Assessing technical vocational education and training institutions’ curriculum in Kenya: What strategies can position the youth for employment?

Abstract

Africa could benefit from the demographic dividend by identifying strategies for investing in the massive youthful workforce. The current study employs the social cognitive career theory perspective to assess Technical Vocational Education and Training (TVET) institutions’ curriculum coverage of various skills in Kenya. We further examine the relevance of the curricula to the labour market and barriers affecting institutions' capacity to implement practical-oriented and demand-driven curricula. A cross-sectional research design was adopted using a mixed-method approach to gather and analyse data. Findings revealed different levels of coverage of soft and technical skills in the curriculum. Inadequate resources, lack of modern equipment and technology, and minimal adoption of practical components in the curriculum were identified as barriers to acquiring skills, consequently affecting TVET students' capacity to secure employment. To promote requisite skills acquisition and accelerate youth employability, we recommend a partnership between TVET institutions and the industry. Assessing how the competencies acquired align with labour market demands is also critical. Evidence gathered from this assessment will inform the improvement of existing on-the-job training, enable institutions to scale-up successful models and foster the development of human capital that is more adaptable to the dynamic world of work.