Why top scorers on the KCSE exam are flocking to technical colleges.
The Kenya Universities and Colleges Central Placement Service (KUCCPS) chose thousands of 2023 Kenya Certificate of Secondary Education (KCSE) examination candidates to continue their education at a Technical and Vocational Education and Training (TVET) institution. Darwin Mbogo, a 20-year-old student, was overjoyed to be one of them.
Regardless of his grade, Mbogo knew exactly what academic path he wanted to follow after completing Form Four at Grassland School in Nyahururu.
“I received a mean score of C on the national exam. My only goal was to enroll in a TVET program and pursue my ideal training. “KUCCPS fulfilled my dream by placing me at Kiambu Institute of Science and Technology,” Mbogo states, noting that TVET was a safer choice because it charged less than university.
“A university would demand at least Sh70,000 for the first semester, but my parents will pay Sh36,000 for it, excluding housing,” he claims.
“My parents would have had to shoulder more of the cost if I had applied to a private university. TVET is more reasonably priced. I’m planning to study app development and cyber security.
The tech-savvy Generation Z continues, “TVET institutes sharpen one’s practical skills, unlike universities.”
“There was a lot of talk in high school about certificate holders hiring people with university degrees, even PhDs,” Mbogo recalls.
The fact that TVET takes longer to complete than traditional academic programs added to his enthusiasm for it.
“Training takes a year or three. In contrast to universities, where practically everyone aspires to be, there is little rivalry for space in TVET colleges, he continues.
For centuries, obtaining a university degree has been regarded as the ultimate mark of academic excellence and a surefire route to the top.
Nonetheless, a rising number of students are defying the norm and opting for technical programs over traditional university degrees in recent years, even when they perform well on KCSE exams.
education at a university
The allure of technical institutions as an affordable and career-focused option is evident given the rising expense of a university degree and the fierce competition in the labor market.
This reordering of priorities prompts interesting discussions on the importance society attaches to various kinds of schooling and the evolving notions of what defines a fulfilling professional path.
Former Kabete National Polytechnic lecturer Omondi Ngota has seen firsthand how attitudes toward TVET have changed as graduates have proven themselves successful in the workforce.
He adds there were very few students enrolled in TVETs when they were first established as Technical Training Institutes (TTIs).
“Anyone who attended those colleges was thought to be an academic failure. With time, they have been shown to be mistaken, particularly because Kenyans started witnessing the graduates succeed in life, claims Ngota.
For a long time, society associated college with status and career advancement. TVET institutes, which were formerly thought of as a backup plan for individuals who did not make it into college, are increasingly drawing students who are looking for expedited career trajectories, industry-relevant skills, and practical training.
From the cutting edge kitchens of culinary schools to the automobile repair institutes, a new generation of students is favoring the hands-on, vocational approach to education.
Ngota emphasizes how TVET credentials are becoming more and more respected, even among college grads.
I was a student at Kabete National Polytechnic, where there were people with university degrees. Over time, the tendency of people coming for certificates has grown, he claims.
Academic papers are not as valuable as real-world experience when it comes to selecting trainers.
“A TVET institute will look for people with master’s degrees when it posts job openings for trainers, but in the selection process, the interviewing panel will be more interested in the individual who has a diploma in that course,” he explains.
Ngota claims that because TVET students receive hands-on instruction that gives them the skills they need to practice their craft independently, they are prepared for self-employment.
He continues, “The trainees are ready to work independently and are not waiting to be hired.”
Ngota advises combining a diploma with a degree for certain fields in order to have a well-rounded skill set.
See also: TVET graduates making a name for themselves in the employment market
“If I were to enroll in an electrical engineering study, my preference would be to complete a diploma program before moving on to a degree program. It should be mentioned that documents are important as well, particularly for positions in management. For certain courses, it makes sense to mix the two. In the workplace, one has greater opportunities,” he claims.
fake degrees from universities
Ngota offers an intriguing viewpoint on the transition to Technical and Vocational Education (TVET), partially attributing it to the spread of fraudulent university degrees.
“Their papers became suspicious when local universities started offering parallel programs,” he claims.
The phenomena known as “River Road degrees” made it difficult to confirm the legitimacy of credentials.
According to Ngota, “it became nearly impossible to verify if people actually held the degrees they claimed to have earned.”
Since the Kenya National Examinations Council issued the TVET certificates, they were difficult to counterfeit.
TVET credentials “started gaining respect at this point,” he claims.
Ngota also discusses the usefulness of education in real life.
According to him, “the value of a degree started to decline when people realized that you could have the certificate but still not be able to support yourself.”
He claims that when hiring for technical positions, employers value real-world experience more than formal education.
The motivations of TVET students are as varied as the disciplines they choose to study. At the beginning of their careers, some are motivated by a desire for financial independence, while others are enticed by the prospect of having ready skills that meet the demands of the quickly changing labor market of today.
Mary Abisai, who received a mean KCSE grade of B at a national school in Nairobi, has defied expectations by choosing to attend a TVET institute to pursue her passion for culinary arts.
Abisai is about to enrol in Kenya Utalii College, which is well-known for its culinary programs.
“I am aware that many people were surprised to learn that a B student would enroll in a TVET program. Instead, I went for skills,” she declares.
Abisai’s demand for expediency was satiated by the shortened, compressed length of TVET school, which allowed her to avoid the longer commitment needed for a degree.
She asks, “Why would I go to a university for four or more years when I can spend just two years developing my skills at a TVET?”
Abisai deliberately chose to forgo the traditional university route in favor of TVET. Being a chef is her dream job. Abisai has an obsession with the cooking since she was a little child.
Even when her parents tried to talk Abisai out of going into medicine, she stayed firm in her goals. The decision to choose the TVET route was driven by an appreciation of the time and resources needed to attain the skills she desired for.
Her mother stated to Higher Education that “she has dreamed of being a chef from a very young age.”
What then can be the motivation for this rebirth of education? According to Ngota, the purpose of TVET diploma programs is to give students real-world, hands-on experience.
“Compared to universities, TVET courses’ modest class sizes have made it possible for more concentrated practical instruction. Unlike colleges, which can have up to 300 students every class, diploma institutes typically have roughly 30 pupils. University instruction does not focus much on practical teachings, according to Ngota.
Two weeks ago, KUCCPS released its 2024 placement report, which showed that 75,718 applicants were able to gain spots in TVET institutes, with 11,991 of them qualifying for degree programs.
The overall authorized capacity at the chosen institutions, according to Education Cabinet Secretary Ezekiel Machogu, were 1,078,806, comprising 278,006 universities (degree), 769,820 TVET colleges and institutes, 13,808 teacher training colleges, and 17,172 Kenya Medical Training College (KMTC).
As Kenya marks a Century of TVET this year, experts attribute the growth of its popularity among young people to the abundant opportunities offered.
According to Erick Katana, the principal of Bandari Maritime College in Mombasa, the preference for TVET is rooted in the emphasis of the institutions on practical, skills-based training, which aligns with employers’ demands.
“TVET courses are more skills-based than theory-based. This is what companies all over the world are looking for,” Dr Katana says.
TVET Authority Director-General Kipkirui Langat, echoes the sentiments, highlighting the investments by the government in revamping these institutions as a driving force behind the surge in interest.
During a public lecture at Bandari Maritime Academy in Mombasa on May 21, Dr Langat stressed the important role TVET institutions will play in revolutionising higher education in Kenya.
“The government is promoting critical skills that had been neglected for long, providing huge opportunities for young people in areas like welding, maritime, agriculture and construction,” he stated.
“We want to show young people the areas with opportunities in TVET. We are providing access to training.”
Kenya’s commitment to exporting a skilled workforce has encouraged young adults to pursue TVET courses.
The country has signed bilateral labour agreements with several nations, offering employment prospects that entice young people, according to Dr Langat.
Michael Vallez, the founder and Director of GFP International – who delivered the key lecture at Bandari College – urged students to embrace vocational training “because it offers job opportunities”.
“Vocational colleges are very important. Take up courses in TVET colleges and employers will come looking for you. The Kenyan government must upgrade its TVET institutions with modern machines and trainers,” Vallez, who is an engineer, said.
At the same event, the Education Cabinet Secretary said the government has prioritised modernising and repositioning TVET institutions to align with labour market demands, economies, and needs of society.
“The goal is to promote skills development for empowerment, productive employment and decent work. We want to facilitate the transition to more digital, green and inclusive economies and societies in line with the 2022-29 Unesco strategy for TVET,” the minister said.
He highlighted the historic significance of TVET in Kenya, tracing its roots to the colonial times when industrial education was introduced to train Africans in practical and technical skills.
According to Patrick Muchemi, the principal of Kabete National Polytechnic – the oldest TVET institution in the country – this shift is driven by campaigns promoting skills acquisition and the job prospects offered by vocational training.
“On top of that, the trainees are learning from students who have completed university education, some with advanced degrees, but who remain jobless. There are thousands of university degree holders who have not secured meaningful employment for years,” the principal says.
Kabete National Polytechnic has admitted many 2023 KCSE examination candidates, some having scored high grades but chose the institution instead.
Muchemi, an expert in construction, says courses in construction, engineering, electrical engineering and hospitality are among the most sought-after by students who complete KCSE tests.
Notably, many female students are showing interest in traditionally male-dominated courses, indicating a shift in perceptions by the society.
According to Muchemi, some students opt for TVET after failing to secure university admission due to cluster subject requirements.
“They think of starting from a lower level – diploma. There is also a notion among company executives that those who start from the bottom make good employees when it comes to skills acquisition,” he says.
Political leaders have also played a role in promoting vocational training, highlighting the demand for skilled tradespeople like plumbers, welders, hairdressers, construction workers and mechanics.
Stanley Muindi, the Director of Technical Services at the Kenya National Qualifications Authority, says many students are opting for TVET due to the emphasis by employers on skills acquisition.
Employability
“Education is viewed for employability and not just for grades, performance, labels or certificate purposes. If education is key to getting employed, mobility and lifelong learning, then TVET is the master key,” Muindi says.
He cites the Unesco strategy for TVET and the 2016-30 Kenya National TVET Blueprint, which identify vocational education as the greatest enabler of employment.
“The moment you have a technical and vocational skill, you stand a higher chance of getting hired,” he says.
Read: I took the wrong course! What do I do with my degree?
The expert adds that employers are seeking competent workers who can perform specific tasks, rather than focusing solely on academic degrees.
“Employers are interested in people who have competency, not certificates, diplomas, bachelors, masters or doctorate degrees. They want a competent worker who can perform the task given effectively,” he says.
As labour markets, economies and societal needs rapidly evolve, emphasis is quickly shifting to competence.
Says Muindi: “If you have a skill in tilling or are an expert in doing ceiling boards, you will be hired based on the competencies you possess, not the diploma or degree. These skills are found in TVET colleges. It should be noted that young people no longer want to spend an eternity at an institution of higher learning and even more looking for a job.”
Instead of pursuing five-year engineering degrees, Muindi notes that many individuals now prefer shorter courses that lead to employment opportunities.
While the allure of TVET continues to grow, some students still insist on pursuing university degrees.
John Nyabuti, 23, who sat his KCSE examination at Nyakeore Secondary School in 2023 and scored a B-(minus), is delighted after being placed at Kabianga University to study Agriculture Extension and Education.
“I have always dreamt of acquiring a university degree,” says Nyabuti who expects to join the Kericho-based institution in August.
“I know TVET programmes sound better but a degree is what I want. I will be an extension officer and an educationist on completing the four-year course.”
Similarly, Victor Lemashon, 18, who completed his secondary education at Cheptenye Boys High School was elated on learning that he had been placed at the University of Nairobi for a Bachelor of Arts in Theatre Arts and Film Technology course.
Societal pressure
Lemashon scored a B plain in the KCSE examination. The teenager acknowledges the appeal of TVETs.
“My first option was Software Engineering at Jomo Kenyatta University of Agriculture Technology. I know many peers are opting for TVET because of the time it takes to complete the programmes. The high university fee, frequent strikes by students and lecturers and other social issues are the other determining factors for joining these institutes,” he says.
Read: DP Gachagua to universities: Scrap ‘outdated’ courses
According to Lemashon, societal pressure and parental expectations often influence one’s decisions to pursue university education. He urges parents to stop putting pressure on their children to pursue particular courses.
Mr Machogu acknowledges the contribution of educators, trainers, professionals and partners who have been the backbone of TVET courses in Kenya.
“From cutting-edge technology and engineering solutions to advancements in healthcare and sustainable development, our TVET graduates have made significant contributions in many fields,” the minister says.
“We will host exhibitions, demonstrations and competitions to highlight these accomplishments and inspire a new wave of talent and creativity to mark 100 years of TVET in Kenya.”
The Cabinet Secretary emphasises the need to strengthen partnerships, linkages and collaborations between TVET institutions, the private sector, employers and development partners to ensure the programmes continue to evolve and meet the demands of a rapidly changing world.
With the objective of mitigating challenges like low perception and access to TVET, the centennial celebrations, according to Machogu, will seek to inspire hope among citizens and ignite interest in the potential of TVET colleges to spur employment, inclusivity, equity, entrepreneurship, lifelong learning and decent livelihoods.
Why top scorers on the KCSE exam are flocking to technical colleges.
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