical training colleges. The Sessional Paper No. 1 of 2005 provides for the education and training of technical personnel and their progression from levels of skills and technical knowledge to the next. From the Sessional Paper No. 1 and the TVET policy framework, technicians will in the main be produced from the technical training colleges. The duration of school-based technical and vocational education is between one and three years. Besides the technical training colleges, the current primary and secondary education curriculum provides for vocational skills to young people in primary and secondary school schools. Some specialized vocational training programmes however also exist in various ministries and fall under the supervision of the respective sector ministries. TVET in Kenya is delivered by both government and private providers, which include for-profit and non-profit, NGO and Church-based institutions.
The TVET sector in Kenya currently includes two (2) polytechnic university colleges, two (2) national polytechnics, one (1) technical teachers college, twenty-six (26) technical training institutes (TTIs) and seventeen (17) institutes of technology (ITs) under the Ministry of Higher Education Science and Technology (MoHEST). In addition, the Ministry of Labour and Human Resources Development (MoLHRD) manages three (3) industrial training centres, one (1) vocational training centre, and the Kenya Textile Training Institute. There are 697 Youth Polytechnics (YPs) (MoLHRD: 2005), currently under the Ministry of Youth Affairs (MoYA). There are also 87 other institutions spread in 15 other Ministries and about 1,000 vocational training institutions under private, commercial, civil society and faith organizations including some company-based training. The main thrust in this policy is to promote better collaboration and quality control in TVET and encourage TVET institutions across the country.
In 2010 357,488 candidates took the Kenya Certificate of Secondary Education (KCSE) Examination. Of this number 97,137 obtained the minimum requirement for University admission at C+. The public universities in that year admitted 32,000 students while the private universities admitted another 10,000 students. In 2011 the enrolment in public TVET institutions was 60,000 with the annual intake being roughly 25,000. Other middle colleges in the public and private sectors are estimated to have admitted another 75,000 students. Thus of the 357,488 KCSE candidates in 2010 only 142,000, or 40% could find opportunities for further or higher education. The rest 215,488 or 60% effectively have been left without any training. This is a relatively huge number of young people to be left without any training. There is no doubt that this constitutes a huge loss to the national economy.
Major Challenges in TVET
While TVET has witnessed growth there are challenges that need to be addressed. The most influential are:
A large number of young people graduate annually from the secondary school system. According to the KNBS2009 census there are over 8 million Kenyans aged between 17 and 24 years seeking training in tertiary institutions. Of this group 10 % are planned to join degree training programmes leaving the remaining 90% seeking for places of training in TVET and technical education.
Poverty makes it difficult for most Kenyans to pay for TVET. The result is that most trainees end in cheap irrelevant programmes whose graduates do not acquire the requisite skills necessary for the work place.
Relatively, industry is offering few employment opportunities for TVET graduates. There is a mismatch between training offered and the actual demands of industry.
Curriculum in majority of TVET institutions is theory-based as opposed to the desired combination of theory and competency-based courses.
The supply-end -push for enrolment is prevalent instead of the desired market-end- pull for enrolment in TVET.
There is no deliberate link between the current TVET curriculum and Kenyas Vision 2030 needs as most programmes were developed well before the conception of the Vision. This renders most programmes not relevant for immediate National development needs.
Co-ordination mechanisms and linkages between TVET institutions under the different ministries are weak. Decision making in TVET institutions is highly centralized at their respective ministry headquarters at the expense of the districts and institutions, where actual education and training services are delivered.
TVET perception needs to change. TVET is perceived as the dumping place for those who failed to pass KCPE
CHAPTER TWO: PHILOSOPHICAL FRAMEWORK
TVET philosophy
The proposed TVET policy is based on National development agenda and in particular Vision 2030. It is also focused on providing skills that meet the workplace requirements as well as self-employment. Tertiary education, including TVET, is premised on the principle education and training for the workplace. TVET will therefore be provided for the purpose of guaranteeing human and economic development. The outcomes of TVET must therefore be human resources fit for the job market. TVET is responsible for the construction, maintenance and operation of infrastructure in all sectors. In addition, TVET graduates are responsible for service delivery and production of goods in all sectors. It is essential therefore that these graduates possess the right attitudes to work, have the right core values and above all can be relied upon to deliver at the workplace. Entrenching soft or generic skills in TVET is of paramount importance. Key to these skills is integrity, ethics, professionalism and accountability.
Vision STATEMENT
Skilled and employable human resource that is responsive to national needs and global competitiveness
Mission STATEMENT
To provide inclusive and equitable technical, vocational education and training responsive to the requirements of the national economy and global competitiveness
Goal
The goal of TVET policy in Kenya will be to develop an effectively co-ordinated and harmonized TVET system that is capable of producing quality skilled human resource, with the right attitude and values as required for growth and prosperity of the various sectors of the economy.
Guiding Principles
This policy promotes the Governments endeavours to operate within the following principles:
Access and equity Every Kenyan has a right to access quality and relevant education and training. The policy shall therefore create an enabling environment, opportunities and mechanisms to provide opportunities to those seeking to pursue quality technical training at all levels.
Inclusivity and respect for cultural and social diversity- National values shall be respected and promote in all TVET institutions and this includes principles and in particular pay attention to the people with disability, human dignity, equity, equality and protection of marginalized societies.
Non discrimination- There shall be no discrimination on grounds of race, colour, gender, religion, national or social origin, political or other opinions, economic status.
Quality and Relevance Emphasis shall be placed on demand driven training. This principle shall promote technical, professionalism, knowledge and qualification needed in the various sectors of the economy
National integration- Employment opportunities, harmonized occupational standards and development prospects within TVET structures shall be made available to all Kenyans
Life-long Learning- The training will be designed to operate within a framework of open-ended and flexible structures in the context of lifelong education and facilitate. This principle for continuing training for improvement of professional qualifications and updating of knowledge, skills and understanding shall be entrenched.
Entrepreneurship Culture- TVET examination and competence assessment shall be centered on promoting and developing innovation, creativity and entrepreneurial minds for self reliance
Complementarity -education for those receiving technical, industrial, vocational and entrepreneurship training in the form of on-the-job training or other training in institutions or other facilities.
Environment Protection of the environment and the common heritage of the country as its form a core part of TVET curriculum.
Partnerships creating and promoting an enabling environment for public-private partnerships for enhancing investment in TVET
Information and communication Promoting integration of information and marketing of training opportunities through ICT mediated channels and system.
Leadership: leadership within TVET structure and organs shall be based on the principles serving peopled with integrity, ethical practices, respect for the people and fairness.
Best Practice and Global Trends in TVET
There are some notable practices that characterize current situation in TVET globally that may qualify as best practice and hence influence the formulation of policy and for Kenya. These are:
A well defined and articulated policy for the TVET sub-sector aligned to National goals;
Clearly articulated strategies to ensure access and equity in TVET;
Strong partnership between industry and TVET subsector;
An environment that makes TVET vibrant, including good facilities, well trained human resources;
Good access to information and knowledge resources and well organized institutions and processes;
Effective transition system and well-organized pathways that connect education and training to world of work;
Sustainable financing mechanism for TVET.
ASPIRATIONS OF TVET
The overall goal of TVET is to provide relevant and adequate skills for industrial and economic development identified in Kenyas Vision 2030. TVET will require a major transformation on the following:
Re-align TVET programmes to National goals and market needs;
Expand available TVET opportunities for more accessibility;
Devolve TVET training to counties to ensure equal opportunities for all;
Employ affirmative action to ensure equity ;
Entrench competence- based and modular training methods
Develop competence-based assessment with the involvement of institutions and industry;
Reform governance and management of the TVET sector and institutions and;
Assure quality of delivery of programmes;
Manage TVET rebranding process;
Develop and implement a mechanism for sustainable financing of TVET.
CHAPTER THREE:POLICY OBJECTIVES AND DIRECTION
Policy Objectives
The policy objectives will provide a framework for development of TVET which will achieve two main paradigm shifts;
The shift from time bound, curriculum based training to flexible, competency based training and;
The shift from supplyled training to demand-driven. Shall be developed by promoting the role of industry in both the design and delivery of TVET.
The proposed two paradigm shifts are required to achieve the following five main objectives:
3.2.1 Objective 1: Providing relevant skills for industrial and economic development;
It is the policy of Government to promote relevant programmes and courses in TVET. To affect this, the Government, in partnership with private sector and professional bodies, will ensure that all courses in TVET are market driven and address the needs of the workplace as well as promote self employment. This requirement will form the basis for the following reforms:
`
Introduction of competence based training to enable TVET graduates acquire skills, knowledge and right attitudes to perform jobs to the required standard;
Establishment of TVET centres 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
Reforming apprenticeship system to allow TVET graduates to work and study;
Encouraging entrepreneurship in all TVET programmes to promote for self reliance.
3.2.2 Objective 2: Improving access, equity and employability
In accordance with the Constitution of Kenya 2010, the Government will ensure access and equity in TVET. Specifically, government will pursue a policy of attaining and sustaining a Gross Enrolment Ratio (GER) 30% in TVET. These GER will be pursued nationally, at county and constituency levels and in addition it will be the yard stick for equity with respect to gender, persons with disability, minority and marginalise groups. The private sector and households will be expected to play the leading to expanding access in TVET. This requirement will form the basis for the following reforms:
Expanding Geographical Provision to have at least one Vocational Training Centre(VTC) at constituency level, at least one Technical College (TC) at county level, Technical Teachers Training College (TTTC), National Polytechnics (NPs) and Technical Universities (TUs);
Achieve gross enrolment ratio of 30% in TVET in by the year 2030;
Making training delivery flexible through modular deliver process and , incorporating not only traditional face-to-face and print based delivery, but also uses a variety of electronic technologies to enhance student and teacher access to students and other learning resources such as distance education or online;
Enhancing participation of women in TVET;
Integrating informal economy workers in order to provide them with skills, Technical Know how and knowledge to improve their enterprise performance;
Enhancing the mobility of skilled workers;
Career guidance and placement services to support students in career planning and guidance as well as entrenching industrial attachment;
Integrating Vocational Education in Schools from basic to University education;
Enhancing the status of skills training.
3.2.3 Objective 3: Assuring quality
In Kenya, the quality of training differs greatly from institution to institution. The reasons for this are many, but one fundamental cause is the absence of uniform quality assurance measures. Quality must be assured in all aspects of the new skills development system, design to delivery, this will be achieved through:
Streamlining policy making process in order to provide much needed strategies.
Establishing the National Qualifications Framework for TVET
Establishing a central TVET admission service to be managed under the Kenya Universities and Colleges Admission service established under the Universities Act
Review and enforce minimum TVET trainers qualification including compulsory industrial attachment for TVET trainers at least every three years of service.
Establish Technical and Vocational Education and Training Assessment and Certification Council.
The council shall carry out the following functions:
prepare syllabuses for the training institutions examination, assessment and competence certification;
make rules with respect to such examinations;
arrange and conduct examinations and competence assessment and issue certificates to candidates who satisfy examinations and competence assessment requirements;
promote recognition of its examination and competence assessment in foreign countries.
Accredit competence based assessment centres and industry-based examiners
Investigate and determine cases involving indiscipline by candidates registered with it;
Promote and carry out research relating to its examinations;
Promote the publication of books and other materials relevant to its examinations;
Reorganize TVET Staff management in order to improved service delivery and improve public image of TVET institutions
3.2.4 Objective 4: Organizing TVET Institutional Framework
The performance and responsiveness of TVET institutions in Kenya is hampered by the lack of clear organisational structures. Decision making on key issues will be entrenched through the following reforms:
Streamline the categories of TVET Institution.
As a process towards re-branding and provision of effective pathway for TVET graduates, institutions shall be categorised into four categories, namely VTCs to train artisan and award Artisan Certificate , TCs to train craft and technician and award Craft Certificate and Technician Diploma, TTTC to offer Diploma, NPs to train technician and technologists and award Technical Diploma and Technologist Degree (in collaboration with universities) and Technical University to train technologists and award Technologists and Post Graduate Degree.
Establish the TVET Authority:
Co-ordination mechanisms and linkages between TVET institutions continue to remain a major challenge. This has resulted into uncoordinated and disjointed quality management process fragmentation of TVET institutions delivering all kinds of training, uncoordinated curriculum and competence assessment mechanism, questionable integrity of certificates.
To address this situation, a TVET authority shall be created to carry out the following functions:
regulate and make coordinate training under this Act;
advise and make recommendations to the Cabinet Secretary on all matters related to training;
define the national objectives to be achieved in TVET training.
promote access, equity and relevance in training according to needs within the framework of the overall national socio-economic development plans and policies;
develop policies, plans, and guidelines for the effective implementation
establish a training system which meets the needs of both the formal and informal sectors
collect, examine and publish information relating to training;
license, register and accredit training institutions;
register and license trainers in TVET;
advise on the development of a scheme of service for trainers;
assure quality and relevance in programmes of training;
liaise with the other Ministries, government departments and with the private sector on matters relating to training;
conduct regular monitoring, evaluation and inspection of training institutions, and
mobilize resources for development of training;
Promote Technical and Vocation Education and Training;
Reforming Management of TVET Institutions to promote accountability, and provide proper leadership
TVET institutional management is key in the decision making and transformation process of the sector. This framework shall accord BoGs and Councils powers to manage TVET institutions.. It is therefore expected that the appointment of the BOGs and Council members shall follow due process in order to uphold high standards of accountability, integrity and leadership. The management structure in TVET institutions shall be in the following order:
Vocational Training Centres and Technical Colleges shall be managed under Boards of Governors
Technical Teachers Training Colleges and National Polytechnics shall be managed by Councils.
Technical Universities shall be established and managed in accordance with the provisions of the Universities Act 2012.
TVET Institutions and other staff at the VTC and TC will be managed by BoG and where necessary TSC may second teaching staff to work in such institution;
Staff at the TTC, NPs and TU will be management by the respect Councils;
3.2.5 Objective 5: Sustaining the Financing of TVET
To achieve the required reforms, considerable financial resources will have to be mobilised. It is essential to examine other, than government budget allocations, creative, unconventional ways of mobilising resources and generating revenues, this will be achieved through:
Strengthening partnerships in TVET Institution for improved access, enhanced quality delivery of programmes, improved examination and assessment.
Establishing the TVET Fund which shall be managed by TVET Funding Board. The functions of the Board shall be:
disburse funds to TVET institutions in accordance with criteria prescribed by the Cabinet Secretary, taking into account the respective universitys output, efficiency and role in areas prioritise by the Government;
in consultation with the institutions, establish the maximum differentiated unit cost for the programmes offered and discipline differentiated remuneration for academic staff and advise the Government accordingly, and
receive funds for purposes of the Fund from the Government, donors, and from any other source;
Administration and awarding of Government scholarships, bursaries, and student loans. Mechanisms will be put in place to ensure that the loans remain affordable to students by making interest rates charged (student and capital development loans) will be subject to approval of the Treasury.
formulation of mechanisms to determine the needs of each public institution for allocation of capital development grants, low cost loans and budgetary support. They will work in consultation with the TVET institutions, the Ministry charged with TVET and Commission for Resource Allocation
(g). determine maximum programme Differentiated Unit Costs (DUC), in consultation with the public universities; and
(h). mobilize additional financial resources to achieve its mandate, including and not limited to endowment funds, raffles, higher education bonds, etc.
Objective 6: Re-branding TVET
Currently TVET has negative perception which has accumulated over time unattended. It is common knowledge that this negative perception is caused by lack specialization in TVET institution, lack of clear admission and progression procedures of TVET, inappropriate infrastructure and equipment, weak staff management, weak curriculum, examination and competence assessment procedures, low funding. The rebranding process will be achieved through developing and implementing re-branding strategy within five years plan. The outcome of the rebranding process will be but not limited to the following:
Increased training specialization in TVET
Increased employability of TVET graduates
Increased student enrollment
Expanded scope on innovation within TVET institutions
Improved partnership between TVET institutions and industry
CHAPTER FOUR: IMPLEMENTATION FRAMEWORK
Time Frame
The TVET policy will be implemented in 5-year strategic plans beginning 2012 towards the attainment of Vision 2030. The Government will ensure that the institutions and initiatives that have a bearing in the implementation of these provisions are in place and properly functioning. Facilitation of smooth implementation of the policy will depend on the consultative mechanisms and on clarity of stakeholder and their corresponding roles and responsibilities. Since TVET activities cut across institutional mandates of various government ministries and agencies, there will be need for clear demarcation of responsibilities and supervisory accountabilities for quality TVET delivery.
The implementation framework will operate at four main levels as follows:
Institutional Arrangements
The current institutional framework in TVET is highly fragmented and will call for a new framework.
Coordination of TVET
The Ministry responsible for TIVET will coordinate the implementation of this policy. The Ministry will establish an Inter-Ministerial Coordinating Committee to promote and integrate the provisions of the policy.
TVET Institutions
TVET institutions will be critical in ensuring that the policy is communicated to stakeholders including staff, students, BoGs and community. The institutions will comply with constitutional provisions especially in access and equity, Bill of Rights, promotion of National values and Leadership among others.
. Devolved Responsibilities
The National Government shall be responsible in development of TVET education policy, standards, curriculum, examination, approving and registration of TVET institution. County Government will be integral in this process. The National and County Governments will enter into agreements for the purpose of implementing this policy. The ministry will devolve its services to County level
Technical and Vocational Education and Training Assessment and Certification Council
The capacity of Technical and Vocational Education and Training Assessment and Certification Council shall be enhanced in order to execute its mandate of Curriculum development and competence assessment. This process shall enhance industry participation in curriculum development and during competence assessment.
Technical and Vocational Education and Training Authority
The TVETA will promulgate policies, plans, programmes and guidelines for the effective implementation of the TVET Act, coordinate and monitor TVET system and skills development programmes, restructure the entire sector consisting of all institutions and programmes involved in the promotion and development of middle-level manpower, establish and administer a system of accreditation of both public and private institutions and determine and approve systematic funding schemes for technical education and skills development.
4.8. TVET Funding Board.
Resources shall be mobilized to support the financial base of the Board.
Monitoring and Evaluation
It is government policy to monitor the implementation of this policy and assess outcomes of the programmes implemented in the TVET sector. Subsequent to this policy, the government will institute a monitoring and evaluation strategy. All public and private TIVET institutions will be required to submit periodic data on the progress in the implementation of specific indicators to be determined from time to time.
Transition
A transition period to prepare for the implementation of the proposed policy interventions including the establishment of the TVET Authority is recommended for the following reasons:
1. To give time to stakeholders to agree on the nature and functions of the TVET Authority;
2. To secure consent of all affected parties on the changed roles and responsibilities of Government Ministries and Agencies;
3. To develop a Strategic Framework for the TVET reforms;
4. To provide information to all stakeholders on the anticipated changes.
5. To manage the change process towards permanent structures for TVET.
It is proposed that this transitional arrangement will operate for a period not exceeding 18 months, and the arrangement will manage the change process to arrive at permanent structures for TVET as follows:
A TVET Reforms Co-ordinating Committee comprising relevant government ministries and partners to oversee guide and regulate the reform process. The Co-ordinating Committee will have authority to make binding decisions and will form Technical Sub-Committees to consider specific thematic aspects of the reform process.
A joint Ministerial Team at permanent secretary level to provide policy guidance to the TVET Reforms Co-ordinating Committee. The Joint Ministerial Team will comprise the Ministries of Higher education Science and Technology, Education, Labour and Human Resources Development, Youth Affairs, Health and Trade and Industry and any other ministry involved in TVET. These Ministries will Chair meetings of the TIVET Reforms Co-ordinating Committee on a rotating basis.
A lean TVET Secretariat to articulate, manage and co-ordinate the activities of all Ministries and other stakeholders in TVET on a full-time basis. The Secretariat will be composed of a Team Leader, and a small group (2 to 4) TIVET Experts provided with support staff and logistics. Staff of the TVET Secretariat will be selected through a competitive process, and will have to exhibit strong leadership and analytical capabilities.
du Toit R. and Roodt J.: Engineers in a Developing Country The Profession and Education of Engineering Professionals in South Africa. HSRC Press, Cape Town, 2009.
du Toit R. and Roodt J.: Engineers in a Developing Country The Profession and Education of Engineering Professionals in South Africa. HSRC Press, Cape Town, 2009.
Technical and Vocational Education and Training Policy
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