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{
    "id": 342872,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/342872/?format=api",
    "text_counter": 1090,
    "type": "speech",
    "speaker_name": "Prof. Kamar",
    "speaker_title": "The Minister for Higher Education, Science and Technology",
    "speaker": {
        "id": 33,
        "legal_name": "Margaret Jepkoech Kamar",
        "slug": "margaret-kamar"
    },
    "content": "In Kenya, technical, vocation education and training which we refer to as TVET has a history is virtually as long as that of the formal education which began at the dawn of the century. TVET, in fact, could have come a little bit earlier than the formal education because it started even before independence. More significantly, following the recommendations of the Ominde Report of 1964 the Government converted the then TVET schools into technical secondary schools. The objective of the technical secondary schools was to prepare its graduates or products in the technical and vocational subjects as well as in the traditional secondary school subjects. It was hoped at that time that vocational and technical skills would eventually be produced. Subsequently, the TVET environment witnessed a phenomenon growth with the introduction of colleges and institutes of technology initiated through community efforts in what became the harambee institutes of technology or harambee technical institutes. Over time, however, things went down but despite the crucial role that TVET plays in national development, this sub sector now faces a multitude of challenges that have curtailed its growth. These challenges include access and equity, relevance, curriculum development, quality assurance and certification, financing, governance and management as well as branding of the products. A huge number of Kenya Certificate of Secondary Education (KCSE) graduates miss training opportunities because post-secondary institutions do not have the capacity to absorb them. According to the Kenya National Bureau of Statistics, in 2009 Census, there are over eight million Kenyans aged between 17 and 24 years who are seeking training in various institutions in this country. Out of this group, only 10 per cent access degree training programmes leaving the remaining 90 per cent to seek places in the TVET institutions. This is a relatively huge number of youth in the country. The current TVET institutions, in fact, cannot accommodate them. There is no doubt that this constitutes a huge wastage, therefore, of able Kenyans which becomes a loss to the economy. Mr. Temporary Deputy Speaker, Sir, access to TVET is further exacerbated by the wide spread poverty. Having 47 per cent of Kenyans live below the poverty line"
}