Skills over scripts: How TVET is rewiring Kenya’s workforce

The Technical and Vocational Education and Training in the country is undergoing a significant transformation, marked by a sharp rise in student enrolment and a deliberate shift from theory-heavy instruction to hands-on, skills-based training. At the centre of this change is TVET PS Esther Muoria, who has championed reforms aimed at making technical education more practical, accessible and aligned with industry needs.

In a one-on-one interview with the Star, she unpacks how the government has more than doubled enrolment in TVET institutions, the policies driving the shift towards competency-based training, and why she believes the sector holds immense untapped potential to tackle youth unemployment and power Kenya’s economic growth.

How many government-recognised TVET institutions do we have in Kenya today, and what are the enrolment numbers?

It remains government policy to have a TVET institution in every constituency—about 290 in total. Currently, 52 are still needed. Of these, 17 are under construction, leaving 35 yet to begin.

Overall, we have about 260 TVET institutions across the country, roughly one per constituency, although some constituencies have more depending on past developments. Of these, 33 are national polytechnics, while the rest are technical training institutions or vocational colleges.

When this government took over, enrolment stood at about 250,000. Today, it is around 950,000 young people—nearing one million. We are targeting two million by the end of the year, and we believe we will scale up to that level.

This year is just about halfway, and you have not met half your target. What could be the reason?

The biggest challenge has been funding, particularly the financing model. The President introduced a strong funding framework for colleges and universities, but as a country, we have not fully funded it or consistently provided students with scholarships and the Higher Education Loans Board (Helb) loans.

This is not just a TVET issue—it cuts across the entire education sector. Why have we not reached half our target? Simply put, resources are limited. We are servicing loans, and other sectors like health also require substantial funding. As a result, many admitted students come from families that cannot afford fees, and they end up dropping out. If the funding model were fully implemented, we would already be close to achieving the two million target.

There are many parents who still see TVETs as a “second choice” to university. What advice would you give to such parents?

That perception has changed. Looking at you directly, TVET is no longer a second option. That may have been the case two or three years ago, but not any more. Last year, more than 26,000 students who scored C+ and above chose TVET institutions voluntarily. Admissions are ongoing this year, and I can confidently say that number will more than double.

We have transformed both the perception and the physical outlook of our training facilities, and young people are responding positively.

Kenya has invested heavily in TVET infrastructure—how are you ensuring this investment translates into actual jobs rather than certificates?

Our focus has been on skills. From the moment I joined this department, my priority has been ensuring young people acquire practical, usable skills. For a long time, we have been educating and training, yet many people remain unemployed despite their qualifications. The missing link has been hands-on ability—the competence to actually do the work.

That is why our focus is firmly on skilling, not just certification.

How aligned are current TVET curricula with the needs of industry, especially in emerging sectors like AI-enabled trades?

We have engaged trainers in workshops to shift from theory to practical training. Curricula are being restructured to remove unnecessary theoretical components. For example, communication for engineers is not the same as for arts students. We have adopted modular training. The first module takes six months, after which a learner should be able to secure employment.

In some cases, such as in Kibra, learners attend for a month, acquire a skill and move straight into work. The goal is to ensure young people leave with skills they can use immediately, either for employment or self-employment.

What mechanisms exist to hold industry partners accountable for providing meaningful industrial attachments and apprenticeships?

We brought industry directly into the training process. Through sector skills councils, industry players help design how training is conducted. For example, if we are training journalists, we engage media houses and ask what skills they need. Training is then aligned to those needs.

Industry partners are also expected to regularly engage with institutions and monitor training outcomes. We are moving away from purely exam-based assessment to a portfolio-of-evidence approach.

With youth unemployment still high, what evidence do you have that TVET graduates are more employable today than before?

Our graduates are in demand. In places like Kiambu, some students struggle to complete final exams because industries have already absorbed them. Because training is done in collaboration with industry, students transition directly into employment. In areas like Thika, trainees in mechanical auto body are already working in the industry before completing their courses.

How is the ministry addressing skills mismatch, where graduates are trained, but industries still claim they lack practical competence?

We have made a deliberate shift—anyone entering a TVET institution goes straight to the workshop, not the classroom. We have effectively exited traditional classroom setups. Training now takes place in workshops and laboratories. By aligning training with industry needs, we ensure that graduates are ready for the workplace by the time they complete their courses.

 Are you concerned with the recent moves to convert TVET institutions into universities?

There is a directive to convert Ramogi Institute of Technology into a university and I must say this is concerning.

We have proposed that it becomes a Polytechnic University instead. This would allow learners to progress to university level while maintaining a strong focus on skills-based training.

How are you supporting trainers and instructors to keep pace with fast-changing technology and modern equipment?

We are partnering with industry players. For instance, we are in discussions with Toyota to establish dedicated training facilities within our institutions. This ensures that learners are trained using the latest industry standards and technologies.

What are you doing differently, especially when it comes to production and making the institutions self-reliant?

We are leveraging special economic zones supported by the African Development Bank to equip institutions with modern machinery. In regions like Taita Taveta, we have gemmology equipment for processing minerals. In Kisumu, we are supporting cotton farming and textile production.

At Mawego Polytechnic, we have integrated systems for fish production, from breeding to packaging. The goal is to make institutions centres of production as well as training.

What can you say is your main struggle currently as a state department?

Our biggest challenge is fully integrating industry into TVETs. We want institutions to be production hubs where learners train and produce simultaneously. We are working towards fully embedding industry within training institutions.

 Your parting shot?

 We urge the media and the political class to support us. While we may not have everything, we have one critical asset—commitment.

We are determined to move young people from where they are to a place where they can create opportunities for themselves.