Displaying items by tag: TVET

A promising Solution for Spurring TVET Graduate Employment in Kenya

I recently had a conversation with one of the leading plumbing company executive, who revealed interesting insights on the quality of TVET graduates. Much as he seemed to appreciate the high quality of theoretical learning taking place at TVET institutions, he asserted that most graduates are experiencing significant challenges in aligning to changing labour market needs due to lack of exposure on current technologies, industry trends and requisite 21st century social and soft skills.

Nonetheless, it is important to note that the Government and TVET stakeholders have put a lot of effort to change this trajectory, in various ways, these includes; the implementation of the Competency-based Education and Training (CBET) curriculum, increased communication and advocacy on vocational training, and increased attention to Industry and academia linkages. Such legislated and established policies and initiatives are helping to address this and other gaps.

As has been documented elsewhere, Kenya is experiencing a “Youth Bulge” with over 20.1% of its population aged between 15 and 24 years. The same is reported in most sub-Saharan Africa countries with growth averaging at 19.7%, while the rest of the world is at 16.2%. Statistics also indicate that Kenyans between the ages of 15-34 years account for 84% of the unemployed population. Essentially this means, there is a high youth unemployment rate in Kenya which is bound to increase due to the prolonged economic impacts of the Covid- 19 pandemic. Despite these unemployment statistics, young people continue to leave school to join the unemployed cadre even as the potential of selfemployment through TVET is ignored.

Notably, an additional 5 million youth will be entering the labour market by 2025 making the situation dire. As such more effort is needed to improve the quality of learning in the TVETs and to smoothen the transition of graduates from to work as a strategy for increasing youth employment and economic growth.

 Dual Apprentice System The Dual Apprentice System combines apprenticeship and vocational education – where theoretical instruction in school is combined with practical training in the workplace. With defined periods for academic instruction and defined periods for workplace training. Dual apprenticeship is primarily practiced in Europe, where Germany is leading.

 According to Urban Institute, 2021, Germany in the year 2019 had 1.09 million apprentices who were trained in 327 recognized occupations. With the duration of their apprenticeship taking two and three and a half years, depending on one’s profession. For acceptance into an apprenticeship program, a student applies to their desirable employer who screens applicants and selects them. Essentially, the program in Germany begins as a training contract between an employer and an apprentice. It is similar to a work contract and serves as the legal basis for the in-company training in the Dual VET system. One key aspect of this employer apprentice relationship is that it is supported by the German Chambers of Commerce and Industry.

The chambers in this regard provide a training contract that regulates; the duration of the training, stipulates the beginning and end of the training, the probation time, the vacations, the training content, the training salary, and termination. Other countries whose apprenticeship systems have been recognized include Finland and Switzerland.

To put it into context, the Dual Apprentice System simply means employers participating in training programs. There are several models of dual apprentice training that can be considered. There is the Block Training where there is a prescribed period for training followed by industry experience. Sandwich model where you alternate training and practical work experience within structured duration and Blended model where there is no defined time periods between training and apprenticeship. The main focus is to ensure learning and training goes hand in hand with work experience.

It is noteworthy to mention that Kenya has benefited significantly from investments promoting dual apprenticeships type of trainings, through organizations like GIZ, KfW, World Bank Kenya Youth Employment Program and Kenya Youth Employment and Opportunities Project. However, most of these initiatives are still at the pilot stage with incredible results, laying a solid foundational block for national wide scale-up and ownership.

Wherever dual apprenticeship has taken hold it has proven benefits. The ways in which it has been beneficial include; increased employer participation in training sessions; students have been exposed to current trends, technologies and practices in the industry; there is increased exposure of training institutions to modern pedagogies; an increase in transition rates as well as supporting inclusion of youth with various diverse needs.

Adaptation of Dual apprenticeship to the Kenyan context Dual apprenticeship in Kenya is possible, mainly due to the shrinking formal sector and expanding informal sector.

Additionally, the nascent nature of the Kenyan private sector ecosystem particularly the SME base is a large incentive in itself due to the opportunities that may accrue from adopting dual apprenticeship.

Moreover, the government has made significant investments to facilitate the adoption of dual apprenticeships by providing; public work programs, TVET infrastructure development, reforms in education and training ecosystem, increased investment in large public works and infrastructure projects, increased enrollments to the TVET institutions, and increased adoption of technology especially with the emergence of the 4th industrial digital revolution.

Consequently, Kenya has the potential to leverage on dual apprenticeship to enhance TVET training and employment outcomes. This will require rethinking our approach to training, engagement of industry as well as TVET policy
and regulatory reforms. The Re-Imagined Dual Apprenticeship System – A Fit for Purpose Model for Kenya Re-imagined industry-academia linkage framework  The government of Kenya has put great effort to establish this linkage by adopting the Competency Based Curriculum (CBC) at basic level, the Competency-Based Education and Training (CBET) at the TVET level and industry-aligned training at the university level.

Nonetheless, there is a need to re-imagine an approach that would show how the industry and academia can enhance education and youth employment outcomes. The industry-academia linkage framework needs to be re-imagined through context-specific interventions, with data-driven decisions, that will leverage on - digital technologies, appropriate national, sectoral and industryspecific policies, and putting youth voices at the center stage.

Re-imagined mindset – Trainers, trainee, industry and society
The Dual Apprenticeship System can be quickly adopted in Kenya when a whole society shared-purpose mindset is created and defined targeting trainers, trainees, industry, and society. They have to recognize the need for dual apprenticeship to promote the public good and attract public support and allocate public resources. All primary actors should be involved in revealing any gaps that can be addressed through dual apprenticeship. Benefits of a functional TVET systems permeates in every aspect and part of the society and economy.

Re-imagined role of MSMEs and SMEs
MSMEs and SMEs usually assume that only large corporations and government institutions can participate in a dual apprenticeship. Yet, MSMEs and SMEs typically find it harder than large employers to acquire the skills they need, either because they cannot attract talent from external labour markets, or because they do not have the resources to develop these skills internally through training.

SMEs constitute 98 percent of all business in Kenya, create 30 percent of the jobs annually as well as contribute 3 percent of the GDP.MSMEs contribute 40% of GDP and highest number of jobs. This points to the phenomenal potential these businesses can contribute to dual apprenticeship training system. There is a need for a framework to appreciate their role and contribution in promoting dual apprenticeship.

Re-imagined training delivery approach
A re-imagined training delivery approach is necessary for an impactful apprenticeship. A more personalized approach is essential to ensure each apprentice is well attended to, depending on their unique training needs. Due to the diverse training needs of individuals, a single standardized training method may not guarantee the success of apprenticeship programs. The staff in the training institutions and apprentices’ mentors should be trained on various training and teaching methods to allow them to adapt to the apprentice’s individual needs. Amplified role of private sector in training and quality assurance is also essential.

Re-imagined governance, collaboration and coordination of TVET programs Several stakeholder groups have a legitimate interest in the quality of TVET programs. The greatest challenge has been in the coordination and accountability of such systems. Accordingly, there needs to re-imagine how such system will be governed and coordinated in an inclusive manner.  Multi-stakeholder partnerships will allow the skill systems to be defined by the trainers, government, professional associations and by employers in collaboration with the labour market actors. This will then be implemented by TVET education and training institutions.

Re-imagined role of digital adoption in TVET interventions Several technologies are driving digital innovation through; collaboration on digital technologies, extended reality, ubiquitous computing, artificial intelligence and block chain are major ones. These technologies are enabling new modes of teaching and learning to take place both in and out of the classroom or training centers where content is delivered asynchronously and interactively.

Technology is well suited for the TVET transformational agenda. Notably, these digital technologies need to be deployed in ways that would stimulate young people’s interest in joining technical and technology courses. The idea is to help learners learn collaboratively or individually through a variety of technology enabled methodologies.

Kenya is already ahead of the curve
The uniqueness of Kenya gives it a higher potential of succeeding in dual apprenticeship. Kenya has a thriving private sector and a large base of MSMEs and SMEs. It also making promising reforms in TVET, primarily through CBET, capacity strengthening of trainers and upgrading infrastructure and equipments in TVET institutions. As mentioned earlier, Kenya also has a youth bulge which is considered a “demographic dividend” that can gain heavily
from the system.

With the increased recognition of the importance of TVETs and the shift of Kenya’s economy towards a knowledge and digital based, it is guaranteed that more young people will be willing to join TVET institutions to evade the high
unemployment rates. Yet even for those seeking employment, they will be better positioned to secure employment when they are well trained and better aligned to emerging market needs which is possible through the dual apprenticeship.

Additionally, the adoption of CBET will ensure that the dual system is implemented seamlessly, as such, communication and advocacy for this pairing needs to be articulated more, as this will go a long way to ensure that the country remains ahead of the curve.

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

Technical and vocational education and training (TVET) provides requisite skills for employment and plays an integral part in equipping young people and adults, with necessary expertise to afford them decent employment, better livelihoods and improved social economic status. The issue of skills development and inclusivity is taking centre stage in most social economic conversations globally, especially when we consider the potential contribution towards achievements of sustainable development.  

Kenya Institute of Special Education in conjunction with the Ministry of Education between September 2016 and June 2017 conducted a national survey on children with disabilities and special needs in Kenya.  The findings from this survey indicated that “the prevalence rate of children with special needs and disabilities aged between 3 and 21 years in Kenya was 11.4%. There was a relatively even distribution of disabilities among male and female children where 51.2% were males and 48.8% were females and that 72.6% of them live in rural areas while 27.4% live in urban areas. A significant number of these children are enrolled in schools however with a high dropout rate.”

Looking at these statistics further, we find that the number of students living with disabilities transitioning to tertiary institutions drastically reduces with only 2% of them enrolled in TVET institutions where about 7 % have mental or intellectual disabilities. This has been attributed to systemic discrimination resulting in low numbers because of a variety of reasons.

Exclusion and barriers to access
In delving a little deeper, we look at the reasons for exclusion at tertiary education level.  Social perceptions and stereotypes seem to top the reasons, right from the formative years in school. Throughout their education journey there will be other reasons that will cause people with disabilities (PWDs) to either drop out of school and at tertiary level select courses according to stereotypes assigned to them which sometimes also affects their choice of institution of learning. Other situations that will affect their education and transition along the different levels of education will include infrastructural challenges brought about by designs which may hinder access, means of transport, lack of support from the family, negative social cultural beliefs, inability to acquire devices especially those with sensory disabilities, gaps in the curriculum and trainers who may not understand how to deal with PWD’s.

Unfortunately this discrimination normally extends to the workplace where majority of persons with disabilities in Kenya are largely employed in the informal sector as the formal sector does not have enough jobs for them or may not be willing to accommodate their disabilities because they do not understand them.  Access to formal employment normally will depend on different situations such as the type of disability or level of education and interestingly sometimes roles are prescribed again according to the stereotype assigned to the type of disability.

What is needed to alleviate these challenges?
Raising awareness on disability inclusion while addressing negative attitudes, stereotypes and stigma will drive change, create equal and fair opportunities for everyone. The systemic barriers that emanate from social cultural and institutional discrimination can be tackled from increased awareness and appreciation of different abilities of an inclusive society.

Impressing upon policy makers and educationists to fast track policies on inclusion will allow for appreciation of the challenges faced by PWD’s ensuring a favourable training environment for them.   The push for development, legislation and implementation of policies on inclusive education will enhance access, retention and transition of children with disabilities and special needs. These policies are also expected to influence consideration for appropriate infrastructure designs during construction and even renovations in education institutions that will accommodate PWD’s making them feel included. Legislation on career guidance in TVET institutions should be implemented especially in career counseling of PWD’s to help them make informed career choices as they pursue their tertiary education. The Career offices set up in these institutions should provide these services to the students when they enroll in college especially if they did not get the chance to access career guidance in high school.

Together with the above interventions, ensuring accessibility and affordability will improve the chances of staying in class and eventually graduating from college. This goes hand in hand with PWD’s having access to scholarships which gives them a chance to enroll in college and complete their tertiary education. Capacity building and support of trainers in TVET institutions is likely to enhance their role as knowledge providers to the students giving them confidence in the delivery of inclusive education.

Preparing PWD’s for transition into the labour market is incumbent on collaboration between TVET institutions and industry. Effective early engagement between Industry and TVET institutions is encouraged to create a structured system of internship, apprenticeships and employment therefore improving students’ labour market prospects.

Finally, being cognizant of all the efforts being employed to address inclusion provides the impetus to keep pushing for interventions that will make the implementation of inclusivity a possibility.  Many initiatives sometimes suffer from challenges of sustainability because of lack of a monitoring and evaluation (M & E) system that has clear deliverables to measure success and challenges in implementation of many interventions. Deploying M& E should also be considered as part of accountability and sustainability of inclusive education.

In conclusion, embracing inclusivity will provide opportunities that promote positive outcomes, embrace diversity and encourage young people to aspire for education and employment when barriers to learning are removed. Partnerships are important in conjuring commitment from stakeholders who will champion inclusive tertiary education in the communities, in training institutions and the workplace. A well-defined inclusive program can result in improved education and labour market outcomes and the well-being of these vulnerable young people who will have a purpose and who will contribute to nation building.

Priscilla Kerebi, Publisher Edsource

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.

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)