Varsities should prioritise skills-based programmes
What you need to know:
- A country that aspires to achieve industrial status by 2030 has to rethink its education and training programmes and create requisite foundation for that.
- A country that aspires to achieve industrial status by 2030 has to rethink its education and training programmes and create requisite foundation for that.
After years of exponential expansion of university education, the reality is beginning to sink that the country has to change direction.
Strategies on higher education have to shift to technical, vocational education and training that equips graduates with practical competencies for self-employment and income-generation.
Last week, the Chancellor of Masinde Muliro University, Peter Muthoka, made a strong pitch for expansion of technical training, underscoring the fact that investment in higher education has to prioritise skills development. Which is not to diminish the traditional academic programmes — they have their place — but they should not be the only centre of focus.
However, shifting higher education orientation to technical and vocational training requires strategic thinking. First, it must begin with changing mindsets of learners, parents and teachers to appreciate the value of practical training and discard the false notion that such skills are only meant for low academic achievers.
Training pedagogies
Second, the government has to invest heavily in this sector, and beyond establishing and equipping technical training institutions, reform the curriculum and training pedagogies to align with the industry needs.
Third, universities have to review their curriculum and give emphasis on skills-based courses. The era of mass production of non-professional graduates is long gone and it is not just a question of them lacking employment, but those programmes do not best serve the needs for national development.
A country that aspires to achieve industrial status by 2030 has to rethink its education and training programmes and create requisite foundation for that.
Notably, the Competency-Based Curriculum, currently being implemented in primary schools, and which will move progressively to higher levels, promises to cure this.
In itself, the new curriculum is premised on skills and talent development, marking a major paradigm shift in education and training.
Going forward, the government has to promote technical, vocational education and training through provision of adequate resources and enacting enabling legislation and policies to support the programmes.
