- TVET stakeholders have called for urgent reforms to align training with rapidly evolving labour market demands driven by technology and innovation.
- Education and industry leaders emphasized the need for stronger partnerships, modern infrastructure and continuous trainer retooling.
- They argued that quality assurance, digital systems and industry-driven curricula are critical to producing future-ready graduates.
Technical and Vocational Education and Training (TVET) stakeholders have called for urgent reforms to strengthen the quality, relevance and responsiveness of skills training in Kenya, arguing that institutions must continuously adapt to rapidly changing labour market demands driven by technology, automation, artificial intelligence and the green economy.
The leaders spoke during a high-level panel discussion on Enhancing Quality and Relevance in TVET Training at the Fourth International Research Conference, Skills Competition, Innovation, Career Guidance and Expo held at Kabete National Polytechnic.
The panel brought together key players in Kenya’s skills development sector, including Acting TVETA Director General Timothy Nyongesa, Kenya National Qualifications Authority (KNQA) Chief Executive Officer Alice Kande, TVET Curriculum Development, Assessment and Certification Council (TVET CDACC) Chief Executive Officer Prof. Kisilu Kitainge, Recognition of Prior Learning (RPL) Delivery Unit Director Stanley Maindi, Kenya School of TVET Chief Executive Officer Edwin Tarno and National Industrial Training Authority (NITA) Industrial Training Development Manager Musa Opuk.
The discussions focused on how TVET institutions can ensure graduates remain competitive and employable amid evolving workplace demands.
Prof. Kitainge emphasized that curriculum development must remain industry-driven to ensure trainees acquire skills that match current labour market requirements.
He explained that TVET CDACC develops competency-based curricula, assessment tools and certification systems based on National Occupational Standards developed by industry experts through Sector Skills Advisory Committees.
“Curriculum development cannot happen in isolation. Industry players must be involved from the design stage through assessment and curriculum review to ensure training remains aligned to workplace realities,” he said.
According to Prof. Kitainge, industry participation has become a key pillar of competency-based education and training, enabling institutions to respond quickly to emerging trends and disruptions.
He cited the COVID-19 pandemic as an example of how curriculum reviews incorporated new workplace requirements, including health protocols and personal protective equipment, to keep training relevant.
The CEO further highlighted the government’s push for dual-training programmes, where trainees spend significant periods learning within industries and gaining practical exposure to current technologies and workplace practices.
“The more trainees interact with industry during training, the better prepared they become for employment and entrepreneurship,” he noted.
Need for trainer retooling
A major concern raised during the discussion was the preparedness of TVET trainers themselves to operate in modern industrial environments.
Kenya School of TVET CEO Edwin Tarno acknowledged that many trainers may struggle to match current industry standards if placed directly into highly advanced workplaces due to limited exposure to emerging technologies and modern equipment.
He noted that continuous professional development for trainers had not received adequate attention for many years, creating gaps between training institutions and workplace realities.
“Before we discuss the quality of graduates entering the labour market, we must first discuss the quality of the trainers preparing them,” Tarno said.
He stressed that trainer retooling must go beyond pedagogical training and focus heavily on technical upskilling through regular industrial attachments.
Tarno revealed that the Kenya School of TVET has established programmes that place trainers in industries during academic breaks to update their competencies and expose them to emerging technologies.
“We must continuously expose trainers to modern technologies and industrial environments so that they can effectively prepare trainees for today’s workplace,” he said.
Quality assurance and qualification frameworks
KNQA Chief Executive Officer Alice Kande highlighted the authority’s role in ensuring quality, credibility and comparability of qualifications awarded across Kenya’s education and training sectors.
She said the Kenya National Qualifications Framework provides a harmonised system that allows qualifications to be recognised nationally and internationally while promoting confidence among employers and training institutions.
Kande revealed that KNQA is developing a micro-credential policy framework that will support continuous skills upgrading and lifelong learning among trainers and workers.
She further noted that the authority has developed several policy frameworks aimed at standardising education and training, including policies on Recognition of Prior Learning, credit accumulation and transfer, accreditation, assessment harmonisation and qualification verification.
“Quality assurance is not just about having policies on paper. It is about implementing systems that guarantee credibility, transparency and trust in qualifications awarded,” she said.
Recognition of Prior Learning gains momentum
Kande highlighted the growing impact of the Recognition of Prior Learning (RPL) programme, which enables individuals with skills acquired informally through work experience to obtain nationally recognised qualifications.
She cited successful implementation of the programme in various institutions, including Kabete National Polytechnic, where skilled workers have been assessed, certified and absorbed into the labour market despite lacking formal academic credentials.
To improve accessibility, KNQA has developed a digital Recognition of Prior Learning Information Management System that allows applicants from any part of the country to register and begin the certification process online.
The authority has also established the National Qualifications Database, a centralised platform that stores qualifications issued by accredited institutions and awarding bodies.
According to Kande, the database will help employers verify qualifications quickly while combating the proliferation of fake certificates.
Meanwhile, RPL Delivery Unit Director Stanley Maindi emphasized that recognition of prior learning is becoming a critical tool in promoting inclusivity within Kenya’s skills development ecosystem.
“Recognition of Prior Learning is providing a pathway for skilled individuals to have their competencies formally assessed, certified and recognised,” he said.
The panelists agreed that strengthening industry partnerships, investing in trainer development, modernising training infrastructure, embracing digital systems and implementing quality assurance frameworks are essential steps towards producing graduates who can compete effectively in local and global labour markets.
They noted that as technological disruption continues to reshape industries worldwide, TVET institutions must remain agile, innovative and closely connected to employers to ensure graduates possess the skills required for the future of work.
READ ALSO: TVET institutions urged to embrace technology and strengthen industry partnerships
The discussions formed part of the broader Fourth International Research Conference at Kabete National Polytechnic, which brought together policymakers, educators, researchers, industry leaders and development partners to explore strategies for enhancing technical skills development and supporting Kenya’s socio-economic transformation through quality vocational training.
By Felix Wanderi
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