TVET: Kenya’s Stand-Alone Pathway to Industrialization

By Dr. Ekrah Ndungu, Chairperson – KENAPCO

Kenya’s Technical and Vocational Education and Training (TVET) sector has made tremendous strides over the past thirteen years. Yet, as I emphasized during Science, Research, and Innovation Week, we must guard against watering down these gains. TVET is not an appendage of the university system—it is a stand-alone pathway. Just as we do not speak of “university kindergarten” or “university secondary school,” there should be no “university TVET.” This clarity was once championed by Prof. David Some, former CEO of the Commission for University Education, and it remains vital today.Instead of creating a "superior tvet" we should be creating a national skills framework to standardize competences across TVETs,universities and industry to ensure portability of skills. Partnerships should be across universities, industry and TVETs by creating multi-stakeholder platforms to co-design joint curricula and co invest in applied research. 

TVET as the Backbone of Industrialization

If Kenya is truly on the highway to Singapore, then TVET must shine. Industrialization requires more than theory—it demands skills, technicians, and entrepreneurs who can innovate, establish cottage industries, and drive grassroots transformation. A robust TVET system is the engine of this journey, producing professionals who are not only employable but capable of creating employment.

Industry Partnerships and Incentives

For TVET to thrive, industries must be incentivized to open their doors and share their latest equipment with institutions for practical training. This collaboration ensures that learners graduate with hands-on experience aligned to global standards. Kenya must also position itself on the international stage by participating in platforms such as the World Skills Show, showcasing our talent and benchmarking against the best.

Curriculum Leadership

TVET institutions have long been pioneers in curriculum innovation. They rolled out Competency-Based Education and Training (CBET) well before Competency-Based Education (CBE) was mainstreamed. Today, they are assisting senior schools in implementing technical subjects, bridging the gap between secondary education and vocational training. A natural skills framework is urgently needed to harmonize competences across TVET, universities, and senior schools, ensuring parity and clarity in pathways.

Reforms and Stakeholder Engagement

Education reform is not a one-off event—it is a continuous process. For TVET to remain relevant and resilient, reforms must be shaped through broad stakeholder engagement. Policymakers, industries, communities, and learners must all have a voice in shaping the future. Only then can TVET institutions remain agile, authentic, and aligned to Kenya’s industrialization agenda.

Conclusion

TVET is not a lesser option; it is a parallel pillar of education. To industrialize Kenya, we must empower TVET institutions to shine, equip them with industry partnerships, and celebrate their graduates as innovators and nation-builders. The journey is ongoing, but the destination is clear: a Kenya where skills, creativity, and entrepreneurship drive us onto the global map.