1.0 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, leaders of 189 countries decided to focus efforts on poverty reduction - on MDGs. • Technical and Vocational Education defined as “Education which is mainly to lead participants to acquire the practical skills, know-how and understanding, and necessary for employment in a particular occupation, trade or group of occupations (Atchoarena, D. & Delluc, A. 2001)”. • Practical skills or know- how can be provided by both the public and private sectors.

Purpose of Mapping • To identify existing stakeholders and their interests in TVET; • Past experiences and good practices regarding demand and supply of TVET; • Strong and weak elements of the TVET 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.

Background of Learning4 Work (L4W). • The long-term objective of Learn4Work is: “To contribute to substantial and sustainable income for youth/young people and particularly those who are marginalised for one reason or the other”. • Mid-term objective • “to realise access to improved quality vocational education in Africa, which ensures its relevance for the labour market”.

The four L4W operational objectives: • To improve access to vocational education and training in Africa • To enhance the quality and relevance of vocational education to the demands of the labour market • To sustainably embed good practices at institutional level of TVET providers • To include new actors into development cooperation, the education and private sector in particular and strengthen the Learn4Work network.

Approach • Updating from various documents relating to Government policy, strategy and economic survey- Vision 2030, PRSP, KESSP, Labour sector that deal with TIVET & Implications of implementing New Constitution. • Discussions with key officials • Focus on • Supply side issues- Education and training • Demand side issues- labour market • Identifying Key players in private sector • Issues and observations

Demographics, Context & Economic Data • Pop. increased exponentially -2009 Census • 38,610,097 million people (19.4 - 50.26% women) and (19.2 - 49.7% men). • growing by an average of 1.2 million persons (one Million two hundred thousand) annually. • 43% of population below 15 years • females in the reproductive age (15-49) constituted about 48.3 % of population.

Economy • Economy is agricultural based (accounts for over 24 % of GDP & 70 % of the labour force); • Largest import market for food and agricultural products in East Africa - preferring white corn flour to produce “ugali” as part of their daily food intake, which on average makes 50% daily caloric intake

Kenya’s Key Industry Sectors Growth Rates (%)

Main sources of growth -Last 5 years (average %)

Economic Governance • 41 ministries run by cabinet ministers (political heads) and permanent secretaries(technical heads) • Key ministries based on their critical functions; • Finance, Planning/Economic Development, • Local Government, Internal Security, Agriculture, Health, • Defense, Tourism, Trade, Roads & Public Works • Environment/Natural Resources, Communication, Co-operatives and Labour.

Economic Governance.. • Transition after the enactment of the new constitution – August 2010: • Section 152 (1) provides for no fewer than 14 and no more than 22 Cabinet Secretaries (Ministers) including the President, Deputy President and the Attorney General

Key Policies Impacting TVET • Sessional Paper No. 5 of 2005 • KESSP • Economic policies – ERS, Vision 2030, etc • Youth Policy • The new Constitution 2010 – devolved structures and new governance dispensation

TIVET Specific Policies • National training strategy for TVET 2005 – Ensure that TVET institutions are adequately funded and equipped by 2008. • Gender Policy in Education - Seeks to increase enrolment, retention, transition and achievement in TVET, especially for girls and women. • TVET Bill- reviewed national legal frame work for TVET • Pending - Establishment of a TVET Authority to oversee the TIVET systems in the country (GoK 2008). • National Industrial Training Authority (NITA) 2011 – most recent

Semi/Non- Governmental Actors • National Industrial Training Authority- Industrial Training Act Cap 237(Amendment) of the Laws of Kenya(November 2011) • Kenya national chamber of commerce and industry (KNCC&I)- established in 1965 • Kenya Private Sector Alliance (KEPSA)- formed in 2003 • Federation of Kenya Employers (FKE)-registered under the Labour Act • Kenya Association of Manufacturers (KAM)-constituted in 1959 • Kenya National Federation of Jua Kali Associations (KNFJKA)- registered in 1992 • Eastern Africa Association (EAA)- Established in 1964 • East African Business Council (EABC). • National Economic and Social Council (NESC)

Sectors with Potential for L4W • The Vision 2030 has identified 6 sectors for development in realization of the vision: • Tourism, • Business Processing Outsourcing (BPO), • Manufacturing, • Agriculture, • Finance, and • Wholesale/retail. • Infrastructure as an enabler

Sectors with Potential for L4W..

2. TVET Sector -Supply side • TVET includes; • Technical training institutions, • MSE training and demonstration centres, • Youth polytechnics and National Youth Service Skills Development Centres. • TVET programmes are offered in; • Youth Polytechnics • Technical Training Institutes • Institutes of Technology and, • National Polytechnic universities

Supply Introduction Cont… Aims and Purpose of TVET 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 TVET. • Establish a national coordinating body TIVETA. • Mobilize resources to rehabilitate facilities in public TVET institutions.

Structure of Education and Training System TECHNICAL DACTORATES H I G H E R E D U C DOCTORATE MASTERS MASTERS TECHNICAL TERTIARY DIPLOMA UNIVERSITY UNDER-GRAD TIVET TERTIARY DIPLOMA TIVET UNDER-GRAD Above 18 TECHINICAL SECONDARY SCHOOLS (4 YEARS) 14 to 18 SECONDARY CYCLE (4 YEARS) CRAFT AND ARTISAN B A S I C E D U PRIMARY (Formal and NFE) (8 YEARS) 6 to 14 4 to 6 PRE-PRIMARY (2 YEARS) E C C D 0 to 3 ECCD (3 YEARS)

Donors Involved in TVET Programmes • World bank • The Netherlands Partners • African Development Bank • JICA • UNDP/UNIDO • Italian Government • Private sector- Microsoft , Safaricom, Samsung, LG, etc

Issues in TVET – supply side • Policies are in place – desire to form TIVETA to help focus – Awaiting Action • NITA – in place to drive private partcipation • 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.

Issues in TVET – supply side • Gender imbalances in enrolment and in different fields of study. • Terminal nature of TVET. • Shortage of TVET 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 TVET syllabus to the job sector needs

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

3.0 DEMAND SIDE - Labour Market

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.

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

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 country’s 8 provinces.

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.

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

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 – NITA 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.

The Way Forward: From Understanding To Practical Support • TIVETA will ensure effective coordination, management and governance of TVET systems for inclusiveness in training in the country. • Initiatives aimed at achieving gender parity in the TVET 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 TVET, and other levels of education.

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

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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