TVET Reforms, Policies and Challenges

dc.contributor.authorMaina, E. W.
dc.date.accessioned2015-06-08T12:29:31Z
dc.date.available2015-06-08T12:29:31Z
dc.date.issued2015-05
dc.descriptionThis paper was presented at the International Conference on ‘Re-Engineering Education for Sustainable Development’ held on 18th – 20th May 2015 at Kenyatta University Conference Centre (KUCC) Nairobi, Kenyaen_US
dc.description.abstractTechnical and Vocational Education and Training (TVET) reforms are based on Sessional Paper No. 14, 2012 which is a policy framework on Reforming Education in Kenya. This framework resonates with Vision 2030 upon which the required knowledge, skills and attitudes are hinged. TVET reforms were actualized through Technical and Vocational Education and Training Act of 2013 in which a raft of changes were introduced and new organs created. Among the organs created are a regulatory body called Technical and Vocational Education and Training Authority (TVETA), the Curriculum Development Assessment and Certification Council (CDACC) body charged with the responsibility of curriculum development assessment and certification of programmes. Despite the many changes introduced, TVET continues to face a myriad of challenges. This paper critically analysis the reforms recently introduced in TVET and the challenges it faces. The paper ends by making suggestions on how the challenges can be better addressed.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.citationInternational Conference on ‘Re-Engineering Education for Sustainable Development’ 18th – 20th May 2015en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/12815
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectTVET reformsen_US
dc.subjectCompetency-based curriculumen_US
dc.subjectKenyaen_US
dc.subjectVision 2030en_US
dc.subjectSessionalen_US
dc.titleTVET Reforms, Policies and Challengesen_US
dc.typeArticleen_US
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