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Effective TVET system key for achievement of Big 4 and vision 2030

The Principal Secretary, State Department for Vocational and Technical Training, Dr. Kevit Desai hands over examination material to a centre manager at Kiambogo in Gilgil Sub County. He said reforms in TVET training included introduction of 88 new courses. Photo by KNA.
The  Principal Secretary, State Department for Vocational and Technical Training, Dr. Kevit confirms  details of a candidate at Kahuho secondary school in Kiambogo before KCSE examinations kicked off. Photo by KNA.
The Principal Secretary, State Department for Vocational and Technical Training, Dr. Kevit, Nakuru County Commissioner, Joshua Nkanatha (right) and County Director of Education, Isaac Atebe join students of Kahuho secondary school in Kiambogo for a photo opportunity before they sat for their KCSE on Thursday November 8, 2018. Photo by KNA.

The government has rolled out new technical and vocational courses in all technical institutions.

This, according to the Principal Secretary for Vocational and Technical Training, Dr. Kevit  Desai marks the beginning of implementing the Competence-Based Education and Training (CBET) policy framework aimed at delivering industry responsive skills.

Dr. Desai emphasized that an effective Technical and Vocational Education Training (TVET) system will play a key role in achievement of the big four Government agenda and Vision 2030.

“ The CBET concept entails the involvement of industry in all aspects of training.

This  will include development of occupational standards, training programmes, facilitation of training as well as assessment. We are keen on entrenching CBET in our systems” said the Principal Secretary.

The government and the private sector, he said were collaborating to ensure that the curriculum developed by Sectors Skills Advisory Commitees (SSACs) is aligned to the competencies required for national development. Dr Desai noted that SSACs were the focal point of TVET reforms.

Speaking  on Thursday  when he supervised distribution of Kenya Certificate of Secondary Education (KCSE) examination material in Kiambogo in Gilgil Sub County, Dr. Desai who was accompanied by County Commissioner, Joshua  Nkanatha and County Director of Education, Isaac  Atebe further stated that besides promoting self-employment, TVET was key in the overall development of the region especially the northern corridor projects.

“A baseline survey was undertaken and it showed that 42% of TVET graduates pursue self-employment, only 12% pursue further studies, meaning TVET is key in enhancing 100% self-employment in Kenya.

The survey showed that 25% of industries currently collaborate with TVET and it was therefore important to forge closer collaborations with industry in the realization of the strategic roadmap especially in the formulation of the occupational standards and competency based curriculum” he stated.

Under the reforms, 88 new technical and vocational courses will be rolled out in January next year. The new curriculum is crafted to close the practical gap that has been lacking in the country’s labour market.

He revealed that the government in consultation with industry players had worked out a salary scheme framework and guidelines for TVET graduates.

“Previous employees had the sole discretion to set salary structures. Many were poorly remunerated. We have brought this to a closure after developing salary guidelines for graduates from TVET institutions” Dr. Desai said.

He noted that different salary scales similar to other professions had been put in place.

“We are out to make TVET attractive to the youth. On completion of one module that last for three months, one is eligible for a minimum salary of Shs 20,000.For the Higher National Diploma, the salary is similar to what is paid in the civil service,” he added.

The Government he said planned to get 5 million enrolments into TVETs by 2020.

“This is going to revolutionize our country and make us achieve our Big Four Agenda,” Desai said.

The  Principal Secretary said reforms in TVET curriculum were anchored on standards that were benchmarked internationally to ensure that young people got relevant and quality training.

Dr. Desai noted that creativity and innovation were central with the new curriculum, and challenged both public and private sector players to ensure that the market systems reacted to innovations to tap from what the technical institutions would produce.

He said the country had a huge potential to achieve modern industrial and economic status through aligning markets systems to promote innovation, science and technology.

Dr. Desai added, the Government was looking for ways to invest in the equipment and machinery.

By  Anne  Mwale

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