Higher Education and technology-TVET Year Book

Craftscore Communication

Managing Editor

Nicholas Maclore

Financial Controller

Steve Kenstar

Editors

Daniel Aketch

Editorial Committee Chairperson

Inyangala Jane

Marketing Manager

Ken Okore

Advertising Executives

Duncan Mulei

Evans Brian

Juma Asava

Design & Layout

Morgen Henssens Africa

Circulation/Office Assistants

Nancy Amida

Viona Wanga

Quality Assuarance

Kennedy Wasahu

The crisis facing university education in the country inevitably calls for radical changes to revitalise the sector and put it back on the rails. The mass production of degrees are not reflecting on the job market map an indication of the worthlessness of such papers called degrees.

But all is not lost since we have TVETA whose creation has been described as a very brilliant idea. In a span of a few years this organization has revitalized the non-university sector including vocational training centres, colleges and polytechnics. There is no gainsaying therefore that this practical institution should be supported and funded generously. The graduates of TVETA accredited institutions continue to fill the skill gap in all sectors.

Broadly, the universities are suffering serious financial crunch, staff haemorrhage, inadequate and obsolete facilities and equipment, inept leadership, perennial students’ and lecturers’ unrest and worryingly poor quality.

All these are the consequences of what is being referred to as massification of higher education propelled by the false notion that countries should expand universities to accommodate all students transitioning from high school; and that it is only such qualifications that can secure employment for the youth.

REFORMS

After two decades of politicallydriven and uncoordinated expansion, Kenya’s higher education has hit a brick-wall, which is why we welcome suggestions by the Commission for University Education for a rethink of this sector with a view of carrying out radical changes to give it new beginning.

As we publish elsewhere in this edition, the commission is proposing the merger of existing universities and closing others altogether given the fact most of them are unsustainable and are mere shells purporting to offer higher education.

We have argued before that the country has inordinately large number of universities — a total of 74 — which it really does not need.

HIGH SCHOOL LEAVERS

And the fallacy has been exposed in the past two years with the extraordinary drop in the number of university qualifiers following tough changes made in the administration of high school examinations, itself having been a scandal of monumental proportion.

Now some universities and academic programmes cannot attract any single student and many others only get a few.

In effect, they have no reason to continue operating.

Countries like South Africa and Rwanda saw the folly of massive expansion of universities and decided to change course, with the latter merging all public universities into one.

We must consider doing exactly that — merge campuses and close others and remain with sustainable ones.

With inadequate government funding, dwindling student numbers and staff shortage, we must take bold decision and collapse or close some universities.

From the Editor’s Desk

Contents

Maasai Mara Univeristy 1

Ministry of Education 6

University of Nairobi 12

TVETA Corporate Profile 15

TVETA accredited institutions 18

Inter-University Council of East Africa 38

Commission for University E

ducation (CUE) 52

NITA 57

HELB 58

National Commision for Science

Technology & Information 62

KUCCPS 64

National BioSafety Authority 68

Technical University of Kenya 70

Pictorial 72

Strathmore University 74

Laikipia University 78

Murang’a University of Technology 82

JKUAT 84

The Co-operative University

College of Kenya 86

Kibabi University College 88

Taita Taveta University 90

Rongo University College 92

Daystar University 94

Pan Africa Christian University 97

Kabarak University 99

Mount Kenya University 101

Africa International University 104

Kenya Highland Evangelical University 107

Great Lakes University 109

Management University of Africa 113

National Biosafety Authority 114

Kisii University 116

The Aga Khan University 118

Riara University 121

Egerton University 124

Chuka University 126

The Presbyterian University of East Africa 131

Karatina University 132

Techinical University of Mombasa 134

University of Eldoret 140

Dedan Kimathi University of Technology 143

South Eastern Kenya University 144

Pwani University 146

Jaramogi Oginga Odinga University of Science and Technology 148

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TVET HIGHER EDUCATION & TECHNOLOGY YEARBOOK 2022 ABOUT

The audience for the Yearbook consists of media and technology professionals in schools, higher education, and business contexts. Topics of interest to professionals practicing in these areas are broad, as the Table of Contents demonstrates. The theme unifying each of the chapters in the book is the use of technology to enable or enhance education. Forms of technology represented in this volume vary from traditional tools such as the book to the latest advancements in digital technology, while areas of education encompass widely ranging situations involving learning and teaching, which are idea technologies.

As in prior volumes, the assumptions underlying the chapters presented here are as follows:

1. Technology represents tools that act as extensions of the educator.

2. Media serve as delivery systems for educational communications.

3. Technology is not restricted to machines and hardware, but includes techniques and procedures derived from scientific research about ways to promote change in human performance.

4. The fundamental tenet is that educational media and technology should be used to

• achieve authentic learning objectives,

• situate learning tasks,

• negotiate the complexities of guided learning,

• facilitate the construction of knowledge,

• aid in the assessment/ documenting of learning,

• support skill acquisition, and

• manage diversity. The Educational Media and Technology Yearbook has become a standard reference in many libraries and professional collections. It provides a valuable historical record of current ideas and developments in the field.

Part I, “Trends and Issues in Learning, Design, and Technology,” presents an array of topics that develop some of the current themes listed above, in addition to others.

Part II, “Trends and Issues in Library and Information Science,” concentrates on topics of special relevance to education, library science education, school learning resources, and various types of library and media centers – school, public, and academic among others.

In Part III, “Leadership Profiles,” authors provide biographical sketches of the careers of instructional technology leaders.

Part IV, “Organizations and Associations,” and

Part V, “Graduate Programs,” are, respectively, directories of instructional technology-related organizations and institutions of higher learning offering degrees in related fields. Finally,

Part VI, “Mediagraphy: Print and Nonprint Resources,” presents an annotated listing of selected current publications related to the field.

The editors of the Yearbook invite media and technology professionals to submit manuscripts for consideration for publication. Contact Nicholas Amanya (info@mentorhub.co.ke) for submission guidelines.

For a number of years, we have worked together as editors, and this is the seventh year with Dr. Michael Orey as the senior editor.

Within each volume of the Educational Media and Technology Yearbook (EMTY), we try to list all the graduate programs, journals, and organizations that are related

to both Learning, Design, and Technology (LDT) and Information and Library Science (ILS). We also include a section on trends in LDT and trends in ILS, and we have a section profiling some of the leaders in the field. Beginning with the 2021 volume, we have attempted to generate a list of leading programs in the combined areas of LDT and ILS.

Last year, we were able to compose an alphabetical list of 30 programs that people told us were among the best. However, this year we decided to be more systematic.

Instead of following the World Report model and have one top program list, we decided to use some of the same numbers that they use and generate a collection of top-20 lists, rather than attempt to generate a statistically significant rankings list.

One thought was to rank programs according to the number of publications that were produced; however, deciding which journals to include was an issue.

We decided to use 2021 and 2022 as the years to count (since at the time of writing, it is still 2023 and so we do not have a complete year). Furthermore, we decided to only count actual research reports that appeared in one of two journals,

Educational Technology Research and Development and the Journal of the Learning Sciences. These two journals were primarily selected based on the general sense that they are the leading journals in the area of LDT.

Noticeably absent is the area of information and library science. So, while these numbers are pretty absolute, choosing to only count these journals is somewhat arbitrary.

The other top-20 lists are based on self-report data collected as part of the program information in the Educational Media and Technology Yearbook. Every year, we collect general information about programs in LDT and ILS and publish this information in the Yearbook. This year we opted to collect some additional data. We asked the representatives of each of the institutions to enter the US dollar amount of grants and contracts, the number of PhD graduates, the number of master’s graduates, and the number of other graduates from their programs. We also asked them for the number of fulltime and part-time faculty. We then generated a top-20 list for some of these categories. The limitation in this case is that it is self-report data and there is no real way of verifying that the data is accurate. So, while the list of the 30 top programs last year lacked hard data, and the lists this year are based on numbers,

those numbers may be just as unreliable. In the end, we have a collection of lists that we hope will be of use to our readers. Many of the universities that appeared in the top-30 list last year are here again, in addition to many others. More information about many of these universities can be found in Part V of this edition.

There are six top-20 lists in this preface. The first of these top-20 lists is based on a count of publications. We used every issue from the 2021 and 2022 volume years of the Educational Technology Research and Development journal and the Journal of the Learning Sciences. We eliminated all book reviews and letters to the editor and such others. We only used the primary academic articles of these journals. Each publication counted 1 point. If the article had two authors, then each author’s institution received 0.5 points. If there were three authors, then 0.33 was spread across the institutions. Also, as an additional example, if there were three authors and two of them were from the same institution, then that institution received 0.66 points and the institution of the remaining author received 0.33.

The two primary measures of research achievement are publications and grants.

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Strathmore University

OUR BRAND OF EDUCATION

The University focuses on developing the whole person, as well as combines breadth of learning and professional specialization, in its educational programs. Our market-oriented courses, industry linkages and opportunities outside the classroom provide positive career outcomes for our students in their chosen fields. Our comprehensive course content is value for money.

MENTORING

Strathmore University is singular in using a mentoring system in which one-on-one sessions between mentor and student aim to bring the integration of knowledge, skills and values down to the personal level. The mentoring program guides students’ professional development and helps mould independent, successful and upright professionals to serve society

OUR GRADUATES

Employers attest that Strathmore Graduates distinguish themselves in the workplace as much by their work ethic and discipline as by their ability to learn quickly, handle a wide range of tasks and communicate and interact well with people inside and outside the organization. They come across as fresh, young talents who combine breadth of learning, professional skills and commitment, ethical practice and humanity.

OUR PROGRAMMES

Undergraduate Programmes

• Bachelor of Arts in International Studies

• Bachelor of Arts in Communications

• Bachelor of Arts in Development Studies and Philosophy

• Bachelor of Science in Hospitality and Hotel Management

• Bachelor of Science in Tourism Management

• Bachelor of Business Science: Actuarial Science

• Bachelor of Business Science: Financial Economics

• Bachelor of Business Science: Financial Engineering

• Bachelor of Laws

• Bachelor of Science in Telecommunications

• Bachelor of Science in Informatics and Computer Science

• Bachelor of Business in Information Technology

• Bachelor of Commerce

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Graduate Programmes

• Master of Science in Information Technology

• Master of Science in Computer Based Information Systems

• Master of Science in Mobile Telecommunications and Innovation

• Master of Commerce

• Master of Applied Philosophy and Ethics

• Master of Science in Education Management

• Master of Science in Bio-Mathematics

• Master of Science in Statistical Science

• Master of Science in Mathematical Finance

• Master of Business Administration

• Master of Business Administration in Healthcare Management

• Master of Public Policy and Management

• Master of Management in Agribusiness

• Master of Science in Development Finance

Strathmore University, Madaraka Estate, Ole Sangale Road PO Box 59857 - 00200 City Square Nairobi Admissions Office, Tel: 0703034000, 0703034200, 0703034300

admissions@strathmore.edu

StrathmoreUniversity @strathU www.strathmore.edu

MINISTRY OF EDUCATION

Prof. George Magoha, Cabinet Secretary, Ministry Education

The Ministry of Education, Science and Technology is responsible for national policies and programmes that help Kenyans access quality and affordable, school education, postschool, higher education and academic research.

The Ministry of Education, Science and Technology derives its mandate from the Constitution of Kenya, Chapter Four Articles 43, 53, 54, 55, 56, 57, and 59 have provisions on children’s right to free and compulsory basic education, including quality services, and to access education institutions and facilities for persons with disabilities that are integrated into society, to the extent compatible with the interests of the person. This includes the use of Sign language, Braille or other

Vision Statement

appropriate means of communication, and access to materials and devices to overcome constraints arising from the person’s disability. There are also provisions on access for youth to relevant education and training; access to employment; participation and representation of minorities and marginalized groups in governance and other spheres of life, special opportunities in educational and economic fields, and special opportunities for access to employment. The rights of minorities and marginalized groups to reasonable access to water, health services and infrastructure are also enshrined, as it is incumbent upon government to develop a culture of human rights, promote gender equality and equity and facilitate gender mainstreaming in national development.

A globally competitive education, training, research and innovation system for sustainable development.

Mission Statement

To provide, promote and coordinate quality education, training and research; and enhance integration of Science, Technology and Innovation into national production systems for sustainable development.

Background Information

The Ministry of Education derives its mandate from the Constitution of Kenya, Chapter Four Articles 43, 53, 54, 55, 56, 57, and 59 have provisions on children’s right to free and compulsory basic education, including quality services, and to access education institutions and facilities for persons with disabilities that are integrated into society, to the extent compatible with the interests of the person. This includes the use of Sign language, Braille or other appropriate means of communication, and access to materials and devices to overcome constraints arising from the person’s disability. There are also provisions on access for youth to relevant education and training; access to employment; participation and representation of minorities and marginalized groups in governance and other spheres of life, special opportunities in educational and economic fields, and special opportunities for access to employment. The rights of minorities and marginalized

groups to reasonable access to water, health services and infrastructure are also enshrined, as it is incumbent upon government to develop a culture of human rights, promote gender equality and equity and facilitate gender mainstreaming in national development.

The functions of Educational and training are shared between the national and county governments as contained in Schedule 4 of the Constitution. The functions of the National Government are: education policy, standards, curriculum, examinations, granting of university charters, universities, tertiary educational institutions, institutions of research, higher learning, primary schools, special education, secondary schools, special education institutions and promotion of sports and sports education. The functions of the County Government in relation to education are: pre-primary

education, village polytechnics, home-craft centres, farmers training centres and childcare facilities.

In addition, Parliament, over the years has enacted a series of Acts on various dimensions of education whose objects and goals the Ministry is expected to implement to give effect to the Constitutional provisions pertaining to education and training of Kenyans.

Under the Executive Order No. 2/2013 on the Organisation of the Government of the Republic of Kenya, the Ministry is responsible for Education Policy Management; Management of Continuing Education; Administration of Early Childhood Education, education; Standards and Norms; Management of Education Standards; Management of National Examinations and Certification; Curriculum Development; Quality Assurance in Education; Primary and Secondary Education Institutions Management; Teacher Education and Management; School Administration and Programmes; Registration of Basic Education and Training Institutions; Special Needs Education Management; Representation of Kenya in UNESCO; Adult Education Management; University Education Policy Management; University education; Public Universities and Tertiary Institutions; Science technology innovation policy; Management of Technical Training Institutes including Youth Polytechnics; Management of Institutes of Science and Technology; Management of National Polytechnics; National Council for Sciences and Technology.

The Ministry has established an elaborate network through its established departments, and sector institutions, to effectively deliver on its mandate. The specific mandate of the Ministry includes the following:

• Education Policy Management

• Management of Continuing Education

• Administration of Early Childhood Education, Standards and Norms

• Management of Education Standards

• Management of National Examinations and Certification

• Curriculum Development

• Quality Assurance in Education

• Primary and Secondary EducationInstitutions Management

• Teacher Education and Management

• School Administration and Programmes

• Registration of Basic Education and

Training Institutions

• Special Needs Education management

• Representation of Kenya in UNESCO

• Adult Education Management

• University Education Policy Management

• University Education

• Public Universities and Tertiary Institutions

• Science Technical and Innovation Policy

• Management of Technical Training Institutes including Youth Polytechnics

• Management of Institutes of Science and Technology

• Management of National Polytechnics

• National Council for Science and Technology

CORE VALUES

In pursuit of our vision and mission, we will be guided by the following fundamental core values:

• Transparency, accountability and integrity –We are committed to delivering our services in an honest, accountable and transparent manner.

• World-class benchmarking standards –We commit ourselves to deliver based on international standards for global competiveness.

• Excellence and team work – We embrace excellence in service delivery, teamwork and collaboration both among internal team members and with external stakeholders in the delivery of services.

• Respect for human rights and gender sensitivity - We shall render services without any discrimination regardless of race, ethnic background, religion, gender and social status

• Professionalism, ethical and evidence based decision making - Service deliver will be based on the highest professional standards and ethics. Decisions made will, as much as possible, be based on objectively verifiable facts.

• Innovation and creativity - Service delivery will be improved through continuous and creativity in new and more efficient methods.

HOW TO CHOOSE, YOUR CAREER a Major or Career Path

Career is defined as a persons course or progress through life or a distinct portion of life.

Key steps to choose a Career

Know yourself: Your strengths, values, personality, and skills. This will help you decide which choice best fits you.

Know your options and learn about each one Make a good decision

The first step in the Career Road map careers INTERESTS, VALUES, SKILLS and PERSONALITY

PREFERENCES in order to make a well–informed decision.

The below interest areas, based on John Holland’s Occupational Themes, will connect you to academic and career choices.

• Artistic

• Conventional

• Enterprising

• Investigative

• Realistic

• Social

Values are the things that motivate us and move us toward certain decisions, behaviours and goals. Values greatly influence the career decision making process, job satisfaction and, ultimately, life satisfaction.

Life Values Inventory Online Skills

careers

Personality Preferences & Interpersonal Needs are related to your individual, innate nature and tend to be consistent over time. Understanding personality and interpersonal needs allows you to see correlations between the way you make decisions and your work style.

You can also attend relevant workshops

Consider Your Interests, Skills, Current State and Future

Having a defined career direction will help you with getting a job. But with a little hard work, some planning, and some serious self-

reflection, you can set yourself on a path towards a fruitful, fulfilling career that can provide for you and your family.

It is clear that the traditional three-step career plan - graduate college, get a job, work your way up the ladder for the next 40 years at the same company is outdated. Today’s professionals swap job titles like kids, toggling between many companies, teams and industries throughout the course of their careers.

The upside to this trend is that as a young professional, you’ll have a lot of choice throughout your career. The downside is that not all choices are necessarily good, and having too many can be paralysing.

It’s almost impossible to pick a good job on the first try, actually. So don’t think you’ll be the exception.

Here are a few great questions to ask as you decide:

1. What are you good at, and what do you love?

“Follow your passion” line since the day you were born. Consider your dream career

Think of your passions as a starting point. Your skills inventory could take the form of a checklist, a mock resume or interviews with friends, family members, mentors and former employers who can provide an outside perspective. Try carefully matching your skills and interests to job titles, narrowing in on those that are both best suited to you and have the best prospects for growth.

Consider your hobbies. It is very easy to turn your hobbies or something you love doing into a future career. Many hobbies correspond to real world needs and positions. Consider what you like to do and how that might fit into a career.

Consider what you enjoy or enjoyed in school. Academic subjects

translate well into future careers but may require more schooling than other types of careers. Your favourite class in high school could very well launch you into your future career but you have to be willing to work for it.

Consider Your Skills

Think about what you are or were good at in school. Think about the subjects you excelled in school. Though it may not be your favourite thing to do, choosing a career based on something you are skilled at can help you excel and provide yourself a secure future.

Since we all have different skills, interests, experiences and expectations, here’s what you should consider when thinking through this important decision.

Of course, since we all have different skills, interests, experiences and expectations, there’s no one career that’s best for everyone. So how do you choose the career that’s best for you?

What are your natural talents? Knowing where your natural talents lie is the key to choosing the right career. Of course we’re capable of doing other things, but those other tasks usually feel more like work. What do you always enjoy doing, and how can those skills be applied to a job?

Consider what skills you excel in. If you are particularly good at certain skills, such as fixing things or making things, this can provide you with a great future career. Schooling may or may not be necessary, but skilled labour is often in demand and you will find it fairly easy to find work.

Consider your interpersonal skills. If your skills lie more in helping and communicating with other people, there are jobs for you as well. People who communicate and interact with others well can easily get careers as social workers or in marketing and similar business positions.

If you don’t know, ask! Sometimes it’s hard for us to see the areas in life where we excel. If you don’t think you’re good at anything, ask your parents, other family members, friends, or teachers what they think you’d be good at. Their ideas might surprise you!

2. Are you promotion - or prevention-focused?

In general, there tend to be two main motivation types: promotionfocused and prevention-focused. Promotion-focused professionals are classic creatives and entrepreneurs. They work quickly, seize new opportunities and think abstractly. The downside is that they can be impulsive, overly optimistic and are likely to make bigger mistakes.

Prevention-focused professionals are just the opposite, focused on maintaining the status quo and protecting all they’ve worked on. These professionals prefer planning, reliability, thoroughness and analytical thinking.

A promotion-oriented person will likely feel suffocated in a traditional 9-to-5, thriving instead in a more creative environment with bigger risks and bigger rewards.

3. What is the best environment for your personality type? Are you more of an introvert or an extrovert, as the two personality types differ widely in their needs.

An introvert may be more attracted to a quieter research role, while an extrovert will thrive in a busy, loud sales office. Public speaking, amount of teamwork required and frequent contact with clients are also factors to consider.

4. What kind of lifestyle do you want?

Pick a lifestyle, not a job title. What’s acceptable to you is highly individual, and it’s important to do what will make you the most comfortable.

Look at the lives you see people having, and ask yourself whose life you would want. That’s easy, right? But now look deeper. You can’t just have the life they have now. You have to have the life they lead to get there.

When you decide you want to do a start-up, look at the life the person had before their company got stable. Most people would want to run their own, well-funded company and control their own hours. Very few people would want the life you have to live to get to that point.

What’s your work style?

Each of us has a preferred work style, even if we don’t realize it. That style can sometime conflict with a career choice. For example, a flexible work environment might allow you to deliver projects on various dates, while a structured environment would require specific

deadlines and strict guidelines. What works better for you? In which environment do you tend to thrive?

Do you enjoy social interaction?

Do you like working with others or as part of a team? Are you motivated by the needs of others and your ability to provide a solution? This is critical because some people shy away from that connection and would rather deliver value behind the scenes—without the complications of interacting with colleagues and clients. Know your social needs so you can choose a career that matches them.

How important to you is worklife balance?

Do you value a short commute and a home-cooked meal every night?

Do you live for weekends out at the soccer field watching your kids play? If you need those creature comforts on a regular basis, pick a career that will give you the time to enjoy them. Look for jobs with regular hours and little to no requirements to work overtime or on weekends.

Are you looking to give back?

Some careers have a component of giving back, where the beneficiary of your hard work is not a corporation’s bottom line but rather a sick child, an endangered species or the planet’s air quality. If it’s important to know that your hard work makes a difference in the world, this could be a significant driver in your career choice.

Are you comfortable in the public eye?

Certain careers encourage or even require employees to have a public persona. You may become known in your local community. If you’re

a spokesperson, that recognition could extend to a nation level. Or if you serve as your company’s representative at trade shows or special events, you may become known in that niche community. How does this strike you—as an opportunity or an obligation? If you thrive on recognition and the chance to build a personal brand while promoting your company’s work, look for careers that allow you to stand out front.

Do you deal well with stress?

We all have different stress thresholds. If you thrive under the gun, you may do well in a highstress career. But if stress makes you want to run the other way, look for jobs that are more laid-back.

5. Where do you want to live?

This is especially true for jobs that are focused in certain regions. If you want to work in the magazine industry, then you’ll probably need to move to urban area.

What’s your preferred work location? Your preference could vary from a small regional office to corporate headquarters to a home office, an airport hotel in Buffalo or a beach suite in South Florida. How often do like to work away from home? Do you mind travelling for your job? If living out of a suitcase makes you cringe and you need a consistency in your workplace, avoid careers that require a lot of moving around.

Beyond geographical region, think again about the lifestyle on offer in the places you’ll be headed.

This is another place where the data can be extremely helpful if location is important to you. Deciding which

career is right for you can be an overwhelming process. Rather than focusing on identifying a direct path, first determine your own needs and goals, and then synchronise your findings with what the world has to offer.

6. Consider Your Current State Explore yourself

Figuring out what you should do with your life may sometimes require you to get to know yourself better. If you want a career that will really make you happy, you have to have a very good understanding of what you want and what you enjoy.

It’s more important that you figure your life out as early as possible, rather than getting knee deep in a career which makes you hate your life.

7. Consider your financial situation

Your ability to pursue or change careers may hinge on your financial situation. Some career paths require special schooling and this is sometimes expensive. However, you should not feel that being poor bars you from getting the education you want. There are lots of government programs to help you pay for schools, as well as scholarships, grants, and apprenticeship programs.

As you look forward in life, what are your expectations for money? You might be single now, but maybe you hope to become your future family’s breadwinner. Or maybe you’re part of a successful two-income family and need to decide whether you’re comfortable living on less or compromising on other career aspects, like work-life balance, to

earn a better income. If money is the reward you seek, there are careers to match.

If choosing a career feels like too much pressure, here’s another option: Pick a path that feels right today by making the best decision you can, and know that you can change your mind in the future.

Recognize that you’ll change as time rolls on. Your needs for money, freedom, balance, and recognition will change with you. But for now, think through each of these ideas, and you’ll be well on your way to choosing a career that’s best for you.

8. Think about the education you will have as you enter a career

It is important to consider what education you already have or will have as you begin pursuing a career. If finances may bar you from pursuing more schooling, you may need to consider what you already have. It may also be necessary to stick with your existing high school or college degree if there are time limitations or other restrictions. If you find that you are limited to jobs relating to the degree you already have, consult with a career counsellor to find out what options are available to you.

9. Think about returning to school

If restrictions do not bar you from pursuing more schooling, you may want to consider this option. Not everybody excels in school or needs a traditional college education, but most career paths have associated training which you can do and will help you advance more quickly. Technical colleges, for example, may be a good option for those

who would prefer not to pursue a traditional education.

10.

Do more research

If you are still confused, consider doing more research on this topic. You can find more helpful information here or consult with your adviser or college of choice.

11. Don’t Believe the Hype

We have a grass-is-greener approach to professions that are not our own.

An example of a hyped up job is a lawyer. You see their exciting life on TV: a gloriously safe path from college to law school to a high paying job. But behind the scenes, each year if a survey is conducted to ask if lawyers would recommend their profession to other people and the vast majority of lawyers say no.

12. Don’t Over-commit

Testing out lots of different jobs is a great idea. Job hopping is the sign of someone who is genuinely trying to figure out where they fit. Quitting when you know you’re in the wrong spot is a natural way to find the right spot. A resume with lots of wrong turns is not cataclysmic. You can hire a good resume writer to fix the resume so it looks like you actually had focus and purpose

The important thing is to not over-commit to one path. Graduate school, for example, is overcommitting because if you don’t end up liking that field, you will have spent four years gaining entrance into the field. Taking on college debt is over-committing because you are, effectively, saying you will only take jobs that are relatively high paying in order to service the debt.

We guess that we will like stuff that is possible for us—that looks attainable—which is what makes us keep going in life. We are generally optimistic that things will get better. This is not rational because, for the most part, things stay the same in terms of how happy we are.

You need to try stuff to see what will make you happy. Do that. It’s scary, because it’s hard to find out that what you thought would make you happy will not make you happy. But then, it’s true that being a realist is not particularly useful to human evolution either.

13: Consider Your Future

i. Consider the careers you have easy access to

Consider what career options are available for you to easily move into. These would be careers in which you have both the necessary skills and an “in”. Examples would be working for the same company as one of your parents, working for a family business, or working for a friend. If your options are limited, choosing a career in which you can quickly enter may be your best option.

ii. Consider your future financial security

Consider if the career path you are choosing will provide you with an acceptable level of financial security. In other words, will you be able to make enough money to support yourself and your family?

Remember, this doesn’t have to be a lot of money or enough money by somebody else’s standards. All that matters is that it’s enough for you and what you want for your life.

iii. Consider your future job stability

Consider a future career’s stability. Job markets fluctuate as society needs different things at different times. You will need to consider if the career you choose is stable enough for you and your desires for the future.

iv. Look at the Occupational Outlook Handbook

Gauge if a career option you are committing is a good idea by looking it up in the Occupational Outlook Handbook. This is a guide, compiled by the Bureau of Labour Statistics, which looks at what kind of education is required for different jobs, how much people in those careers make on average, and how much the demand for that job is likely to increase or decrease.

Tips

People rarely know right away what career they should be in and it takes most people several years to settle into the path they will follow. Don’t feel like you’re behind!

If you don’t like your career, change it! Sometimes it takes more work, especially if you’re older, but it’s possible for anyone.

It’s not the end of the world if you choose a career that isn’t something you dreamed of doing ever since you were little. If you have a job that doesn’t make you miserable but which securely provides for you and your family’s future, you will be surprised how happy you feel about your life and career.

Warnings

Be wary of any job which promises easy money. There is rarely any such thing.

Be wary of jobs offered overseas. Thoroughly research any company before travelling to take a job. At best you can get conned...at worst, dead.

Don’t get pulled into a Ponzi scheme or any other similar con. These can land you in debt or even prison.

What Can I Do with This Major or Degree?

Learn how to apply your major to specific career areas, what types of employers are hiring for different majors, and strategies for breaking into particular fields. Remember, your major does not always determine your career. Professionals use their education in a variety of fields. Be sure to explore a variety of resources as you research possible career paths.

The University of Nairobi Towers at the Main Campus will house increasing academic activities on completion.

The Authority projects to complete and implement a National Quality Assurance Framework and Quality Assurance system for TVET. This shall enhance CBETA, improve the national recognition of qualifications, skilled trainers resulting to improved training. In addition, the developed database system will guide policy development and ensure cost-effectiveness in TVET accreditation process. Monitoring and evaluation TVET reform, within the mandate of TVETA shall be enhanced to have evidence-based policy development, a rebranded TVET and TVET growth.

The Authority projects to complete and implement a National Quality Assurance Framework and Quality Assurance system for TVET. This shall enhance CBETA, improve the national recognition of qualifications, skilled trainers resulting to improved training. In addition, the developed database system will guide policy development and ensure cost-effectiveness in TVET accreditation process. Monitoring and evaluation TVET reform, within the mandate of TVETA shall be enhanced to have evidence-based policy development, a rebranded TVET and TVET growth.

REGISTRATION PROCEDURES

REGISTRATION PROCEDURES

STANDARDS AND COMPLIANCE

STANDARDS AND COMPLIANCE

Ensuring that institutions conform and maintain standard of training set by the Board in the following areas

Ensuring that institutions conform and maintain standard of training set by the Board in the following areas

This process entails the registration and licensing of a training institution/trainer to have the capacity to offer training in a particular area, by entering the name in a register. It confirms that an institution/trainer has met set standards for training in a programme.

This process entails the registration and licensing of a training institution/trainer to have the capacity to offer training in a particular area, by entering the name in a register. It confirms that an institution/trainer has met set standards for training in a programme.

The Authority accredits institutions, trainers, and approves managers of institutions and new programmes.

The Authority accredits institutions, trainers, and approves managers of institutions and new programmes.

Application Process

Application Process

Director General.

Director General.

8. A Team of assessors will physically visit and inspect the institution for compliance with set standards for registration and licensing. Download the assessment tool here

8. A Team of assessors will physically visit and inspect the institution for compliance with set standards for registration and licensing. Download the assessment tool here

9. The assessors will prepare an inspection report which will be presented to TVETA Board

9. The assessors will prepare an inspection report which will be presented to TVETA Board

Registration and Licensing

Registration and Licensing

10. Resolution of the Board based on evaluation of the inspection report shall be;

10. Resolution of the Board based on evaluation of the inspection report shall be;

• Management structure

• Management structure

1. Undertake a business name search from the Registrar of companies via Ecitizen

1. Undertake a business name search from the Registrar of companies via Ecitizen

i. Approve Registration and Licensing of the institution

i. Approve Registration and Licensing of the institution

ii. Reject the application

ii. Reject the application

• Condition of the learning environment

• Condition of the learning environment

2. Obtain a “letter of no objection” on suitability of the name from TVETA

2. Obtain a “letter of no objection” on suitability of the name from TVETA

iii. Request the Institution to improve within a period of six months

iii. Request the Institution to improve within a period of six months

• Professional and pedagogical qualifications of trainers

• Professional and pedagogical qualifications of trainers

In order to obtain the letter of no objection, come with;

In order to obtain the letter of no objection, come with;

i. Reserved business name search

i. Reserved business name search

ii. Invoice for the name search

• Adequacy of tools and equipment for training

• Adequacy of tools and equipment for training

• Approved curriculum

• Approved curriculum

• Internal quality assurance mechanism

• Internal quality assurance mechanism

• Safety precautions

• Safety precautions

• Guidance and counseling services

• Guidance and counseling services

• Resource materials

• Resource materials

• Quality and adequacy of sanitation facilities

• Quality and adequacy of sanitation facilities

• Electricity and water supply

• Electricity and water supply

• Industrial attachment/internship

• Industrial attachment/internship

• management of examinations

• management of examinations

• Teacher preparation

• Teacher preparation

ii. Invoice for the name search

iii. Copy of KRA Pin for the Director(s)

iii. Copy of KRA Pin for the Director(s)

iv. Copy of ID for the Director(s)

iv. Copy of ID for the Director(s)

v. Dully filled and signed BN2 form

3. Register the Business name with the office of the Registrar of Companies

v. Dully filled and signed BN2 form

3. Register the Business name with the office of the Registrar of Companies

4. Download the TVETA application Forms for accreditation of institution, manager, Trainer, approval of programs, foreign institution and checklist here.

4. Download the TVETA application Forms for accreditation of institution, manager, Trainer, approval of programs, foreign institution and checklist here.

5. Submit complete application forms to TVETA ( Telposta Towers 25th Floor)

5. Submit complete application forms to TVETA ( Telposta Towers 25th Floor)

Acknowledgement

11. The applicant is notified on results of the TVETA Board resolution within 3 months from the date of submission of a fully compliant application

11. The applicant is notified on results of the TVETA Board resolution within 3 months from the date of submission of a fully compliant application

12. TVETA will issue training License to qualified institutions. and maintain a register of the institutions and programs approved.

12. TVETA will issue training License to qualified institutions. and maintain a register of the institutions and programs approved.

Note

Note

TVETA will maintain an institution register of;

i. Registered and licensed

TVETA will maintain an institution register of;

ii. On going registrations

i. Registered and licensed

iii. To improve

ii. On going registrations

iii. To improve

Acknowledgement

6. TVETA will Verify and evaluate the completeness of the application Forms and an acknowledgement letter will be sent to the applicant

6. TVETA will Verify and evaluate the completeness of the application Forms and an acknowledgement letter will be sent to the applicant

Inspection and Assessment

At this point, the accreditation process is complete, and an institution/trainer will be issued with a registration certificate and training license upon payment of the requisite fees. (TVETA Gazetted Fees)

At this point, the accreditation process is complete, and an institution/trainer will be issued with a registration certificate and training license upon payment of the requisite fees. (TVETA Gazetted Fees)

TVETA Bank Account

TVETA Bank Account

A/C Name: Technical and Vocational Education and Training Authority

A/C No.: 1212502450

A/C Name: Technical and Vocational Education and Training Authority

A/C No.: 1212502450

7. The institution will be scheduled for inspection if the application is found to meet minimum requirements by the TVETA

Inspection and Assessment

7. The institution will be scheduled for inspection if the application is found to meet minimum requirements by the TVETA

Bank: Kenya Commercial Bank Branch: Kipande House

Bank: Kenya Commercial Bank Branch: Kipande House

TVET AUTHORITY

Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. It established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June The Authority’s mandate is to regulate, coordinate, promote develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers. TVETA aims develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma and examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions permitted to offer internal qualifications unless authorized relevant legislations like National Polytechnics among others. ensure that Kenyans receive quality and relevant training, Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local and foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and 556 Vocational Training Centers, spread across the 47 counties in the country (see more on www.tvetauthority.go.ke).

has managed to address emerging reforms in education training in Kenya while acting as an overall regulatory body TVET sector in Kenya. Within its mandate, the Authority is responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate implementation. In a bid to effectively achieve this, the Authority has forged collaborations with industry and professional to ensure that quality and relevance of TVET is achieved sustained. Not only does this allow for cohesion in the sector, gives an opportunity for the growth and development of same.

Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

for all TVET institutions in Kenya. As such, TVETA has established minimum standards and guidelines for infrastructure and training equipment for TVET institutions, and a Quality Audit tool for conducting periodic quality inspection audits of registered TVET institutions. This is aimed at ensuring that the training facilities and staff qualifications are continually improved. The Quality Audits serve to advise institutions on the emerging global reforms, and trends in TVET. In collaboration with various stakeholders such as industry, professional regulatory bodies, government institutions and private TVET providers, TVETA has developed Competency Based Education Training and Assessment (CBETA) standards for curriculum development and assessment, TVET trainers’ qualification and recognition of Prior Learning (RPL).

TVETA projects to establish 25 prioritized National TVET sector skills technical committees from industry for completion of National TVET standards and guidelines. Also, develop manuals for accreditation of TVET institutions, programmes as well as assessment centres, programme developers, trainers, assessors and verifiers. This is aimed at improving accreditation processes and quality assurance processes, better learning outcomes, developing competent TVET graduates, better labour force, increase in number of accredited institutions and improved regulation framework across TVET sector.

VISION MISSION

coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

To regulate, coordinate, promote and develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers for delivering a labour market relevant and competent workforce.

TVET AUTHORITY

A CORPORATE PROFILE

The Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. was established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June 2014. The Authority’s mandate is to regulate, coordinate, promote and develop TVET through registration, licensing, accreditation development of institutions, programs and trainers. TVETA aims to develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

The Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions are not permitted to offer internal qualifications unless authorized by relevant legislations like National Polytechnics among others. To ensure that Kenyans receive quality and relevant training, the Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and Vocational Training Centers, spread across the 47 counties in country (see more on www.tvetauthority.go.ke).

TVETA has managed to address emerging reforms in education and training in Kenya while acting as an overall regulatory body for TVET sector in Kenya. Within its mandate, the Authority responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate CBET implementation. In a bid to effectively achieve this, Authority has forged collaborations with industry and professional bodies to ensure that quality and relevance of TVET is achieved and sustained. Not only does this allow for cohesion in the sector, it also gives an opportunity for the growth and development the same.

The Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

VISION

A coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

16

TVET AUTHORITY

Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. It established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June The Authority’s mandate is to regulate, coordinate, promote develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers. TVETA aims develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma and examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions permitted to offer internal qualifications unless authorized relevant legislations like National Polytechnics among others. ensure that Kenyans receive quality and relevant training, Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local and foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and 556 Vocational Training Centers, spread across the 47 counties in the country (see more on www.tvetauthority.go.ke).

has managed to address emerging reforms in education training in Kenya while acting as an overall regulatory body TVET sector in Kenya. Within its mandate, the Authority is responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate implementation. In a bid to effectively achieve this, the Authority has forged collaborations with industry and professional to ensure that quality and relevance of TVET is achieved sustained. Not only does this allow for cohesion in the sector, gives an opportunity for the growth and development of same.

Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

for all TVET institutions in Kenya. As such, TVETA has established minimum standards and guidelines for infrastructure and training equipment for TVET institutions, and a Quality Audit tool for conducting periodic quality inspection audits of registered TVET institutions. This is aimed at ensuring that the training facilities and staff qualifications are continually improved. The Quality Audits serve to advise institutions on the emerging global reforms, and trends in TVET. In collaboration with various stakeholders such as industry, professional regulatory bodies, government institutions and private TVET providers, TVETA has developed Competency Based Education Training and Assessment (CBETA) standards for curriculum development and assessment, TVET trainers’ qualification and recognition of Prior Learning (RPL).

TVETA projects to establish 25 prioritized National TVET sector skills technical committees from industry for completion of National TVET standards and guidelines. Also, develop manuals for accreditation of TVET institutions, programmes as well as assessment centres, programme developers, trainers, assessors and verifiers. This is aimed at improving accreditation processes and quality assurance processes, better learning outcomes, developing competent TVET graduates, better labour force, increase in number of accredited institutions and improved regulation framework across TVET sector.

VISION MISSION

coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

To regulate, coordinate, promote and develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers for delivering a labour market relevant and competent workforce.

TVET AUTHORITY

A CORPORATE PROFILE

The Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. was established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June 2014. The Authority’s mandate is to regulate, coordinate, promote and develop TVET through registration, licensing, accreditation development of institutions, programs and trainers. TVETA aims to develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

The Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions are not permitted to offer internal qualifications unless authorized by relevant legislations like National Polytechnics among others. To ensure that Kenyans receive quality and relevant training, the Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and Vocational Training Centers, spread across the 47 counties in country (see more on www.tvetauthority.go.ke).

TVETA has managed to address emerging reforms in education and training in Kenya while acting as an overall regulatory body for TVET sector in Kenya. Within its mandate, the Authority responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate CBET implementation. In a bid to effectively achieve this, Authority has forged collaborations with industry and professional bodies to ensure that quality and relevance of TVET is achieved and sustained. Not only does this allow for cohesion in the sector, it also gives an opportunity for the growth and development the same.

The Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

VISION

A coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

16 Universities & Colleges Yearbook 2019

TVET AUTHORITY

Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. It established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June The Authority’s mandate is to regulate, coordinate, promote develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers. TVETA aims develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma and examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions permitted to offer internal qualifications unless authorized relevant legislations like National Polytechnics among others. ensure that Kenyans receive quality and relevant training, Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local and foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and 556 Vocational Training Centers, spread across the 47 counties in the country (see more on www.tvetauthority.go.ke).

has managed to address emerging reforms in education training in Kenya while acting as an overall regulatory body TVET sector in Kenya. Within its mandate, the Authority is responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate implementation. In a bid to effectively achieve this, the Authority has forged collaborations with industry and professional to ensure that quality and relevance of TVET is achieved sustained. Not only does this allow for cohesion in the sector, gives an opportunity for the growth and development of same.

Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

for all TVET institutions in Kenya. As such, TVETA has established minimum standards and guidelines for infrastructure and training equipment for TVET institutions, and a Quality Audit tool for conducting periodic quality inspection audits of registered TVET institutions. This is aimed at ensuring that the training facilities and staff qualifications are continually improved. The Quality Audits serve to advise institutions on the emerging global reforms, and trends in TVET. In collaboration with various stakeholders such as industry, professional regulatory bodies, government institutions and private TVET providers, TVETA has developed Competency Based Education Training and Assessment (CBETA) standards for curriculum development and assessment, TVET trainers’ qualification and recognition of Prior Learning (RPL).

TVETA projects to establish 25 prioritized National TVET sector skills technical committees from industry for completion of National TVET standards and guidelines. Also, develop manuals for accreditation of TVET institutions, programmes as well as assessment centres, programme developers, trainers, assessors and verifiers. This is aimed at improving accreditation processes and quality assurance processes, better learning outcomes, developing competent TVET graduates, better labour force, increase in number of accredited institutions and improved regulation framework across TVET sector.

VISION MISSION

coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

To regulate, coordinate, promote and develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers for delivering a labour market relevant and competent workforce.

TVET AUTHORITY

A CORPORATE PROFILE

The Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. was established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June 2014. The Authority’s mandate is to regulate, coordinate, promote and develop TVET through registration, licensing, accreditation development of institutions, programs and trainers. TVETA aims to develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

The Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions are not permitted to offer internal qualifications unless authorized by relevant legislations like National Polytechnics among others. To ensure that Kenyans receive quality and relevant training, the Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and Vocational Training Centers, spread across the 47 counties in country (see more on www.tvetauthority.go.ke).

TVETA has managed to address emerging reforms in education and training in Kenya while acting as an overall regulatory body for TVET sector in Kenya. Within its mandate, the Authority responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate CBET implementation. In a bid to effectively achieve this, Authority has forged collaborations with industry and professional bodies to ensure that quality and relevance of TVET is achieved and sustained. Not only does this allow for cohesion in the sector, it also gives an opportunity for the growth and development the same.

The Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

VISION

A coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

16

TVET AUTHORITY

A CORPORATE PROFILE

Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. It established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June The Authority’s mandate is to regulate, coordinate, promote develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers. TVETA aims develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma and examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions permitted to offer internal qualifications unless authorized relevant legislations like National Polytechnics among others. ensure that Kenyans receive quality and relevant training, Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local and foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and 556 Vocational Training Centers, spread across the 47 counties in the country (see more on www.tvetauthority.go.ke).

has managed to address emerging reforms in education training in Kenya while acting as an overall regulatory body TVET sector in Kenya. Within its mandate, the Authority is responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate implementation. In a bid to effectively achieve this, the Authority has forged collaborations with industry and professional to ensure that quality and relevance of TVET is achieved sustained. Not only does this allow for cohesion in the sector, gives an opportunity for the growth and development of same.

Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

for all TVET institutions in Kenya. As such, TVETA has established minimum standards and guidelines for infrastructure and training equipment for TVET institutions, and a Quality Audit tool for conducting periodic quality inspection audits of registered TVET institutions. This is aimed at ensuring that the training facilities and staff qualifications are continually improved. The Quality Audits serve to advise institutions on the emerging global reforms, and trends in TVET. In collaboration with various stakeholders such as industry, professional regulatory bodies, government institutions and private TVET providers, TVETA has developed Competency Based Education Training and Assessment (CBETA) standards for curriculum development and assessment, TVET trainers’ qualification and recognition of Prior Learning (RPL).

TVETA projects to establish 25 prioritized National TVET sector skills technical committees from industry for completion of National TVET standards and guidelines. Also, develop manuals for accreditation of TVET institutions, programmes as well as assessment centres, programme developers, trainers, assessors and verifiers. This is aimed at improving accreditation processes and quality assurance processes, better learning outcomes, developing competent TVET graduates, better labour force, increase in number of accredited institutions and improved regulation framework across TVET sector.

VISION MISSION

coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

To regulate, coordinate, promote and develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers for delivering a labour market relevant and competent workforce.

TVET AUTHORITY

A CORPORATE PROFILE

The Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. was established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June 2014. The Authority’s mandate is to regulate, coordinate, promote and develop TVET through registration, licensing, accreditation development of institutions, programs and trainers. TVETA aims to develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

The Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions are not permitted to offer internal qualifications unless authorized by relevant legislations like National Polytechnics among others. To ensure that Kenyans receive quality and relevant training, the Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and Vocational Training Centers, spread across the 47 counties in country (see more on www.tvetauthority.go.ke).

TVETA has managed to address emerging reforms in education and training in Kenya while acting as an overall regulatory body for TVET sector in Kenya. Within its mandate, the Authority responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate CBET implementation. In a bid to effectively achieve this, Authority has forged collaborations with industry and professional bodies to ensure that quality and relevance of TVET is achieved and sustained. Not only does this allow for cohesion in the sector, it also gives an opportunity for the growth and development the same.

The Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

VISION

A coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

16

TVET AUTHORITY

A CORPORATE PROFILE

Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. It established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June The Authority’s mandate is to regulate, coordinate, promote develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers. TVETA aims develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma and examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions permitted to offer internal qualifications unless authorized relevant legislations like National Polytechnics among others. ensure that Kenyans receive quality and relevant training, Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local and foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and 556 Vocational Training Centers, spread across the 47 counties in the country (see more on www.tvetauthority.go.ke).

has managed to address emerging reforms in education training in Kenya while acting as an overall regulatory body TVET sector in Kenya. Within its mandate, the Authority is responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate implementation. In a bid to effectively achieve this, the Authority has forged collaborations with industry and professional to ensure that quality and relevance of TVET is achieved sustained. Not only does this allow for cohesion in the sector, gives an opportunity for the growth and development of same.

Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

for all TVET institutions in Kenya. As such, TVETA has established minimum standards and guidelines for infrastructure and training equipment for TVET institutions, and a Quality Audit tool for conducting periodic quality inspection audits of registered TVET institutions. This is aimed at ensuring that the training facilities and staff qualifications are continually improved. The Quality Audits serve to advise institutions on the emerging global reforms, and trends in TVET. In collaboration with various stakeholders such as industry, professional regulatory bodies, government institutions and private TVET providers, TVETA has developed Competency Based Education Training and Assessment (CBETA) standards for curriculum development and assessment, TVET trainers’ qualification and recognition of Prior Learning (RPL).

TVETA projects to establish 25 prioritized National TVET sector skills technical committees from industry for completion of National TVET standards and guidelines. Also, develop manuals for accreditation of TVET institutions, programmes as well as assessment centres, programme developers, trainers, assessors and verifiers. This is aimed at improving accreditation processes and quality assurance processes, better learning outcomes, developing competent TVET graduates, better labour force, increase in number of accredited institutions and improved regulation framework across TVET sector.

VISION MISSION

coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

To regulate, coordinate, promote and develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers for delivering a labour market relevant and competent workforce.

TVET AUTHORITY

A CORPORATE PROFILE

The Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. was established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June 2014. The Authority’s mandate is to regulate, coordinate, promote and develop TVET through registration, licensing, accreditation development of institutions, programs and trainers. TVETA aims to develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

The Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions are not permitted to offer internal qualifications unless authorized by relevant legislations like National Polytechnics among others. To ensure that Kenyans receive quality and relevant training, the Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and Vocational Training Centers, spread across the 47 counties in country (see more on www.tvetauthority.go.ke).

TVETA has managed to address emerging reforms in education and training in Kenya while acting as an overall regulatory body for TVET sector in Kenya. Within its mandate, the Authority responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate CBET implementation. In a bid to effectively achieve this, Authority has forged collaborations with industry and professional bodies to ensure that quality and relevance of TVET is achieved and sustained. Not only does this allow for cohesion in the sector, it also gives an opportunity for the growth and development the same.

The Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

VISION

A coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

16

TVET AUTHORITY

Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. It established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June The Authority’s mandate is to regulate, coordinate, promote develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers. TVETA aims develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma and examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions permitted to offer internal qualifications unless authorized relevant legislations like National Polytechnics among others. ensure that Kenyans receive quality and relevant training, Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local and foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and 556 Vocational Training Centers, spread across the 47 counties in the country (see more on www.tvetauthority.go.ke).

has managed to address emerging reforms in education training in Kenya while acting as an overall regulatory body TVET sector in Kenya. Within its mandate, the Authority is responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate implementation. In a bid to effectively achieve this, the Authority has forged collaborations with industry and professional to ensure that quality and relevance of TVET is achieved sustained. Not only does this allow for cohesion in the sector, gives an opportunity for the growth and development of same.

Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

for all TVET institutions in Kenya. As such, TVETA has established minimum standards and guidelines for infrastructure and training equipment for TVET institutions, and a Quality Audit tool for conducting periodic quality inspection audits of registered TVET institutions. This is aimed at ensuring that the training facilities and staff qualifications are continually improved. The Quality Audits serve to advise institutions on the emerging global reforms, and trends in TVET. In collaboration with various stakeholders such as industry, professional regulatory bodies, government institutions and private TVET providers, TVETA has developed Competency Based Education Training and Assessment (CBETA) standards for curriculum development and assessment, TVET trainers’ qualification and recognition of Prior Learning (RPL).

TVETA projects to establish 25 prioritized National TVET sector skills technical committees from industry for completion of National TVET standards and guidelines. Also, develop manuals for accreditation of TVET institutions, programmes as well as assessment centres, programme developers, trainers, assessors and verifiers. This is aimed at improving accreditation processes and quality assurance processes, better learning outcomes, developing competent TVET graduates, better labour force, increase in number of accredited institutions and improved regulation framework across TVET sector.

VISION MISSION

coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

To regulate, coordinate, promote and develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers for delivering a labour market relevant and competent workforce.

TVET AUTHORITY

A CORPORATE PROFILE

The Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. was established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June 2014. The Authority’s mandate is to regulate, coordinate, promote and develop TVET through registration, licensing, accreditation development of institutions, programs and trainers. TVETA aims to develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

The Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions are not permitted to offer internal qualifications unless authorized by relevant legislations like National Polytechnics among others. To ensure that Kenyans receive quality and relevant training, the Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and Vocational Training Centers, spread across the 47 counties in country (see more on www.tvetauthority.go.ke).

TVETA has managed to address emerging reforms in education and training in Kenya while acting as an overall regulatory body for TVET sector in Kenya. Within its mandate, the Authority responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate CBET implementation. In a bid to effectively achieve this, Authority has forged collaborations with industry and professional bodies to ensure that quality and relevance of TVET is achieved and sustained. Not only does this allow for cohesion in the sector, it also gives an opportunity for the growth and development the same.

The Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

VISION

A coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

16

TVET AUTHORITY

Don Bosco Boys

A CORPORATE PROFILE

Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. It established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June The Authority’s mandate is to regulate, coordinate, promote develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers. TVETA aims develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma and examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions permitted to offer internal qualifications unless authorized relevant legislations like National Polytechnics among others. ensure that Kenyans receive quality and relevant training, Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local and foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and 556 Vocational Training Centers, spread across the 47 counties in the country (see more on www.tvetauthority.go.ke).

has managed to address emerging reforms in education training in Kenya while acting as an overall regulatory body TVET sector in Kenya. Within its mandate, the Authority is responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate implementation. In a bid to effectively achieve this, the Authority has forged collaborations with industry and professional to ensure that quality and relevance of TVET is achieved sustained. Not only does this allow for cohesion in the sector, gives an opportunity for the growth and development of same.

Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

for all TVET institutions in Kenya. As such, TVETA has established minimum standards and guidelines for infrastructure and training equipment for TVET institutions, and a Quality Audit tool for conducting periodic quality inspection audits of registered TVET institutions. This is aimed at ensuring that the training facilities and staff qualifications are continually improved. The Quality Audits serve to advise institutions on the emerging global reforms, and trends in TVET. In collaboration with various stakeholders such as industry, professional regulatory bodies, government institutions and private TVET providers, TVETA has developed Competency Based Education Training and Assessment (CBETA) standards for curriculum development and assessment, TVET trainers’ qualification and recognition of Prior Learning (RPL).

TVETA projects to establish 25 prioritized National TVET sector skills technical committees from industry for completion of National TVET standards and guidelines. Also, develop manuals for accreditation of TVET institutions, programmes as well as assessment centres, programme developers, trainers, assessors and verifiers. This is aimed at improving accreditation processes and quality assurance processes, better learning outcomes, developing competent TVET graduates, better labour force, increase in number of accredited institutions and improved regulation framework across TVET sector.

VISION MISSION

coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

To regulate, coordinate, promote and develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers for delivering a labour market relevant and competent workforce.

TVET AUTHORITY

A CORPORATE PROFILE

The Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. was established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June 2014. The Authority’s mandate is to regulate, coordinate, promote and develop TVET through registration, licensing, accreditation development of institutions, programs and trainers. TVETA aims to develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

The Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions are not permitted to offer internal qualifications unless authorized by relevant legislations like National Polytechnics among others. To ensure that Kenyans receive quality and relevant training, the Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and Vocational Training Centers, spread across the 47 counties in country (see more on www.tvetauthority.go.ke).

TVETA has managed to address emerging reforms in education and training in Kenya while acting as an overall regulatory body for TVET sector in Kenya. Within its mandate, the Authority responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate CBET implementation. In a bid to effectively achieve this, Authority has forged collaborations with industry and professional bodies to ensure that quality and relevance of TVET is achieved and sustained. Not only does this allow for cohesion in the sector, it also gives an opportunity for the growth and development the same.

The Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

VISION

A coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

16

TVET AUTHORITY

Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. It established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June The Authority’s mandate is to regulate, coordinate, promote develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers. TVETA aims develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma and examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions permitted to offer internal qualifications unless authorized relevant legislations like National Polytechnics among others. ensure that Kenyans receive quality and relevant training, Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local and foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and 556 Vocational Training Centers, spread across the 47 counties in the country (see more on www.tvetauthority.go.ke).

has managed to address emerging reforms in education training in Kenya while acting as an overall regulatory body TVET sector in Kenya. Within its mandate, the Authority is responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate implementation. In a bid to effectively achieve this, the Authority has forged collaborations with industry and professional to ensure that quality and relevance of TVET is achieved sustained. Not only does this allow for cohesion in the sector, gives an opportunity for the growth and development of same.

Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

for all TVET institutions in Kenya. As such, TVETA has established minimum standards and guidelines for infrastructure and training equipment for TVET institutions, and a Quality Audit tool for conducting periodic quality inspection audits of registered TVET institutions. This is aimed at ensuring that the training facilities and staff qualifications are continually improved. The Quality Audits serve to advise institutions on the emerging global reforms, and trends in TVET. In collaboration with various stakeholders such as industry, professional regulatory bodies, government institutions and private TVET providers, TVETA has developed Competency Based Education Training and Assessment (CBETA) standards for curriculum development and assessment, TVET trainers’ qualification and recognition of Prior Learning (RPL).

TVETA projects to establish 25 prioritized National TVET sector skills technical committees from industry for completion of National TVET standards and guidelines. Also, develop manuals for accreditation of TVET institutions, programmes as well as assessment centres, programme developers, trainers, assessors and verifiers. This is aimed at improving accreditation processes and quality assurance processes, better learning outcomes, developing competent TVET graduates, better labour force, increase in number of accredited institutions and improved regulation framework across TVET sector.

VISION MISSION

coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

To regulate, coordinate, promote and develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers for delivering a labour market relevant and competent workforce.

TVET AUTHORITY

A CORPORATE PROFILE

The Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. was established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June 2014. The Authority’s mandate is to regulate, coordinate, promote and develop TVET through registration, licensing, accreditation development of institutions, programs and trainers. TVETA aims to develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

The Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions are not permitted to offer internal qualifications unless authorized by relevant legislations like National Polytechnics among others. To ensure that Kenyans receive quality and relevant training, the Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and Vocational Training Centers, spread across the 47 counties in country (see more on www.tvetauthority.go.ke).

TVETA has managed to address emerging reforms in education and training in Kenya while acting as an overall regulatory body for TVET sector in Kenya. Within its mandate, the Authority responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate CBET implementation. In a bid to effectively achieve this, Authority has forged collaborations with industry and professional bodies to ensure that quality and relevance of TVET is achieved and sustained. Not only does this allow for cohesion in the sector, it also gives an opportunity for the growth and development the same.

The Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

VISION

A coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

16

TVET AUTHORITY

Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. It established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June The Authority’s mandate is to regulate, coordinate, promote develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers. TVETA aims develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma and examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions permitted to offer internal qualifications unless authorized relevant legislations like National Polytechnics among others. ensure that Kenyans receive quality and relevant training, Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local and foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and 556 Vocational Training Centers, spread across the 47 counties in the country (see more on www.tvetauthority.go.ke).

has managed to address emerging reforms in education training in Kenya while acting as an overall regulatory body TVET sector in Kenya. Within its mandate, the Authority is responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate implementation. In a bid to effectively achieve this, the Authority has forged collaborations with industry and professional to ensure that quality and relevance of TVET is achieved sustained. Not only does this allow for cohesion in the sector, gives an opportunity for the growth and development of same.

Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

for all TVET institutions in Kenya. As such, TVETA has established minimum standards and guidelines for infrastructure and training equipment for TVET institutions, and a Quality Audit tool for conducting periodic quality inspection audits of registered TVET institutions. This is aimed at ensuring that the training facilities and staff qualifications are continually improved. The Quality Audits serve to advise institutions on the emerging global reforms, and trends in TVET. In collaboration with various stakeholders such as industry, professional regulatory bodies, government institutions and private TVET providers, TVETA has developed Competency Based Education Training and Assessment (CBETA) standards for curriculum development and assessment, TVET trainers’ qualification and recognition of Prior Learning (RPL).

TVETA projects to establish 25 prioritized National TVET sector skills technical committees from industry for completion of National TVET standards and guidelines. Also, develop manuals for accreditation of TVET institutions, programmes as well as assessment centres, programme developers, trainers, assessors and verifiers. This is aimed at improving accreditation processes and quality assurance processes, better learning outcomes, developing competent TVET graduates, better labour force, increase in number of accredited institutions and improved regulation framework across TVET sector.

VISION MISSION

coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

To regulate, coordinate, promote and develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers for delivering a labour market relevant and competent workforce.

Tana

TVET AUTHORITY

A CORPORATE PROFILE

The Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. was established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June 2014. The Authority’s mandate is to regulate, coordinate, promote and develop TVET through registration, licensing, accreditation development of institutions, programs and trainers. TVETA aims to develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

The Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions are not permitted to offer internal qualifications unless authorized by relevant legislations like National Polytechnics among others. To ensure that Kenyans receive quality and relevant training, the Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and Vocational Training Centers, spread across the 47 counties in country (see more on www.tvetauthority.go.ke).

TVETA has managed to address emerging reforms in education and training in Kenya while acting as an overall regulatory body for TVET sector in Kenya. Within its mandate, the Authority responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate CBET implementation. In a bid to effectively achieve this, Authority has forged collaborations with industry and professional bodies to ensure that quality and relevance of TVET is achieved and sustained. Not only does this allow for cohesion in the sector, it also gives an opportunity for the growth and development the same.

The Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

VISION

A coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

16

TVET AUTHORITY

Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. It established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June The Authority’s mandate is to regulate, coordinate, promote develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers. TVETA aims develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma and examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions permitted to offer internal qualifications unless authorized relevant legislations like National Polytechnics among others. ensure that Kenyans receive quality and relevant training, Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local and foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and 556 Vocational Training Centers, spread across the 47 counties in the country (see more on www.tvetauthority.go.ke).

has managed to address emerging reforms in education training in Kenya while acting as an overall regulatory body TVET sector in Kenya. Within its mandate, the Authority is responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate implementation. In a bid to effectively achieve this, the Authority has forged collaborations with industry and professional to ensure that quality and relevance of TVET is achieved sustained. Not only does this allow for cohesion in the sector, gives an opportunity for the growth and development of same.

Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

for all TVET institutions in Kenya. As such, TVETA has established minimum standards and guidelines for infrastructure and training equipment for TVET institutions, and a Quality Audit tool for conducting periodic quality inspection audits of registered TVET institutions. This is aimed at ensuring that the training facilities and staff qualifications are continually improved. The Quality Audits serve to advise institutions on the emerging global reforms, and trends in TVET. In collaboration with various stakeholders such as industry, professional regulatory bodies, government institutions and private TVET providers, TVETA has developed Competency Based Education Training and Assessment (CBETA) standards for curriculum development and assessment, TVET trainers’ qualification and recognition of Prior Learning (RPL).

TVETA projects to establish 25 prioritized National TVET sector skills technical committees from industry for completion of National TVET standards and guidelines. Also, develop manuals for accreditation of TVET institutions, programmes as well as assessment centres, programme developers, trainers, assessors and verifiers. This is aimed at improving accreditation processes and quality assurance processes, better learning outcomes, developing competent TVET graduates, better labour force, increase in number of accredited institutions and improved regulation framework across TVET sector.

VISION MISSION

coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

To regulate, coordinate, promote and develop TVET through registration, licensing, accreditation and development of institutions, programs and trainers for delivering a labour market relevant and competent workforce.

Vocational Training Center

TVET AUTHORITY

A CORPORATE PROFILE

The Technical and Vocational Education and Training Authority (TVETA), is a State Corporation under the Ministry of Education. was established under the TVET Act No. 29 of 2013 and became operational when the TVETA Board was inaugurated on 4th June 2014. The Authority’s mandate is to regulate, coordinate, promote and develop TVET through registration, licensing, accreditation development of institutions, programs and trainers. TVETA aims to develop a coordinated, labor-market responsive TVET system, delivering high quality competent workforce for sustainable economic, social and environmental development.

Visit our website on www.tvetauthority.go.ke for a frequently updated list. This list of accredited institutions shall be periodically updated and published in relevant publications. 43 Universities & Colleges Yearbook 2018

The Authority ensures that qualifications offered in accredited institutions, which range from Trade Test, to Higher Diploma examined by accredited bodies meet the requirements of Kenya National Qualifications Framework. As such, individual institutions are not permitted to offer internal qualifications unless authorized by relevant legislations like National Polytechnics among others. To ensure that Kenyans receive quality and relevant training, the Authority has continuously updated the list of accredited institutions offering licensed programmes including maximum enrollment, and approved examination bodies both local foreign. Currently, the TVET Authority has accredited 11 National Polytechnics, 843 Technical Vocational Colleges and Vocational Training Centers, spread across the 47 counties in country (see more on www.tvetauthority.go.ke).

TVETA has managed to address emerging reforms in education and training in Kenya while acting as an overall regulatory body for TVET sector in Kenya. Within its mandate, the Authority responsible for setting and ensuring maintenance of training standards that ensures quality and relevance of curricula being developed, trainers competence and training facilities to facilitate ectively achieve this, Authority has forged collaborations with industry and professional bodies to ensure that quality and relevance of TVET is achieved and sustained. Not only does this allow for cohesion in the sector, it also gives an opportunity for the growth and development

The Authority is also responsible for formulating, implementing, maintaining and reviewing training standards and guidelines

A coordinated, labour-market responsive TVET system, delivering a high quality competent workforce for sustainable economic, social and environmental development

Yearbook 2019

NATIONAL INDUSTRIAL TRAINING AUTHORITY

NATIONAL INDUSTRIAL TRAINING AUTHORITY

NATIONAL INDUSTRIAL TRAINING AUTHORITY

The National Industrial Training Authority (NITA) is a state corporation established under the Industrial Training (Amendment) Act of 2011. The Authority has five industrial training centres spread across the country

The National Industrial Training Authority (NITA) is a state corporation established under the Industrial Training (Amendment) Act of 2011. The Authority has five industrial training centres spread across the country.

The National Industrial Training Authority (NITA) is a state corporation established under the Industrial Training (Amendment) Act of 2011 The Authority has five industrial training centres spread across the country

NITA perpetuates industrial training in Kenya that dates back to 1925 when the native industrial training depots (NITDS) were introduced by the colonial Government In 1959, Industrial training ordinance was enacted to regulate apprentice and indentured learners in industry.

NITA perpetuates industrial training in Kenya that dates back to 1925 when the native industrial training depots (NITDS) were introduced by the colonial Government. In 1959, Industrial training ordinance was enacted to regulate apprentice and indentured learners in industry.

NITA perpetuates industrial training in Kenya that dates back to 1925 when the native industrial training depots (NITDS) were introduced by the colonial Government. In 1959, Industrial training ordinance was enacted to regulate apprentice and indentured learners in industry

In 1963, the Industrial Training ordinance became the Industrial Training ACT, Cap 237 which was amended in 1971 to establish the training levy fund and the National Industrial Training Council (NITC) which had Directorate of Industrial Training (DIT) as its secretariat The DIT was in 2011 successfully transformed into The National Industrial Training Authority (NITA) a semi-independent Government Agency with the National Industrial Training Board (NITB) replacing the National Industrial Training Council.

In 1963, the Industrial Training ordinance became the Industrial Training ACT, Cap 237 which was amended in 1971 to establish the training levy fund and the National Industrial Training Council (NITC) which had Directorate of Industrial Training (DIT) as its secretariat. The DIT was in 2011 successfully transformed into The National Industrial Training Authority (NITA) a semi-independent Government Agency with the National Industrial Training Board (NITB) replacing the National Industrial Training Council.

In 1963, the Industrial Training ordinance became the Industrial Training ACT, Cap 237 which was amended in 1971 to establish the training levy fund and the National Industrial Training Council (NITC) which had Directorate of Industrial Training (DIT) as its secretariat The DIT was in 2011 successfully transformed into The National Industrial Training Authority (NITA) a semi-independent Government Agency with the National Industrial Training Board (NITB) replacing the National Industrial Training Council.

The National Industrial Training authority [NITA] is a newly established state corporation [former Directorate of Industrial Training] It was established under the Industrial Training (Amendment) Act of 2011 Its mandate is to promote the highest standards in the quality and ciency of Industrial Training in Kenya and ensure an adequate supply of properly trained manpower at all levels in the industry

The National Industrial Training authority [NITA] is a newly established state corporation [former Directorate of Industrial Training]. It was established under the Industrial Training (Amendment) Act of 2011. Its mandate is to promote the highest standards in the quality and efficiency of Industrial Training in Kenya and ensure an adequate supply of properly trained manpower at all levels in the industry.

The National Industrial Training authority [NITA] is a newly established state corporation [former Directorate of Industrial Training] It was established under the Industrial Training (Amendment) Act of 2011 Its mandate is to promote the highest standards in the quality and ciency of Industrial Training in Kenya and ensure an adequate supply of properly trained manpower at all levels in the industry

The Authority is headquartered in Nairobi but has Industrial Training Centres [ITCs] at Kisumu [Kisumu Industrial Training Centre], Mombasa, [Mombasa Industrial Training Centre], Athi River [Technology Development Centre] Two other centres are stationed at our headquarters the Kenya Textile Training Institute and National Industrial and Vocational Training Centre].

The Authority is headquartered in Nairobi but has Industrial Training Centres [ITCs] at Kisumu [Kisumu Industrial Training Centre], Mombasa, [Mombasa Industrial Training Centre], Athi River [Technology Development Centre]. Two other centres are stationed at our headquarters the Kenya Textile Training Institute and National Industrial and Vocational Training Centre].

The Authority is headquartered in Nairobi but has Industrial Training Centres [ITCs] at Kisumu [Kisumu Industrial Training Centre], Mombasa, [Mombasa Industrial Training Centre], Athi River [Technology Development Centre] Two other centres are stationed at our headquarters the Kenya Textile Training Institute and National Industrial and Vocational Training Centre].

The ITCs host a number of industry-oriented courses targeting workers in the formal and informal sectors. The courses include short and long programmes [proficiency courses, skill upgrading courses, artisan courses, and tailor-made courses] The Centres provide full board accommodation, training rooms, workshops and recreational facilities.

The ITCs host a number of industry-oriented courses targeting workers in the formal and informal sectors. The courses include short and long programmes [proficiency courses, skill upgrading courses, artisan courses, and tailor-made courses]. The Centres provide full board accommodation, training rooms, workshops and recreational facilities.

The ITCs host a number of industry-oriented courses targeting workers in the formal and informal sectors The courses include short and long programmes [proficiency courses, skill upgrading courses, artisan courses, and tailor-made courses] The Centres provide full board accommodation, training rooms, workshops and recreational facilities.

Responsibilities of NITA

Responsibilities of NITA

Responsibilities of NITA

• Management and Supervisory training; Apprenticeship Training,

• Management and Supervisory training; Apprenticeship Training,

• Craft, Technician (Skill-Upgrading)

• Management and Supervisory training; Apprenticeship Training,

• Craft, Technician (Skill-Upgrading)

• Indentured learners,

• Craft, Technician (Skill-Upgrading)

• Indentured learners,

• Indentured learners,

• National Industrial Attachment Programmes, Curriculum development,

• National Industrial Attachment Programmes, Curriculum development,

• Trade testing and certification,

• National Industrial Attachment Programmes, Curriculum development,

• Trade testing and certification,

• Inspection of training providers;

• Trade testing and certification,

• Inspection of training providers;

• Inspection of training providers;

• Administration of Industrial Training Levy Fund

• Administration of Industrial Training Levy Fund

• Administration of Industrial Training Levy Fund

• Administration of the four Industrial Training Centres

• Administration of the four Industrial Training Centres

• Administration of the four Industrial Training Centres

NATIONAL COMMISSION FOR SCIENCE TECHNOLOGY AND INNOVATION

NATIONAL COMMISSION FOR SCIENCE TECHNOLOGY AND INNOVATION

Science and technology provide the essential means for facilitating economic, social and cultural transformations at national and global levels. Success of national development policies will often largely depend on the extent of integration of modern science and technology in their implementation

Science and technology provide the essential means for facilitating economic, social and cultural transformations at national and global levels. Success of national development policies will often largely depend on the extent of integration of modern science and technology in their implementation

In recognition of the importance of science and technology to national development processes, Kenya’s colonial government established a number of scientific research and development facilities especially in the country’s agriculture and health sectors. These included the Scott Agricultural Laboratories in 1903, Coffee Research Services in 1908, Veterinary Research Laboratories in 1910 and Medical Research Laboratory in 1958. Similar efforts in other sectors were made during the nineteen forties and fifties.

In recognition of the importance of science and technology to national development processes, Kenya’s colonial government established a number of scientific research and development facilities especially in the country’s agriculture and health sectors. These included the Scott Agricultural Laboratories in 1903, Coffee Research Services in 1908, Veterinary Research Laboratories in 1910 and Medical Research Laboratory in 1958. Similar efforts in other sectors were made during the nineteen forties and fifties.

After attaining independence in

After attaining independence in

Dr. Moses Rugutt, PhD, OGW Director General/CEO

Director General/CEO

1963, Kenya established many other Science and Technology (S&T) institutions to harness science and technology in the country’s development priorities. In response to the growth in national S&T and related activities, the postindependence Government sought to have a mechanism through

1963, Kenya established many other Science and Technology (S&T) institutions to harness science and technology in the country’s development priorities. In response to the growth in national S&T and related activities, the postindependence Government sought to have a mechanism through which

scientific and technological activities could be coordinated and promoted. This led to the enactment of the Science and Technology Act, Cap 250 of the Laws of Kenya in 1977. The Act established Advisory Research Committees (ARCs) and the National Council for Science and Technology (NCST), a semi-autonomous agency, to serve as advisory institutions to the Government on matters of science and technology.

which scientific and technological activities could be coordinated and promoted. This led to the enactment of the Science and Technology Act, Cap 250 of the Laws of Kenya in 1977. The Act established Advisory Research Committees (ARCs) and the National Council for Science and Technology (NCST), a semiautonomous agency, to serve as advisory institutions to the Government on matters of science and technology.

In

an

effort

to

contribute to realization of the Kenya Vision 2030 and other national development goals, which aspires to transform Kenya into a globally competitive, newly industrialized, middle income country founded on a strong foundation on Science and Technology and Innovation with Research playing a key role in generating critical mass of technical and skilled manpower, the Science, Technology and Innovation Act,

In an effort to contribute to realization of the Kenya Vision 2030 and other national development goals, which aspires to transform Kenya into a globally competitive, newly industrialized, middle income country founded on a strong foundation on Science and Technology and Innovation with Research playing a key role in generating critical mass of technical and skilled manpower, the Science, Technology and Innovation Act, 2013 was formulated. The Act

Dr. Moses Rugutt, PhD, OGW

2013 was formulated. The Act repealed Cap. 250 of the Laws of Kenya and established the National Commission for Science, Technology and Innovation (NACOSTI) as successor of the National Council for Science and Technology (NCST). The Act will facilitate the promotion, coordination and regulation of the progress of Science, Technology and Innovation (ST&I) in the country.

The objective of the Commission shall be to regulate and assure quality in the science, technology and innovation sector and advise the Government in matters related thereto.

Functions

» Develop, in consultation with stakeholders, the priorities in scientific, technological and innovation activities in Kenya in relation to the economic and social policies of the Government, and the country’s international commitments;

» Lead inter-agency efforts to implement sound policies and budgets, working in collaboration with the county governments, and organisations involved in science and technology and innovation within Kenya and

outside Kenya; Advise the national and county governments on the science, technology and innovation policy, including general planning and assessment of the necessary financial resources;

» Liaise with the National Innovation Agency and the National Research Fund to ensure funding and implementation of prioritized research programmes;

» Ensure co-ordination and cooperation between the various agencies involved in science, technology and innovation;

» Accredit research institutes and approve all Scientific research in Kenya;

» Assure relevance and quality of science, technology and innovation programmes in research institutes;

» Advise on science education and innovation at both basic and advanced levels;

» Promote increased awareness, knowledge and information of research system;

» Coordinate, monitor and evaluate, as appropriate, activities relating to scientific research and technology development;

» Promote and encourage private sector involvement in scientific research and innovation and development;

» Annually, review the progress in scientific research systems and submit a report of its findings and recommendations to the Cabinet Secretary;

» Promote the adoption and application of scientific and technological knowledge and information necessary in attaining national development goals;

» Develop and enforce codes, guidelines and regulations in accordance with the policy determined under this Act for the governance, management and maintenance of standards and quality in research systems;

» Undertake, or cause to be undertaken, regular inspections, monitoring and evaluation of research institutions to ensure compliance with set standards and guidelines.

The National Commission for Science, Technology and Innovation (NACOSTI) is committed to providing Quality Advice, Coordination and Promotion of Research, Science, Technology and Innovation. Pursuant to this obligation, NACOSTI shall continually strive to improve on its effectiveness by implementing a Quality Management System based on ISO 9001:2015. NACOSTI shall comply with all the requirements including communication and sensitization of its staff on the policy. NACOSTI top management shall annually review this policy and establish quality objective to guarantee continuity and suitability.

NACOSTI is ISO 9001:2015 Certified