IMPLEMENTATION OF WHOLE YOUTH DEVELOPMENT SKILLS IN KENYA’S TVET INSTITUTIONS

Abstract

This article examined the extent to which Technical and Vocational and Education and Training (TVET) curriculum in Kenya integrate Whole Youth Development (WYD) skills in their training. The study analysed how curriculum implementation in Kenya’s TVET institutions aids in provision of graduates with skills required by the labour market. This was a descriptive desk study review designed to provide evidence on how WYD skills was integrated in TVET institutions. The findings revealed that TVET curriculum had integrated WYD skills and TVET institutions were implementing them. However, the emphasis of the various components of WYD skills varied among TVET institutions and transferable skills were the least prioritised in the curriculum. Some of the challenges identified in inculcating WYD skills in TVET institutions included discrepancies in the implementation of TVET policy where part of the WYD skills introduced in TVET curricula had not been implemented in most of the TVET institutions; low entry grade for some of students coupled with varying academic capabilities of students that are enrolled in same courses, few existing in-service courses for instructors; preference in covering theoretical aspects of the curricula as opposed to technical and practical skills; and lack of curriculum materials for WYD skills in most TVET centres. Overall, curriculum implementation in TVET institutions in Kenya had contributed to the lack of WYD skills among the youths. The study recommends that the country should take advantage of the new Competency Based Education and Training (CBET) curricula under implementation to ensure integration of WYD skills in TVET by providing adequate WYD curriculum materials to support the implementation