Abstract:
This paper examines training and development (T&D) systems in the technical, vocational
education and training (TVET) in Kenya. It is in response to the Kenya Vision 2030 document that
identifies TVET as the anchor of its economic pillar through science, technology and innovation to boost
Kenya’s industrialisation status. The document notes that skills training faces challenges such as
mismatch of skills between the training institutions and the industry, and disparities in accessibility at all
levels. This paper seeks to explore whether the accurate assessment of training needs is the answer to the
challenges faced by the training program. Data for this study were collected from scrutinising previous
research papers and government documents, interviews with four senior education officers drawn from
the education ministries and the Kenya Institute of Curriculum Development (KICD), six trainers from
technical training institutes and two from a youth polytechnic. Observations were made in the TVET
institutions participating in this study. Data were analysed using content analysis and presented by
means of description. Findings identified the following challenges: a rigid and unresponsive curriculum,
inadequate methods of training and development needs assessment (T&DNA), lack of stakeholder
involvement in curriculum design, inadequate numbers of specialised staff at the KICD, poor training
methods, obsolete tools and insufficient equipment, political interference and multiple providers. The
author concludes that the introduction of a comprehensive T&DNA is indeed a prerequisite for a relevant
and adaptive T&D program; however, additional factors such as the right equipment, qualified trainers, a
conducive economic, social and political environment, and sound program coordination are also essential
to its success. The paper is divided into seven sections: introduction, background to the research, problem
statement, methodology, findings, discussion and research conclusions.
