Negative views towards TVET : the role of colonial and post-colonial TVET policies in Kenya
DOI:
https://doi.org/10.3311/ope.378Abstract
While vital for the social and economic development of Kenya and Africa as whole, Vocational Education remains hampered by a negative parity of esteem. Individuals and households continue to view vocational education as a second option. This is in contrast with the views held by both pre-colonial and post colonial governments. Each successive government has attempted to provide vocational education and made policies to effect widespread provision. This article reviews the history of these policies and identifies the source of negative views towards vocational education on the one hand to discriminatory approaches by colonial governments and on the other hand to the burdening of technical education with the task of employment creation.Author Biography
Moses Njenga
Currently, a PhD student at ELTE’s Doctoral School of Education, Moses previously taught educational policy making, sociology of education and philosophy of education at the School of Education, Machakos University, Kenya. Before that he worked as an instructor at Machakos Technical Training institute. His M. Ed focused on the managerial competencies of educational administrators in Chennai, India.
His PhD research explores the Continuing Professional Development practices of TVET teachers in Kenya. His interest is in developing acceptable and effective policies to sustain and stimulate effective continuing professional development of TVET teachers in Kenya.
Published
2020-05-13
Issue
Section
Ma-Ho Conference 2019
