TVET Is Not a “University Sidekick”: Dr. Ekrah Ndungu Pushes Bold Skills Revolution for Kenya

Kenya’s Technical and Vocational Education and Training (TVET) sector is emerging as the country’s strongest weapon for industrialization, with KENAPCO Chairperson Dr. Ekrah Ndungu calling for a radical shift in how the nation views skills education.

Speaking during Science, Research and Innovation Week, Dr. Ndungu warned against attempts to subordinate TVET under universities, insisting that vocational education is a stand-alone pathway with its own identity, purpose, and national importance.

“Just as we do not speak of ‘university kindergarten’ or ‘university secondary school,’ there should be no ‘university TVET,’” he said, echoing sentiments previously championed by former Commission for University Education CEO Prof. David Some.

Instead of creating what he termed a “superior TVET,” Dr. Ndungu proposed the establishment of a national skills framework that harmonizes competencies across TVET institutions, universities, and industry. The framework, he argued, would ensure portability of skills, clarity in career progression, and stronger alignment between education and the labor market.

## TVET at the Center of Kenya’s Industrial Dream

Dr. Ndungu described TVET as the backbone of Kenya’s industrialization agenda, saying the country cannot achieve its economic ambitions through theory-based education alone.

“If Kenya is truly on the highway to Singapore, then TVET must shine,” he declared.

He emphasized that industrial growth requires skilled technicians, innovators, and entrepreneurs capable of establishing cottage industries and driving grassroots economic transformation. According to him, a strong TVET ecosystem not only produces employable graduates but also job creators who can fuel local manufacturing and innovation.

## Industry Told to Open Doors

The KENAPCO chairperson challenged industries to work more closely with training institutions by allowing students access to modern equipment and practical learning environments.

He noted that stronger collaboration between TVETs, universities, and industry players would help learners graduate with globally competitive hands-on skills.

Dr. Ndungu also urged Kenya to aggressively participate in international skills competitions such as the World Skills Show to benchmark local talent against global standards and position the country as a hub for technical excellence.

## TVET Praised for Curriculum Innovation

Highlighting the sector’s achievements, Dr. Ndungu said TVET institutions were ahead of the curve in implementing Competency-Based Education and Training (CBET), long before competency-based learning became mainstream in the wider education system.

Today, he noted, TVET institutions are supporting senior schools in rolling out technical subjects, helping bridge the gap between secondary education and vocational training.

He reiterated the need for a unified national skills framework to create parity between universities, TVETs, and senior schools while eliminating confusion around educational pathways.

## Call for Inclusive Reforms

Dr. Ndungu maintained that education reforms should be continuous and inclusive rather than one-off government initiatives.

He called for broader stakeholder engagement involving policymakers, industries, communities, and learners in shaping the future of technical education.

“TVET is not a lesser option; it is a parallel pillar of education,” he said.

As Kenya intensifies its push toward industrialization, Dr. Ndungu’s remarks place TVET at the heart of the country’s economic future — not as a fallback plan, but as a primary engine for inn

ovation, creativity, and entrepreneurship.