In June 2022, the media reported an interesting trend. Quite a number of students who qualify to join university, have been losing interest and majority pursuing courses in TVET (Technical and Vocational Education Training) institutions, while a few join private universities.
In 2020, the proportion was 15,547 (10.08 %) out of 143,140. In 2021, the figure rose 16.310 (11.28%) out of 144,466 who qualified to join university. These developments attracted my attention. What immediately came to mind is how students avoid the lucrative opportunities of becoming university graduates, the apex of education anywhere in the world.
At the same time, it is still clear that more than 50% of Kenyan Graduates are largely unemployable, isn’t it? This is actually a disturbing reality. Properly empowered graduates easily secure lucrative jobs or alternatively, create their own. So, what contributes to this common tendency of joblessness of Kenyan graduates?
These issues brought to mind a challenge that had been associated with unemployment some years ago. Youth radicalization had become a challenge in this country. The same was leading them to Somalia in search of opportunities which were offered by the AlShabab group.
Coincidentally, that is the time I wrote Career Dynamics in the 21st Century, to sort out disempowerment challenges in the school system and beyond. The concept was published in March 2015 and in April an interesting government officer who had become aware of the publication, somehow made contacts.
“Hi! This is the Training Director in the Ministry of Youth Affairs. I have learnt about your book and would like to read a copy of the same. Can it immediately be delivered to my office in Uchumi House, Aga Khan Walk, Nairobi?”
That was quite an important authority and I had no choice, but to personally deliver the concept, the following day. Upon arrival, the Training Director sought to know the exact idea behind the concept and after explaining, she quickly acquired the same. “Today, I will not sleep before reading the same,” the Training Director, whose identity was Dr. Dina Mwinzi revealed.
Me: What is the urgency?
Training Director: First, I acquired this job because of the concept on the Youth Enterprise Development Fund that you provided to our Ministry in 2006.
Me: Really?
Training Director: Yes indeed, and from the way I see it, this book is yet another commendable solution?
Me: Wow! That is quite inspiring.
Training Director: By the way, I have been instructed to develop a Youth Empowerment solution, that can reverse the disturbing trend of youth radicalization that is constantly leading them to join the AlShabab group in Somalia.
Me: In that case, you will get some tips upon reading the same. I will call you shortly to find out whether the concept was helpful.
A few days later, I called the Youth Training Director and found her quite satisfied with the ideas acquired from Career Dynamics in the 21st Century. Some months later, I learnt that TVET was already on course, upon initiation by Dr. Dina Mwinzi. She was now the PS (Principal Secretary) in charge of TVET, based in the Ministry of Education Headquarters, Jogoo Hse. The youth had now acquired an empowerment strategy, which would up-skill them in such a way that they could secure jobs, thus avoiding being radicalized.
Meanwhile, the recent developments of youth avoiding university admissions and instead pursuing TVET courses, reminded me of an issue that I have raised in the 3rd Edition of Career Dynamics in the 21st Century. Technical Education through secondary schools that was a blue color job empowerment pathway was abandoned in the 8-4-4 system.
Seemingly, it has been brought back through TVET. But, is that approach sustainable? In that regard, I felt the need of contacting the first TVET PS to clarify a few issues.
Me: Dr. Mwinzi, this is the Author of Career Dynamics in the 21st Century, can you recall me?
Dr. Mwinzi: Yes, I can. I still recall your book.
Me: Great! How is TVET fairing?
Dr. Mwinzi: It is doing well, but I no longer work with the government. I am now a University Lecturer (stating the university’s identity).
Me: Do you still recall the motivation of initiating TVET?
Dr. Mwinzi: Yes indeed. It was meant to up-skill the Youth especially in light of radicalization of those days.
Me: Seemingly, numerous students who qualify to join university are now chosing TVET instead.
Dr. Mwinzi: Yes indeed, they will easily secure jobs after finishing college.
Me: Now that CBC is on course and has 3 empowerment pathways, how will TVET fit in?
Dr. Mwinzi: It is likely to be a 4th empowerment pathway, that will still serve those unable to join university.
Me: In my view, technical education seems inevitable in secondary schools if STEM ( Science, Technology, Engineering and Mathematics) empowerment pathway, will achieve the desired purpose, isn’t it?
Dr. Mwinzi: Policy guidelines have always provided technical education in secondary schools. However, implementation depends on School administrators.
Me: Madam? Why is such an important policy on empowerment left at the mercy of school administrators?
Dr. Mwinzi: There is too much interference by various stakeholders who include politicians as well. Professionals do not have a free hand on transformation of the education system.
Me: Wow! Now I understand since I have encountered a school or two that provide technical education. A good example is Nanyuki High School, where we in the recent past completely agreed with the principal on their empowerment strategy. But finally, what in your view continues presenting problems to the implementation of the Competency Based Curriculum.
Dr. Mwinzi: But, I said it. Continued political interferences will not allow smooth transformation of the education system.
Me: Wow! That is quite worrying
Seemingly, these interferences could have influenced school administrators and management boards towards ignoring technical education. If so, great injustice was done to the blue color jobs empowerment pathway. The same has been rejuvenated through TVET. However, for STEM empowerment pathway to achieve the desired results, technical education MUST INEVITABLY be entrenched right from Junior Secondary School, isn’t it?
Rgds
Mwangi Wanjumbi (MKIM)
Personal Empowerment Coach
Seasoned Speaker/Trainer/Consultant on Strategy, Performance, Change Management and Leadership.
Competency Based Curriculum-CBC Architect
Author of 1. KICD approved Career Dynamics in the 21st Century, 2. Living Beyond Survival:No More Tiptoeing in Life
- The 21st Century Student:Are You Creating The Future Today? Also, Retired 5 Year Monthly Strategy Columnist (2013 – 2018) for The SME Today Magazine Phone 254772516210
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