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The overall development objective of the project, in line with the Kenya TVET Act, 2013 is to increase access and equity, improve quality and relevance of TVET education and training. The specific objective of the project is to equip youth, at least 50% women, with relevant TVET skills for the immediate and emerging labor market needs. The expected project outcome is increased skilled and employable youths.
The project's components are summarized below.
Component 1: Improve Access, Quality and Relevance of TVET. (UA 40.4 million)
Strengthen TVET engineering and applied sciences training faculties. The project will therefore support completion of engineering and applied sciences workshops/ laboratories in the eight TTIs under Phase 1; complete procurement of the remaining sets of engineering and applied sciences equipment from some of the Phase 1 target TTIs. Based on the Phase 1 training needs assessment, the project will support training of an additional 600 TVET tutors from certificate to diploma level and from diploma to degree levels mainly in engineering and applied sciences.The project will support TVETA to develop a five year Strategic Plan and its implementation plan; a TVETA web portal; support training of at least 500 TVET monitors and evaluators from the 47 counties; and support training workshops to sensitize TTIs and County Governments on key TVET policies including the TVET Act 2013 and TVETA standards and Regulations for TVET programs.
Component 2: Equip Vulnerable Youth with Relevant TVET Skills and work experience. (UA 4.0 million)
This sub-component will support delivery of selected TVET Competency Based Education and Training training programs in Engineering and Applied Sciences in line with the Labour Market needs. This component will support, relevant skills development for youth, including 'unemployable ' youth (50% of either sex), to acquire basic skills in relevant fields in order to enhance their employability chances. This component will also support scholarships for 300 hearing and visually impaired youths, and procurement of relevant teaching and learning assistive devices for the four 'Special Needs' TVET TTIs
Component 3: MoEST institutional support and Project Management. (UA 4.2 million). Public Finance and Governance
The Kenya 2014 - 2018 CSP reckons that the Bank has not intervened with specific activities to address governance and accountability issues in the education sector in the past including TVET Phase 1. Through this project, the Bank will support capacity building of TTIs in financial management and procurement as part of project activities under this component. The project will therefore support the oversight institutions including the Accountant Generals Office, the Auditor Generals and the Public Procurement Oversight Authority to build capacities of TTIs and related SAGAs to strengthen their overall Public Financial Management (PFM) and to be able the oversight institutions to undertake their oversight roles effectively. The PFM training will also include training of TTIs management in Governance at the Kenya School of Government. This component will also support TVET tracer studies in selected TVET engineering and applied sciences programs. The component will also support development of TVET Gender Guidelines and support to Project Management including M&E
The specific objective of the project is to equip youth, at least 50% women, with relevant TVET skills for the immediate and emerging labor market needs. The expected project outcome is increased skilled and employable youths.
The TVET sector plays an important role in meeting the skills demands for the labour market. Kenya is experiencing a skewed skill mix particularly among university graduates, technicians and artisans. For example, the ratio of technicians and associate professionals to craft and related trades workers for machine operators and assemblers in the industry is 33:1:2 respectively. This ratio needs to be in 'reverse'. The emerging oil, gas and mining industry will support between 42,000 and 98,000 jobs over the next 10 years through its upstream needs. This skills gap therefore requires urgent actions in equipping post primary and secondary as well as out of school youth with middle level skills for the labour market.
The project's envisaged results are to contribute to enhanced quality and relevance of TVET programs in line with the TVET Act of 2013 provisions; and to support increased access (enrolment) in engineering and applied sciences TVET Programs to meet the immediate and emerging labour market demands. Kenya's unemployment is currently estimated at 40% of which 80% are youth. At the same time, Kenya lacks critical middle level skills in the immediate and emerging labour market to meet the demand side needs of the employment equation.
OLANG'O Susan Achieng - RDGE2