CONTRIBUTORS
Wendyjoy Ntinyari Gitari
Research Officer
Davis Muli Musyoki
Communications Officer
In Kenya, the educational landscape has long been dominated by the conventional belief that a university degree is the only pathway to success. For years, Technical and Vocational Education and Training (TVET) has been overshadowed by traditional academic pathways, often perceived as a lesser alternative to university education and reserved for “non-performing” school leavers. This perception has led many students and parents to prioritize degree programs, sometimes overlooking the value that TVET brings to individual career growth and national development.
Yet, in today’s dynamic and skills-driven economy, TVET plays a critical role in supporting individual career growth and driving national development. With its emphasis on hands-on training, industry relevance, and employability, TVET equips learners with the competencies needed to thrive in high-demand sectors. This blog seeks to challenge the outdated stereotypes surrounding TVET and highlight its growing importance as a key driver of Kenya’s sustainable development and socio-economic progress.
Understanding TVET: Globally, the job market is rapidly evolving. The World Economic Forum (2023) estimates that 44% of workers’ core skills will change by 2028, driven by automation, AI, green transitions, and platform-based work. In Kenya, youth unemployment remains high at 13% (KNBS, 2022), with employers citing a persistent mismatch between the skills of graduates and the demands of the workplace, particularly in digital literacy, communication, and problem-solving. This calls for an agile education system that bridges training with employment opportunities.
To achieve its Vision 2030 and Bottom-Up Economic Transformation Agenda (BETA), Kenya is investing in sectors such as the digital economy, creative industries, and climate-smart agriculture, which require a skilled and adaptable workforce. In response, the education system is undergoing reform through the Competency-Based Curriculum (CBC), which emphasizes practical skills, learner agency, and career pathways, including STEM, arts, and technical/vocational tracks. Aligned with CBC, Technical and Vocational Education and Training (TVET) is being revamped to offer modular, hands-on, and industry-aligned programs in fields like ICT, engineering, and healthcare.
This Op-Ed aims to debunk the myths about TVET, touching on academic and career advancement. TVET is a forward-looking, practical pathway that prepares learners for modern, in-demand jobs, fueling Kenya’s inclusive economic transformation.
Myth 1: TVET is Only for Low-Achieving Students
One of the most persistent myths about TVET is that it is a pathway for students who are unable to perform well in traditional academic settings. This stereotype has contributed to the stigmatization of TVET, as many students and their families view it as a second-rate option (CBC Taskforce, 2020). Looking back, Kenya once had a strong foundation in technical education. From the early years of independence through to the late 1980s, institutions such as Kenya Polytechnic (now the Technical University of Kenya) and the Kenya Technical Teachers College (KTTC) produced highly skilled graduates who powered sectors including construction, manufacturing, and energy. These institutions were seen as prestigious, competitive, and central to national development. Then came the wave of university conversions in the 1990s and 2000s. Many technical institutes were transformed into universities, often without equivalent investment in technical training. While this expanded access to higher education, it also led to a decline in the status and capacity of technical institutions and, by extension, a loss in focus on the practical skills that drive real-world productivity. As we rethink education and employment in the 21st century, it’s time to restore the value of technical education in Kenya. Strengthening our TVET (Technical and Vocational Education and Training) system isn’t just about offering an alternative pathway; it’s about building a future-ready workforce that can meet the demands of a rapidly evolving job market. In reality, TVET programs are designed to equip students with specialized skills that are in high demand by employers.TVET is for individuals who prefer learning by doing and want to gain skills that directly translate to the workforce, not for those lacking in academic ability. For example, fields like plumbing, electrical engineering, and computer science require both technical knowledge and hands-on experience, which are precisely the skills that TVET institutions offer (Ong’ondo, 2017). These competencies are highly sought after in sectors that are critical to Kenya’s development, such as construction, manufacturing, and information technology (ILO, 2019).
Moreover, the government’s push for a Competency-Based Education and Training (CBET) system has raised the status of TVET. CBET focuses on equipping students with specific skills directly applicable to their chosen careers, thereby enhancing their employability and preparing them for the dynamic labor market (Wambui & Gakuu, 2020).
Myth 2: TVET Graduates Are Less Likely to Find Employment
Another misconception surrounding TVET is that its graduates are less likely to secure stable, well-paying jobs compared to their counterparts with university degrees. However, this view does not align with the realities of Kenya’s labor market. In fact, there is a growing demand for skilled workers in various sectors, many of which require the practical expertise that TVET graduates possess. According to the (World Bank ,2020), countries such as Hong Kong, Singapore, South Korea, and Taiwan with strong TVET systems tend to experience higher levels of youth employment and greater economic growth. In Kenya, TVET graduates who undergo rigorous practical training are more likely to secure jobs that are aligned with their skills, thereby contributing to the economy and reducing unemployment rates.
For instance, the Kenyan government’s “Bottom up Economic Transformation Agenda (BETA) which focuses on affordable housing, universal healthcare, manufacturing, and food security, has created an increasing need for skilled technicians in fields such as construction, healthcare, and agriculture. TVET institutions are ideally positioned to meet this demand by providing students with the necessary practical skills to excel in these sectors.
Myth 3: TVET Programs Are Not Rigorous or High-Quality
Some individuals believe that TVET programs lack the academic rigor and high standards of university education. This perception is fueled by the notion that TVET institutions are less prestigious and not as academically demanding. However, this myth is gradually being debunked as TVET institutions in Kenya undergo significant reforms to improve the quality of education they provide. The introduction of the Competency-Based Education and Training (CBET) curriculum has played a pivotal role in raising the standards of TVET in Kenya.
According to a study by Ngware et al. (2019), students in TVET institutions develop essential soft skills, including leadership, teamwork, entrepreneurship, and confidence. Their interactions and training experiences positively shape attributes like responsibility, respect, and hard work. These skills are instrumental in preparing them for employment and personal growth.
Myth 4: TVET is Not a Pathway to Further Education
Another prevalent myth is that TVET is a dead-end option, with limited opportunities for further education. Contrary to this belief, TVET can serve as a stepping stone to higher education. Many TVET graduates go on to pursue further studies in universities, either in related fields or through specialized degree programs that build upon the skills they have acquired. In Kenya, the Kenya Universities and Colleges Central Placement Service (KUCCPS) now allows TVET graduates to apply for university programs, providing them with a pathway to higher education (KUCCPS, 2021). Furthermore, some universities offer degree programs in technical fields that allow students to build on their TVET qualifications. This allows TVET graduates to further their academic credentials and advance in their careers.
Conclusion
Technical and Vocational Education and Training is not a “second-choice” pathway but a powerful alternative that can unlock Kenya’s economic potential and empower its youth. By demystifying the myths surrounding TVET and addressing its challenges, Kenya can harness the full potential of this sector to drive sustainable development. As the country strives to achieve its Vision 2030 goals, TVET must be recognized as a key pillar of its educational and economic strategy. It is time to shift the narrative and embrace TVET as a pathway to success, innovation, and prosperity.