Technical and VocationalEducation and Training

Authority Newsletter

M I N I S T R Y O F E D U C A T I O N

The Technical and Vocational Education and Training Authority (TVETA) is a publiccorporate agency established under the Technical and Vocational Education and

Training Act 2013 to regulate and coordinate TVET training in the country.

JUNE 2021 THE TVET MOUTHPIECE ISSUE  5

ISO 9001:2015 CERTIFIED

No secondaryschool educationNo KCSE certificate

No problem for

Geoffrey Cheruiyot,theDirector of Public WorksBomet County, currently

pursuing his MSC inConstruction

Management at JKUAT!

Read more about thesterling journey ofthe TVET championwho is scalingacademic and careerheights effortlessly

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MESSAGE

MAIN STORY

EVENTS

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CHAIRMAN TVETA BOARD MESSAGE

DIRECTOR GENERAL TVETA MESSAGE

GEOFFREY CHERUIYOT'S INSPIRING

ACADEMIC AND CAREER JOURNEY

THROUGH THE TVET PATHWAY

THE KENYA NATIONAL QUALIFICATIONFRAMEWORK

TVETA AND RWANDA TVET BOARD SIGNCOLLABORATION AGREEMENT

WORLDSKILLS KENYA TO HOLD NATIONALSKILLS COMPETITION

CONTENTS PICTORIALS

PS for State Dept for VTT Dr Margaret Mwakima (third left), CAS MoEDr. Sarah Ruto (second left) and Hon. Hassan Noor Hassan (thirdright), TVETA Chair Prof. Ahmed Ferej and CEO Dr. Kipkirui Langatduring the launch TVETA ISO Certification in February this year.

PS for State Dept for VTT Dr Margaret Mwakima (second left), MoE CAS DrSarah Ruto (middle) joins TVETA Board Chairman Prof Ahmed Ferej(second right) and CEO Dr Kipkirui Langat (left) to launch the NationalTVET Standards Report at a Nairobi Hotel in February this year.

Trainees at Kaiboi TechnicalTraining Institute during a practicaltraining lesson at the Food andBeverage Unit.

Our back page is graced byDavid Masai. David is aprofessional certified make-upartist and skin care specialist,currently working at LintonsBeauty World.

TVET NEWS11

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PS VTT PROMISES SUPPORT FOR SKILLS

SAAM PROJECT LAUNCHED IN KENYA

ACCREDITATION SERVICES DEPARTMENT

PLANNING AND STRATEGY

FOCUS ON VOCATIONAL CENTRES

COMPLIANCE DEPARTMENT

RESEARCH DEPARTMENT

STANDARDS DEVELOPMENT DEPARTMENT

OUTREACH DEPARTMENT WORLD YOUTH SKILLS DAY 2021TVET CHAMPIONSCONTACTS AND FEEDBACK

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The landmark event was conducted online by default dueto the COVID-19 pandemic which would not allow peopleto gather physically. The online option turned out to be ablessing as more people from different parts of the worldwere able to participate.

The theme of the TED@31 Celebration was, ‘Preparing atechnical teacher for the 21st Century.’ The function,was attended by the representatives of the PS for StateDepartment of University Education and Research and thePS of Vocational and Technical Training. It was chairedby the Vice Chancellor of the University of Eldoret, Prof.Teresa Akenga. Other key speakers included the DirectorGeneral of TVETA, Dr. Kipkirui Langat, the ChiefPrincipal of KTTC Dr. Edwin Tarno, and the Chairpersonof KATTI Ms. Glory Mutungi among others.The function consisted of two parts, key speeches and apanel discussion focusing on the main theme. Thepresenters lauded TED for its achievements over the threedecades of its existence. It was noted that TED was thefirst local degree programme that provided a pathway fortechnical teachers/trainers wishing to pursue furthertraining beyond a diploma. TED department has graduatedover 3000 graduate technical teachers/trainers since itsestablishment. Additionally, higher degrees were nowbeing offered by TED department. Graduates of TED wereserving in different capacities in the nation and beyond astechnical/technology teachers in high school, trainers inTVET institutions, department heads, principals andlecturers in universities. Other former alumni held highpositions in the Ministry of Education, state corporationsand in universities among others.In spite of its success, it was noted by several speakersduring the panel discussion, that TED faced severalchallenges including lack of adequate and up to datetraining equipment. These issues were discussedextensively during the panel discussions, moderated byProf Ahmed Ferej, Chairman of TVETA.

Prof. Ahmed Ferej, Chairman TVET AuthorityBoard of Directors

Practical and pragmatic suggestions were made toaddress them. It was noted for example, that TED at theUoE was surrounded by TVET institutions with state-of-the-art training equipment which could open theirfacilities to TED to share.Another challenge cited was the lack of ContinuousProfessional Development by technicalteachers/trainers. It was noted that KTTC had nowreverted to its original mandate of pedagogical trainingand hosting of short courses for professionals thatwould enable trainers to stay abreast of development inthe field. Panelist also emphasized the need for creatingpartnerships with industry which would contributetowards giving opportunities to trainers to keepthemselves connected to the needs of the labour market.Another point of discussion was the emerging need forproducing relevant technology teachers for theCompetency-Based Curriculum being introduced in thebasic education sector. Panelists observed that theprocess of identifying the curriculum for thepreparation of this cadre of teachers should havecommenced.As a way forward, panelists proposed the creation of aforum that would regularly bring together keystakeholders of the sub-sector to address existing andemerging issues.

Chairman TVETA Board Message

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ethnology Education (TED) Department at theUniversity of Eldoret (UoE) celebrated 31 yearsof existence since its establishment inSeptember, 1989. T

Director-General TVETA Message

delivery of learning outcomes in our institutions of learning.In the last three months so much has happened in theeducation sector. Most notable is the successful supervisionand release of KCPE and KCSE examinations results undertight timelines and trying learning environment. In the TVETsector we are happy that at least over 500,000 out of the747,161 candidates who sat for the 2020 KCSE exams willconsider to apply for admission in our TVET institutions topursue courses that will steer them into a bright future.It is with this in mind that in our June issue (Fifth TVETANewsletter) we have headlined with a captivating andinspiring story of Geoffrey Kimutai Cheruiyot, who despitenot having had secondary education and the attendant KCSEcertificate, he is the County Director Public Works in BometCounty and he is currently almost completing his Mastersdegree. This is a story of hope and encouragement that thereare any road blocks to success for those students who maychoose to follow the TVET pathway for their academic andcareer excellence. We have provided the qualificationframework to guide students and parents in making the rightdecision.The issue also covers what the TVETA and WorldSkillsKenya have been doing in the past three months to ready thecountry make its inaugural participation at the AfricanContinent skills competition slated for early next year beforetaking part in the 46th WorldSkills International Competitionscheduled for 12–17 October 2022 in Shanghai, China. Wehave already trained the secretariat, the skills experts andother stakeholders and are in the process of organizing for aregional and then national skills competition as part of ourpreparations. We have also carried a sample of the activities carried byvarious TVET Authority departments in the last threemonths. Notably, the Compliance and EnforcementDepartment continued with its quality audit programmeacross the country. In some of the regions, officers from thedepartment were accompanied by Directors of the Board,

Dr Kipkirui Langat, Director-General/CEO TVET Authority

who had first-hand experience on the state of ourinstitutions and the kind of work our officers do.The Research Department conducted a survey on thestatus of online training in accredited TVETinstitutions to determine the extent to which trainingdelivery was affected by the Covid-19 pandemic whilethe Standards Development Department developed themuch awaited Occupational Training Standards (OTS)for Entrepreneurship levels 4,5&6 and AccreditationHandbook.Meanwhile the Outreach Services Departmentcontinued to traverse the country to conduct capacitybuilding activities for various actors in the TVETsector. The department also completed thedevelopment of three training manuals to help bridgeidentified gaps in TVET and strengthen theorganizational capacity of the TVET providers andstakeholders.The Fifth issue of the TVETA Newsletter also carriesmany other stories that are valuable to our valuedreaders. We look forward to your insightful feedback,especially on how we can improve the form andcontent of this newsletter.

Thanks so much for your continued support.

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e are already in the middle of the year and wethank God that students are back to school andcolleges even though the Covid-19 pandemicstill continues to constrain and affect efficient

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It’s often thought that TVET training is only intended fortrainees who are not ‘very bright’, or don’t have necessaryacademic qualifications and interest to pursue universityeducation.These misconceptions have led many parents forcing theirchildren to study hard to get high marks in their KCPEexams to get admitted to good secondary schools as apathway to qualify for university and pursue utility varsitycourses like medicine, engineering, architecture andothers.But one man, Geoffrey Kimutai Cheruiyot has shatteredthis conventional myth by not only skipping secondaryeducation in its entirety, and hence the much covetedKCSE examination certificate, to re-write the progressiondream in the new TVET academic pathway, which startsat any schooling level and ends up at the academic acmeof university doctorate degree.The academic journey of Cheruiyot is like a fairy tale. It isa story that is often illusory and only conceptualized in theminds of policy makers, but very far removed from theimagination of ordinary men and women.Even in the estimation of Cheruiyot, who is currently theDirector of Public Works at Bomet County, his journeyinitially wasn’t planned at all but rather happened throughyouthful adventure coupled by poverty and sheer luck! Like many young people, Geoffrey went to KabosonPrimary School in Chepalungu in 1986 and sat for hisKCPE exam in 1993 and passed well by attaining animpressive 473 marks out the 700. He took position fivein a class of 26 candidates who sat the exam in his school. Weeks later, Geoffrey received two letters of admission toForm One from Tenwek Boys and Koiwa High School.However, despite this good news, he was faced with amoment of reckoning, with tough choices to make,together with two of his two classmates.“My parents didn’t show interest to take me to highschool, first because they didn't have money. Secondly,they had struggled to take my elder brothers to highschool but after completion they came back home,basically doing nothing. They didn’t qualify to university,so in a sense my parents, together with some few others in

Together with two of his classmates, in support of theirparents, they opted to join Emkwen Youth Polytechnic(now referred as Vocational Centres) and were enrolled in aMasonry course, a trade test examined by NITA.“At that time I didn’t know what the course or trainingentailed. I just wanted to be a mason and maybe startconstructing houses in the village and start making somelittle money,” he said.“However, after a few months I started getting disillusionedbecause the content for the course was too shallow. Thetrainers themselves were disillusioned and I startedwondering whether this is what I indeed wanted to do.”After two terms he discontinued his training and startedcontemplating going back to high school. However, in thismoment of soul searching and research, he stumbled on abook at his uncle’s home that had details about the 8-4-4curriculum and how vocational training was structured.He found more about various certificate levels starting fromartisan, craft and diploma certificates examined by KNEC.He talked to a few people who enlightened him about theseprogrammes and made a decision to go back to college. After dropping out of college, he had an uphill task toconvince his parents to pay his college fees again. Luckilyin September 1994, after much persuasion, his fatheraccepted to enroll him once again in a vocational college,this time Kiptere Youth Polytechnic in Kericho county, to

the locality didn’t see reason to take their children to highschool,” Geoffry said in an interview at his office inBomet town.

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MAIN STORYGeoffrey Cheruiyot's inspiring academic and career

journey through the TVET pathway

Geoffrey Cheruiyot during the the interview

pursue an artisan course in Masonry, having done a tradetest already.The following year he sat for an artisan exam by KNECand passed and was immediately employed by LongisaHigh School as a Mason.“My father was happy. Most of my relatives were happywhen they heard that I had been employed. But back in mymind I knew that this was just a stepping stone. While atKiptere, I was encouraged and inspired by the principalwho used to tell us that he started as a student there, thenbecame a trainer there and was now the principal of thecollege. This fired me and pushed my ambition.”With this burning desire to also scale the heights in hisnew career path, Geoffrey worked only for one year atLongisa High School and with the little saving he hadmade, he applied and was enrolled for a Craft Certificatein Masonry at Moi Institute of Technology (currentlyRongo University) in September 1996.After two years, he went back to Longisa High School andsought for attachment to teach Technical Drawing,Building and Construction as part of his course work.“Ironically, one of my students in Form Four was myformer classmate in primary! And there I was teachinghim because I was assigned classes in Form Four becauseof my experience and skills in drawing. He passed the KNEC exam and graduated in September1998 with a credit pass, which was the best and only onein the college. Surprisingly, those who had been admittedfor this course had scored a D + (plus) and above in theirKCSE exam. But Geoffrey had been admitted on thestrength of his Artisan certificate.Armed with his Craft Certificate, Geoffrey took a bus onemorning and left for Nairobi to stay with a relative with aburning desire to look for employment. Within weeks helanded at Donwoods Construction company and wasrecruited as a Mason earning Sh350 a day, a lot of moneythen. He worked diligently for one year and half, and waspromoted to a foreman and was given an improvedcontract. He among other projects oversaw theconstruction of Sunshine High School dormitory andperimeter wall and the Kenya Pipeline Headquarters.

“I gained a lot of experience and in 2002 I saw an advertand applied for the position of foreman at TirotoConstruction Ltd. Funny enough when they asked mewhat I expected to be paid in case I got the job, after aquick calculation I quoted Ksh8,000, which was aroundSh2,000 more from what I was earning then.”“I got the job and at the end of the month, they sentSh12,000 to my account. I was shocked because it wasnot what I asked for and secondly, it was a lot of moneythen.”Shortly thereafter, because of his diligence at work,Geoffrey's salary was raised to Sh25,000 without muchprompting from him.“My father was happy with my progress because I wasdoing better than most children in the locality who hadgone to university from our area. He was even moreproud because by 2005, I had saved and managed to buya piece of land in Nakuru town,” he narrated.But his unwavering desire for academic success wasunending. In 2005, he saw an advert in the paperscalling for application for admission for a diplomacourse in Building and Construction at Coast Institute ofTechnology in Voi for those with Craft Certificate. Hemade his application and was successful.He requested for a one and half year study leave fromhis employer, which was not only granted but theyoffered to pay his school fees in full, including hismiscellaneous expenses! He took up the offer, went toCoast Institute and graduated in 2006 with a Diploma,the only one in the institution that year.

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Geoffrey at the masonry unit at his former college EmkwenYouth polytechnic (now vocational centre) in Bomet county

He returned to the company in 2007 and was promoted tothe position of project manager with a salary of overSh80,000. In 2012 he was back in class, this time pursuingBachelor’s degree in Quantity Survey at the then KenyaPolytechnic attending classes in the evening andweekends. This was a programme for those already withdiploma certificates. The college later changed toTechnical University of Kenya (TUK) after receiving auniversity charter. In 2014, his class was the first one tograduate under TUK. He graduated with a Second Upperdegree in Quantity Survey.After attaining his degree Geoffrey, decided to have a newchallenge and joined Continental Quantity Surveyors fortwo years before he left for Milicons Ltd in 2016 and left ayear later to return to his former employer Continental QSwhere he stayed for a further two years until 2020.Hitherto, in 2019, he applied for a Master’s degreeprogramme in two local public universities but one of theuniversity turned down his application when he wasunable to present his KCSE certificate. The other onewhere he had applied for an MA in EnvironmentManagement was also turned done without anyexplanation. “I was heartbroken but didn’t lose hope and applied atJomo Kenyatta University of Agriculture and Technology(JKUAT). I was lucky this time because I was enrolled forMSC in Construction Management in 2019. I havefinished my coursework and I am currently working on mythesis and hope to complete before the end of this year,”he explained.His self-esteem was further lifted when the Board ofRegistration for Architects and Quantity Surveyors(BORAQS) registered him after he passed theaccreditation exam. The minimum consideration forregistration is for the applicant to have Bachelor’s degreeand then pass the Board exam.Forward to last year. Bomet County advertised for varioussenior position including the post of Director of PublicWorks. “I applied and was shortlisted. Funny enough, the panelist

wanted to know how I managed to advance in myacademic pathway despite lacking a KCSE. I shared myjourney and showed and proved to them that I have therequisite qualifications, skills and knowledge for thejob. I was offered the job, beating some equally strongcompetitors. I think the many years of experience I hadaccumulated and my sterling academic performancegave me an edge.”Has his academic journey come to an end? “Not at all! My academic destination is to reach the ‘noschool ahead’ junction,” he says with a brimming face.“After I complete my MSC programme, I will apply fora PhD and work hard and complete it within the shortest time possible. My focus later in life is to be a researcherand consultant in the building and construction sector.”Already working in the county in the last few monthshas been an eye-opener. He is in charge of a high profiledocket with an equally huge budgetary allocation andexpectation from the people and his senior, especiallythe Governor who has pegged his legacy on theimprovement of infrastructure in the county.“Every day I face a new experience and challenge andwith the team I have of both young and senior engineersand surveyors gives me impetus to deliver on thevarious programmes assigned to us. I interact with manypeople every day from ordinary Kenyans to seniorpeople who seek various services and help. This hasimproved my networks and foresight. I wake up everyday looking forward to make a difference on the lives ofthe citizens we serve.”

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According to the Director General TVET Authority Dr.Kipkirui Langat explains that the government has alreadyput in place a clear and seamless transition between basiceducation and TVET training. “The Kenya National Qualification Authority (KNQA) hasalready developed a coherent framework for qualificationfrom Primary schooling up to doctorate degree level. Theframework links together all qualifications in a highlyvisible, quality assured national system of educationalrecognition, which promotes lifelong learning and aseamless and diverse education and training system,” henoted.“The structure, which also recognizes prior learning, hasnow made it possible for one to qualify for universityeducation through the TVET pathway without necessaryattaining the minimum university entry grade of C+. Theframework allows for an interface with basic education andprovides a progression for technical and vocationaleducation qualified personnel to proceed to highereducation.”Geoffrey advice to young people is to embrace TVETtraining because there is now an assured academic pathwayand limitless employment opportunities for those who havethe passion to excel in life. “Young people can learn from my journey and understandthat the TVET training is not meant for academic failuresbut rather another legal pathway to university and world ofemployment. In fact, as shown by my journey, TVETgraduates get employment almost immediately becausethey have hands-on skills that are needed in the labourmarket,” he concludes.

His progressive and transformative journey is alreadycreating a huge impact in his community. The Principal ofhis Alma mater Emkwen Vocational Training CentreWalter Ngeno has growing tributes for his mentorGeoffrey, who is not only a member of the Board but achampion for TVET in the area and county at large.“As a college and community, we are proud of Directorbecause he is more of a legend here because of what he hasdone for us. Through his leadership and networks, theconstruction of the School of Film unit, which isconstructed in partnership with the Kenya FilmCommission is almost complete. The county has alsocompleted the construction of the Food and BeverageWorkshop,” Ngeno said. “But most importantly, Directorhas been very useful in mobilizing students and mentoringthem to embrace TVET. In fact, every time we have agraduation or meeting, we always invite him to come andinspire the students and parents and encourage them toembrace TVET training.”

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Principal Emkwen Vocational Training Centre Walter Ngeno

Despite his seamless academic journey, Geoffrey has amessage of advice, especially to the Ministry ofEducation and young people.“The Ministry should provide a clear framework oftransition from basic education to TVET training. I amaware that the framework is in place but they need tosensitize Kenyans about it, especially parents and youngpeople so that they can make correct choices. Theinformation should also go to employers, and evenuniversities so that they do not criminalize those who gothrough the TVET pathway.” Walter (left) and Geoffrey outside the new School of Film

at Emkwen Vocational Centre

The Kenya National Qualifications Framework (KNQF) isa single, coherent framework for qualifications fromPrimary Certificates through to Doctoral Degree level. TheFramework links together all qualifications in a highlyvisible, quality assured national system of educationalrecognition, which promotes lifelong learning and aseamless and diverse education and training system.

It covers qualifications issued by primary, and secondaryschools, TVET providers and university institutions.

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The Kenya National Qualifications Framework

Within the NQF, there shall be TVET qualifications withthe levels of Certificates, Diploma, and degree as well asshort course/modules which can all be offered and thelearning quantified in terms of nominal learning hours.

The CBET Framework provides for trainees joining and leaving the TVET system at different stages with qualifications atdifferent levels.

The TVET Authority Kenya (TVETA) and Rwanda TVETBoard (RTB) have formed a technical team to develop astructured model on how the two State organs can worktogether for the benefit of the TVET sector.

The team was formed during a two-and-half hour virtualmeeting that was convened by TVETA Director GeneralDr Kipkirui Langat and RTB Director General Mr PaulUmukunzi, to among other things, establish a structure onhow the two institutions can collaborate on key strategicareas in line with their respective mandates. The meeting was attended by TVETA’s head of sectionsincluding Dr Otta Osawa (Research), Fred Oanda(Accreditation Services), Edward Mburu (StandardsDevelopment), Josephine Kasera (Compliance andEnforcement), Bibiana Otieno (Outreach Services), JamesMomanyi (Corporate Communication), and Sylvia Akoto(Legal Services).The Rwanda team included Eric Miyongabo (AdvisorMinistry of Education), Desire Nimpano (RegistrarRwanda National Polytechnic), and Johnson Rutayisire.

Apart from developing an MoU on the potential areas ofcooperation, the technical team will also develop a short tomedium and long-term operational plans to guide course ofaction for the collaboration and also organise study toursbetween the two countries to benchmark best practices inTVET.

The MoU will also formulate an exchange programme forthe trainers and trainees from both countries, especiallyvisiting the Centres of Excellence as well as craft aprogramme for workplace internship and industrialexposures.

Additionally, the team will create a system for theexchange of expertise in various areas, includingStandards, Curricula development and ICT, with focus onestablishment of Smart Classrooms, and digitization oftraining content.

TVETA DG Dr Kipkirui Langat applauded RTB for thetremendous work it has done to upscale the TVET sector inthe country and promised to work together to enrich and

and align TVET training in the two countries tointernational standards.

“I have been to Rwanda and visited a number of yourTVET institutions and I can say you have done impressivework. We need to now work together and raise thestandards further,” Dr Langat said.

The Rwandese counterpart Paul Umukunzi observed thatthey have been impressed by the great strides andmeasures the Kenyan government has undertaken toreform the TVET sector and align training with theindustry and labour market needs. And that is why RTBand the education ministry initiated this meeting so as tobenchmark and learn from the best practices.

“We want to learn from each other and if possible have anharmonised training system for the benefit of ourrespective citizens,” Umukunzi said.

According to Ministry of Education 2020 data presentedby RTB at the meeting, Rwanda has 366 TVET schools, 8Integrated Polytechnic Regional Colleges, 9 privatepolytechnics and 5 special academies offering specializedskills. There are 85,587 TVET trainees enrolled in theseinstitutions and 4,834 trainers. In comparison, there are 12 National Polytechnics inKenya, 1,049 Technical and Vocational Colleges and 946Vocational and Technical Centres offering training fromapproved examination bodies. The current total enrolmentin Kenyan TVET institutions is approximately 450,000trainees.

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TVETA and Rwanda TVET Board set to sign collaboration agreement

TVET INTERNATIONAL NEWS

TVETA DG Dr. Kipkirui Langat (left) and RTB DirectorGeneral Mr Paul Umukunzi

After Kenya was admitted to the WorldSkillsInternational (WSI) as the 84th Member state on 13thOctober 2020, WorldSkills Kenya (WSK) is now gearingto organize regional and national skills competitionbefore taking on the world at the international eventslated for 12–17 October 2022 in Shanghai, China.Following this ratification of Kenya to WSI, theTechnical and Vocational Education and TrainingAuthority (TVETA) was designated by the governmentto take responsibility for the leadership, management anddaily operation of WorldSkills Kenya, a multi-stakeholders secretariat. The key responsibility of World Skills Kenya is toorganize skills competitions among other projects aimedat improving skills excellence in the country. This willbe done through organizing County/regional, Nationaland Global competitions where skilled youth canparticipate and showcase their skills. WSK under the support of BEAR II UNESCO hasalready conducted a number capacity building sessionsfor various stakeholders, with the help of former WSIPresident Simon Bartley. The training sessions are aimedat sensitizing the stakeholders about the WorldSkillscompetition and the role of WorldSkills Kenya in skillsdevelopment. The training targeted various stakeholdersthat have direct influence on the operationalization ofskills competition in Kenya. The trainings were conducted in four phases: Phase I:Sensitization of WSK officials. The aim was to enablethem comprehend and visualize the WSK prospects andto draft the potential stakeholder matrix targeting therelevance and inclusion. It resulted in the identificationof training objectives, the relevant stakeholders as wellas format of capacity building. Phase II: Training of WorldSkills Delegates (Officialsand Experts). The 7 WSK Officials together with 14skills experts were trained on various thematic areas ofskills competitions. They form the technical group ofWSK team which directly participate and run the skillscompetition processes. Phase III: Training of TVETA staff and TVET fair

Phase IV: Involved sensitisation of several stakeholdersand partners within the TVET sector led by the NationalSteering and Technical Committees of Bear II Project.They were sensitized on skills competition as well ascurrent status and plans for Kenya. Partners involvedincluded government MDAs, Private Sector; KenyaPrivate Sector Alliance (KEPSA) and Kenya Associationof Manufactures (KAM), German Chambers ofCommerce, employers’ organizations, KNCCI,KNATCOM, UNESCO, KATTI, KNAPCO, KenyaFederation of Employers (KFE) and other nationalstakeholders.

officials. The training targeted the skills competitionhandlers and organizers to enable them understand variousconcepts of local, regional and global competitions. Thisgroup of stakeholders will organize, host and participatein the skills competition events. They included 20members of TVET authority, 4 staff from PermanentWorking Group on TVET (PWG) in Kenya and 5 officialsrepresenting the five KATTI TVET Regions in Kenya.

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WorldSkills Kenya sets sight to hold national skills competition

Skills experts and stakeholders undergo training in preparations for competition

former WSI President Simon Bartley in a virtual training withstakeholders in March 2021

Principal Secretary State Department of VocationalTechnical Training Dr. Margaret Mwakima has said thatthe Ministry of Education will support the PermanentWorking Group (PWG) and WorldSkills Kenya (WSK) toorganize a skills show and national competitions this year.The PS made the commitment last month when PWG andWSK members paid a courtesy call at her office last month,which was attended by PWG Trustees Maren Diale(Germany Chamber of Commerce) and Suleiman Asman(Innovation Poverty Action). Others were Kevin Rotichfrom Germany Chamber of Commerce and TVETA’sJames Momanyi, who represented the Director General Dr.Kipkirui Langat.During the meeting, Maren Diale briefed the PS about theformation of Permanent Working Group and thepartnership between PWG, the Ministry of Education,TVETA and other stakeholders in organizing the Hands onthe Future Kenya Skills Show, which has so far had twoeditions.She invited the PS to be part of the PWG and acceptinvitation to be the patron as per the tradition set by herpredecessors.She then informed the PS about the intention to organizethe proposed third HOTF, tentatively aroundSeptember/October based on the scale and status of Covid-19 and any other considerations.On her part Dr. Mwakima promised that the ministry willsupport PWG efforts to hold the skills fair and thanked thetrustees for the work they have done so far. She welcomedthe partnership between government agencies and PWG inthe promotion of TVET in the country.The PS accepted the invitation to be part of PWG and alsopledged to support the PWG in the preparation andplanning of the next HOTF skills show.To make the fair even more epic, the PS proposed that thenext skills show should also include cultural performanceslike music, drama, and other infotainment activities byTVET institutions.Mr Momanyi, informed the PS that TVETA andWorldSkills Kenya Secretariat are also working with PWGto embed skills competition in the next HOTF skills show

as part of the preparation for Kenya to pick a team torepresent the country in the African and world skillscompetition.In an earlier meeting between TVETA Director GeneralDr. Kipkirui Langat and PWG trustees and secretariat, itwas agreed that the national skills competition should beintegrated with the skills fair and held at the same time,although in different venues because of Covid-19restrictions.The meeting which was held at the TVETA officesearlier in May also proposed to bring on board KenyaAssociation of Technical Training Institutions (KATTI)so that the event can be held initially at their six regionsbefore winners are picked for a national competition andfair to be held in Nairobi.A team will then be picked to compete at the Africancompetition slated for March 2022 in Namibia.

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PS VTT promises government support for skills show and competition

The PS pitched for the inclusion of drama and music during the shows and competition...

PS Dr. Margaret Mwakima and PWG trustee Maren Diale

from left: Kevin Rotich, Suleiman Asman, Dr MargaretMwakiman and Maren Diale during the meeting

TVET Authority Director General/CEO Dr. KipkiruiLangat the CEO Kenya Health Professions OversightAuthority (KHPOA) Dr. Kioko Jackson have formed ateam that will bring together all the stakeholders to developa framework on how various regulatory bodies can workjointly, especially during the inspection and accreditation ofprofessionals and institutions in the health related fields.The meeting, which was held at the TVETA offices, wasalso attended by Dr. Kemunto Misega and SophieWaihenya from KHPOA and TVETA’s Dr Otta Osawa andTimothy Nyongesa. Others were Denis Oketch and JamlickGitonga from Peri-operative Technicians and TechnologistsAssociation of Kenya (POTTA).Kenya Health Professions Oversight Authority is a bodycorporate mandated to provide oversight in regulation ofhealthcare service delivery: training, registration andlicensing of health professions and ensuring compliance ofhealth professionals standards and practice.While TVETA is a state corporation established under theTVET Act, 2013 and mandated to coordinate and regulatetraining in the TVET sector through the licensing,registration, and accreditation of programes, institutionsand trainers.TVETA Director General said that the two regulators willcome up with a framework for joint inspection ofinstitutions in the health sector as a benchmark for the restin the TVET training sector.“We will also have discussions on how we can reduce thelicence fees charged by regulators because these chargesare passed to students, hence a burden to parents. Havingjoint inspection teams from all the regulators will bringdown some of these fees,” Dr. Langat observed.KHPOA Dr. Kioko Jackson said that his Authority isconcerned that while there are 42 professional cadres in thehealth sector, only nine fields are regulated and hencepractitioners are accredited and awarded with practicingcertificates. The other 33 are unregulated. “We need to look at the accreditation and certificationprocess of these other fields so that they can also beregulated and professionals are given practicingcertificates,” Dr Kioko said.

“We also need to bring together all the regulators in thesector so that we can have joint teams during theinspection and accreditation process,” he added.Dr. Kioko said the Authority is currently conducting amapping exercise aimed at creating a database of allhealthcare professionals currently not regulated and havethem in the regulated.The Patron of Peri-operative Technicians andTechnologists Association of Kenya Mr. Oketch andRegistrar Mr. Gitonga supported the efforts by the tworegulators to bring sanity in the health training field,noting that the professionals they represent are amongstthe cadre that is recognized by the government but do nothave a regulator and are not issued with practicinglicences.“This make it difficult for peri-operative techniniciansand technologists to be employed by the government.They only work in the private sector,” Gitonga noted.

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TVETA and KHPOA form team to streamline regulation in health training sector

The team will develop a framework to guide joint regulation in health related fields...

Dr. Kioko Jackson (left) and Dr Kipkirui Langat (right)posing for a photo after the meeting

TVETA DG Dr. Kipkirui Langat (middle) hosting the meetingat his office

The TVET Authority Director General Dr. Kipkirui Langattoday gave Kenya Institute of Bankers a detailed roadmapon how the institution can be transformed into a Centre ofExcellence in the financial and banking sector.The DG hosted the CEO of Kenya Institute of Bankers(KIB) Julius Alego and a member of the Board Mr. JuliusKubai who paid him a courtesy call at his office.The duo had come to seek advice on how KIB can alignitself with government regulation and accreditationguidelines. Over the years, the Institute has been offering professionalqualifications leading to the award of Diploma andAdvanced Diploma in banking and financial services.However, the institution is not regulated by any agency andthe qualifications are not equated under the Kenya NationalQualification Framework (KNQF). This denies the studentsa chance to progress in any academic pathway.The TVETA DG welcomed the team for their proactivespirit to engage the Authority, which is mandated tocoordinate and regulate training in the TVET sectorthrough the licensing, registration, and accreditation ofprogrames, institutions and trainers.The DG took them through the mandate of the Authorityand the training and regulation regime in the TVET sectorin the country. He advised them to consider working to have the institutelegally recognized as a Centre of Excellence in the Bankingand Financial sector in the country so that it can offerspecialized training for the sector.Like universities and National Polytechnics, Centers ofExcellence have legal orders to train and awardcertification in their specific areas of excellence. Some ofsuch colleges include, Kenya Medical Training College(KMTC), Utalii College, Kenya Water Institute amongothers. The DG advised the team to map out all the stakeholders inthe banking and financial sector and form an advisorycommittee. The committee will help them to review thecurriculum and come up with a market driven curriculumthat address the needs of the sector and also help them tocome up with the required compliance structures.

TVETA has already developed the Standards that guidesthe establishment of a Centre of Excellence.The DG promised them that the Authority will be at handto offer advisory until they meet all the requirements foraccreditation as a Centre of Excellence. They will thenapply to TVETA for assessment and once they getapproval from TVETA Board, they can then apply to theCabinet Secretary in the Ministry of Education forconsideration. If considered, they will get a legal order that allows themto train and award certification of various programmes inthe Finance and Banking sector.

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TVETA DG guides Kenya Institute of Bankers to transit to Centre of Excellence

The institution is seeking to align itself with government regulation guidelines...

Mr. Julius Kubai (left), Dr Kipkirui Langat (centre) and Mr. JuliusAlego posing for a photo after the consultative meeting

TVETA DG Dr. Kipkirui Langat (middle) hosting the meeting at hisoffice

Two Spanish entities, Asociación Mundus and Centro San Viator, have launched SAAM (Supporting Alliance forAfrican Mobility) project that aims to create mobility opportunities for VET students between Africa and Europe.The €4 million project is the largest project to date to create links in relation to Vocational Training (VET) betweenEurope and Africa and which has two Spanish entities as heads of line and coordinators – the Asociación Mundus inAragon and Catalonia and Centro San Viator in the Basque Country.The SAAM project is made up of 32 different organizations from 8 countries of the European Union (Belgium,France, Germany, Greece, Italy, Finland, Portugal and Spain) and 16 African countries (Angola, Benin, Cape Verde,Eritrea, Cameroon, Ivory Coast, Kenya, Liberia, Malawi, Nigeria, Senegal, Sudan, Tunisia, Chad, Mali, BurkinaFaso). This broad partnership brings together a network of both vocational training centers and European NGOs andumbrella organizations in the field of VET and youth. It is an unprecedented project included in the AU-EU Skills forYouth Employability Program and funded with 4 million euros from the European Commission.SAAM aims to contribute to the improvement and modernization of Vocational Training in both African andEuropean countries and to improve the relationship between Vocational Training studies and the labor market. Toachieve this objective, SAAM will generate mobility for education professionals and VET students from variousfields, specifically in Engineering, Hospitality and Agriculture).Throughout the 40 months that this pilot project will last, SAAM will ensure that more than 300 young Africanscarry out internships in European companies and that both European teachers and African teachers visit the centers oftheir counterparts on the other continent. After this period, an exhaustive analysis will be carried out to see how theseexchanges could be carried out on a regular basis.

The first meeting of the project was held in Brussels inFebruary 2020. Since then, despite the resurgence of theCovid-19 pandemic and attendant restrictions, SAAMhas not stopped. Thanks to technology, the partners havebeen able to visit African destinations virtually throughonline meetings. Likewise, since 2021 began andcomplying with all health protocols, several face-to-facemobilizations of experts have been carried out in Kenya,Cameroon, Ivory Coast and Cape Verde.In earlier June, the partners from the two continents helda one week conference in Nairobi to discuss the status ofthe project. The closing ceremony was attended by theMr Hubert Kerr, Head of Development Cooperation andacting Ambassador of the EU Delegation in Kenya,Javier Garcia de Viedma the Spanish Ambassador toKenya and Nicholas Ouma, the Senior Youth AdvisorAfrican Union Commission. During the project period, about 50 educationprofessionals and more than 130 students from Africanpartner countries will be able to carry out training staysin VET centers in Aragon, Catalonia, the BasqueCountry, Andalusia or Madrid.

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SAAM project launched in Kenya

The project promotes mobility in Vocational Training between Europe and Africa for trainers and students

During the process of accreditation of TVET institutions, ithas come to attention of the Authority that many institutionsare not prepared to admit People with Disabilities (PWDs)because they are not responsive to their needs. So far, in theState Department of Vocational and Technical Training,there are four Technical institutions that cater for this group.

They include St Joseph’s Technical Training Institute forthe Deaf-Nyang’oma, Machakos Technical Institute for theBlind, Karen Technical Training Institute for the Deaf – andSikri Technical and Vocational College for the Blind.

To mainstream and have inclusiveness in TVET, there isneed to make other institutions responsive to PWDs. Forsuccessful mainstreaming, one needs to understand thecategories of disabilities, which include; Hearingimpairment (from hard of hearing to deafness), Visualimpairment (from low vision to blindness), Deaf-blindness,Physical impairment, and Intellectual and developmentaldisabilities. Others are; Specific learning disabilities(dyslexia, dyscalculia, dysgraphia, Cerebral palsy, Speechand language difficulties, Multiple disabilities, Autism, andAlbinism (Sector Policy for Learners and Trainees withDisabilities (2018). The focus on disability-inclusive vocational training hasbeen heightened by the UN Convention on the Rights ofPersons with Disabilities (CRPD), 2006. The Convectionstates are required to ensure that persons with disabilities

can access general tertiary education, vocationaltraining, adult education, and lifelong learning withoutdiscrimination and on equal basis with others (Art. 24),and to enable them to have effective access to technicaland vocational guidance programmes, placementservices and vocational and continuing training (Art.27).Disability inclusiveness refers to promoting and ensuringthe participation of people with disabilities in education,training and employment and all aspects of society andproviding the necessary support and reasonableaccommodations so that they can fully participate.(International Labor Organization, 2012).

People with disabilities have varying needs whenentering and successfully completing training courses,depending on type of their disability and the educationalopportunities they have had in mainstream or segregatedschools.

It is important that those working in a TVET institutionunderstand what is required for disability inclusionbased on different types of disability and educationalbackground.

Some of the requirements needed to enhance disabilityresponsiveness include; entry criteria, training coursesand materials, assessment, building the capacity of theTVET workforce, working with stakeholders, on-goingsupport to inclusion, providing reasonableaccommodation, monitoring, and allocation of resources.

15

TVET AUTHORITY NEWS

Making TVETs responsive to Persons With Disabilities (PLWDs)

Accreditation Services Department

Winfred Wanjiku (DJ Wiwa)- A professional DiscJockey

Brian Ndung'u -Broadcast Journalist and Creative Artist

Making the future happen instead of letting it justhappen: It is the difference between being proactive orreactive. Not every situation can be foreseen but youcan make decisions and react to changing marketconditions with the end in mind;Establish direction: Clearly defines the purpose of theorganization and establishes realistic goals andobjectives consistent with the mission which can beclearly communicated to constituents. Provides a basefrom which progress can be measured, employeescompensated and boundaries established for effectivedecision making;Provide basis for decisions: Without a clear vision ofwhat you want to achieve, and mission or purpose fordoing it, everything seems like a good idea. Havingclarity about what you want to do, who you need andhow to get there will focus limited financial and peopleresources;Increased profitability and market share: Focusedplanning and strategic thinking will uncover thecustomer segments, market conditions, and product andservice offerings that are in the best interest of yourinstitution.Unique differentiation: VTCs have gotten so used tolooking at their competitors and their best practices andthen trying to duplicate them that it becomes harder totell them apart. Strategy means having a unique

The quality audit exercise in Kisii County in the first twoweeks of June 2021 was an eye opener in various frontiers.Notably, more than 95% of the Vocational Training Centres(VTCs) did not have strategic plans. This has been theobservation from other counties as well. If majority ofVTCs do not have strategic plans, then on what do theyspend the public resources allocated to them?The risk of not having a strategic plan is that theinstitutional vision remains unclear and priorities arerandom because they depend on office bearers. Further,accountability remains low and development cannot beeasily measured because there are no targets.Generally, institutions benefit from strategic planning in,among others, the following ways:

Fund raising: a good strategic plan is one of theeasiest ways to convince partners to funddevelopment projects within institutions.

differentiation that sets you apart from yourcompetitors;

From the quality audit exercise, it was evident that thestrategic issues in VTCs are common and can be mappedover the national pillars of quality, relevance, access andequity. The strategic issues include: infrastructure,human resources, enrollment, collaborations andlinkages; and governance and management.As part of the process to develop strategic plans, VTCsshould come up with clear vision and missionstatements, strategic objectives, undertake stakeholderanalysis, risk assessment, and identify their strengths,weaknesses, opportunities and threats (SWOT). Further,the institutions should craft strategies and activitiesunder each with clear costing, source of funds andresponsibility in the implementation matrix. The matrixshould also clearly show when every activity will beaccomplished.Given that VTCs are devolved, counties should makeeffort to centrally coordinate strategic planning in theinstitutions considering the unique circumstances ofevery institution. Or else one day the counties and VTCsby extension will be accused of spending publicresources randomly.

16

TVET AUTHORITY NEWS

Quality audit shows Vocational Centres need strategic planning

Planning and Strategy Department

The Kisii County CEC Ministry of Education, Labour andManpower Development Hon. Amos A. Nyamoko with from left

Susan Debe (AD Compliance and Enforcement) and TVETABoard members Mr. Sammy Milgo and Mr. Victor Momanyi

Oltiasika Vocational Training Centre(VTC), formerly Oltiasika Youth Polytechnic (YP) is located in Kajiado SouthConstituency/Sub County, in Kuku ward at the base of Chyullu hills approximately 96km from Loitokitok town. TheVTC was started in 1975 as Masai Rural Training Centre (MRTC) under the sponsorship of the Anglican Church ofKenya-ACK. In the ’70s and ‘80s Oltiasika YP was known for producing most of the artisans in Kajiado South. Over the years, the VTC has been handy in imparting skills to young people around the area, especially the girl-child,who are faced by many challenges like early marriages, poverty and others. It is common to see young mothers in atailoring class with a babies strapped on their backs because they cannot afford to hire baby sitters. Sometimes the VTC sponsors trainees using funds received from income generating activities- concrete blocks madeat the institute, renting staff quarters and vacant hostels. An instructor at institution Saitoti Wainaina calls on the County and National governments together withdevelopment partners to help renovate the institution buildings, equipment, training tools and also help to hire andcapacity build trainers so they can offer quality training to the marginalized sections of the society.

“We have so many challenges, most occasioned by the factthat the institution is in the interior. First, the few buildingsconstructed by the ACK church in the 80s are nowdilapidated and need to be renovated and fitted withfurniture. The roofs are leaking and most building do nothave windows,” he says.To confound matters, there is scarcity of water and theydepend on harvesting rain water, which they share with thecommunity.“Water is one of the biggest problem here. It is somethingthat has hindered us from having a boarding sectionbecause the little we harvest is not sustainable. Sometimesstudents from the locality come for admission so that theycan be able to get water and even carry some home in theevening.”The institution currently has only two trainers deployed

by the Kajiado County, the manager who doubles as thecarpentry instructor and Mr Saitoti, the IT instructor. Thethird, the Tailoring instructor passed on late last year andhas not been replaced.There is no electricity and Mr. Saitoti relies on a solarpanel in a nearby primary school to charge his laptop dailyand use it to train the students computer packages.“Its difficult to get trainers here because the place isinterior. The nearest town in Kimana, which is 70km awayand public transport vehicles operate only on market dayon Tuesdays only and charge up to Sh400 one way. Sotrainers simply can’t manage. We are not able to employtrainers from the locality because we have no funds sincestudents here don’t pay fees. We offer training for free,”he explains.

FOCUS ON VOCATIONAL TRAINING CENTRES

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OLTIASIKA VTC - equipping the marginalised with vocational skills

A view of the mechanics workshop- the workshop needrenovation, furniture and a trainer to be posted

A man walks past the male hostels and kitchen

In this quarter, the Compliance and EnforcementDepartment undertook Quality Audit (QA) in TVETinstitutions which included Vocational Training Centersand Technical Training Institutes. The exercise coveredNairobi, Kajiado, Kiambu, Kisii, Kitui and MakueniCounties. The teams carrying out (QA) in Kisii, Kitui and MakueniCounties were accompanied by some of the Members ofthe TVETA Board of Directors who included Mr. SammyMilgo, Mr. Victor Momanyi, Mr. Burua Sanga andMadam Susan Aletia.The QA is usually carried out at least two years after aninstitution has been registered or two years after theprevious QA. Quality Assurance focuses on the followingareas: Leadership and Governance, Human Resource,Infrastructure, Training Delivery, Trainee Support andResearch and Innovation for TTI or Innovation andcollaborations for VTCs. During the exercise the teams noted that some of theCounties have supported Vocational Training institutionsby providing staff and infrastructure while others are in theprocess of improving the infrastructure by constructingnew workshops and rehabilitating old buildings which is

meant to make vocational education more attractive tothe youth in the counties.Some Vocational institutions are collaborating withlocal communities in various activities includingconstruction of buildings, carrying out repair works inthe water piping systems, making school uniforms andmasks for local primary schools, and taking contracts tomake doors and windows for churches and otherinstitutions in their communities. One of the biggest challenges facing Vocationalinstitutions is the training level of the trainers. Most ofthe trainers in VTCs hold grade level certificates andthis is detrimental to the quality of training at this level. The teams briefed the Managers of these Vocationalinstitutions to encourage their trainers to upgrade theirskills to comply with the trainer standards. Also, manyof the trainers lack pedagogy which is an importantcomponent in the delivery of training. It was evidentthat vocational training requires concerted efforts fromall stakeholders especially in the retooling of thetrainers’ and provision of key training materials whichwould make Competency Based Education andTraining (CBET) a major success in the country.

18

TVETA staff and Board members carry out Quality Audit of institutions Compliance and Enforcement Department

A team carrying out Qualify Audit accompanied by members of TVETABoard of Director

An officer starring at the entrance to a privateTVET institution in Thika town

The Department of research conducted a survey on thestatus of online training in accredited TVET institutionsto determine the extent to which training delivery wasaffected by the Covid-19 pandemic. An onlinequestionnaire was administered to administrators andtrainers of sampled TVET institutions.

A sample size of 283 institutions, which represented 15%of the 1928 accredited TVET institutions as at 20thJanuary, 2021 was used for the study. All the 12 Nationalpolytechnics were considered while stratified simplerandom sampling was used to select the TVCs and VTCsin all parts of the country. The results from this studyshowed that:

i)Before the onset of Covid-19, the main mode oftraining delivery in the VTCs and TVCs was face toface. However, some of the NPs had incorporatedblended learning systems. However, the emergenceof Covid-19 made many TVET institutions toembrace online training delivery. ii)Most of the TVET institutions had not embracedonline training as an important mode of trainingdelivery due to inadequate ICT infrastructure andlow capacity of trainers and staff to implement theonline training. The institutions that had embracedonline delivery of training ranged from 1.46% to38.24% (VTCs – 1.46%, TVCs – 25.30% and NPs –38.24%); iii)A significant number of administrators were notaware of the existence of ODeL standards that hadbeen developed by TVETA for accreditation ofOnline training. Highest percentage of awarenesswas recorded at the TVCs (82.93%) followed by theNPs (80%) and VTCs (56.41%) respectively; iv)The closure of TVET institutions due to COVID-19 pandemic initially led to cessation of training inmost TVET institutions. There was total cessation oftraining in 70% of NPs, 69% of TVCs and 85.12%of VTCs due to the pandemic. A small percentage ofTVCs (1.19%) and VTCs (0.83%) reported that theirtraining was not affected by the pandemic.

v)The percentage of technical staff who werecompetent to administer ODeL in the TVETinstitutions ranged from 42.98% to 90.91% (VTCs –44.98%, TVCs – 78.57% and NPs – 90.91%).Trainers who reported that they had been trained indevelopment and delivery of online courses were18%, 67% and 70% from VTCs, TVCs and NPsrespectively.vi)Some of the online training media that had beenadopted by the TVET institutions such as onlineaudio programs, WhatsApp and email did notsupport learner to learner or learner to trainerinteractions as required by the TVET ODeLstandard;vii)The implementation of online training in TVETinstitutions was experiencing major challenges suchas inadequate funding for procurement ofappropriate hardware and software, lack of technicalexpertise in online training delivery, poor or lack ofinternet connectivity, high internet costs and lack ofreliable power supply; viii)Both the administrators and trainers noted thatregular training and sensitization in areas such asadministration and student support in onlinetraining, online assessment of trainees anddevelopment of online training materials wereimportant in improving implementation of onlinetraining delivery.

19

STATUS OF ONLINE TRAINING IN TVET INSTITUTIONS Research Department

A student washing his hands at Kaiboi TechnicalTraining Institute

The department of standards development has developedOccupational Training Standards (OTS) forEntrepreneurship levels 4,5&6 and AccreditationHandbook. The documents were subjected to thestakeholders on 31st March 2021. The Entrepreneurship occupational training standardsshall guide curriculum developers with information andrequirements in designing and development ofEntrepreneurship curricula of the same levels. Thestandards also provide guidelines on training delivery;trainee entry requirements; tools equipment and materials;training facilities; trainer’s qualification and institutionalassessment. The competencies, skills and knowledge to becovered in the three levels have been stipulated as well.The accreditation handbook provides a one stop shop forthe TVETA accreditation services. The TVET institutionsand stakeholders will find useful information regardingregistration of institutions, trainers and assessors andverifiers. In addition, the handbook will provideinformation on the expected quality of managing training.

What is the significance of the guidelines?Occupational Training Standards (OTS) forEntrepreneurship levels 4 (Entrepreneur I) has theNational Competency Standards that define the minimumlevel of practice expected of Entrepreneurship. Skilledgraduates from the first TVET training level 3 has anopportunity to venture into micro-enterprise businessusing the technical skills acquired. Entrepreneurship level4 training provides basic units to shape the graduates intobusiness consists of competencies that a person mustacquire to establish and sustain a micro- small enterpriseto respond to an identified need that includes Introductionto Entrepreneurship, start a small business, manage asmall business, market a small business, manage financesin business, how to write a simple business plan andembrace creativity and innovation units. Occupational Training Standards (OTS) forEntrepreneurship levels 5 (Entrepreneur II) has theNational Competency Standards that define the next levelof practice expected of Entrepreneur. Skilled level 4graduates and those from who have acquired entrepreneurlevel 4 has an opportunity to venture into small-enterprise

business using the technical skills acquired.Entrepreneurship level 5 training provides highercompetence units to shape the graduates into a smallbut bigger business enterprise it consists of additionalunits such as manage business enterprise businessmarketing Basic business finance and accounting.Finally, for Entrepreneurship levels 6 (Entrepreneur II)has the National Competency Standards that define thenext level of practice expected of Entrepreneur. Skilledlevel 5 graduates and those from who have acquiredentrepreneur level 5 has an opportunity to venture intosmall-enterprise business using the technical skillsacquired. Entrepreneurship level 6 training provideseven higher competence units to shape the graduatesestablish and manage a small and medium enterpriseadditional units includes manage production andoperations, mobilize resources for the business,monitor and evaluate business Projects, determinefundamentals of strategic management, managecommercial aspects of a business, manage financialoperations, manage human resource in a business.Packaging rules for the qualification is based on theformats provided by TVETS_01_2019 CompetencyBased Education Training and Assessment Standards.TVET Standards are subject to review from time totime. Users of the TVET Standards are thereforeexpected to ensure that they always have the latestversions of the standards they are implementing. The TVET Accreditation Handbook that provides agood read for anyone who needs TVETA accreditationinformation. In the past we have had a lot of inquiriesthrough our communication team regarding how toundertake or receive TVETA services. The handbookis driven by the need to provide a reference to thosequeries as well as a core message whose effervescenttheme is improving standards through accreditation,compliance and enforcement, monitoring; preventionof corruption risk in accreditation processes; educationof stakeholders; provision of accurate and timelyinformation; and debarment of irregularities in TVETtraining that breach the TVET Law and regulations.

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Standards Development DepartmentDepartment develops Occupational Training Standards and Accreditation Handbook

In the last quarter the Outreach Department completed thedevelopment of three training manuals to help bridgeidentified gaps in TVET and strengthen the organizationalcapacity of the TVET providers and stakeholders. Thedepartment acknowledges the support of MDF- aDevelopment Partner in the development of the Guidelinesfor Gender and Inclusivity in TVET. Three earlierdeveloped manuals were reviewed to enrich and enhancetheir quality following feedback from various stakeholders,this culminated in the development of the TVET CareerWheel.

The department conducted four capacity building trainingsfor various TVET stakeholders within the quarter namely: 1.EASTRIP TVET IQA Training Workshop

TVET Authority with support from the East Africa Skillsfor Transformation and Regional Integration Project(EASTRIP) conducted a 5-days training for 22 InternalQuality Assurance (IQA) Officers of the 5 TVET RegionalFlagship Institution (RFI) under the project and theNational polytechnics. The objective of the training was tobuild the capacity of IQA officers of the five TVET RFIand the other Nine National Polytechnics in Kenya toestablish, implement and monitor an Internal QualityAssurance System in their institutions.

Emphasis was laid on understanding the rationale of astrengthened quality assurance system and CBET in Kenya;the National TVET Quality Assurance Framework –enablers, elements, interactions, and interconnections. The selected RF institutions will be funded in various skillareas in line with support of the Government Big 4 Agenda.The specific sectors are (i) Transport/infrastructure in threeskills area Marine Transport & Blue Economy: Buildingand Highway infrastructure. (ii) Energy/Power-Geothermal, Oil & Gas and (iii) Manufacturing- Textile &Garment Technology.The training was closed by the newly appointed PS forVocational Education and Training (VTT) Dr. MargaretMwakima.The project will help exploit economies of scale to lowercosts of training on specialized and industry certified

2. Coast Region TVET IQA Officers TrainingWorkshop

The Outreach department conducted a 5-days trainingworkshop for 46 TVET Internal Quality Assurance (IQA)officers of both public and private institutions in the Coastregion from the 15th-19th March 2021 at the Kenya CoastNational Polytechnic. The objective of the training is tobuild the capacity of the IQA Officers to establish,implement and monitor Internal quality assurance systemsin the TVET institutions. This is geared towardsinstitutionalization of quality assurance in all the TVETinstitutions. The participants appreciated the efforts of EASTRIP andTVET Authority in organizing the workshop and wishedthat training could be extended to the rest of the membersappointed into the IQA committees. The participants wereencouraged to organize themselves within the region,establish networks in order to learn and support eachother. Good attendance from private institutions at theworkshop despite the hard economic times was noted.

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Outreach Services Department Department organises a series of capacity building workshops for TVET stakeholders

training programs and promote peer learning amongcountries and institutions, among other benefits.

VTT PS Dr. Margaret Mwakima with EASTRIP IQA Officers

3.Coast Region Leadership, Governance and QualityManagement Training Workshop

The department also conducted a five- days Leadership,Governance and Quality Management capacity buildingworkshop for TVET Governing Body Members in theCoastal region.The target participants include Council Members, membersof Board of Governors and Principals. The objective of theworkshop is to strengthen the capacity of top managementfor improved Leadership, Governance and QualityManagement of the TVET institutions. The participantswere drawn from both public and private TVET institutionsfrom Kilifi, Kwale, Lamu, Mombasa, Taita Taveta andTana River Counties. Twenty-six (26) institutions wererepresented, in the training where 16 are public while 10are private institutions. A total of thirty-nine (39)participants attended the workshop; these consisted ofthirteen (13) Council / Board Members, twenty-five (25)Principals/ Managers and one (1) Head of Department. Theworkshop was officially opened by the County DirectorTVET Coast Region.The participants appreciated TVET Authority’s effort inorganizing the workshop and wished that other workshopswere organized for the other Board Members who had notattended. The participants were encouraged to organizethemselves within the region and invite experts to traintheir teams on various areas where knowledge gaps arenoted.

4. Siaya County Capacity Building and SensitizationWorkshop

Capacity building and sensitization Workshop for 46 SiayaCounty VET stakeholders: who included the CECM, VETOfficers, VTC Managers and their deputies. The workshopwas held from the 22nd to 26th March 2021 at Ngi’yaVocational Training Centre in Siaya County. The objectiveof the workshop was to build and strengthen theirorganizational capacity for improved management,governance, and quality of VET Provision at the Countylevel. The members noted and appreciated that the workshop

The TVETA Director General graced the event andemphasised TVETA’s Commitment to improved VETprovision in all Counties. He said there will be regularconsultative meetings with the Council of Governors(CoG) on TVET provision and specifically oninfrastructure and trainers’ development. He urged theparticipants to ensure compliance with the TVETaccreditation and quality assurance standards.

The DG also addressed the issues and concerns raised bythe participants and promised to raise up some with therelevant agencies especially on placement of Artisantrainees to VTCs.As way forward, the participants were informed of theproposed TVET Conference where CECMs –EducationVET Officers and VTC Managers are to attend.

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Outreach Services Department Department organises a series of capacity building workshops for TVET stakeholders

received full support from the County Government ofSiaya. The training was officially opened by the CECM-Education, in attendance were the VET County Directorand Youth Officer who put effort in attend the sessionsdaily. The participants also appreciated the support fromthe Officers and the County.

TVETA DG Dr Kipkirui Langat (centre) with participants atNg’iya VTC -Siaya County VET Workshop

The World Youth Skills Day is celebrated all over theWorld every year on 15th July. The aim of the WSYDCelebration is to recognize the skills acquired by the youthfor self-employment, decent work and solution of varioussocietal problems. In Kenya, the Celebration is spearheaded by UNESCO-UNEVOC, United Nation’s specialized body in-charge ofTVET through the UNEVOC Centres.There are five UNEVOC centres - TVETA, TechnicalUniversity of Mombasa, Directorate of TechnicalEducation, Rift Valley Technical Training Institute andUniversity of Eldoret. These centres in collaboration withTVET stakeholders annually organize a joint WYSDcelebrations. The five UNEVOC centres in collaboration withstakeholders have started organizing this year’s WSYDcelebrations.An inaugural planning meeting held on 8th April 2021noted that due to the current state of the Covid-19pandemic, only online activities shall be planned for thisyear’s celebrations.

TVET Authority is coordinating communication teamsfrom various partners, including CDACC, KNQA,KNCCI, KUCCPS, ZiziAfrique, CAPYEI, CiCan,KNATCOM and others to prepare for the annual event.World Youth Skills Day 2021 will go down in a reallydifficult context. The lockdown measures taken due tothe worldwide pandemic have led to the worldwideintermittent shut down of the technical and vocationalschooling and coaching (TVET) establishments, that hasthreatened the continuity of improvement of expertise inyoungsters. Reportedly, it’s mentioned that nearly 70%of the world’s learners are getting actually affected bythe closure of academic establishments all throughoutschooling ranges at the moment.During lockdown, many institutions were able to pivotto online teaching. But many were not. Being able toparticipate in an online class is only possible forstudents who have a computer, reliable internetconnection, and somewhere to study.

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WORLD YOUTH SKILLS DAY 2021 TVETA to join stakeholders in marking World Youth Skills Day 2021

DAVID MASAI - A CERTIFIED MAKE-UP ARTIST

IIt took me a total of six months to complete the course atLintons, that’s together with internship at the same place.My classes entailed both doing theory work in class andhaving practical lessons at the beauty parlour, where I hadexperience working on people to better my skills.The practical classes helped me a lot to improve my skillsand prepared me for the real work in the field.As a man in this profession, which is widely viewed as alady’s world, I fortunately have not faced discrimination.But as usual there is perception out is still out there andmisconceptions. However, with time I have learnt how todeal with it and adjusted well.A certification from a TVET institution (Lintons BeautyCollege) has made me as qualified as anyone, whichguarantees me to get an employment anywhere in thebeauty industry. I also have a diploma in ICT but mypassion is in beauty and that is what I want to pursue as acareer.The practical part of learning has equipped me with skillsand exposed me to entrepreneurship. Also working in theentertainment industry has allowed me to work withinternational brands/companies such as MAC Cosmetics atHilton Arcade, which I had never thought I would everwork for before.I love this work, as I get to interact and work with differentpeople, and I am not tied down to one position since I canfreelance. This is what I love most about this profession. Ifeel like am in the right place.Working at Lintons has turned my passion/dream into reallife.My advice to young people, especially young men likemyself, is that whatever your passion is, don’t put it aside orpostpone it. Look at the different options you have, andbuild a career out of it.

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TVET CHAMPIONS

am a professional certified make-up artist and skin carespecialist. I trained at Lintons Beauty College andcurrently working at Lintons Beauty World, at HiltonArcade.

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Dr Kipkirui Langat EDITORIAL DIRECTOR

TVETA CEO/Director-General

Mr. James MomanyiEDITOR

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