TVET students during practical lessons/HANDOUTKenya is undergoing a major skills shift as Technical and Vocational Education and Training (TVET) increasingly emerges as an alternative to traditional white-collar career paths and a major route to employment.
The shift is being driven by growing demand for practical skills, government funding reforms, investment in modern training equipment, and partnerships with industry and international development partners.
TVET enrollment has surged to more than 825,000 learners across over 3,100 institutions, reflecting growing interest in technical and vocational training as young people seek skills that can translate directly into employment and entrepreneurship.
The courses span engineering, construction, ICT, automotive technology, hospitality, agriculture, manufacturing, renewable energy and other technical trades.
The changing preference reflects a labour market in which employers increasingly value practical competence alongside academic qualifications.
From electricians working on affordable housing projects and welders fabricating steel structures to automotive technicians servicing increasingly sophisticated vehicles, solar installers supporting the clean-energy transition and ICT specialists deploying fibre-optic networks, skilled workers are becoming increasingly important to Kenya’s economic ambitions.
Major investments in affordable housing, transport infrastructure, manufacturing, industrial parks, renewable energy and digital connectivity are also creating demand for technicians who can immediately apply specialised skills.
President William Ruto has repeatedly promoted TVET as a pathway to employment and entrepreneurship, arguing that Kenya must equip its young population with skills that respond to the demands of a changing economy.
In 2024, Ruto said the country needed to “equip millions of young Kenyans with the education, training and skills necessary to enhance their productivity in a dynamic, globalised and competitive labour market.”
The President has also sought to make technical training more affordable and accessible as part of his administration’s education reforms.
His administration has reduced annual TVET fees from Sh105,000 to Sh67,000 while expanding efforts to modernise institutions and increase enrolment.
Ruto has further announced plans to provide State funding for students placed in public universities, colleges and TVET institutions.
“There is a law in Parliament called the HELB (Amendment) Bill, 2026 that will enable us to ensure that every Kenyan student who has been placed in a TVET or a university gets state funding,” he said.
Education Cabinet Secretary Julius Migos Ogamba has described TVET as a key pillar in the Government’s efforts to achieve Vision 2030, as Kenya seeks to build a workforce capable of supporting industrialisation and economic transformation.
TVET Principal Secretary Esther Muoria has similarly challenged training institutions to ensure that their programmes keep pace with technological change.
Speaking during the closing ceremony of the 8th Annual International Multi-Disciplinary Conference and 6th National Skills Competition (CARI 2026) at Kisumu National Polytechnic, Muoria said artificial intelligence, automation and climate change were rapidly transforming industries.
She challenged institutions to move beyond displaying innovations at exhibitions and instead commercialise technologies capable of solving real-world problems.
“The technicians of the future must not only understand how systems operate but also how to make them safer, cleaner and more efficient,” she said.
The Government has backed the expansion with increased investment in the sector.
Parliament approved Sh58.49 billion for the State Department for TVET for the 2026/27 financial year, with the allocation expected to support infrastructure development, modern equipment, instructor training and institutional development.
The investment is being complemented by international partnerships aimed at modernising technical training.
Under Phase III of the Kenya-China Project, 70 institutions are expected to receive modern training equipment, while 1,190 instructors will undergo training in priority disciplines.
The programme will also support the rollout of Competency-Based Education and Training (CBET).
Kenya has also entered into a cooperation agreement with Italy to modernise up to 70 institutions with advanced technologies in areas including robotics, renewable energy, artificial intelligence and digital manufacturing.
The Government is targeting two million TVET enrolments by 2027 and is expanding partnerships with Austria and the World Bank-funded EASTRIP programme to strengthen maritime and specialised technical training.
The growth of TVET, however, comes with significant challenges that could undermine the sector’s ability to meet the rising demand for skilled workers.
Insufficient public financing remains one of the major challenges facing the sub-sector, with many institutions struggling with inadequate infrastructure and equipment needed to deliver competency-based training effectively.
Some institutions continue to operate with ageing infrastructure, obsolete training equipment and limited access to modern technologies, raising concerns about the quality and relevance of training offered to students.
The shortage of qualified trainers is another challenge.
The quality of technical education depends heavily on the competence and practical skills of instructors. However, the sector continues to face shortages of qualified personnel, alongside limited opportunities for systematic in-service training and continuing professional development.
There is also concern over the mismatch between the skills produced by some institutions and those demanded by employers.
The Ministry of Education has acknowledged that the alignment of curricula with the CBET framework, industry requirements and the priorities of Vision 2030 remains a challenge.
Beyond funding and infrastructure, TVET also faces an older and more deeply entrenched challenge-perception.
For years, technical and vocational education has been viewed by some families and students as a second choice for those who fail to secure places in universities.
That perception is increasingly being challenged by a labour market where practical skills can provide direct routes into employment, self-employment and entrepreneurship.
The rise of renewable energy, advanced manufacturing, digital technology, construction and modern transport is creating opportunities for workers who possess specialised technical skills.
Unlike some office-based occupations that are increasingly exposed to automation, many technical professions require physical expertise, problem-solving and hands-on intervention.
