The Education Cabinet Secretary, Julius Migos Ogamba, has hailed the recent reforms and branding of Technical Vocational Education and Training (TVET) institutions, noting that the process is gaining momentum with a rise in enrollments.
He stressed the need for principals to create awareness about TVET programs and the students’ success stories through different communication channels to elude negative perception and publicity.
Speaking during the Kenya Association of Technical Training Institutions (KATTI) capacity-building workshop for TVET principals, directors, academics, registrars, and examination officers held at Pride Inn Paradise in Mombasa on April 23, 2025, Ogamba noted that the strategies have increased enrollment in TVET institutions in the country, with the number being expected to increase even further.
“More than 8,000 students who sat the Kenya Certificate of Secondary Education (KCSE) examinations last year have already opted to pursue courses in TVET and other colleges. The number is set to grow as we release the results of the ongoing application of courses under the Kenya Universities and Colleges Central Placement Service (KUCCPS). This, therefore, provides some of the evidence that TVET programs are finally being embraced by our high school graduates, unlike the case before,” he added.
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He challenged the TVET bosses to use different communication channels and strategies to inform the public of the importance of enrolling in the institutions, since most of them have produced innovators and inventors in different fields.
The society associated TVET with lower academic performance and career prospects, hence discouraging parents from enrolling their children in the institutions.
“We must change this narrative. Your institutions must become visible, attractive, and aspirational. “We must invest in branding through the use of websites, signage, brochures, and social media platforms. Collaborate with industry partners, county governments, and development agencies to strengthen your networks and resource base. Let the public know that TVET is not just about skills; it is about innovation, dignity, and national development,” he added.
He stated that TVET education addresses this challenge by focusing on practical, competency-based learning that aligns with industry needs.
He further noted that with over 200 public and many private TVET institutions in the country, the government has taken significant steps to promote vocational training as a viable alternative to academic education.
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“According to various studies, thousands of graduates leave universities every year with academic qualifications but without the practical competencies demanded by industries. On the other hand, sectors such as manufacturing, construction, hospitality, and ICT are in dire need of skilled technicians, artisans, and service providers,” said Ogamba.
In addition, TVET fosters entrepreneurial mindsets, enabling graduates to become job creators rather than job seekers, with many skilled artisans and technicians trained through TVET going on to start their own small and medium-sized enterprises (SMEs), contributing to local economic growth and innovation.
Ogamba stated that highlighting success stories of TVET graduates and linking skills development to national goals such as the Bottom-Up Economic Transformation Agenda (BETA) can inspire more youth to embrace vocational training.
CBET training
Subsequently, Ogamba continues to drum up support for Competency-Based Education and Training (CBET) since it addresses the issue of skills deficiency in the country, noting that the transition to CBET is identified as a cornerstone of the education reform agenda. The main goal is to produce graduates who are not only knowledgeable but also skilled, innovative, and ready to compete in the modern labor market.
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He called on TVET principals to institutionalize CBET practices in their curriculum delivery and assessment frameworks and align their examinations to standards set by the TVET Curriculum Development, Assessment, and Certification Council (CDACC).
“This calls for a mindset shift from content-driven instruction to learner-centered facilitation. Your trainers must adopt flexible approaches, integrate workplace simulations, and maintain strong linkages with industry. Assessment should move beyond traditional examinations to include continuous evaluation, portfolio reviews, practical assessments, and industry-based feedback,” said Ogamba.
He also urged the TVET principals to mainstream mental wellness in their institutional policies, develop student and staff counseling programs, sensitize communities on mental health awareness, and work with experts to create safe, inclusive, and supportive environments.
Ogamba further urged TVET principals in the country to ensure that assessments move beyond traditional examinations to include continuous evaluation, portfolio reviews, practical assessments, and industry-based feedback.
He also asked principals to encourage their trainers and administrators to create a culture of continuous learning by pursuing further education, by attending seminars, and by participating in professional development initiatives.
By Hezron Roy
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