This document discusses alleviating poverty through education in Kenya. It notes that education leads to acquiring skills and knowledge which provide both long-term and short-term benefits. It defines human capital as the stock of competencies, knowledge, and skills embodied in individuals that allows them to economically productive. The document also discusses Kenya's policy framework which aims to stimulate economic growth and eliminate poverty through sustainable policies and a conducive environment for innovation. It focuses on the Technical, Vocational Education and Training (TIVET) sector and its role in producing skilled professionals needed to achieve Kenya's Vision 2030. The conference aims to learn lessons from Kenyans who have lifted themselves out of poverty using skills gained from education to improve

1. ALLEVIATING POVERTY THROUGH EDUCATION : CASES FROM KENYA.
INTRODUCTION
The theme of this conference gives us an opportunity to assess the operations and performance of
our educational institutions, particularly those within the TIVET sector, and determine their
relevance to socio-economic development.
The dominant model of the demand for education is based on human capital in which
undertaking education is an investment. Thus, education leads to acquisition of skills and
knowledge which in turn provide both long-term and short-term benefits.
An increase in human capital can follow technological progress whereby knowledgeable
employees are in demand due to the need for their skills.
The Concept of Human Capital
In the world of Economists of Education and Educational Planners, such as myself, human
capital refers to the stock of competencies, knowledge, social and personality attitudes as well
as creativity embodied in the ability to perform so as to produce economic value. Many theorists
connect investment in human capital development to education. In fact, it is the role of human
capital in economic development, productivity growth and innovation that acts as a justification
for government subsidies for education which in Kenya take up more than 40% of the national
budget.
POLICY FRAMEWORK
Getting the economy going is important for alleviating poverty. Therefore, it is important to
implement sustainable micro and macro-economic policies that aim at elimination of poverty,
stimulate growth of the economy and ensure resource re-distribution. High-performance
enterprises that demand skilled labor while creating quality employment opportunities are
essential to economic development. It is necessary to create a sustained economic growth trend
devoid of political and economic shocks. In addition, there is need to create a conducive
environment for technology adaptation and innovation as well as addressing educational
objectives of improving access, retention and completion while eliminating ensuring relevance,
efficiency and effectiveness in education service delivery.
The vision for the education and training sector is to provide a globally competitive quality
education, training and research for sustainable development. Therefore, education and training
are expected to play a key role in the attainment of VISION 2030. Under Vision 2030, education
and training shall provide the required knowledge, skills and attitudes necessary to drive the
initiatives set in the pillars.

2. THE TIVET SECTOR
The TIVET sub-sector in Kenya has experienced moderate growth over the last 40 years and
Vision 2030 has placed special demands on it as the leading engine that the economy must
essentially rely upon to produce adequate levels of middle level professionals that will be needed
to drive the economy towards the attainment of the vision. Though the Government of Kenya
recognizes that education and training of all Kenyans is fundamental to the success of Vision
2030; and that education and training is required to meet the human development needs of a
rapidly changing and more diverse economy, there are issues raised about the quality and
relevance of tertiary education. Further, there exist social and geographical inequalities in access
to TIVET services which is worsened by the high levels of poverty.
In this conference, we are going to listen to the stories of Kenyans who have been able lift
themselves out of poverty by making use of their God-given talents which were enhanced by the
knowledge, skills and attitudes acquired from the education and training system at different
levels. It is my prayer that we treat this conference as a research forum so that we learn lessons
from them as to what is right and what is not in our schools and colleges. The data that we gather
from here can then be used to formulate appropriate intervention strategies which can then be
used to improve the effectiveness and efficiency of our education and training systems.