Every year, the release of KCSE results triggers familiar scenes: jubilation, anxiety, comparisons, rankings, and debates about who “made it” and who “failed.” For many parents, learners, and even media outlets, university admission is the ultimate benchmark. The unspoken assumption is that anything short of a degree is less valuable. But this belief is outdated, narrow, and, frankly, harmful. Technical and vocational education (TVET) and alternative careers are not second-best; they are equally vital pathways to personal success, economic empowerment, and national development.
Kenya is changing. Our economy does not rely solely on university graduates; it thrives on skilled technicians, artisans, entrepreneurs, digital innovators, and professionals in practical trades. Electricians, plumbers, welders, carpenters, IT specialists, and digital marketers are no longer optional; they are essential. Yet societal narratives often elevate the university above all else, discouraging young people from pursuing pathways that could suit their talents and secure livelihoods immediately.
TVET programs are designed for practicality. They are hands-on, career-oriented, and aligned with real-world needs. A graduate from a vocational institute gains skills that can be applied the very next day, whether in employment or entrepreneurship. In a country still grappling with youth unemployment, these skills are a lifeline. Kenya’s Vision 2030 emphasises industrial growth, innovation, and job creation, all of which rely heavily on competent technicians and skilled workers, not only graduates from lecture halls. Still, thousands of learners each year feel pressured to chase university degrees they may not need, enjoy, or excel in.
Consider the real-life potential of TVET. A student who scores moderately in KCSE but trains as an automotive technician can soon secure employment, start a workshop, and employ others. A certified plumber or electrician can earn a stable income, expand their business, and create jobs for peers. A digital specialist mastering coding, graphic design, or online marketing can tap into global markets from a laptop in their hometown. These successes are tangible, impactful, and sustainable, but they are often invisible in discussions dominated by university rankings.
Parents play a pivotal role. Many still measure a child’s worth by the institution they join after KCSE, equating university admission with success and anything else with failure. This mindset can push learners into degrees misaligned with their skills and passions. Encouraging children to explore TVET, entrepreneurship, and other alternative careers is not settling for less; it is recognising the breadth of life’s opportunities. Competence, creativity, and resilience are as important as academic achievement.
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Schools must also step up. Career guidance programs should present TVET and alternative careers as credible, respected, and viable options. Learners must understand the market demand for skilled workers, the potential for entrepreneurship, and the opportunities for innovation in vocational fields. Knowledge of practical skills and market realities should complement academic education. Education is not only about exams, it is about life preparation.
TVET also serves as a tool for equity and social mobility. Learners in rural areas or under-resourced schools often face barriers in accessing high-quality academic preparation. Vocational training offers achievable opportunities to acquire practical skills, earn a livelihood, and contribute meaningfully to their communities. In this sense, TVET is not just an alternative, it is a vehicle for empowerment and national progress.
The rise of the digital economy underscores the relevance of alternative careers. Coding, app development, e-commerce, content creation, and digital marketing are fields where talent, discipline, and practical skills often matter more than formal degrees. A young Kenyan with digital expertise can compete globally, earn a living, and innovate solutions from anywhere in the country. Yet these pathways remain underappreciated, overshadowed by the traditional university-centered narrative.
Entrepreneurship is another critical avenue. Vocational skills equip learners to start businesses, innovate solutions, and create jobs. A young person mastering carpentry, metalwork, or agro-processing can become self-reliant, support a family, and contribute to the local economy. Skills-based entrepreneurship builds resilience, independence, and adaptability, qualities exams alone cannot instill. In a rapidly changing economic landscape, practical competencies are essential for survival and long-term success.
Repetition of KCSE in pursuit of university admission is not always wise. While some learners may benefit academically, others are better served by pursuing vocational or alternative pathways immediately. Practical training, internships, or entrepreneurial ventures equip learners with tangible skills, income potential, and confidence, assets that a repeated school year may not guarantee. Decisions should be strategic, grounded in interest, ability, and circumstances, not merely emotional responses to exam results.
Equity must guide our approach. Not all learners have access to private tuition, high-performing schools, or other advantages. Promoting TVET and alternative careers ensures that all young people, regardless of background, have pathways for growth and contribution. Recognition and respect for vocational skills level the playing field, valuing talent, creativity, and ability over privilege or exam performance alone.
Learners themselves must embrace agency. Success is not uniform. Choosing vocational skills, entrepreneurship, or digital pathways is not failure, it is practical preparation for a changing world. Students who acquire skills, experience, and networks are better positioned to adapt, innovate, and thrive. Real success is not measured solely by certificates; it is measured by competence, confidence, and impact. Many learners who join TVET programs emerge more successful than some peers who follow university routes, a reality that parents and educators must acknowledge.
Society must redefine success. Prestige should not be reserved for university graduates. Skilled artisans, technicians, entrepreneurs, and digital innovators contribute equally, if not more directly, to Kenya’s development. When we value competence, creativity, and practical impact, we foster a culture that respects all contributions, not just those certified by formal degrees.
KCSE results matter, they reflect effort, discipline, and knowledge. But they are not the final word. Life beyond exams is rich with opportunity. TVET and alternative careers demonstrate that success can be immediate, sustainable, and impactful. Learners can thrive through technical skills, entrepreneurship, digital expertise, or vocational innovation. By supporting these pathways, Kenya cultivates versatile, independent, and capable citizens prepared for a dynamic economy.
Parents, schools, and policymakers must act. Encourage exploration of all possible avenues. Invest in career guidance that highlights vocational, entrepreneurial, and digital opportunities. Promote skill acquisition alongside academic knowledge. Build systems that recognize and reward competence, not just exam performance. In doing so, we prepare a generation capable of economic contribution, innovation, and resilience.
KCSE is a chapter, not the whole story. University is one route, but it is not the only one. Technical and vocational pathways, digital careers, and entrepreneurship are equally valid and rewarding. Learners who embrace these options gain skills, confidence, and independence that often outpace traditional academic pathways. In many cases, they achieve even greater success than peers who enter university unprepared for practical challenges.
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The narrative must shift. Success is broader than a certificate, a grade, or a placement letter. It is about life skills, adaptability, and the ability to create impact. Skilled technicians, innovative entrepreneurs, digital professionals, and creative artisans are not “alternatives”, they are central to national progress. By redefining success to include TVET and alternative careers, we equip Kenya’s youth to thrive economically, socially, and personally.
In conclusion, KCSE results mark achievement, they are important, yes but they are not the final measure of potential. Learners can achieve meaningful success through vocational training, entrepreneurship, digital innovation, and other alternative pathways. Parents, educators, and policymakers must broaden their vision of success, supporting diverse routes to competence, independence, and contribution. By valuing skill, creativity, and practical impact, we prepare a generation that shapes Kenya’s future, not just by degrees, but by talent, effort, and innovation.
Some learners who join TVET programs go on to achieve far more than some university graduates, proving that life’s most meaningful successes are not always measured in exam scores. KCSE is a milestone, not a destiny. The journey continues through skill development, exploration, and application. Kenya’s youth can, and must succeed in multiple ways, with competence, creativity, and courage defining their paths.
By Hillary Muhalya
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