CBC Transition from Basic to Technical and Vocational  Education and Training (TVET)

Transition from Basic Education to TVET will be relatively seamless under CBC. This is because learners will have specialized in the relevant areas at Senior Secondary School level, including  dual certification depending on learner’s ability and career  interests.

Further, some programmes in the TVET sector have adopted Competency Based  Teacher Education (CBTE) which is closely aligned to the CBC approach.

Read also: CBC Transitioning Junior Secondary School Learners To Senior  Secondary School (SSS)

Read also: CBC Transitioning And Domiciling of Junior Secondary School (JSS)

To  enhance this transition, the Taskforce makes the following  recommendations: 

1. TVET CDACC and KICD to review all TVET curriculum which  have not yet adopted the CBET approach. 
2. MoE to expand infrastructure to support effective delivery of  CBET.  
3. KNEC, NITA, TVET CDACC and KICD to facilitate optional dual  certification for learners in Senior Secondary School depending  on their abilities and career interests. 
4. MoE to strengthen the capacity of Kenya Technical Training  College (KTTC) and Technical Universities to train trainers of  TVET.  
5. TVETA to establish the National Framework for Incubation  Centres in TVET institutions. 
6. MoE and CoG to create a framework that facilitates sharing of  infrastructure and human resource between the Senior  Secondary Schools and TVET institutions.  
7. MoE to develop and implement a national programme for  career guidance to enhance transition of TVET graduates into  the world of work. 
8. MoE to fast-track establishment and operationalization of  TVET Funding Board as provided for in Article 47 of the TVET  Act (2013). 
9. MoE to adopt the differentiated unit cost funding model that  allows for TVET programmes which require higher unit cost of  operation to be adequately funded.
10. MoE to coordinate the training of instructors and trainers and  their human resource management to ensure that they acquire  relevant content and pedagogical skills. 
11. MoE in collaboration with stakeholders to conduct advocacy  and publicity campaigns to change the perception of TVET by  students and the public. 

Regulations and Policy Provisions 

12. Strengthen the regulatory scope of TVETA to include all  training institutions offering Diploma, Certificate and Artisan  courses outside the Ministry of Education.  
13. MoE in collaboration with other government agencies to  develop a policy framework for collaboration between TVET  institutions and the industry to enhance quality and relevance  of the curriculum.