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WORK READINESS THROUGH APPRENTICESHIP: A CASE FOR ADOPTION OF DUAL SYSTEM
Economies in Sub-Saharan Africa with its GDP growing steadily at 5% per annum since 2013. The biggest contributors to this growth have been agriculture, transport, storage, manufacturing, wholesale and retail sectors. The impressive growth rates, pre-COVID, witnessed in the hospitality, information, communication, transportation and sectors cannot also go without a mention. Yet, despite this impressive performance, skills shortages, high unemployment rates and mismatch of skills continue to plague the vitality of the economy.
However, since 2014, the Kenyan government has sought to address these challenges by various interventions. One such intervention is reforms in the TVET sub sector, targeted at addressing the skills mismatch and gaps thereof. Working with development agencies and other key stakeholder in the TVET subsector, the government purposefully set out to improve on the delivery of TVET training in the country. The “Skills Expert Project”, a skills development program initiated and supported by the Federal Government of Germany, is one is one of the pioneering programs mooted to champion the transformation of TVET training in Kenya.
Launched in late 2017, by the German Federal Ministry of Economy and Energy, and the Delegation of German Industry and Commerce for Eastern Africa (AHK), the Skills Expert Project is a vocational training program that combines learning at a TVET educational institution with learning at the work place. Referred also as the Dual VET program, this system has been the corner stone of the German education system and is the reason for its strong industrial base.
As a viable option to the competency based education and training system, (CBET), the Dual VET seeks to address the drawback of focusing exclusively on a class/school based training which has been the main learning method in Kenya. By adopting the dual program for TVET, it was envisaged that the country would succeed in improving the quality of its graduates. Such that graduates will not only be better prepared for the work place but would also possess the skills that are actually needed.
A look into Dual VET, as an alternative path to learning
The Dual vocational education and training system stands out due to the two coordinated learning approaches. Learning at the employer (company) and learning at vocational school. The way it is designed is that the bulk of learning takes place at the company; with 60-70% of the time being spent at the company versus 40-30% being spent at school. To this end, the elements of theory are learnt at school, while application and practical aspects are learnt at the work place.
Since the start of the Skills Expert Project in 2017, tremendous progress has been attained. The AHK as the implementers in collaboration with TVET institutions and the government have worked towards adapting the German Dual system curriculum. This curriculum was reviewed by Kenya National Qualifications Authority (KNQA) and by the TVET Authority. Subsequently, KNQA accredited AHK in early 2020, as a Foreign Qualification Awarding Institution in Kenya for TVET Trainings. This means that certificates awarded by AHK Eastern Africa to trainees are now officially recognized in Kenya, and within the German system.
Overall, the central goal of the dual system is to help students attain and develop technical competencies, while nurturing their vocational aptitudes in school, so that they can meet their current and future professional challenges. In this regard, the dual system has outstanding potential to transform the private sector, reduce the unemployment within Kenya and in the long run boost and maintain overall economic growth.
Dual System in Action
For some time now, the AHK has been working in close collaboration with private sector organizations in the hospitality industry to roll out and establish the dual curriculum. Since its inception there have been some great successes and notable wins.
(i) 1st Chef Apprentice Program
The AHK, together with the Intercontinental Hotel Group, Tribe/Trademark Hotel and the German School, and in collaboration with Kibodeni College of Hospitality, rolled out the 1st Chef Apprentice Program. Through this program the first cohort of Chef Apprentices on the dual VET diploma program were trained for 3 years and completed their studies in August 2021, they sat their final examination in September. Upon successful graduation they will be awarded a double certification that includes German Level B and a Kenyan Diploma by the AHK.
The AHK together with, Movenpick Hotel, LSG Skychefs and The Nairobi Street Kitchen and in collaboration with the TVET arm of the Kenya Methodist University are scheduled to begin the 2nd Chef Apprentice Program, the intake is ongoing (October 2021). A similar program shall be rolled out in Mombasa later in the year. This will involve with Diani Beach Hotels; including Diani Sea Resort, Diani Sea Lodge, Neptune Hotels, and the Leopard Beach Hotel. This comes with a strong backing from the Kenya Association of Hotel Keepers and Caterers at the coast.
(iii) Other Dual Training programs in the pipeline
The AHK is preparing to introduce new dual training programs for logistics, shoe manufacturing, Pharma and Electronics. Already 24 students have attained dual training certification in Electronic Devices and Systems, after a 13 months course at the Kenya Technical Trainers College.
Lastly, AHK is also one of the key partners in the implementation of the Kenyan-German Initiative for Youth Employment, a collaborative program by the Kenyan and German governments to implement dual (Cooperative) vocational training scheme. The program has established 3 centers of excellence for Industrial Mechatronics, Automotive Mechatronics and Autobody at Kiambu Institute of Science and Technology (KIST), Nairobi Technical Training Institute (NTTI), Thika Technical Training Institute respectively.
Quality training for quality output
To enhance the quality of vocational training in Kenya, AHK Eastern Africa has introduced the “Training of Trainers (AdA) International” a vocational trainer qualification course. This specialized course targets in-company trainers who are responsible for planning training content and for conducting in-company vocational training programs as well to upskill vocational school teachers in pedagogy and didactics. As TVET shifts towards competency-based training, the vocational trainer qualification will assist to build the capacity of trainers in the across various TVET and work place institutions. It is noted that most trainers in the workplace already have professional and occupational experience, but lack the pedagogical competencies, essential in implementing Dual Vocational Education and Training. Thus these trainers will enable the effective and efficient transfer of knowledge, skills and attitudes to trainers. The training is oriented according to the German Quality Standards AEVO.
AHK has so far conducted over 15 AdA International courses reaching 170 participants across several government agencies, training institutions, industries and organizations. Through the delivery of these train the trainer (TOT) courses, trainers have gained the adequate skillset to facilitate training in their specific companies and institutions and have a better understanding of the dual program.
The go-to TVET Experts
Due to its rich multicultural knowledge, experiences and expertise, the AHK offers TVET Consulting services while working closely with local industry stakeholders. The AHK advises on Dual Vocational Training standards, policy and practice in the region. Through its umbrella organization DIHK (Association of German Chambers of Commerce and Industry) and the 79 regional chambers (IHKs) in Germany, the Delegation of German Industry and Commerce for Eastern Africa supports companies in the development of dual vocational training programs. Through information sessions on the dual vocational training concept, curriculum development and customization, dual certification with German system elements and much more.
Going beyond its direct mandated activities, AHK is also one of the founders, trustees and secretariat of the Permanent Working Group on TVET, a multi-stakeholder platform that promotes collaboration and provides guidance on the implementation of TVET reforms in Kenya.
If you would like to learn more about the Dual System of Vocational Education and Training (VET) please visit the AHK website https://www.kenia.ahk.de/ or contact the team via email at This email address is being protected from spambots. You need JavaScript enabled to view it.
REIMAGINING TECHNICAL VOCATIONAL TRAINING IN KENYA
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)
PRIVATE SECTOR AND TVET DEVELOPMENT
Technical & Vocational Training (TVET) is education and training that equips young people with relevant skills and knowledge, with emphasis on honing practical skills in careers like; plumbing, mechatronics, nursing, masonry, culinary arts among others.
Looking back, TVET in Kenya can be traced to colonial times, when apprenticeship was the way people acquired skills. This continued after independence and well into the early 90’s, with TVET evolving through different education systems, yet retaining its focus on hands on training.
However, in the mid 90’s this began to change due to the competitive nature of examinations and emerging emphasis on high scores and academic performance, which for a time resulted in the purging of practical subjects in high school like art and craft, wood work and carpentry. Inevitably, TVET suffered and for a long time there was very little interest in hands on training.
In 2013 Kenya embarked on TVET reforms to address this matter and enacted the TVET ACT 2013. The ACT enabled the operationalization and regulation of the sub sector making it possible for TVET institutions, especially private institutions to operate within stipulated guidelines and structure, focusing on competency based education and training.
The stakeholders in TVET ecosystem can be defined to include; the government, private sector (industry/training providers), regulators, certification bodies and students. It is important to understand how private sector is incorporated as a TVET strategic partner. This will help unlock some of the key challenges which have created bottlenecks in actualizing the TVET reforms.
In the larger scheme of things, the involvement of private sector will help alleviate the growing unemployment problems in Kenya and help integrate young people into the job market. This is especially true in the current situation which has been made worse by COVID-19 pandemic. According to KNBS statistics as at March 2020 the unemployment levels in Kenya stood at 10.4%, with COVID it is possible it most probably worsened.
That said, the role of private sector as envisaged in the wider TVET ecosystem is to; provide support in curriculum development, identify gaps in the curriculum, guide and recommend occupational standards, participate in sector skills advisory councils and advise on labor market demands.
Countries, such as Germany, Finland and the Netherlands have developed their technical workforce by having robust partnerships between TVET institutions and industry. This is demonstrated by their widely successful industry-academia linkages, which have contributed immensely to the development of their economies. In their case industry provides opportunities for apprenticeship for TVET students and also provides part time trainers. Other ways in which private sector is involved, is when they participate in knowledge exchange and skills mapping. By doing this they help provide requisite information on skills which are in demand now and in the future. The job market is very dynamic and constant labour market information is critical to inform research and policy direction in skills training, in any country.
It is expected that by 2023, Kenya will be training about 3million young people in TVET institutions. This is because of the 100 % transition directive which requires every student graduating from secondary school to be enrolled in a tertiary institution. As the country experiences positive growth in the numbers of young people joining tertiary education, there needs to be concerted efforts to ensure that they get employment opportunities upon graduation. A good beginning would be to institutionalize internship, mentorship and apprenticeship programs. This will not only allow them gain soft skills training but will also enhance the quality of TVET graduates.
Another significant role played by private sector, is complementing government efforts by providing training in private TVET colleges. According to Education statistics available to (Kenya Private Sector Alliance) KEPSA, there were over 600 registered private TVET institutions with a population of over 260,000 students.
This complements government’s responsibility of providing education to young people to further their tertiary education. Investors in private training institutions contribute immensely to the economic development of the country, creating direct employment to thousands of trainers and non-teaching staff at absolutely no cost to the tax payer.
As the country focuses on growing a competent and skilled population, constant and adequate interaction between and among stakeholders in the TVET ecosystem is necessary for the successful implementation of TVET reforms. There is certainly, great potential and promise that can be achieved through these collaborations. By working together, industry and TVET institutions can improve the quality of graduates and this will help advance the TVET reform agenda.
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