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19 th ENGINEERS INTERNTIONAL CONFERENCE The Role of Engineering Practitioners in the Implementation of the Constitution “Tertiary Education in Kenya -

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Presentation on theme: "19 th ENGINEERS INTERNTIONAL CONFERENCE The Role of Engineering Practitioners in the Implementation of the Constitution “Tertiary Education in Kenya -"— Presentation transcript:

1 19 th ENGINEERS INTERNTIONAL CONFERENCE The Role of Engineering Practitioners in the Implementation of the Constitution “Tertiary Education in Kenya - What the future holds for us” By Prof. D. Kimutai Some Chair, TAHEST Thursday 10th May, 2012 at the Kenyatta International Conference Centre, Nairobi, Kenya 1

2 PRESENTATION TO ENGINEERS Taskforce on Alignment of the Higher Education, Science and Technology Sector (TAHEST) with the Constitution of Kenya, 2010 University Education(UE), Science, Technology & Innovations (ST&I) and Technical and Vocational Education and Training (TVET) 2

3 TAHEST MEMBERS 1.David Some (Prof.), Chair 2.Timothy M. Waema (Prof.) 3.Edward Mungai (Dr.) 4.Eric M. Aligula (Dr.) 5.Harry Kaane (Prof.) 6.Charles O. Nyangute 7.Lucy W. Irungu (Prof.) 8.Kevit Desai (Dr.) 9.Meloli Kashorda (Prof.) 10.Henry Thairu (Prof.) 11.Francis Aduol (Prof.) 12. Muga K’ Olale (Dr.) 13. Alice J. Yano 14. Madara Ogot (Prof.) 15. Mary Muthoka 16. Stella Kirui (Dr.) 17. Nasteha Omar Hajji 18. Margaret J. Hutchinson 19. Elizabeth Nganga 20. Vane Akama

4 JOINT SECRETARIES 1.Edith Nanini Torome 2.Michael Mwangi Kahiti 3.Josephine Waceke Muritu 4

5 TFES Taskforces on Alignment of the Education Sector (TFES) with the Constitution of Kenya, 2010 (Prof. D. Odhiambo) 5


7 CONSTITUTION OF KENYA, 2010 Article 53 (b): “Every child has a right to free and compulsory Basic Education” 4 th Schedule Part 1: National Government #16 : Universities, Tertiary educational institutions and other Inst. Of research and higher learning & Primary Schools, Special Education, Secondary & Special Education Institutions 7

8 CONSTITUTION OF KENYA, 2010 4 th Schedule Part 2: County Government #9: Pre-Primary, Village Polytechnics, Homecraft Centres and Childcare facilities 8

9 EDUCATION STRUCTURE (TFES) Childcare up to 4 yrs old ECDE 2 yr Primary 6 yrs (3 yrs-Lower, 3 yrs– Upper) Secondary 6 yrs (3 yrs-Junior, 3 yrs– Senior) Middle Level 2 yrs University 3 yrs (Minimum) 9

10 E C D E (TFES) Mainstream ECDE ( 4-5 yrs old) into basic education (free and compulsory) Automatic transition from ECDE to Primary Financing by County Provide teachers and infrastructure 10

11 PRIMARY (TFES) Challenges – Vulnerable groups, incl. special Edu – school feeding – Teachers in local communities Pupil: Teacher Ratio 45:1 Balance between Access and Quality 11

12 SECONDARY (TFES) Challenges – Infrastructure – Enforcement of fees – Unregulated levies – Poor quality Pupil: Teacher Ratio 35:1 Fees 19,238 incl. lunch. 14,614 w/o lunch Av. Teacher Load (ATL) raised from 18 to between 20-24 hrs/week 12

13 KEY DEVELOPMENT CHALLENGES FOR THE HIGHER EDUCATION, SCIENCE, TECHNOLOGY AND INNOVATION SECTOR Demographic Shift and the Challenge of Wealth and Employment Creation Knowledge Creation for Increasing Productivity of the Kenyan Populace Knowledge Application for Creating a Viable Portfolio of Tradable Goods and Services for the Local, Regional and Global Market Place Skilling and Re-skilling Kenya’s Human Resources to be Competitive Global Knowledge Workers 13

14 Global Best Practices: Salient Takeaways for Kenya Rationalising the Governance Structures to ensure appropriate skills development at all levels Focus on National Development Priorities Appropriate and Targeted Human Resource Development Targeted Funding focusing on missing links in the knowledge application value chain Robust intellectual property regimes explicitly recognising and protecting indigenous resources and knowledge Inculcation of a Culture that Values and Applies Knowledge Focus on Consistency in Productivity Improvements Robust Structures for tracking progress and communicating success Prestigious, and robust recognition and reward systems 14

15 Technical and Vocational Education and Training Highlights of TVET Recommendations Shift from supply–led training to demand-driven training, developed by promoting the role of industry in both the design and delivery of TVET curriculum Shift from time-bound, curriculum-based training to flexible and competency-based training Centralised bodies – TVET Authority and TVET Examinations and Certification Council, to ensure competence Rebranding to reposition TVET as the sector of choice for candidates Focus on empowering TVET graduates as creators of employment Admissions process thro’ TVET Joint Admissions Board (TVET- JAB) Tertiary Education Funding Board (TEFB) and Expanded HELB for Student Financial Aid 15

16 ORGANISATION AND MANAGEMENT OF TVET INSTITUTIONS Vocational Training Centres (VTC), at least one in each Constituency, managed under BoG, award Artisan Certificate Technical College(TC), at least one in each County, managed under BoG, award Craft Certificate and Technician Diploma, National Polytechnics and Technical Teachers’ Training Colleges, Regional, managed by Councils, award Technical Diploma and Technologist Degree (in collaboration with universities) Technical Universities shall be established, Regionally, and managed in accordance with the provisions of the Universities Act 2012, award Technologists and Post Graduate Degree. 16

17 University Education (UE): Highlights of Recommendations CUE to promote, audit and assure Quality and regulate the establishment, inspection and accreditation of institutions and programs of all public and private universities, including their satellite campuses. Central admissions coordination of universities (public and private) through KUJAB, for GoK Schorlarships Cover all students with loans, bursaries and scholarships by the year 2018 through the expanded HELB Establish a Kenya Universities Funding board for Institutional funding Reduce the size of the Councils to a maximum of 11 members, separation of regulatory, governing & management 17

18 Key ST&I Recommendations 1.Make ST&I as the central pillar for creating a knowledge based economy => Ministry of Knowledge Economy 2.Leverage ST&I to transform the economy through the national priority areas 3.Create an effective and efficient Kenya National Innovation System 4.Operationalise the triple helix and ccommercialise research outputs => Innovation Agency (KENIA) 5.Mobilize every year at least the equivalent of 1% of GDP from the Government, Private Sector and other sources to fund the entire ST&I value chain => National Research Fund 18

19 Key ST&I Recommendations 6.Attract, develop and retain a critical mass of world class human resource capacities and capabilities, focusing on identified national priority => Appropriate and targeted HR development 7.Develop and sustain a robust IP regime explicitly recognising and protecting indigenous resources and knowledge 8.Support the development, renewal and maintenance of supportive physical infrastructure and technologies required by the key CoEs in ST&I 9.Establish a prestigious, comprehensive, robust and inclusive ST&I reward and recognition framework founded in law 10.Develop, implement, continuously review and globally benchmark a comprehensive performance management framework 19

20 Kenya’s Tertiary Education & ST&I Sector Proposed Governance Establishment of three ministries responsible for Basic Education, Tetiary Education and Science, Technology & Innovation (cf Malaysia 17 ministries with these 3) Establishment of Presidential Level Awards in Science, Technology and Innovation ; Technology and National Quality Biennial Conference & Symposia as well as Regional and County Level Fairs National Performance Benchmarking Metrics that are globally benchmarked 20

21 NEWLY INDUSTRIALISING, MIDDLE-INCOME COUNTRY, VISION 2030 Kenya will be aiming to produce goods and services of industrial nature that can be sold beyond her borders to generate real income for the country the country hopes to be a middle-income economy capable of providing high quality life for her citizens It has however long been recognised by development economists that a country is only able to realise such progress if its economy is innovative An innovative economy on the other hand is to be realised through technological innovation 21

22 NEWLY INDUSTRIALISING, MIDDLE-INCOME COUNTRY, VISION 2030 (Cont’d) to make a breakthrough in industrialisation and technological development one must begin by ensuring that it has a critical mass of well qualified engineers and technologists broad engineering skill required is typically considered to be comprised of four cadres of staff, namely; engineer, technologist, technician, craft / artisan For most developed countries the ideal ratio for the four categories of professional is 1:2:4:16, typical developing country however, it is considered that the more realistic ratios would be 1:3:12:60 22

23 NEWLY INDUSTRIALISING, MIDDLE-INCOME COUNTRY, VISION 2030 (Cont’d) It is however estimated that for technological take-off, a country should be having at least 500 engineers and engineering technologists to 1 million people of the population Examples in this respect are: China - 1 engineer for 130 persons, India – 157, Brazil – 227, UK – 311, USA – 389, Malaysia – 543, South Africa – 3166, Tanzania – 5930, Namibia – 6346, Kenya - 6300, Zimbabwe – 6373, and Swaziland – 12,238 by 2030, Kenya shall be having a population of 60 million. At that point then, for industrial takeoff, the country should be having some 30,000 engineers and engineering technologists. This means then that the economy will require at least 7,500 engineers, 22,500 engineering technologists, 90,000 engineering technicians, and 450,000 craft/artisans 23

24 Conclusion Kenya’s march towards Vision 2030 and improved welfare for all of her citizens is going to be determined by how effectively it identifies, accesses and applies knowledge. COST If education is expensive, try ignorance THANK YOU 24

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