Covid-19 has caused disruption that has diversified the nature of work, workers, and workplaces. The disruption has been influenced largely by the need to comply with the World Health Organization and Ministry of Health measures. For instance, through the necessity of physical distancing as a Covid-19 prevention measure. Interestingly, this disruption has enhanced the recognition of future work as organizations have been compelled to incorporate the key features and trends of the future of work. There has been more emphasis on remote work, heavy reliance on digital channels, and increased innovation and artificial intelligence as organizations seek to be at par with the changes in their environment.

Impact of Future of Work
The trends of the future of work are likely to impact the social fabric, business systems, value chains, in the emergence of the fourth industrial revolution. Technology is the driver of these trends. Accordingly, concerning social fabric, technology has enhanced the relationship between human labor and machines. It has provided new opportunities for social change and economic growth. However, it has threatened established ways of day-to-day activities.

Moreover, information technology has improved business systems as processes are becoming more digitized and automated. Therefore, employees can work remotely with high efficiency as they utilize digital channels. In addition, technology has allowed organizations to use Artificial Intelligence which enlarges their capabilities and reduces overhead costs.

Technology has enhanced interactions in business value chains. Communication between businesses is being conducted with ease through digital channels. Innovation and artificial intelligence have enabled the reduction of labor resources required for the completion of transactions in the value chain while still maintaining high efficiency. Notably, the ability to work remotely, proper utilization of digital channels, high innovation levels, and incorporation of artificial intelligence in business operations are necessary for the fourth industrial revolution (4IR) and key building blocks for future of work.

TVET Systems and Developments in Kenya
Clearly, technology has disrupted the existing ways of doing things. Every sector has received an impact of technology, and the technical and vocational education and training (TVET) sector has not been left out. As a result, the sector has been exposed to new opportunities and challenges. The sector can gain heavily from technological and digital revolution.

Sadly, in Kenya, the perception that people have on TVET is that they are inferior such that most form four graduates do not take it as the first or preferred option; rather, it’s usually the last option (ILO, 2020). Trained TVET teachers are minimal, and there are no well-defined structures for admission and progression in TVET (ILO, 2020). In addition, TVET assessment procedures are weak as a qualification framework is absent (ILO, 2020). Generally, TVETs are experiencing poor infrastructure. Needless to say, significant reforms are already taking place in Kenya TVET system.

The Kenyan government has put effort into changing the negative perception that people have towards TVET. For instance, the Ministry of technology has provided sharing hubs and workplaces to change citizens’ perception of the constituents of valuable training and education. Nonetheless, despite the several efforts that the government has put in place, there is still a challenge in that the government’s policies are top-down. It places minimal value in the informal economy, and digitization focuses mainly on formal education and the formal economy.

In addition, people have also not embraced technology fully, and its capabilities are limited to highly educated individuals. Therefore, even as TVET seeks to benefit from digitization, there is a need to secure, promote and drive basic digital skills as early as in primary schools. As a result, TVET’s perception will improve. Otherwise, if TVET digitization will be done with the negative perception that people have, it could be constrained in achieving the real change it anticipates.

Notably, with the emergence of the fourth Industrial Revolution, several industry changes are mainly driven by technology. Covid-19 has vividly shown the technological capabilities and the need to incorporate them into our daily activities. Accordingly, digitization is relevant in TVET as it will be aligned to the 4th Industrial Revolution and industry changes needs. Consequently, the learners will be well equipped and suitable for the technologically and digital driven environment.

Evolving Future of Work in Kenya Technology has shaped and is continually shaping jobs in contemporary society and work places. Consequently, adaptation and modification of employment to the new technology are necessary. Some of the jobs that have erupted as a result of technology and were not present 15 years ago include; social media manager, content moderator, data scientists, brand manager, virtual assistant, podcast producer, cloud architects, telemedicine physician, mobile web developer, SEO analyst, automated driving jobs, developer evangelist and content marketer. Therefore, as technology progresses, more jobs are likely to emerge and the existing ones get modified.

The digitization of TVET would provide new capabilities in the education, work environments, and society. Therefore, the capabilities will ensure learners are well equipped and adapt effectively to the 4IR environment. Consequently, they will add value to it and will effectively exploit the available job opportunities.

4IR involves high utilization of new technologies. Accordingly, when digitizing TVETs, there is need to ensure skills development aligns with changing industry needs resulting from 4IR and future work concerns. Research has revealed that organizations in Kenya with high digitization and 4IR integration have high skilled workers who are productive and motivated (Brown and Slater, 2018).
Consequently, a highly skilled workforce enhances the output derived through technological capabilities. A high skilled workforce can be derived from digitizing TVETs. This will guarantee molding of highly capable workers aligned to the fast-changing work and workplace environments.

Dr. Dan Hughes, the president of Learning Machine Technologies, provided a crucial perspective of digitizing TVETs by saying, “Consider initiatives by TVET colleges that are interested in using digitization to re-engineer their business models as research pilots. Technology can compress the cycle time and take steps out – that is the real revolution.” (ILO, 2020). He also suggested that more focus should be given to practical pilots that have incorporated technology necessary to benefit those in the TVET cycle (ILO, 2020). Moreover, he suggested that governments could consider to ‘work with institutions and labor markets to develop accredited online training programs; and finance the training cycle to ensure that young people do not end up in debt.’ (ILO, 2020). This perspective can guide TVETs digital strategies.

Over 5 million youth will enter the labour market by 2025. The unemployment rate of 18 to 35 years old youths in Kenya has been increasing since 2015. This rate is bound to increase due to the negative impact of Covid-19 pandemic. Notably, the division of labor in the wake of artificial intelligence is likely to shift more towards machine (Schwartz, Jones, Hatfield & Anderson, 2019). Therefore, 32% of existing jobs are likely to be displaced, while 14% could be eliminated.

Accordingly, digitizing TVET and directing learners ‘skills towards industry needs and 4IR will ensure that they are well equipped for the job market and can eventually handle youth unemployment in the country. Therefore, a plan of action that will bring all stakeholders on board is needed to address the limiting factors of TVETs’ effectiveness, mostly those related to technology, and end the increasing youth unemployment rates.
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References: 1. International Labor Organization (ILO). (2020). The Digitization of TVET and Skills Systems 2. Brown, Edward & Slater, Helen. (2018). The Future of Work in Africa: Implications for Secondary Education and TVET Systems. African Center for Economic Transformation (ACET) 3. Schwartz, J; Hatfield, S; Jones, R; Anderson, S. (2019). What is the future of work? Redefining work, workforces, and workplaces. Deloitte Insights

Dr. Ehud Gachugu is the Director - Ajira Digital and Youth Employment Program under Kenya Private Sector Alliance (KEPSA)