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TVET AS A MEANS OF SYNERGY IN 
KENYA’S INDUSTRIAL DEVELOPMENT 
Student Selection, Learning Outcomes and Industrial Needs 
...
Kenya Education Career Path 
Engineer / Technologist 
Pre-Primary Education 
Master Crafts 
Craftsman 
Artisan 
Technician...
TVET, INDUSTRIAL GROWTH AND THE NEW ECONOMY 
Knowledge and Brain Power 
- Availability of institutions. 
- Student selecti...
THIKA T.T.I RESEARCH SECTION GRADUATE DATA 
(2011 – 2012) 
No. Department Female Male 
Employed 
by Someone 
Self 
Employe...
Significant shifts Being experienced in 
Teaching-Learning of TVET system 
Source: Rajesh P. Khambayat and Shyamal Majumda...
Emerging Paradigm Of Teaching-learning 
In TVET 
Source: Rajesh P. Khambayat and Shyamal Majumdar (2010. P. 12)
Flexible Teaching Integration Model 
Improvement Planning 
Integration Building 
Phase 1: Planning 
• Needs assessment. 
•...
Making TVET Compulsory 
A Reformed TVET will provide a more competent and efficient workforce able to 
face challenges of ...
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TVET as a means of synergy in industrial development slides

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Education is a means of social, industrial, and economic development. Current global developments, the influence and impact of information technology on spheres of work and life call for a review of the existing TVET policy and strategy framework. The growth and success of TVET in Kenya depends on how swiftly the sector responds to prevailing, emerging and inherent challenges in a developing economy.
There is a worldwide shift in the production process, trade and communications. Human capital requirements, especially as a result of the ICT revolution, have experienced rapid growth but more can be done to make learners more competent at work.
The Kenya government recognized the possibility of a skills gap and established an umbrella body for selection of college and university students as an effort to boost TVET admissions. Plans are ongoing to increase the number of TVET institutions. The determinants of the quality of education and training include; government policy, quality of teachers, learners, the learning environment, facilities for learning and the curricula organization. This paper highlights how competence in TVET may be enhanced. It looks at the allocation of training lessons to incorporate guided practical research hours to enable learners come up with working industrial projects. Updating the curriculum to incorporate learning of Assembly programming in modular engineering courses and incorporation of flexible teaching and learning to reduce direct contact hours and allow space for creativity and innovativeness.
Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology.

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TVET as a means of synergy in industrial development slides

  1. 1. TVET AS A MEANS OF SYNERGY IN KENYA’S INDUSTRIAL DEVELOPMENT Student Selection, Learning Outcomes and Industrial Needs By Joseph K. Kataka
  2. 2. Kenya Education Career Path Engineer / Technologist Pre-Primary Education Master Crafts Craftsman Artisan Technician Secondary Education Primary Education Certificate Level Degree / Diploma
  3. 3. TVET, INDUSTRIAL GROWTH AND THE NEW ECONOMY Knowledge and Brain Power - Availability of institutions. - Student selection process. - Life long learning. - Learning how to learn. A Developed Economy Flexible Learning: - The ICT Revolution. - Guided Research. - Self paced learning. - Mobile learning Industrial and Occupational Change • More use of technology (microchips) at work. • Knowledge is used for improving processes products and services. •Growth in high skills and low skills jobs. Globalization • Increased international trade. • Intense competition. • Innovations. • Increasingly globalized and export driven. Climate of Growth • Expansion without increased inflation. • No excessive debt. • Balanced budget. Flexibility, Dynamism and Competition •Fast growing companies. •Networking and cooperation. • Innovation and growth. •Flexible production to meet customer needs.
  4. 4. THIKA T.T.I RESEARCH SECTION GRADUATE DATA (2011 – 2012) No. Department Female Male Employed by Someone Self Employed Not Employed Relevance of training Furthered Studies Total 1 Mechanical Engineering 0 27 3 3 12 18 9 27 2 Information Studies 15 9 18 0 0 18 0 24 3 Agricultural Engineering 6 30 9 12 6 24 15 36 4 Human Resource 60 21 24 6 0 33 9 81 5 Civil Engineering 9 21 24 3 0 27 9 30 06 Electrical Engineering 18 87 48 27 6 69 15 105 07 ICT 18 27 18 15 3 36 9 45 08 Health & Applied Sciences 12 9 6 6 0 12 12 21 09 Business 24 6 12 3 3 18 3 30 TOTAL SAMPLED 162 237 162 75 30 255 81 399 … See
  5. 5. Significant shifts Being experienced in Teaching-Learning of TVET system Source: Rajesh P. Khambayat and Shyamal Majumdar (2010. P. 12)
  6. 6. Emerging Paradigm Of Teaching-learning In TVET Source: Rajesh P. Khambayat and Shyamal Majumdar (2010. P. 12)
  7. 7. Flexible Teaching Integration Model Improvement Planning Integration Building Phase 1: Planning • Needs assessment. • Define learners’ needs. • Identify a team. • Define the work process. Phase 2: Building • Instructional material. • Research methods. • Repurpose content • Partner with companies. Phase 4: Improvement • Assess and evaluate. • Determine if to upgrade. • Review / integrate new technologies. • Scale up or out. Phase 3: Integration • Provide adequate ICTs. • Train the trainers. • Allocate space and time to learn. • Build groups (Guided research, Integration of self paced learning). • Track link and measure. Adapted from Source: The conference board of Canada as cited in Murray (2001. p. 26)
  8. 8. Making TVET Compulsory A Reformed TVET will provide a more competent and efficient workforce able to face challenges of modern technology. The GOAL is to have more Technical Universities, make TVET accessible and compulsory to all. This is in line with the United Nations Education For All principle.

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