East Africa Skills for Transformation & Regional Integration (EASTRIP)
East Africa Skills for Transformation and Regional Integration project (EASTRIP)
EASTRIP is a flagship initiative funded by the World Bank and the Governments of Ethiopia, Kenya and Tanzania. It aims to transform the Technical and Vocational Education and Training (TVET) landscape by addressing skills shortages and mismatches in the region. The project strengthens the capacity of 16 Regional Flagship TVET Institutes (RFTIs) to deliver market-relevant programs, enhance industry linkages, and foster regional integration. Priority focus sectors include transport, energy, manufacturing, and ICT across the three countries.
EASTRIP is designed to have three (3) levels of intervention, at the flagship TVET institutes, National and regional levels. Correspondingly, a three-layered project implementation approach is followed. In Kenya, the project is implemented in five Regional Flagship TVET Institutes:
- Kenya Coast National Polytechnic – Marine Transport & Port Logistics
- Kisumu National Polytechnic – Textile & Garment Making
- Meru National Polytechnic – Infrastructure & Building Technology
- Kenya Institute of Highways and Building Technology (KIHBTS) – Infrastructure & Highway Technology
- KenGen Geothermal Training Centre – Geothermal, Oil & Gas
The Project Development Objective (PDO) is to increase access and improve the quality of TVET programs in the selected RFTIs, while also supporting national TVET reforms and regional integration. Since its commencement on 30th October 2018, the project has been driving systemic reforms in policy and is scheduled to run until 31st December 2026.
Beyond skills training, EASTRIP embraces a regional approach that brings multiple benefits including lowering the cost of specialized training through economies of scale, harmonizing standards and qualifications to support labor mobility, and fostering peer learning among institutions. By clustering RFTIs across East Africa, the project creates shared centers of excellence that serve both national and regional students, ensuring that expanding networks of trade and infrastructure are matched with a skilled workforce.
The project’s strategic context is anchored in Africa’s push for economic diversification and industrial transformation. Meeting the demand in sectors such as energy, transport, manufacturing, and ICT requires more than isolated country efforts, calling for a collective regional response. Initiatives like the Northern Corridor Integration Projects (NCIP), the Central Corridor Transit Transport Facilitation Agency, and wider economic integration efforts in Sub-Saharan Africa have boosted demand for educated and skilled labor. EASTRIP is therefore positioned as both a TVET transformation initiative and a driver of industrialization, youth employment, and deeper economic integration in East Africa.
Project Components
1. Strengthening selected Regional Flagship TVET Institutes for high quality skills development in priority sectors.
2. Creating national TVET enabling environments
3. Enhancing regional collaboration in TVET and project coordination
Project Achievements
At the National Level, key milestones have been realized since commencement of the project to strengthen the enabling environment for TVET transformation and ensure effective project implementation.
The project developed the TVET Financing Strategy and TVET Financing Policy, alongside the final draft of the Project Implementation Policy. A Guideline for Student Mobility was created, and the TVET Qualifications Framework for Ethiopia, Kenya, and Tanzania (RTQF-EKT) was developed. Moreover, a regional policy framework on TVET integration was produced to harmonize practices across East Africa.
In the area of Capacity Building, Standards, and Curricula, 18 occupational standards and packaged curricula were developed or reviewed. Furthermore, greening concepts and principles were integrated into 23 curricula and their corresponding occupational standards. A regional framework for assessment and certification of occupational standards and curricula was also developed, enhancing consistency and quality assurance across institutions.
Through Consultancies and Technical Support, the project facilitated the generation of business plans for RFTIs and completed a consultancy for digital marketing. A consultancy on inter-institutional frameworks was contracted, and another on skills mapping was awarded, with inception, progress, and preliminary reports already submitted.
Finally, in terms of Monitoring and Support, the project successfully conducted missions across all five RFTIs. Additionally, a regional framework for occupational competence assessment and certification was developed to strengthen evaluation systems.
At the RFTI level, significant achievements were recorded, focusing on strengthening institutional capacity, expanding industry linkages, improving training facilities, and enhancing the quality and relevance of TVET programs.
Under Strengthening Governance and Management, strategic plans were reviewed, and Project Implementation Units (PIUs) were established with trained staff in management, finance, M&E, procurement, and safeguards. Furthermore, EASTRIP secretariats were equipped and staffed with project and communications officers to support coordination.
In terms of Institutionalizing Industrial Linkages, student exchange programs were conducted, and partnerships signed with industries and academic institutions across East Africa. Alumni associations were launched, while Industry Advisory Committees were formed to support curriculum validation, internships, and career guidance. Staff benefited from training and industry placements, and institutes actively showcased their programs in exhibitions, trade fairs, and career forums.
For Expanding Demand-Driven Programs, new accredited programs were developed beyond the initial targets, including both long-term and short courses in priority sectors. Labour market surveys were conducted with strong stakeholder engagement to validate and align curricula with industry demand.
Regarding Teacher and Manager Training, staff were supported in development at PhD, Master’s, and short-course levels. Training was also provided in pedagogy, research, contract management, leadership, customer care, green skills, and performance management. Staff exchange programs were implemented with Ethiopia and Tanzania, leading to co-development of curricula, while international training opportunities were accessed in countries such as China and Germany.
Lastly, under Outreach, Regional Engagement, and Social Safeguards, outreach campaigns were conducted across Kenya and the wider East African region. Memoranda of Understanding were signed with institutions in Ethiopia, Uganda, and Tanzania to enhance collaboration. Regional and female student enrolment was actively supported, and gender mainstreaming was strengthened through the establishment of Gender Committees, the drafting of GBV and harassment policies, and ensuring equal participation in exchange programs. Environmental and Social Impact Assessments (ESIA) were completed, approvals secured from NEMA, and grievance redress mechanisms made fully functional.
Future plans under the project include; completion of ongoing construction, equipping and curriculum development in the RFTIs; Deepening industry partnerships; Scaling up cross-border enrollment and exchange programs and Supporting the operationalization of the Learning Factory Models within the RFTI for sustainability.
