Technical and Vocational Education Training and Entrepreneurship Project
The key objective of the project is to increase youth employment by improving the employability and competitiveness of Kenyan youth through improved access to quality and relevant Technical Education Training and Entrepreneurship (TVETE).
Specific objectives of the project
a. increase inclusive access to technical education and training through expansion of infrastructure and training equipment, including to trainees with special needs
b. improve the quality and relevance of technical education and training through a demand-driven CBET curriculum, capacity building of TVET actors, partnership with industry and entrepreneurship
c. facilitate evidence-based decision making in TVET through research
Summary of Project Strategies
a. Expansion of infrastructure and training equipment, including to trainees with special needs
b. Develop and implement demand driven CBET curriculum, capacity building of TVET actors, partnership with industry and entrepreneurship
c. Facilitate evidence-based decision making in TVET through research.
Other important background information of the projectThe project covers 22 TVET institutions spread across the entire Country and was formed to intervene in the following problems/gaps:
a. Increase transition of youth from basic education into TVET and reduce unemployment
b. Improve the quality and relevance of TVET for industry
Project Achievements
The project achieved significant milestones in strengthening the Technical and Vocational Education and Training (TVET) sector. A total of 33 TVET institutions were equipped with training equipment and assistive devices, enhancing teaching and learning environments. Additionally, construction works were completed in 12 Technical Training Institutes, namely Godoma TTI, Aldai TTI, Tseikuru TTI, Karen TTI, Butere TTI, Bureti TTI, Wajir TTI, Siala TTI, Machakos TTIB, Sikri TTIBD, St. Joseph’s TTID–Nyang’oma, and Mukurwe-ini TTI.
To modernize training delivery, a Learning Management System (TVET OdeL) was developed and deployed, accompanied by the training of trainers on OdeL and LMS. Furthermore, 21 curricula were digitalized, and 414 trainers were upgraded to diploma and degree levels at DeKUT, TUK, and TUM. The project also facilitated the development of one tracer study, one guideline, and one strategic plan to support evidence-based decision-making and institutional growth.
In the area of quality assurance, 11 quality assurance tools, including quality and accreditation manuals, were developed and are currently in use to improve standards across TVET programmes. In addition, the development of seven CBET curricula was completed and officially launched, ensuring that TVET training remains relevant to industry needs.
Capacity building was another major focus. The project successfully trained 300 monitors and evaluators, while 2,000 TVET managers received training in Public Financial Management Reform (PFMR), corporate governance, strategic leadership, and compliance with the TVET Act of 2013. Oversight authorities such as Kenya National Audit Office, Attorney General, Public Procurement Oversight Authority, and Controller of Budget were also supported to strengthen their roles in building the accountability capacities of TVET institutions and related Semi-Autonomous Government Agencies (SAGAs).
As a result of these efforts, TVET enrolment in STEM courses increased to 1,847 trainees, and 3,000 vulnerable youth were trained in various skill areas across institutions. Finally, the project also oversaw the development and deployment of a Management Information System (TVETMIS), improving data management and institutional efficiency.
To further enhance the impact of TVET, the project’s future plans will focus on:
1. Virtualization of curricula; a key priority, requiring support in developing AI-powered digital learning platforms and integrating Virtual Reality (VR) simulations into technical training. By leveraging these technologies, students can gain practical experience in engineering, applied sciences, and other technical fields without needing physical equipment, thereby increasing accessibility and reducing training costs. Additionally, industry-aligned e-learning modules should be developed to ensure that students acquire relevant and up-to-date skills in line with labor market demands.
2. Artificial Intelligence (AI) which can significantly improve personalized learning and industry linkages by introducing adaptive learning systems that tailor content based on students' progress and competencies. AI-powered automated skills assessment tools can provide real-time performance feedback, enabling trainers to refine teaching methods effectively. Furthermore, the development of AI-driven job-matching platforms would facilitate smoother transitions from training to employment, connecting graduates with opportunities that align with their skills and qualifications.
3. Investing in infrastructure development; a crucial component to modernizing TVET institutions. There is a need to expand digital infrastructure by establishing VR training labs and deploying smart classrooms equipped with AI-driven learning tools. Additionally, upgrading workshops with state-of-the-art equipment will ensure that students receive hands-on training with the latest industry technologies, enhancing their employability and competitiveness in the job market.
4. Capacity building which remains a critical area of support, particularly in equipping TVET trainers with the necessary skills to integrate AI and VR into their teaching methodologies. Training programs should be introduced to help educators adapt to digital learning environments and develop locally relevant VR content for various technical disciplines. Furthermore, strengthening TVET institutions' capacity to manage digital transformation will be essential in sustaining these advancements and ensuring their long-term success.
