Simulation of Use of Technical and Vocational Education and Training (TVET) Education Assessment Data for Development Policy Decision Making.

Simulation of Use of Technical and Vocational Education and Training (TVET) Education Assessment Data for Development Policy Decision Making.

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Simulation of Use of Technical and Vocational Education and Training (TVET) Education Assessment Data for Development Policy Decision Making.

Technical and Vocational Education Training (TVET) assessment presents a unique opportunity for Kenya’s skills development to solve unemployment among the youth as well as achieve the industrial development envisaged in Kenya’s Vision 2030. The adoption of competence based assessment of skills acquired in TVET holds immense potential in ensuring that youth in TVET programs acquire the requisite skill competence and are adequately prepared for the job market as employees or entrepreneurs. This would reduce the level of youth unemployment which stood at 17.4% in 2015. However, the use of TVET assessment data to guide policy decision-making has not been exploited as evidenced by the paucity of literature in the area in Kenya. The Kenya National Examination Council (KNEC) conducts assessment of TVET trainees at four levels of Artisan, Certificate, Diploma and Higher Diploma. Practical skills assessment forms thirty percent of the final assessment grade and TVET courses are practical oriented. A descriptive research design is adapted and using data from Technical examination enrolment and performance from 2014-2018, TVET Act of 2013, TVET education and educational assessment policy documents, the paper explores the extent to which and how examination enrollment and assessment data could be used in decision making. The paper also opens debate on the principal issues, policy reforms and their implementation while documenting the impacts of these reforms on TVET beneficiaries. The factors impeding TVET assessment are explored together with solutions that have been implemented to surmount such challenges in newly developed economies like the “Asian Tigers”. Issues of expansion of access, equity, relevance and quality of TVET are also brought to fore as they are significant if TVET is to leverage industrial development in Kenya. This paper forms an advocacy premise to the policy makers on TVET education and assessment for youth involvement in industrialization to attainment of the Big 4 action plan of the current government of Kenya.

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