1. KICD ON 13 TH AND 14 TH MARCH 2015 PROF. COLLETTE A. SUDA PhD, FKNAS, EBS.

2. ROLE OF BOGs -Government is committed to reforming the TVET Address national priorities for economic development employability, national competitiveness and productivity enhancement.

3. Goal of the Reform To produce high-end TVET graduates. Management of institution is vested in Boards of Governors or Councils whose appointment is done in accordance with the provisions of the TVET Act 2013.

4. Different categories of TVET Institutions Section 26 of the Act provides for the establishment of different categories of TVET Institutions. Section 28 provides for the corresponding governance organs, namely Boards of Governors for Vocational training Centers and Technical colleges and Councils for Technical Teachers Training Colleges and National Polytechnics.

5. BOG APPOINTMENTS Cabinet Secretary appoints Boards of Governors and Councils in accordance with the provisions in the second schedule of the Act.

6. Reasons for BOG Appointments Increase Institutional autonomy Greater responsibility for delegated authority and instituting new mechanisms

7. Reasons for BOG Appointments Increase Institutional autonomy Greater responsibility for delegated authority and instituting new mechanisms for quality assurance and accountability. Comply with the constitution of Kenya and other laws relating to gender equity, national integration and cohesion.

8. Reason for BOG Cont. To ensure national outlook through gender equity as well as regional and ethnic balance. To integrate the spirit of the National Cohesion and Integration Act of 2008.

9. Overseeing the conduct of education and training in the institutions in accordance with the provisions of TVET Act and any other written law; Promoting and maintaining standards, quality and relevance in education and training in the institutions in accordance with the Act and any other written law; Administering and managing the institutions’ strategic plan;

10. Preparing annual estimates of revenue and expenditure for the institution and incurring expenditure on behalf of the institutions; Receiving, on behalf of the institution, fees, grants, subscriptions, donations, bequests or other moneys and to make disbursement to the institution or other bodies or persons; Determining the fees payable and prescribing conditions under which fees may be remitted in part or in whole in accordance with the guidelines developed under the provisions of the Act;

11. Mobilizing resources for the institutions; Developing and reviewing programs for training and to make representations thereon to the Board; Regulating the admission and exclusion of students from the institutions, subject to a qualifications framework and the provisions of the Act;

12. Approving collaboration or association with other institutions and industries in and outside Kenya subject to prior approval by the Board; Recruiting and appointing trainers from among qualified professionals and practicing trades persons in relevant sectors of industry; Determining suitable terms and conditions of service for support staff, trainers and instructors and remunerating the staff of the institutions, in consultation with the Authority;

13. Making regulations governing organization, conduct and discipline of the staff and students; Preparing comprehensive annual reports on all areas of their mandate, including education and training services and submit the same to the Board; Providing for the welfare of the students and staff of the institutions;

14. Discharging all other functions conferred upon it by the Act or any other written law.

15. Performance and the role of principals. Principals play a central leadership role in the management and development of the institutions. Technical Institution stands or falls by its principal.” The identification, selection, Appointment, Deployment, Performance and support for Principals at present and for future is indeed a matter of concern for all in this Country.

16. Weaknesses observed in Technical Training Institutions. External interference in the appointment, deployment, promotion, transfer and retention of principals. Irregular promotions on merit based on non- professional consideration. Frequent absenteeism due to personal and other interests. Improper and unclear channels of communication between principals, teachers, staff students and parents.

17. Cont. Mismanagement and misappropriation of Institutional funds and property. Cases of major changes in schools regulations that took place without due consultation and participation of relevant stakeholders. Instances where important circulars were not communicated to the relevant people e.g A circular on change of examination syllabus was not availed to the relevant subject lecturer.

18. Challenges facing principals Resource constraints to meet the demands of the broad-based practically oriented Technical Training Curriculum. Drug and Alcohol abuse amongst adolescent students. Inadequate skills and time to offer parental guidance and counseling to students and younger lecturers. Such students have access to several and more powerful ‘role model’ far beyond what the principals would offer.

19. Cont. The Technical Education Management Information Systems within many Institutions are too weak to cope with new demands. Personal role and status conflict because a principal is also a parent, community leader, religious/clan elder, a business person, a local club member of drinkers and chain smokers, a human being who makes mistakes. Inability to supervise curriculum implementation effectively.

20. Cont. Some Principals lack managerial skills in planning, budgeting and expenditure controls, Book keeping, procurement procedures, and Human resource management. Thank you.