Page 47 - EdSource Issue No02

Inclusive Education 47

INCLUSION

IN TVET

AND SKILLS

DEVELOPMENT

PRISCILLA KEREBI

Technical and vocational education was a relatively even distribution of reasons, right from the formative
and training (TVET) provides disabilities among male and female years in school. Throughout their
requisite skills for employment and children where 51.2% were males education journey there will be
plays an integral part in equipping and 48.8% were females and that other reasons that will cause people
young people and adults, with 72.6% of them live in rural areas with disabilities (PWDs) to either
necessary expertise to afford while 27.4% live in urban areas. A drop out of school and at tertiary
them decent employment, better significant number of these children level select courses according to
livelihoods and improved social are enrolled in schools however with stereotypes assigned to them
economic status. The issue of skills a high dropout rate.” which sometimes also affects their
development and inclusivity is taking choice of institution of learning.
centre stage in most social economic Looking at these statistics further, Other situations that will affect their
conversations globally, especially we find that the number of students education and transition along the
when we consider the potential living with disabilities transitioning different levels of education will
contribution towards achievements to tertiary institutions drastically include infrastructural challenges
of sustainable development. reduces with only 2% of them brought about by designs which may
enrolled in TVET institutions where hinder access, means of transport,
Kenya Institute of Special Education about 7 % have mental or intellectual lack of support from the family,
in conjunction with the Ministry of disabilities. This has been attributed negative social cultural beliefs,
Education between September to systemic discrimination resulting inability to acquire devices especially
2016 and June 2017 conducted a in low numbers because of a variety those with sensory disabilities, gaps
national survey on children with of reasons. in the curriculum and trainers who
disabilities and special needs in may not understand how to deal
Kenya. The findings from this survey Exclusion and barriers to access with PWD’s.
indicated that “the prevalence rate In delving a little deeper, we look at
of children with special needs and the reasons for exclusion at tertiary Unfortunately this discrimination
disabilities aged between 3 and education level. Social perceptions normally extends to the workplace
21 years in Kenya was 11.4%. There and stereotypes seem to top the where majority of persons with

EdSource Quarterly | Oct-Dec l 2021