Placing greater emphasis on vocational education in Kenya

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Gloria E Erima
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
World Bank ◽  
Public Funding ◽  
Vocational Education And Training ◽  
The World Bank ◽  
Critical Skills ◽  
The Government ◽  
Ssa Countries ◽  
And Training

Kenya, like other countries in the Sub Sahara Africa (SSA), Technical, vocational education, and training (TVET) is believed to be an obvious remedy to youth employment across the region. As we view TVET in this way, the perception in many if not all the countries across SSA is that TVET is a salvation for the intellectually incapable or those with less or no aspiration for better paying jobs. For the elite and middle class, TVET is in reality not for their children, as it seems almost ‘useless’. Interestingly, even with such perceptions, Kenya and other SSA countries have continued to ‘embrace’ TVET in their education systems but with little investment towards those TVET programmes. In 2018, there was a shift in policy in Kenya with TVET receiving more attention, and as a result attracting a larger budget allocation. The government slashed fees for students in technical and vocational education institutions, and raised public funding in its latest bid to grow the critical skills base needed to achieve the country’s economic ambitions. To support this policy, the government agreed to give an annual bursary of US$300 for every student who joins the technical institutions (University World News, 2018). The students will access the funding through the Higher Education Loans Board (HELB), the agency that disburses loans to university students on behalf of the government. This policy comes as a result of the World bank warning regarding a widening disconnect between labour market skills needs and the graduates of higher education institutions. This paper provides an overview of the state of TVET in Kenya, challenges and possible recommendations to support the new TVET reforms towards making it more attractive for learners in Kenya.

scholarly journals Introduction of New Forms of Education in Modern Higher and Vocational Education and Training

2020 ◽  
Vol 9 (7) ◽  
pp. 107
Author(s):  
Liudmyla I. Berezovska ◽  
Galyna D. Kondratska ◽  
Anna A. Zarytska ◽  
Kateryna S. Volkova ◽  
Taras M. Matsevko
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Education System ◽  
Comparative Method ◽  
Developed Countries ◽  
Education And Training ◽  
Educational Process ◽  
Vocational Education And Training ◽  
National Education ◽  
And Training

This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.

scholarly journals Vietnamese Students’ Perception and Loyalty towards an Image of Vocational Education and Training

2014 ◽  
Vol 5 (4) ◽  
pp. 228-238
Author(s):  
Vi Hoang Dang
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Vocational Education ◽  
Industrial Development ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Vocational Students ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
And Training

Stakeholders’ perceptions towards a career in vocational education and training (VET) in Vietnam negate the country’s industrial development plan. During the last 15 years, the Vietnamese Governments investment in to the sector increased annually. However, parents and their children still pursue the goal of higher education via the mainstream rather than a career path way using the vocational education and training system. Although stereotypical views of vocational students are being challenged, Confucian ideology maintains some influence over stakeholders’ educational decisions leading to the sustained popularity of higher education. This study explores the perceptions of students on the image of and their loyalty towards vocational education and training. A sample of 300 lower secondary school, 300 upper secondary school, and 300 vocational students was drawn from across the Northern and Southern regions of Vietnam. A survey questionnaire was used to collect data and mean analysis conducted to explore the data. The findings indicate that agreement with statements about facilities and equipment, teacher’s ability, curriculum, and soft skills are the clearest indicators of enhanced perceptions about the image of vocational education and training. Encouragement from parents appears most influential to positively affecting lower secondary students’ loyalty. Unexpected was that vocational students had less interesting continuing in vocational education and training compared to lower and upper secondary school students inclination towards a career in VET. First-hand experience seemingly leads to diminished perceptions and loyalty towards vocational education.

Technical Vocational Education and Training for Micro-Enterprise Development in Ethiopia

2010 ◽  
Vol 24 (5) ◽  
pp. 381-392
Author(s):  
Tendayi Gondo ◽  
Gift Dafuleya
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Enterprise Development ◽  
Policy Makers ◽  
Simple Expansion ◽  
Technical Vocational Education ◽  
Constrained Capacity ◽  
And Training

Technical vocational education and training (TVET) programmes have recently received increased attention as an area of priority for stimulating growth in developed and developing countries. This paper considers the situation in Ethiopia where the promotion of micro and small-sized enterprises (MSEs) has been central to the development and expansion of TVET centres throughout the country. The extent to which efforts relating to TVET made by Ethiopian policy makers, higher education institutions and MSEs have enhanced the development of the micro-enterprise sector is considered, using empirical evidence gathered from nine Ethiopian cities. It is argued that the existing relationship between TVET and micro-enterprise cannot be regarded only as one of constrained capacity, usage and transformation. The authors argue further that the development of micro and small-sized enterprises requires approaches extending beyond the simple expansion and development of TVET institutions.

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