As noted by engineer Wabwile Simiyu, head of the Kenya Institute of Industrial Training (KITI), scientific and technological progress is fundamentally changing all industries, placing high demands on efficiency, innovation and productivity. He stressed that the manufacturing, agricultural, transport and logistics sectors are increasingly implementing high-tech solutions that require modern technical skills from staff.
«Digital transformation is rapidly changing the list of professional competencies in demand in the economy. Employers are looking for specialists who understand artificial intelligence, automation, data analysis, and teamwork. The Fourth Industrial Revolution (Industry 4.0) is transforming the educational infrastructure, requiring adaptation and development of digital skills», he said. Simiyu also stressed that these trends create opportunities for greening the infrastructure of vocational education through innovative technologies.
At the Nakuru event, Wabwile, an engineer, emphasized the need to integrate digital innovations into TVET to achieve educational goals and create environmentally-oriented jobs. KITI, as a public educational institution subordinate to the Ministry of Investment, Trade and Industry, trains students of secondary educational institutions, artisans and employees of micro, small and medium enterprises (MSMEs) applied technical and business skills, contributing to entrepreneurship and industrial development.
The head of the institute called on TVET teachers to use innovative technologies in education to prepare young people for the Fourth and Fifth Industrial Revolutions, bridging the gap between the needs of the labor market and human resources. He noted that Kenyan vocational education institutions need to establish partnerships with industrial and service companies to make effective use of the youth workforce. Involving businesses in the development of technical training programs will help eliminate the shortage of engineering and technical skills in the economy. He stressed that learning in real-world production conditions contributes to the acquisition of practical knowledge.
«We are strengthening the practical component of educational programs in order to produce specialists who meet industry requirements. Developed industrial countries are investing in education with an emphasis on technical disciplines», he said. Thanks to this approach, the institute adapts to market requirements through relevant educational models. UNESCO considers cooperation between vocational education institutions, government agencies and businesses to be a key factor in the formation of highly qualified personnel. The competence-based learning approach (CBET) assumes that a quarter of the study time is devoted to classes, and three quarters to practical skills in production modules.
Since the adoption of the Technical and Vocational Education Act in 2013, Kenya has made significant progress in building the policy and legislative infrastructure for the development of technical education. Over the past ten years, enrollment in TVET institutions has doubled, which indicates a high demand for vocational training. Increased funding, increased oversight, and information initiatives have almost tripled the number of students since 2013. These changes are related to the implementation of the Law on Technical and Vocational Education.
The creation of regulatory structures — the Directorate of Technical and Vocational Education and Training (TVETA) and the Council for the Development, Evaluation and Certification of Curricula (CDACC) — contributed to the creation of more relevant, market-oriented technical disciplines. «Cooperation with business can eliminate the shortage of professional skills, especially the disparity between graduate training and the needs of the labor market», he said. The involvement of business leaders at the stage of curriculum development makes it possible to adapt education to technological development.
The discrepancy between the requirements of the industry and the content of TVET education has led to a devaluation of graduate diplomas due to insufficient preparation for real work. «TVET programs should develop entrepreneurial thinking, communication skills, problem-solving skills, interpersonal interaction and time management among young people. Now the emphasis on solid technical skills is at the expense of soft skills», he explained. These problems arise against the background of the transformation of colleges and polytechnics into universities, where there are more qualified specialists than skilled workers.
The Simiyu engineer informed the TVET students that the National Qualifications Agency of Kenya (KNQA) now recognizes the educational documents of self-taught and practitioners who have passed practical exams. The National Examination Board of Accountants and Secretaries (KASNEB), the National Examination Board (KNEC), the National Industrial Training Authority (NITA) and CDACC issue academic certificates based on practical skills rather than written exams. «This means that a cutter, carpenter, car mechanic, sculptor or plumber who has not attended formal training can receive a certificate on an equal basis with those who have completed institutional training», explained the head of the institute.
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