From a very young age, children are taught the importance of good communication considering the long term effect it would have on their future possibilities. However, does communication change when it comes to organizations? Do the rules change? Are TVET institutions lacking in their communication?
The above questions have been on the table for the longest time for TVET in light with their changing role in society. The Technical and Vocational Education and Training (TVET) refer to the alternative method to university for knowledge and skill building. TVET focuses on both formal and informal training which are necessary for social equity and furthering sustainable development. When compared to traditional universities, TVET is a very new form of learning that has not yet been embraced fully as a robust opportunity competitive enough to the traditional schooling system. The Youth Café attended a closed Focus Group Discussion whose aim was to discuss and evaluate the TVET model in Kenya and suggest any changes necessary to build the momentum that has been lacking. TVET institutions were fully mandated by the government of Kenya in 2012 and they needed to be refocused to meet the modern day needs of Kenyan youths.
In Kenya, there are about 1600 TVET institutions although barely 100 are the ones working optimally and in acceptance of students. This is a fact that was stated by the TVET researchers and may not be known to many Kenyans. As it turns out, the lack of functionality of the hundreds of these institutions is caused by lack of institutional capacity especially when tied to infrastructure. Many universities in Kenya are often optimized to take advantage of technology thus attracting fascination of many high school graduates. The situation of TVET institutions waters down their desirability and hence their effect in the society. However, considering that only 11-15% of Kenya students go to universities, TVET institutions are a necessary step towards attaining career skills. Several misconceptions surround TVET institutions and may be a cause for slow enrollment.
There is a perception that university students get jobs easily after graduating. Unfortunately, there is truth in this myth especially when considering the state of Kenya in the past. Back when the ultimate goal of every student and the joy of their parents were to enroll in university, tertiary education was a very strong competitive advantage. We have all heard the stories from our parents that highlight the virtue of hard work in a struggling society until they joined campus to study for the big four courses. While it was easy for them to get jobs then, the situation has changed drastically as our country has evolved. In fact, the levels of unemployment are very high affecting those holding bachelor’s degrees to those adorned with master’ degrees. The focus of many youths is changing from seeking employment to entrepreneurship. The education bodies in Kenya need to alter this inherited belief to place youths in a better conceptual situation.
The belief that university is for the clever and smart students and any other institution is for “dunderheads”. While we have heard this statement been utterly said by some people, it is majorly ingrained in the thoughts of young people. This perception is related to the fallacy of university that has been narrated over and over. There are situations where students have chosen to repeat classes severally for the sake of joining their dream university. Any failure to perform well enough for university is seen as the ultimate failure which has led to depression and suicide in the past among students. The belief that TVET institutions are not good enough needs to be changed.
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Considering changing the narrative around TVET institutions in Kenya will require a forward thinking approach guided by robust communication. The ministry of education as well as The TVET body requires spreading accurate and relevant information about these institutions as well as good communication strategies. The Youth cafe is determined to look at TVET institutions as what they are: excellent institutions for skills building in line of different careers. However, for this to happen collectively, the Ministry of Education requires to adopt a vigorous communication scheme that highlights the benefits of these institutions, their competitive edge and the success stories necessary to influence the thinking of students as well as parents. The goals to achieve social equity and present all students with good options for training could be elevated by the resourcefulness and strength of all tertiary institutions. Strengthening TVET institutions is a matter of national growth and a closer inch towards sustainable education.