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TRANSCRIPT
2011 / 2012
Skills Gap Analysis for Graduates
of Youth Polytechnics,
Vocational Training Centres
& Out-Of-School Youth
Youth Employment Regional Programme
2011 / 2012
Republic of Kenya
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth i
Content
Abbreviations and Acronyms iiiForeword viAcknowledgements viiiExecutive Summary ix
Chapter 1: Introduction 1 1.1 Situation Analysis 1 1.2 Current Initiatives 3 1.3 Purpose of the Study 6 1.4 Scope of Work 6 1.5 Study Approach and Methodology 7 1.6 Limitations 10 1.7 Structure of the Report 11
Chapter 2: Capacity of YPs and VtCs 12 2.1 An Overview of YP and VTC Sector 12 2.2 Infrastructure 13 2.3 Distribution of YPs and VTCs 14 2.4 Old Curriculum 15 2.5 The Changing Trends in YP and VTC Sector 16 2.6 Demand for Training YPs and VTCs 17 2.7 New Curriculum 18 2.8 Staff Capacities and Capabilities 19 2.9 Findings on Current Status 19 2.10 Observations 24 2.11 Proposed Interventions 25
Chapter 3: Current Labour Force situation 26 3.1 Transition of School Leavers 26 3.2 Current Job Creation Trends 26 3.3 Existing Skills and Competency Levels 28
Chapter 4: Existing skill Gaps 28 4.1 Skills Development 28 4.2 Global Trends and Best Practice in Skill Development 29
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youthii
4.3 Skill Gap Analysis and Process 30 4.4 Findings on Skills Gap Analysis 30 4.5 Recommended Remedies 35
Chapter 5: Future Market skill Requirements 36 5.1 Future Skill Requirement Trends 36 5.2 The Youth and Economic Development 36 5.3 BAACH & Value Chain Activities 37 5.4 Findings on Out-of-School Youths 38 5.5 Untapped/underutilized Resources 40 5.6 Short-term and long-term training programmes 47 5.7 Proposed interventions 48
Chapter 6: Conclusion and Recommendations 49 6.1 Conclusion 49 6.2 Recommendations 50
References 52Annexes 54
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth iii
Abbreviations and Acronyms
BAACH Business Alliance Against Chronic HungerCCtV Closed Circuit TelevisionCDF Constituency Development FundCEDEFOP European Centre for Development of Vocational TrainingDBsCs District Business Solution CentresDEDO DistrictEnterpriseDevelopmentOfficerDtDO DistrictTradeDevelopmentOfficerDYO DistrictYouthOfficerDYtO’s DistrictYouthTrainingOfficersEFI Electronic Fuel InjectionEGH Elder of Order of Golden HeartEsP Economic Stimulus ProgrammeEPZ Export Processing ZoneFtC Farmers Training CentreGDP Gross Domestic ProductGOK Government of KenyaHCDA Horticultural Development AuthorityHsC Head of State’s Commendation Hon. HonorableICt Information Communication TechnologyILO International Labour OrganizationIsCO InternationalStandardsClassificationofOccupationsIt Institute of TechnologyJK Jua KaliJKUAtEs Jomo Kenyatta University of Agriculture and Technology Enterprises LtdJUMP Jobs for the Unemployed and Marginalized Young PeopleKEBs Kenya Bureau of StandardsKCDF Kenya Community Development FoundationKICtB Kenya Information Communication Technology BoardKCPE KenyaCertificateofPrimaryEducationKCsE KenyaCertificateofSecondaryEducationKEPsA Kenya Private Sector AllianceKNEC Kenya National Examination CouncilKIDDP Kenya Italy Debt for Development ProgrammeKIE Kenya Industrial EstatesKIE Kenya Institute of Education KIPI Kenya Industrial Property InstituteKIRDI Kenya Industrial Research InstituteKNEC Kenya National Examinations CouncilKPLC Kenya Power & Lighting CompanyIMCs Institute Managing CommitteesIMPs Integrated Micro-computer Processing SystemMAG Metal Inert Gas WeldingMDG’s Millennium Development Goals
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youthiv
MIG Metal Active Gas WeldingMoLHRD Ministry of Labour & Human Resources DevelopmentMoA Ministry of AgricultureMoE Ministry of EducationMoEn Ministry of EnvironmentMoH Ministry of HousingMoL&F Ministry of Livestock and FisheriesMoR Ministry of RoadsMotR Ministry of TradeMotO Ministry of TourismMoYAs Ministry of Youth Affairs and SportsMoEst Ministry of education, Science & TechnologyMoI Ministry of IndustrializationMoW Ministry of WaterMP Member of ParliamentMsMEs Micro, Small and Medium EnterprisesMVE Motor Vehicle ElectricianMVM Motor Vehicle MechanicNAVCEt NationalVocationalCertificateinEducationandTrainingNEMA National Environment management AuthorityNCCK National Council of churches of KenyaNCs&t National Council for Science and TechnologyNEP North Eastern ProvinceNIC Newly Industrialized Country.NGO Non-Governmental OrganizationNKCC New Kenya Cooperative CreameriesNQF NationalQualificationFrameworkNsDA National Skills Development AuthorityNsDs National Skills Development Authority StrategyNYs National Youth ServiceOECD Organization for Economic Co-Operation and DevelopmentPA Personal AssistantPDYA Provincial Director of Youth AffairsPsP’s Private Service ProvidersPttO ProvincialTechnicalTrainingOfficerRRI Rapid Results InitiativessAQAs SectorAccreditationandQualificationAuthorities sEtA Sector Education and Training AuthoritiessPss Statistical Package for Social Sciences sQL Structured Query LanguagetIG Tungsten Inert Gas WeldingttI Technical Training InstitutetIVEt Technical, Industrial, Vocational and Entrepreneurship Training tNA Training Needs AssessmentttI Technical Training InstitutetOt Training of TrainersUNDAF United Nations Development Assistance Framework
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth v
UNDP United Nations Development ProgrammeUNEP United Nations Environment ProgrammeUNEsCO UnitedNationsEducational,ScientificandCulturalOrganizationUNHDR United Nations Human Development ReportUNICEF United Nations Children’s FundUNIDO United Nations Industrial Development OrganizationVsO Voluntary Service OrganizationVtC Vocational Training CenterVtCs Vocational Training CentersVVtI Variable Valve Timing with IntelligenceWEDF Women Enterprise Development FundYEC Youth Empowerment CentreYEDF Youth Enterprise Development FundYEF Youth Enterprise FacilityYERP Youth Employment Regional ProgrammeYEs Youth Empowerment SupportYG Youth GroupYP Youth PolytechnicYP’s Youth Polytechnics
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youthvi
Foreword
TheConstitutionofKenyadefinesyouthasallindividualsintherepublicwhohaveattained the age of 18 years but have not attained the age of 35. According to 2009 Census, the youth constitute 35.4% of the total national population of
Kenya. Majority of the unemployed population are youth and they lack the necessary skills for gainful employment. Skills development through training in technical, vocational and entrepreneurship skills will enable the country to address the problem of youth unemployment. Youth Polytechnics (YPs) and Vocational Training Centers (VTCs), are institutions offering school leavers opportunities to acquire quality skills and knowledge that make them employable or be self reliant. Eachyearover500000(fivehundredthousand)youthleavetheschoolsystembeforeobtaining a formal professional training. The Youth Polytechnics (YPs) and Vocational Training Centers (VTCs), which have increased to more than 700 countrywide are expected to play a vital role in the provision of relevant skills to the youth for self-employment or job creation and supply of skilled labor for industrialization. Unfortunately, the YPs and VTCs are currently facing several challenges in training high quality graduates.
The purpose of this (report is to investigate the Skills Gap for graduates of Youth Polytechnics, Vocational Training Centers and out of school youth with a view to coming up with interventions which will contribute to youth employment. To obtain this result,thereportfirstreviewstheskillsoftheYPgraduatesandotheroutofschoolyouth in order to identify possible skill gaps. In the light of the outcomes, it assesses the capacity of YPs and VTCs to respond to these education needs.
Thereport’sfindingsindicatethatbothemployers,graduatesandtraineesagreeonthemost significant skill gapsamong theyouth,being thecapacity tousemodernmachines, trade knowledge and practical industrial exposure in that order. These results are mainly due to inadequate infrastructure available within the YPs and VTCs, on one hand, and the lack of partnership and exchange between YPS and VTCs and industry, on the other hand.
The report also casts new light on the demands of the out of school youth. The study findings indicatethat theyouthareawareof thecoursesoffered inYPsandVTCs,which are the typical 2-3 year courses. The youth however express preference for much shorter duration modules (one to three days) with faster turn-rounds not currently available in the local institutions.
Furthermore, it investigates untapped economic activities which could be exploited and provide employment and business opportunities. By examining the extensive information gathered during the provincial workshops, the report identifies specificquick impact opportunities in the respective provinces in Kenya, including slum and arid/semi arid areas.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth vii
In order to address the skill gaps of the current graduates from YPs and VTCs and to empower the out-of-school youth to exploit the untapped economic opportunities in their regions, the report suggests implementing a broad spectrum of interventions. In the short-term, it recommends creating the capacity for the quick impact interventions inYPsandVTCsandlinkingtheyouthtomarketsandmicro-financeservices.Inthemedium-term, it states that the YPs and VTCs need to be equipped with state of the artequipmentandqualifiedstaff,whilelinkingitsactivitywiththeprivatesectorandindustry in order to obtain technology transfer and practical skills exposure. In the long-term, it recommends the MOYAS to promote the YPs and VTCs as an alternative route to advanced technology education and training.
The study has been conducted with technical and financial support of UNDP /Regional Programme for Social Cohesion and Youth Employment (YERP) funded by the Spanish cooperation.
Aeneas C. ChumaResident representativeUnited Nations Development ProgrammeKenya
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youthviii
Acknowledgment
The Ministry of Youth Affairs and Sports is thankful to United Nations Development Programme (UNDP) through the leadership of Mr. Aeneas C. Chuma for commissioning this study. We are deeply indebted to UNDP and the Spanish
Cooperation for their financial, technical and logistical support and to Ms. CoutyFall, the Coordinator for the Regional Programme for Social Cohesion and Youth Employment (YERP) and her team for providing the back-stopping support services while in Dakar-Senegal.
Specifically,wewishtorecognizethecommitment,professionalsupportandguidanceby Boniface M. Kitili (UNDP-Programme Analyst), Dr. Dinah C. Mwinzi (Director-Youth Training), and Leonard Kimani (Director-Economic Affairs-National Economic Social Council) and to all who provided valuable comments during the presentation and discussion of the draft report. This study took advantage of their varied knowledge and experience in vocational skills development, entrepreneurship and employment creation.
SpecialthanksgotomyofficersledbyDr.DinahC.MwinziandassistedbyIsaacOdekfor taking the lead in mobilizing and guiding the process and ensuring the involvement of key stakeholders which included Government departments, the private sector, youth and youth leaders and community representatives in the phase of conducting the study and reviewing the report through a stakeholders forum.
Special thanks also go to all the members of National Steering Committee for the ideas they shared to support this study. This collaborative effort made it possible to identify skill gaps inhibiting the youth from taking advantage of the viable income generating options within their set up.
UNDP also would like to thank Entwise Associates Limited under the guidance of the Lead Consultant Mr. Julius Mburugu for conducting the study.
To you all thank you very much.
Mr. James M Waweru, CBsPermanent Secretary Ministry of Youth Affairs and Sports
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth ix
Executive summary
In Kenya, only 39% of the 14 million youth are absorbed in the job market leaving the remaining 61% jobless. A majority of the youth, both employed and unemployed are found in rural areas but they migrate to urban centers to look for employment
opportunities. These opportunities are often scarce and therefore many of the youth end up in slums where gangs and militia groups take advantage of them because of their vulnerability.
In pursuit of the goals of Vision 2030, the youth are meant to provide the bedrock for the transformation of requisite human resource skills for technological and industrial transformation. This will then lead to increased wealth and social well-being as well as enhancement of the country’s international competitiveness.
This study sought to investigate the skills gap analysis for graduates of Youth Polytechnics (YPs), Vocational Training Colleges (VTCs) and out-of-school youth, with a view to recommend interventions that will contribute to youth employment, to enable the country achieve some of the listed goals of Vision 2030. The more than 700 YPs and VTCs which are spread throughout the country are expected to play an important role in the provision of relevant skills to the youth for self-employment or job creation and also supply the skilled human resource for the industry. Towards this goal, the UNDP and other development partners are facilitating the Ministry of Youth Affairs and Sports in the development of youth empowerment centers and the revitalization of youth polytechnics.
Unfortunately, theexisting institutional infrastructure,staffing,equipment,financingmechanisms and governance systems in most of the public YPs and VTCs are inadequate to effectively produce high quality graduates for Vision 2030.
Evidence from employers indicates that graduates of YPs and VTCs experience difficultyinusingmodernequipment.Theyalsolackadequatetradeskills,innovationand creativity and knowledge mainly due to limited practical exposure. The youth polytechnic graduates need at least six months of industrial orientation to integrate into the workplace. Besides low technical skills, the graduates are also weak in work attitude, communication, customer care, behavior and social skills. This shows a disconnect between the skills offered and those demanded by employers and society. There is therefore a need to align the courses offered in the YPs to the needs of the industry and society.
The youth in Kenya have great potential in innovation and creativity. With the right combination of skills, motivation, ideas and opportunities, young people are able to establish productive and creative business ventures and shift themselves from being jobseekersto jobcreators. Thestudyfindings indicatethatsomeof theuntappedeconomic opportunities most preferred by the youth include Kienyeji (indigenous) chicken rearing,fish farming,greenhouse farming,beekeeping,garbagecollection
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youthx
and recycling. Others include eco-tourism, dairy farming, poultry farming, creative arts,andwaterfiltrationandbottlingamongothers.
ThestudyfindingsalsoindicatethattheyouthareawareofthecoursesofferedintheYPs and VTCs during the 2 to 3 year courses. They however expressed preference for much a shorter duration, shorter courses/modules (one to three days) with faster turn-rounds that are not currently available in the local institutions. Examples of the preferred training areas include the following:
• Trainingskillsrelatingtotheidentifiedeconomicopportunity• Book keeping and credit management • Entrepreneurship and marketing• Legal aspects of contracting• Talents development techniques• Leadership and group dynamics• Branding and packaging
The coming into force of the East African Common Market Protocol presents great opportunities for labor and skills transfer and therefore more employment for qualifiedyouth.There is thereforeanurgentneedtoaddresstheskillspreferencesand standardization of training transferable to member countries. In order to ensure portabilityofskillsfromonecountrytoanotheritwillbenecessarytoadaptaqualificationframework which is acceptable among member states.
In order to address the skill gaps of the current graduates from YPs and VTCs and to empower the out-of-school youth to exploit the untapped economic opportunities in their regions it will be necessary to implement the following broad interventions; a) short-term interventionsThis can include establishing a model for quick impact interventions to empower the youth to engage in income generating activities which will contribute to economic growth and sustainable livelihoods. This will necessitate capacity building for the quick impact interventions in YPs and VTCs and also link the youth to markets and micro-financeservices.
b) Medium-term interventionsThe Ministry of Youth Affairs and Sports (MOYAS) can provide state-of- the-art equipment for one YP/VTC per county and ensure that the institutions have adequate staffwithappropriatequalifications. Inaddition,YP/VTCscanbe linked toprivatesector through a programme which provides technology transfer and practical skills exposure.
c) Long-term interventionsIn the long term MOYAS can to establish a YP Board linked to the Technical, Industrial, Vocational and Entrepreneurship Training (TIVET) system which will promote YPs/VTCs as an alternative route to advanced technical education and training.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 1
Chapter 1
Background
1.1 situation Analysis
The recently released 2009 Census Report1 for Kenya indicates that out of about 11 million youth (15-35 years who comprise about 36 per cent of the population) only 39% are absorbed in the job market. The remaining 61% are left jobless
and live below the poverty line of less than one US Dollar per day. About 92% of these youth lack vocational or professional skills demanded by the economy to which agriculture contributes 30% of Gross Domestic Product (GDP). By the year 2012, the number of youth will have risen to 16 million. The high level of unemployment undermines the country’s potential for development, leaving youths’ energy and resourcefulness untapped while raising dependency levels.
Many of the employed youth have jobs that do notmatch their qualifications andpersonal development goals. A majority of the youth both employed and unemployed are found in rural areas but they migrate to urban areas to look for employment opportunities which are scarce and therefore end up in slums where gangs and militia groups stay. In this regard there is an urgent need to direct the potential of these youth to income generating activities and also put measures in place to provide out-of-school youth with skills that match the market needs and create new jobs.
The development and management of competent human resources in Kenya has assumed a central role in enterprise performance. This is a key factor in the effective introduction and management of technology; in the application of knowledge; in increasing productivity and competitiveness; in enhancing capacity to provide better terms of employment; and in increasing enterprise flexibility to respond rapidly tomarket changes. Gallup’s 2010 research data indicates that 62% of Kenyans have not been in any form of employment over the last 12 months and that only 25% out- of-secondary school and university leavers are absorbed in regular employment, hence the need to boost training in entrepreneurial skills2.
The globalization of trade and removal of import restrictions has increased competitive pressure in the market place. This requires suppliers of goods and services to adapt tonewtechnologychangeworkethicstoimproveproductivityandefficiencyandalsoprovide quality services so as to remain competitive. It also requires the workforce to be equipped with skills, knowledge and attitudes necessary for increased levels ofproductivity.Itisalsoimportanttonotethatalargenumberoffirmsarestillusingtraditional materials like steel and timber instead of aluminum and plastic products for training and production of goods. The change-over will require new techniques and tools.
1 Kenya population and housing census 2009 – Kenya National Bureau of Statistics 2 Teaching practical Skills Can Create More Jobs”, in Business Day, July 6, 2010, Nairobi
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth2
Kenya does not have an effective labor market information system. The last national manpower survey was carried out between 1986 and 1988. A national skills inventory3 undertaken in 2005 proposed a private-sector led national qualification frameworkincorporating all TIVET cadre of workers. It is expected that the country will undertake effective human resource planning after completion of the national manpower survey which kicked off in June 20104.
Only a few employers in the country have drawn and documented job descriptions, job specificationsandtheperformancestandardbywhichtheoutputorperformanceoftheworkforce can be measured. It is now necessary, for the large enterprise and Micro, SmallandMediumEnterprises(MSME)sectorstodefinecompetenciesrequiredtoperform the jobs and the training required to bridge the skill gap in the various sectors. Skillgapsoccurwhenemployeesarenot‘fullyproficient’intheirjob.Inthisregard,theon-going project with KEPSA/World Bank5 on youth internship will serve as a major contribution in bridging this gap.
Kenya needs a vibrant youth polytechnic (YP) training programme which can support the enhancement of productivity in the MSME sector that currently accounts for 76% of total employment but only contributes 18% to the national GDP. The YP system can play a dual role of providing long term basic technical skills training while at the sametimeprovidingshorttermvocationaltrainingtobridgeidentifiedskillsgapintheMSME sector. In this regard, investing in the youth for sustainable livelihoods is a step towards achieving the Millennium Development Goals (MDGs) as well as the goals of Vision 20306 which are aimed at moving Kenya from a developing country to middle income country by 2030.
Anumberofproblemshavebeenidentifiedasthekeyfactorshinderingtheyouthfromengaging in decent wages or self-employment:
• Graduates of youth polytechnics (YPs) and vocational training centers (VTCs) lack competence in modern technology, practical skills and trade knowledge (skill gaps).
• Unemployed youth (92%) lack skills required to exploit untapped opportunities in their regions.
• Majority of the youth are jobless and live below the poverty line of less than one US dollar a day.
3 Republic of Kenya. 2006. Report on Skills Inventory, Training Needs Assessment and Development of Curriculum Structures in Kenya, Ministry of Education, Science and Technology, Nairobi
4 In “Smart Company” Page 3, Daily Nation, October 28, 2010.5 Kenya Youth Empowerment Project - Government of Kenya, January 2010. 6 Republic of Kenya. 2009. Kenya Vision 2030 – Medium-Term Review, Nairobi
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1.2 Current Initiatives
1.2.1 Government of Kenya (GOK) and private sector Initiatives In 2009, the Government elaborated a new national development blueprint, the Vision 2030,7 that aims at making Kenya a newly industrialized middle income country providing high quality of life for its citizens by the year 2030. Kenya Vision 2030 is anchored on the economic, social and political pillars whose foundation is science, technology and innovation. In pursuit of the goals of this vision, the youth are to provide the bedrock for the transformation of requisite human resource skills for technological and industrial transformation. This will then lead to increased wealth and social well-being as well as the enhancement of the country’s international competitiveness.
MOYAS has also envisioned the establishment of Youth Empowerment Centres (YECs) in every constituency as a one-stop information centre to address the diverse needs of the youth in a constituency through the Kenya Youth Empowerment Project. In 2008/9, 46 centres were constructed all over the country at a cost of Kshs. 240 million8. TheDailyNationalso reported that in the2009/10 financial year, theMinistry hadplanned to construct 30 more centres at a cost of Kshs. 204 million. The Kenya Youth Empowerment Project, which is supported by the World Bank, has several components which will cost Ksh.5.6 billion in an effort to tackle youth unemployment. One of these components to be implemented through the Kenya Private Sector Alliance (KEPSA) is expected to offer internships to about 6,600 primary and secondary leavers between the ages of 15 and 29 and 4,400 tertiary level graduates.
In 2007, the Youth Enterprise Development Fund (YEDF) under the Ministry of Youth Affairs and Sports (MOYAS) was launched and allocated one billion shillings which was later increased to Kshs.2.4 billion. A further 2.5 billion has been pledged to the fund by Kenya Commercial Bank, First Community Bank, Equity Bank and Family Bank. By the end of 2009, the Fund had disbursed Kshs. 2.1 billion to about 68,000 youth-led enterprises. On labor export, about 1500 young men and women have been assisted by the fund to get employment overseas through the structured labor export programme,afigurewhichisexpectedtoriseto10,000jobseveryyearfrom2011(Anyang, 2010). In some districts self help groups are loaned Kshs.2 million9 to help the youth engage in income generating projects.
In July 2010 the government launched the Economic Stimulus Programme (ESP) as a short to medium term, high intensity, high impact programme aimed at jump-starting the economy towards long-term growth and development. It also aimed to secure the livelihoods of Kenyans and address the challenges of regional and inter-generational inequity. Through the constituency industrial development centres, the government plans to spend an upwards of Kshs.525 million to buy equipment for youth groups and organizations already formed under the Kazi Kwa Vijana programme. This initiative started in 2009 with Ksh.800 million to provide 500,000 jobs for the youth in urban and
7 Republic of Kenya. 2009. Kenya Vision 2030, Nairobi, Kenya 8 Daily Nation, 2nd December 2009, Nairobi, Kenya 9 Daily Nation, 13th August 2010, Nairobi, Kenya
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rural areas10. The centres are expected to provide a major training ground for youth while initiating them into industrial technology at the constituency level.
1.2.2 GOK, UN Agencies and NGO InitiativesThe challenges of youth in YPs and VTCs as well as the out-of-school youth constitute a target group addressed under the UN Development Assistance Framework (UNDAF, 2009)forKenya.ThisframeworkidentifiesasetofprioritiesalignedtotheEconomicand Social Pillar of Government of Kenya’s Vision 2030 outcome 3 which promotes sustainable and equitable economic growth for poverty and hunger reduction with a focus on vulnerable groups.
It is important to note that Kenya is one of the 108 member states who are signatories to the United Nations (UN) Millennium Declaration of 2001 which adopted the following eight goals that respond to world’s main development challenges, to be achieved by 2015: (1) Eradicate extreme poverty and hunger(2) Achieve universal primary education (3) Promote gender equality and empower women (4) Reduce child mortality (5) Improve maternal health (6) Combat HIV/AIDS, malaria and other diseases (7) Ensure environmental sustainability and (8) Develop a global partnership for development.
To date the Kenyan government has undertaken several initiatives towards meeting theMDGs.Amongthefirstsuchinitiativewasidentificationin2000of9Millenniumdistricts namely; Siaya, Bondo,MurangaNorth,MeruSouth,Turkana, Kilifi, Suba,Bungoma and Garissa where the one-stop shop Business Solution Centres (DBSCs), were established in 2008 in collaboration with Kenya Industrial Estates (KIE) and Ministry of Trade under the public-private partnership arrangement. The DBSCs are equipped with high internet connectivity and ICT infrastructure to enable youth, women and MSEs access vital information, training, marketing and advisory support.
Other initiatives include ILO, YES, JUMP, COOP, a two-year pilot project which started in 2009 and is targeted at creating 1,000 decent jobs in the two years for youth in marginal areas of Nakuru, Athi River and Nyandarua districts. ILO’s Youth Enterprise Facility(YEF) isafive-yearproject intendedtoenable theyouth inKenya,Ugandaand Tanzania turn their energy and ideas into business opportunities and contribute to the creation of decent work both as a means of self employment and job creation. The Japanese Government has also since 2005 sponsored a project in the slums of Kawangware among others, on garbage collection by the youth in Nairobi City11.
VSO Jitolee also received government funding of up to Kshs. 4 million to carry out a fiveyearprojectfor8youthpolytechnicsinCoastProvince,namelyMkongani,CITC,Kidaya, Likoni, Mwamba ya Nyundo, Gede, Mkwanjuni and Mtongwe. VSO started
10 Murithi Mutiga in Daily Nation, 4th July, 2010, Nairobi, Kenya.11 Paul Wafula in Daily Nation, 12th August 2010, Nairobi, Kenya.
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pilots in Coast Province carrying out practical action as a consultant. They looked at the skills being taught and whether multi-skilling could be implemented in the area.
Technoserve/Kenya is also another initiative which supports the Young Women Entrepreneurship Clubs (business plans) in schools and among communities in Kariobangi and Kibera slums of Nairobi. Its intention is to spread to over 1,800 secondary schools and disadvantaged communities throughout the country. The Junior Achievement of Kenya and a number of other NGOs are also undertaking similar programmes targeting the youth in secondary schools.
The National Youth Talent Academy12, an initiative of the Ministry of Youth Affairs and Sports,MinistryofEducationandUNICEF,enrolleditsfirstgroupof100youthinMarch2010infourmajordisciplinesnamely:football,volleyball,musicanddanceandfilmand theatre at Moi International Sports Centre, Kasarani. The Academy which aimed at empowering 500 talented out- of-school youth in 2010, through skills and talent development in sports and performing arts, attracted the interest of youth, donors and the private sector. The programme seeks to engage the youth through an innovative approach that taps into their talents in order to boost opportunities for improved livelihoods that is in line with their aspirations and the needs of the communities in which they live.
UNDP has further facilitated MOYAS to accomplish key milestones in meeting the needs of the youth through the Kenya National Youth Development and Training Programme. This programme has two components;
(a) Creation of livelihood opportunities for the youth in the 9 Millennium districts and 24 selected constituencies and
(b) Revitalization of Youth Polytechnics. Below are some of the achievements of the National Youth Development and Training Programme.
• It has trained 316 young graduates in business skills and entrepreneurship development.
• It has developed 46 young university graduates into enterprise development agents.
• It has placed 45 trainees on business experience attachment.• It has produced a business skills and entrepreneurship development training
manual.
It is against this background that UNDP facilitated the study on skills Gap Analysis for Graduates of YPs, VtCs and Out of school Youth vide CFPs/0012/2010 dated 8th April 2010 with a view of coming up with interventions that will contribute to youth employment.
12 “Talent Search Starts to Bear Fruit” in Saturday Nation 30th October 2010, Nairobi, Kenya.
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1.3 Purpose of the studyThe purpose of this study was to investigate the skills gap analysis for graduates of YPs, VTCs and out of school youth with a view to coming up with interventions which willcontributetoyouthemployment.Thespecifictaskstobeperformedincludedthefollowing:
1.3.1 Establishing the current and future market skill requirements and demands for the different environmental regions of Kenya (arid and semi-arid areas, slum areas, rural areas, and high potential areas).a) Identifying local and untapped/under-utilized resources in the different
regions; b) Recommending the interventions required in order to create jobs by taking
advantage of the available local resources; c) Recommending both short-term and long term training programmes to
closetheidentifiedgaps.
1.3.2 Finding out the existing skill gaps for YP graduates and other out-of- school youth. a) Identifying existing skills and competencies level among the youth (YP
graduates and out-of-school youth-training needs analysis);b) Identifying and mapping out critical skills required for competence to be
achieved-critical skills gap analysis; c) Generating recommendations on the viable skill upgrading options suitable
for imparting the skills to the youth.
1.3.3 Assessing the capacity of YPs, Vocational training Centres and private service providers (PsPs) in meeting the training needs of the youth and establishing the level of employability of the YP graduates by;a) Recommending institutional linkages required to undertake short term
courses to respond to the needs of industry;b) Identifying the skill upgrading required by the YPs and VTCs to respond
totheidentifiedneedsandifnecessary,recommendinterventionsrequiredto enhance their capacity.
The key deliverables/outputs for this are:• Inception report including activity time schedule - presented and
validated.• Final Report validated by the strategic stakeholders. • Programmedocumentrespondingtothegapsidentifiedanddeveloped
using the UNDP programme template.
1.4 the scope of WorkThe study has brought into focus the different needs of the youth living in different rural and urban regions in 8 provinces, as shown in Map 1 including high and medium potential, semi-arid, arid and slum environments.
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Map 1: Kenya Administrative Provinces
A total of 40 greater districts (see Annex I) were covered including the 9 Millennium districts, some of which have District Business Solution Centres or are implementing Business Alliance Against Chronic Hunger (BAACH). A total of 24 constituencies implementing “entire value chain” intervention approach (see Annex II) under the PeaceandYouthEmpowermentProgrammearespecificallytargetedinsomeoftheabove mentioned districts.
1.5 study Approach and Methodology
1.5.1 study ApproachThis was a qualitative study calling for opinions and comments from a large cross- section of youth and stakeholders. For that reason participatory approaches were employed. These included focus group discussions (FGDs), key informant interviews, direct observations and structured interviews.
A consultative and participatory approach was adopted enlisting the participation of key stakeholders including representatives of UNDP, ILO, UNIDO and the ministries of youth & sports. Other stakeholders included the Industry, Kenya Institute of Education, KEPSA Youth Sector Board, development agencies, NGOs involved in youth enterprise
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth8
developmentandfinancing(e.g.YouthEnterpriseDevelopmentFund(YEDF),WomenEnterprise Development Fund (WEDF) and youth groups. This approach was found necessary in order to enhance institutional synergy, ownership and sustainability. The consultants also worked closely with the Steering Committee of the Ministry of Youth Affairs and Sports.
1.5.2 study MethodologyThe methodology included literature review and data gathering through questionnaires, key informant interviews, focus group discussions and a stakeholder validation forum. The details are as follows;
1.5.2.1 Literature reviewThe consultants conducted a desk review in order to capture past work and studies on youth polytechnics and economic activities in the region of focus. Government documents as outlined in the list of references at the end of this document, were examined especially those on Vision 2030 and UN supported projects in MOYAS. Documents on similar programmes including information sourced through the internet and the print media were also reviewed.
1.5.2.2 InstrumentsDifferent instruments were developed using the information obtained from the review and brain storming sessions with members of the MOYAs Programme Implementation Committee. The draft questionnaires were pre-tested in 4 districts as follows; one urban, one high potential rural, one slum and one semi-arid area. Apart from the questionnaires, other instruments that were developed and pretested included a checklist of for the baseline survey and the training needs and physical infrastructure assessment checklist. Efforts were made to capture factors related to the socio-economic needs of the communities when designing these instruments.
Interviews and focus group workshops (round table meetings) were held at provincial levels with key stakeholders and relevant government ministries and industry to obtain their perceptions on current and future market skills requirements. This was enhanced further by visits and observations to various YPs/VTCs, local industries and projects.
1.5.2.3 sample size and sampling techniquesAstratifiedsamplingtechniquewasusedtoselecttheYPs,courses,regions,differentenvironments, industries, SMEs, key informants and stakeholders, among others. Random sampling was used to select trainers, employers, YP graduates, graduates of VTCs managed by religious organizations/NGOs, etc, and out-of-school youth to be interviewedinthe40districtswhereotherUNDPfinancedyouthinitiativesexist.Thesample which took into consideration gender parity was limited to: 40 districts including 24 constituencies representing different environmental regions, i.e. high potential, arid/semi arid, slum areas and urban/rural areas 30 YPs using new curriculum and 26 YPs using old curriculum were also studied in this exercise. A total of 1,456 questionnaires were distributed to collect data from six different categories of respondents as shown in Table 1 below.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 9
table 1: sample size
PROVINCE Districts YPs/VTCs Questionnaires for each category of respondentsQ.1 Q.2 Q.3 Q.4 Q.5 Q.6
CENTRAL 6 10 10 60 40 60 40 60COAST 3 5 5 30 20 30 20 30EASTERN 9 10 10 60 40 60 40 60NAIROBI 3 7 7 42 28 42 28 42N/EASTERN 2 2 2 12 8 12 8 12NYANZA 5 6 6 36 24 36 24 36R/VALLEY 9 10 10 60 40 60 40 60WESTERN 4 6 6 36 24 36 24 36TOTAL 41 56 56 336 224 336 224 336
KeyQ1. Institutional Managers Q2. Teaching StaffQ3. Employers Q4. On-going TraineesQ5. YP/VTC Graduates Q6. Out of School Youth
Source: Survey Data, 2010
1.5.2.4 Data collectionA total of 1,413 or 97% of the questionnaires were received from the respondents as shown in Table 2 below:
table 2: Questionnaire Respondents
PROVINCE Districts YPs/VTCs Questionnaires for each category of respondentsQ.1 Q.2 Q.3 Q.4 Q.5 Q.6
CENTRAL 6 10 10 66 33 60 29 56COAST 3 5 5 28 15 28 21 19EASTERN 9 10 10 58 23 59 33 68NAIROBI 3 7 7 31 28 28 24 31N/EASTERN 2 2 2 10 10 13 10 14NYANZA 5 6 6 33 16 40 27 38R/VALLEY 9 10 10 54 20 63 37 64WESTERN 4 6 6 34 13 48 21 39TOTAL 41 56 56 315 158 349 202 329
KeyQ1. Institutional Managers Q2. Teaching StaffQ3. Employers Q4. On-going TraineesQ5. YP/VTC Graduates Q6. Out of School Youth
Source: Survey Data, 2010
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth10
Table 3 below shows the graduate performance rating assessment of the studied sample.
table 3: Graduate Performance Rating Assessment (GPRA).Trade No. of questionnairesMotor Vehicle Mechanics 4Tailoring & Dressmaking 2Electrical & Electronics Technology 2Plumbing 1Welding & Fabrication 6Carpentry &Joinery 5Fashion & Design 5Total 25
Source: Survey Data, 2010
The above data was analyzed using the Statistical Package for Social Sciences (SPSS) and the Integrated Micro-computer Processing System (IMPS).
1.5.2.5 Provincial Group Discussions and Interviews with Key InformantsFocus group discussions for stakeholders and interviews with key informants were held in all the 8 provinces. Participants included representatives from government departments, youth groups, community opinion leaders and policy makers. Others were international development partners, youth development agencies, Jua Kali Associations,trainingproviders,ConstituencyDevelopmentFund(CDF)officersandbanksofficials.
The following four issues were discussed at the various forums. • Identificationoftheuntappedeconomicactivitieswhichcanprovideemployment
and business opportunities for the youth in the respective areas including those in slum and arid/semi arid areas.
• IdentificationofskillgapsinYPs/VTCs.• Concrete actionswhich if taken,will facilitate the transformation of identified
opportunities and keep the youth engaged in gainful employment.• Concrete actions that should be taken to address the mismatch in skills.
1.6 LimitationsOne of the major limitations was inaccessibility to some of the YPs especially in North Eastern, Rift Valley and Coast provinces. In some of the cases, questionnaires had to be delivered by bus and instructions on data collection provided to the research assistants by email and on phone.
A number of youth polytechnics had closed for holidays by mid-June and therefore
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 11
trainees were out of session. Where possible, efforts were made to reach some of the trainees on mobile phone.
In some regions, the level of literacy among the youth especially in understanding English was very low. This hampered the process of responding to the questionnaires hence help had to be sought from interpreters. Youth who had not repaid youth enterprise development fund loans also failed to turn up to respond to the questionnaires for fear of being arrested in spite of assurance that this was just a study.
Many youth groups are also far away from the services of YPs and VTCs making them inaccessible. Some youth and MSME operators demanded to be paid to respond to the questionnaires.
1.7 structure of the Report
The report consists of six chapters, an executive summary, appendices and annexes. Chapter 1 which is the introduction highlights the socio-economic context of youth unemployment and current initiatives to address the problem. It also highlights the purpose of the study, scope of work, study approach, methodology and limitations to the study. Chapter 2 presents capacity of existing YPs/VTCs and proposed interventions while Chapter 3 explores the current labour force situation in Kenya. Chapter4highlightstheexistingskillgapswhileChapter5definesthefuturemarketskill requirements. Chapter 6 provides a conclusion including recommendations on interventions required to minimize skill gaps and provide relevant training for exploitation of untapped/underutilized economic opportunities.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth12
Chapter 2
Youth Polytechnics and Vocational training Centres
2.1 An Overview of YP and VtC sector
The National Council of Churches of Kenya (NCCK) first established youthpolytechnics (YPs) originally known as ‘village polytechnics’ in 1968. In order to ensure that school leavers had access to skills and management training, the
Kenya government embraced the concept of YPs with the support of local communities and churches in 1971. These institutions were meant to be centres where the youth were prepared to work through training in various trades, management skills, including attachment in formal and informal sectors. The YPs were expected to ensure that trainees:
• Acquired knowledge, skills and attitudes that would enable them start income generating projects in their communities.
• Used the acquired skills and talents to improve the standards of the communities in which they live and by extension stem rural-urban migration
The 1974 government development plan, made a token provision to support youth polytechnics in recognition of their importance to the economy. In 1975, a centre for research and training was set up in Karen to boost the technical and pedagogical needs of the YP instructors. The centre has since changed hands to the Ministry of Education and is currently used for training mathematics teachers. In 1980, the government started supporting YP programmes with tools and equipment to help in painting the facilities and start off production units. The programme went on for a while but failed due to mismanagement by the committees and managers. Some of the equipment broke down and others were literally taken away by some managers.
In spite of these challenges, local communities, religious and non-governmental organizations with the support from the Kenya government and development partners including Danida, VSO, UNDP, ILO, JICA, UNICEF have over the years continued to support YP and VTC programmes in Kenya. The Sessional Paper No. 1 of 2005 recognizes YPs as a major sector of the education framework. The government therefore considers them as basic educational institutions, offering primary school leavers opportunities to acquire quality skills and knowledge, to enhance their employability and provide pathways for attaining higher education and training. They are also expected to equip the youth with technical, entrepreneurial, ICT and life skills based on appropriate technology thereby enabling them to unleash their entrepreneurial capacity in employment creation and sustainable livelihoods.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 13
2.2 InfrastructureThe existing infrastructure/equipment in public YPs and VTCs are dilapidated, inadequate and require renovation and modernizing if they are to produce high quality graduates. The following pictures illustrate the state of some of the YPs in the country.
the Nakuru YP in Rift Valley Province
the Katangi YP in Yatta District, Eastern Province
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth14
Prior to 2006, the only government contribution was a salary top up for the managers and instructors to the tune of between Kshs. 2,000 to 3,000 per manager or instructors inthe395YPs.ThistrendchangedsignificantlywiththecreationofMOYASin2006.MOYAS has contributed enormous resources in transforming the community initiated YPs.
2.3 Distribution of YPs/VtCs
The MOYAS records indicate that in 2009, there were 609 registered YPs/VTCs in Kenya, with an enrolment of about 42,000 students as shown in Table 4 below.
table 4: Provincial Distribution of YPs AND VtCs in 2009
PROVINCEYPs/VTCs ENROLMENT
Public Private Public Private
NAIROBI 5 24 450 3,343COAST 55 7 4,400 442R.VALLEY 72 32 4,400 2,320NYANZA 76 9 4,000 910CENTRAL 98 12 4,300 1,355EASTERN 114 18 7,800 1,744WESTERN 70 8 5,500 470N.EASTERN 7 - 390 -TOTAL 497 110 31,240 10,584
Source: Ministry of Youth Affairs and Sports and Ministry of Higher Education,Science and Technology, 2009
Thefiguresbelowalsoindicatethe2009percentagedistributionofYPs/VTCsinthepublic and private sector and the enrollment in YP/VTCs in public and private sector respectively
Figure 1: Distribution of YPs/VtCs in Public and Private sector, 2009
Source: Ministry of Youth Affairs and Sports and Ministry of Higher Education,Science and Technology, 2009
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 15
Figure 2: Enrollment in YPs/VtCs in Public and Private sector, 2009
Source: Ministry of Youth Affairs and Sports and Ministry of Higher Education,Science and Technology, 2009
According to the 2010 Economic Survey13 there are 754 YPs/VTCs in Kenya. This implies that 147 of these institutions are not registered with MOYAS. 2.4 the Old Curriculum
Before 2007, the training in YPs followed an artisan curriculum that was examined by the Kenya National Examinations Council (KNEC) and trade test based courses that were examined by the Directorate of Industrial Training (DIT). These courses, now referred to as the old curriculum, include trades such as, tailoring and garment making, weldingandfabrication,carpentryandjoinery,generalfitting,panelbeating,cabinetmaking, leatherwork, electrical installation, plumbing, masonry, upholstery, machine turning, sheet metal aligning, sign writing, brick laying and motor vehicle mechanics.The pictures below illustrate some of the skills acquired in YPs
13 Republic Kenya. 2010. Economic Survey, 2010, Kenya National Bureau of Statistics, Nairobi
Fashion Design at sOs YP Welding and Fabrication at sOs YP
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth16
2.5 the Changing trends in the YP and VtC sector
Prior to 2007/08, the YP sector was not properly linked with the rest of the education and training system in Kenya as envisaged in the Sessional Paper No. 1 of 2005 titled “A Policy Framework for Education, Training and Research”. In 2006 MOYAS with support from UNDP, developed a national policy on youth polytechnics and vocational training centres and designed a model for transforming youth polytechnics into centres of excellence.
Since its establishment, MOYAS has completed infrastructural development in 55 YPs at a cost of Kshs. 271 million (Daily Nation, 2009). This initiative includes 18 YPs supported by the Kenya Italian Debt Development Programme (KIDDP) and 10 YPs supported by the African Development Bank (ADB). The ministry targeted a further 37 YPs for infrastructural development at a cost of Kshs. 190 million in 2010. More than 340 YPs countrywide have received tools and equipment costing about Kshs. 170 million. An additional 110 YPs were to be equipped with tools and equipment worth Kshs. 190 million in 2010. This was meant to facilitate expansion of intake in YPs from the current 50,000 students to 150,000. A total of Kshs. 80 million has also sofarbeendisbursedasgrantstovariouspolytechnics.Thishasbenefitedabout504YPs by paying Kshs. 15,000 per year for each student enrolled in the polytechnic. The picture below illustrates equipment provided by MOYAS under the infrastructural kitty at one of the YPs
An electric sewing machine in Nakuru YP provided by MOYAs
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 17
2.6 Demands for training in YPs/VtCs
The transformed youth polytechnics are intended to facilitate quality training and offer an alternative choice for those who want to develop technical knowledge and skills. The Sessional Paper No. 1 of 2005 provides a TIVET pathway which allows a graduate of a YP to advance from the artisan level of training to a technological degree asshowninfigure3below.
Figure 3: Progression path in technical, Industrial, Vocational & Entrepreneurship training (tIVEt)14
Adopted from Sessional Paper No. 1 of 2005
14 Republic of Kenya.2008.Technical, Industrial, Vocational and Entrepreneurship Training Strategy, Ministry of Higher Education, Science and Technology, Nairobi
Figure 3: Progression Path in Technical, Industrial, Vocational & Entrepreneurship Training (TIVET)1
Adopted from Sessional Paper No. 1 of 2005
TT III
TT II
TT I
Tertiary Diploma
Short course
IndustrialTraining TIVET
Tertiary Diploma
YP Sector
Certificate programmes Level II (2 years)
UNIVERSITY EDUCATION PROGRAMMES
TECHNOLOGY DEGREE
PROGRAMMES
PRIMARY SCHOOL PROGRAMME (8 years)
KCPE
WORLD
OFWORK
W
O
RLD
OF
WORK
SECONDARY SCHOOL PROGRAMME
KCSE (Four years) Certificate Programmes
Level I (2 years) Academic + Skills
NFE
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth18
2.7 the New Curriculum
The new YP sector TIVET based curriculum developed by the Kenya Institute of Education (KIE) in 2007, with support from UNDP, include courses in the following 12 trade areas:
Metal processing technology Electrical and electronics technology Motor vehicle technology Building technology Refrigeration and air conditioning technology Appropriate carpentry and joinery Information communication technology (ICT) Leatherwork technology Fashion design and garment making technology Hair dressing and beauty therapy Agri-Business Food processing technology
The curriculum has two main options:-
A) Option oneIn this option the curriculum is offered in modular form to primary school leavers with KCPEcertificatesoranyotherequivalentqualification.The course outline is as follows:
• Vocational trade area• Communication skills• Entrepreneurship skills• Life skills• ICT studies• Technical drawing• Industrial attachment (compulsory).
This is a two year course and is currently being piloted in about 30 YPs. The trainees fromthisprogrammegraduatewith theNationalVocationalCertificate inEducationand Training (NAVCET).
B) Option twoIn this option the curriculum is offered in modular form to primary school leavers with KCPEcertificatesoritsequivalent.Itistargetedattrainersaspiringtofollowtheparallelsecondary format and then proceed for further studies at diploma and degree levels.The course outline is as follows;-
• Vocational trade area• Communication skills• Entrepreneurship skills • Life skills• ICT studies
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 19
• Technical drawing• English• Mathematics• Physics• Chemistry• Biology
This is a four-year programme with levels I and II but it has not been piloted. The main features of the new curriculum are as follows:
a) It integrates generic skills, life skills and entrepreneurship education into the mainstreams of technical and vocational education.
b) It isacompetency-basedmodularapproachthat isflexibletoaccommodatethe diverse interest groups of youth.
c) It integrates practical vocational education and training.d) It places a premium on the personal and social development of young people.e) It is self-contained with well-formulated objectives, carefully selected content
and delivery methods and offers a wide range of techniques for trainee assessment.
f) It is 70% practical and 30% theory.g) It allows for vertical and horizontal mobility thereby enabling the YP graduates
to exit into the labour market after the 2-year level I or progress to level II and to higher levels of training up to university as earlier shown in Figure 4.
h) Industrialattachmentof330hoursforeachlevelisaprerequisiteforcertificates.
The non-formal education curriculum developed by KIE which targets persons who have never been to school has not yet been implemented.
2.8 staff Capacities and Capabilities
In 2006, most of the YP instructors possessed the Grade I Trade Test (46%) followed by Craft I (19%) while diploma comprised only 10%.15 This trend is changing due to efforts made by MOYAS to improve the remuneration, capacity and capability of the instructors. The current managers and instructors employed by management committees feel that they are marginalized especially in the appointment and development of staff.
2.9 Findings on Current status As mentioned earlier, the study was conducted in 56 YPs and VTCs comprising 30 YPsofferingthenewcurriculumand26YPsofferingtheoldcurriculum.Thefindingsrelating to institutional capacity are outlined below
15 Republic of Kenya. 2006. National Youth Policy for the Youth Polytechnics and Vocational Training Sector, Ministry of Youth Affairs, Nairobi
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth20
2.9.1 StaffinginYPsandVTCsDatagatheredonstaffing through this studyshows thatoutof the324 instructorswho responded to the questionnaires, 32.7% of them were holders of a diploma in their respective trades while 27.2 were holders of the Trade Test as shown in Figure 4 below.
Figure4:Stafflevelsofqualification
Source: Survey Data, 2010
The gender trends for the instructors are illustrated in Figures 5 below.
Figure5:Genderandqualification-certification
32.9%
5.2%
25.2%
25.2%
11.4%
16.7%
5.3%
14.0%
17.5%
46.5%
Trade Test.
Artisan.
Craft.
Diploma.
Others.
Male. Female.
Source: Survey Data, 2010
The study also shows that most of the instructors offering the old and the new curriculum have undergone pedagogy as shown in Figure 6 below.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 21
Figure 6: Gender and pedagogical skills training.
66.0%
57.6%
25.4%22.9%
8.6%
19.5%
Attended. Never Attended. Missing values.
Male.
Female.
Source: Survey Data, 2010
In terms of professional upgrading, a majority of instructors prefer skills upgrading courses or further studies in their trade areas including ICT and management courses as illustrated in Figure 7 below;
Figure 7: Gender and skills upgrading courses
6.9%
21.3%
13.3%
11.7%
3.2%
3.2%
0.5%
0.5%
0.0%
12.5%
20.5%
19.6%
3.6%
6.3%
3.6%
1.8%
0.9%
30.4%
0.0%
0.9%
7.4%
31.9%
Guiding & Counseling.
ICT & Improved Modern Facilities.
Management Courses.
Technical Education.
Pedagogy.
Exposuretours/Seminars/workshops/Educational
trips.
Industrial Attachment & Practicals.
Life Skills Trainings.
Upgrading Courses or Further Studies.
HIV/AIDS Awareness.
Salary & Permanent Job.
Male. Female.
Source: Survey Data, 2010
2.9.2 trainee EnrollmentsA total of 349 students responded to the administered questionnaires. The male
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth22
enrollment is higher than the female enrollment by 32.2% as shown in Figure 8 below.Figure 8: Enrollment by gender
33.9%
66.1%
Total Female Enrollments. Total Male Enrollments.
Source: Survey Data, 2010
The enrollment ranking by institution is illustrated in Figure 9 below.Figure 9: Institutional enrollment
429
231
230
167
137
135
128
116
113
110
92
73
69
69
68
65
62
56
54
MASENO YOUTH POLYTECHNIC.
NYAGA.
KISII.
KIPTERE.
NAKURU.
KISISWAK.
KEVEYE YOUTH POLYTECHNIC.
MOGOTIO.
OTHAYA.
MANDERA YOUTH POLYTECHNIC.
MUNGONI.
KENYANYA.
ITEN.
MATIRI.
KAITHERI.
NKUBU.
NYS.
ST. JOSEPHS.
PCEA.
Source: Survey Data, 2010
Maseno YP in Western Province, which offers multi-skilled courses, has the highest enrollment in Kenya followed by Nyaga YP in Central Province. The course popularity is illustrated in Figure 10 below.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 23
Figure 10: Most popular courses in YPs/VtCs
0.3%
0.3%
0.3%
0.3%
0.3%
0.3%
1.0%
1.7%
2.1%
3.1%
6.2%
7.3%
22.8%14.9%
13.5%
12.5%
9.7%
3.1%
Accounting.
Metal Carpentry.
Secretarial Course.
Shoemaking.
Special education.
Support subjects.
Food Processing & Production.
Hospitality.
Welding & Fabrication.
Leather Technology.
Plumbing.
Information, communication & technology
Metal Processing & Technology.
Electrical & Electronic Technology.
Appropriate Carpentry & Joinery.
Building & Technology/Masonry.
Motor Vehicle Technology.
Fashion design, garment making & textiles.
Source: Survey Data, 2010
Figure 10 above shows that Fashion Design/Dressmaking/Tailoring (22.8%) is the most popular course and is dominated by female trainees followed by Motor Vehicle Technology (14.9%) which is dominated by male trainees.
2.9.3 ExaminationsWith regard to examinations, 48.12% of the 349 respondents in 2010 sat for DIT examinationsleadingtoTradeTestcertificatescomparedto70%in2006while46.7%took artisan courses from KIE in 2010 leading to NAVCET examinations compared to 15% in 2006. The remaining 5.18% either took internally based exams or registered forforeignbasedexaminationsasshowninfigure11below
Figure 11: type of examination taken by the respondents
Source: Survey Data, 2010
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth24
The data shows that there is a gradual shift towards KNEC examinations which allows students to progress to the next level in the training ladder. Direct admission after attaining KCPE in class 8 and the promotion of YPs/VTCs as an alternative to secondary school will see even more graduates out of the YPs and VTCs.
2.10 ObservationsThe following are the major observations regarding the capacity of YPs and VTCs:
The existing YPs/VTCs cannot adequately cater for the over 300,000 primary school leavers every year and their regional distribution is highly unbalanced.
The existing infrastructure/equipment in public YPs and VTCs are dilapidated, inadequate and require renovation and modernizing to enable them produce high quality graduates. While the focus towards YPs and VTCs was to transform some of them into centres of excellence, not much as been achieved so far.
The majority of YP and VTC managers and instructors are holders of diploma and trade test certificates hence their ability to deliver the newcurriculum is wanting.
Formalized partnerships between YPs/VTCs and the industry is still lacking therebymakingitdifficultfortheYPs/VTCstoaligntheirtrainingwiththeindustry demands.
Female trainees dominate trades such as fashion and design, garment making, catering and ICT while male trainees dominate engineering related trades such as motor vehicle and electrical engineering and welding trades.
Enrollment in some traditional trades such masonry, carpentry and joinery,
plumbing and piping, tinsmith and blacksmith is declining yet there is a severe shortage of artisans with these skills in the urban and rural areas.
Currently, the YP activities are delinked from those of the community and
the private sector. Only a few YPs are engaged in self-sustaining initiatives.
2.11 Proposed InterventionsThe following are the proposed interventions intended to improve the quality of skills delivery.
i. The provision of state-of-the-art equipment and machinery in at least one youth polytechnic in each of the 290 constituencies so that the upgraded YP can serve as centre of excellence in training.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 25
ii. The promotion of YPs/VTCs as alternative routes to higher education and training and the provision of tailor-made courses to enable out-of-school youthexploiteconomicopportunitiesinareaswithquickfinancialreturns.
iii. TheappointmentthroughTSC,oftrainerswithaminimumofafirstdegreein education, to serve as principals in youth polytechnics in order to enhance leadership, innovation, creativity and image in YPs/VTCs.
iv. The provision of regular and effective skills upgrading training and industrial attachment programme for trainers.
v. The facilitation of exchange programmes and documentation for dissemination thereby benchmarking the best practices and good work culture.
vi. The establishment of effective partnering and networking efforts between training providers and industry as a means of promoting technology transfer and corporate social responsibility.
vii. Institutionalizing of the non-formal curriculum in YP and youth empowerment centres by MOYAS
viii. Affirmative action to encourage female trainees to venture into themaledominated courses and vice versa.
ix. YPs should be facilitated to enable them engage in income generating activities especially those which support the needs of the community within
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth26
which they exist and the youth in that community.
Chapter 3
Current Labour Force situation
3.1 transition for school Leavers
The youth transiting the school system form a subset of the total youth population. At the end of the primary cycle, there is an annual output of over 700,000 candidates, out of whom only about 68% proceed to secondary schools. About
40,000 of the remaining 232,660 are admitted in YPs/VTCs and the informal sector every year16. At the end of the secondary cycle there is annual output of about 300,000 candidates, out of whom only 30,000 proceed to the universities. A total of about 45,000 secondary school leavers pursue courses in middle level colleges. Therefore, everyyearthereover500,000youthwhomustbegivensome“quickwin”or“quickfix”programmes to stop them from the temptation of engaging in crime and violence as was the case during the 2007 election. There has been steady growth in the student enrolment in youth polytechnics from 23,000 in 2005 to over 30,000 in 2009 and from 50,000 in 2005 to over 100,000 in 2009 in post secondary training institutions.
3.2 Current Job Creation trends
Job creation is critical in raising national productivity, economic growth and poverty reduction. It should however be noted, that job creation requires a concerted effort and radical intervention from the government, businesses and the civil society. Job creation initiatives should take into account of the environment, the skills required and the youth preferences.
According to Kenya’s Economic Survey 201017, employment in the modern sector went up by 2.8% in 2009 compared to 1.8% recorded in 2008. On the other hand the informal sector created 390,400 new jobs in 2009 compared to 440,700 in 2008. The decline in the informal sector was attributed to increased school enrolment and transition rate resulting from the free secondary education programme.
The informal sector in Kenya where most of the youth get employment encompasses all small-scale activities that are semi-organized, unregulated and use low and simple technologies. This sector has been playing a central role in economic development with its activities growing over the years. The activities are mainly in the manufacturing, building and construction, distribution, trades, transport and communication, community and personal services industries. Employment opportunities for vocational training graduates exist in infrastructural 16 Republic of Kenya. 2010. Policy Issue Action – Republic of Kenya National Youth Situation
Analysis – MOYAS & UNICEF, Nairobi17 Republic Kenya. 2010. Economic Survey, 2010, Kenya National Bureau of Statistics, Nairobi
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 27
rehabilitation and development such as low cost building construction, road works and water supply, low cost hotels, catering, hairdressing and beauty therapy. The picture below shows YP graduates at work
A tailoring YP graduate at work
3.3 Existing skills and Competency Levels
Most of the vocational training is delivered in public youth polytechnics which are equipped with basic hand tools and obsolete equipment. A number of the instructors do not also have exposure to modern technology. Industrial attachment is haphazard and uncoordinated hence most of the graduates have no grounding in modern technology. This leads to a mismatch between the training and the labour market requirements. For example in trades such as motor vehicle mechanics, graduates are trained in old engine models and are not able to handle the modern motor vehicles unless they undergo extra training at the workplace.
The current trend in the labour market is a shift towards multi-skilling and skill updating to cope with latest technological advancements and innovations. For example, in a trade like tailoring and dress making, the YPs still use old manual sewing machines while in the labour market, for example at the Export Processing Zone (EPZ), requires knowledge in the use of state-of-the-art electric sewing machines. In metal processing, the labour market requires knowledge in the use of lathe machines which are not in YPs. Further, in car washing, the trend is moving towards using machines, and the youth must be trained in operating the machines. Today vehicle drivers are also required to possess mechanical skills. In joinery, the labour market requires knowledge of cutting and sanding machines. At petrol stations, machines are now being used in repairing punctures and changing tyres. In building and construction, the use of traditional materials is declining. For example steel is being replaced by aluminum,woodenfurnitureisbeingreplacedbybamboofurniture,clayroofingtilesarebeingreplacedbysteelroofing(Decratiles)tonamebutafewofthechangesin
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth28
the market today.
Chapter 4:
Existing skill Gaps In YPs & VtCs
4.1 skills Development
Thetermskillreferstopracticalproficiencies,competenciesandabilitieswhicha graduate of a given course has acquired as a result of undergoing training, eitherformallyorinformally.Accordingtothisdefinitionandalsoinrelationto
the current employment trends, skills required for production of goods and services by industries with wage or self- employment opportunities are regarded as marketable skills.
Marketability of skills is dependent on the curriculum, the mode of training and the skill area. In their study on marketability of graduates’ skills Simon MC Garth and Kenneth King (1995) concluded that a graduate’s skills (both critical and not-critical) marketability largely depends on his/her exposure to other non-practical skills such as problem solving, communication, attitude, and entrepreneurship.
While employers stress the importance of occupational skills they also demand other skillswhichenableanemployeetocarryouttasksefficiently,confidently,andrelatewell with the employer and other workers. A properly trained graduate should be competent in the three skill categories as indicated in Table 5 below:
table 5: Category of skills
Occupational skills Employable skillsInterpersonal and
empowerment skills
• Using equipment safely and effectively
• Selecting and using materials and tools.
• Reducing waste on costs
• Observing quality control instructions.
• Increasing productivity
• Understanding drawings and sketches
• Language (oral and written)
• IT and Computer literacy
• Communication skills• Influencing and
persuading others• Life learning
• Teamwork• Flexibility and
adaptability• Creativity and
innovation• Problem solving and
decision making• Managing change
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 29
4.2 Global trends and Best Practice in skill Development4.2.1 Europe and AsiaIn China, Germany, Mauritius, South Korea, UK and the United States of America, the government projects future skills requirements by conducting continuous needs analysisandthenequipping their training institutions toaddress the identifiedskillsrequirements18. For instance in China, where there is a comprehensive skills inventory, nopersonisemployedwithoutbeingtrainedandcertified. Training is also demand-driven and the government partners with the industry to develop the training curricula with industry setting the standards.
South Korea links local industries with the colleges in industrial technology education zones and supports start-up programmes for vocational high schools. The government alsosupportsstudentsthroughsectornetworksofenterprises.Skillandqualificationdemands are determined through sample surveys of enterprises on a regular basis.
In India, there are centres of excellence with public–private partnerships, demand driventrainingprogrammes,flexiblemulti-skill,multientryandmulti-exitcoursesforwhich evaluation and certification are jointly done with industry. Industry-institutelinkagesarepromotedthroughInstituteManagingCommittees(IMCs)andthebenefitsinclude organizing campus interviews, arranging on-the-job training and industrial visits, joint training and development ventures vocational guidance and counseling, and better upkeep of equipment.
Vocational training in Germany developed into a dual system where 80% of training takes place in the industry while 20% takes place in school. This entails sharing training responsibilities between the state and employers. The training system is employer driven and continuing education is based on three tenets: action oriented; practice oriented and application oriented.
4.2.2 AfricaIn South Africa a new system has been put in place between the national and local education and training level on the one hand and Sectoral Education and Training Authorities (SETAs) on the other, leading to the creation of the National Skills Development Authority (NSDA). The intention of this reform was to bind all stakeholders more closely to the National Skills Development Strategy (NSDS). Sector Accreditation andQualificationAuthorities(SAQAs)wereestablishedtoencouragebetterarticulationbetween education and training.
Ghana has three provisions of skills training; on-the-job apprenticeship training, short-term modular training and longer-term pre-employment training. A review of these approaches suggests that the school-skill-enterprise relationship is highly dependent on the delivery context of training as well as the type of enabling or disabling environments within which the training is translated into employment outcomes. Underpinning the training in Ghana is the utilization of master crafts 18 CEDEFOP. 2010. Jobs in Europe To Become More Knowledge and Skill Intensive, Briefing
Notes, Thessaloniki
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth30
personnel for enterprise based training (EBT) and the integration of apprenticeship training into the culture and traditions of the Ghanaian society. Ghana has hundreds of thousands of young people engaged in traditional apprenticeship in the informal sector of the economy. The labour force data show that in the year 2000, informal apprenticeship sector contributed over 70 percent of self-employment opportunities among the total labour force of over 7 million.
In sub-Saharan countries, including Kenya, skills development has proven to be incapable of responding to the changing needs of the labour market. Many of the graduatesdonotsucceedinfindingemploymentuponcompletionoftraining.Inallthese countries, vocational training suffers from the socio cultural problem that it is considered inferior and designed for the less gifted and in some instances it is viewed as education for servitude.
4.3 skill Gap Analysis and ProcessSkill gap analysis is the process of measuring the differences between an individual’s capabilities and the required capabilities of the job role19. Thus a skill gap analysis aims at identifying the priority competencies and learning needs of a group or an individual.Theidentifiedprioritycompetenciesarethenratedascriticalorcore(ahighlevelofproficiencyismandatoryforsuccessintherole)orpreferred(nicetohavetoensure success). The whole process entails identifying all the skills required by an individual to carry out his or her work and thereafter classify the skills into critical and noncritical skills.
A critical skill is one that is required to complete a task successfully while a non-critical skillenablesatasktobecompletedquicklyorefficiently,oratalessercostthanwouldotherwise be the case.
4.4 Findings on skill Gap Analysis
Three techniques were used to assess competencies focusing on technical skills, generic skills, knowledge, behaviour and attitude of graduates/trainees. These techniques included the use of experts in 9 trades, questionnaires for ongoing trainees, graduates and employers and interviews with key informants in different parts of the country. Responses were received from 107 employers, 159 trainees and 101 graduates. The results of this exercise are contained in Figures 12, 13 and 14.
19 Rose , Joni. 2008. Analyzing Proficiency Levels Using Competency Profiles as Benchmarks. Suite 101, Vancouver, BC, Canada
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 31
Figure12:Skillgapsidentifiedbyemployers
23.4%
12.1%
21.5%
19.6%
8.4%
2.8%
1.9%
3.7%
0.0%
5.6%
0.0%
0.9%
16.2%
21.6%
10.8%
13.5%
5.4%
2.7%
5.4%
0.0%
8.1%
5.4%
2.7%
18.2%
36.4%
9.1%
0.0%
0.0%
0.0%
9.1%
0.0%
9.1%
0.0%
8.1%
9.1%
9.1%
Trade Knowledge.
Practical Skills.
Modern Equipments/Tools.
Operating Machines& Tools.
Practical Exposure.
CommunicationSkills.
Customer Care.
Confidence & SelfEsteem.
Honesty & Integrity.
Innovation &Creativity.
Attitude & Conduct.
Safety & Ethics.
Skill Gap 1st Option. Skill Gap 2nd Option. Skill Gap 3rd Option.
Source: Survey Data 2010
Figure12indicatesthatthemostsignificantskillgapsidentifiedbyemployersarethecapacity of graduates to use modern machines, equipment and tools, trade knowledge and practical exposure.
Figure13:Skillgapsidentifiedbyon-goingYP/VTCtrainees
39.6%
27.7%
17.0%
9.4%
6.3%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Modern Equipments/ Tools.
Operating Machines & Tools.
Trade Knowledge.
Practical Exposure.
Practical Skills.
Communication Skills.
Customer Care.
Confidence & Self Esteem.
Honesty & Integrity.
Innovation & Creativity.
Attitude & Conduct.
Safety & Ethics.
Source: Survey Data 2010
Figure13indicatesthatthemostsignificantskillgapidentifiedbyon-goingtraineesisthe inability to use modern machines, equipment and tools. Other gaps are the lack of trade knowledge and lack of practical exposure.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth32
Figure14:SkillgapsidentifiedbyYP/VTCgraduates
Source: Survey Data 2010
Figure14indicatesthatthemostsignificantskillgapsidentifiedbyYP/VTCgraduatesare trade knowledge followed by capacity to use modern machines, equipment and tools and practical skills.
Employers,graduatesandtraineesagreethatthemostsignificantskillgapsintrainingoffered in YPs and VTCs are the critical or occupational skills listed below:
Exposure to modern machines, equipment and toolsTrade knowledgeCapacity to use modern machines, equipment and toolsPractical industrial exposureEmployers and graduates identified gaps in the following employable and
interpersonal(behaviour)skillsassignificant:Communication skillsCustomer careSafety and ethics at work station Innovation and creativity/problem solvingConfidenceandself-esteem/adaptabilityAttitude and conductHonesty and integrity
Trainees did not recognize gaps in employable and interpersonal skills possibly because they are not yet exposed to the work environment.
In most of the trades, employers complain that the youth polytechnic graduates need at least six months to integrate into the workplace. Besides the low technical skills,
32.7%
14.9%
27.7%
15.8%
5.9%
0.0%
2.0%
0.0%
0.0%
0.0%
1.0%
0.0%
31.0%
10.3%
29.9%
16.1%
4.6%
1.1%
2.3%
0.0%
0.0%
4.6%
0.0%
0.0%
Trade Knowledge.
Practical Skills.
Modern Equipments/ Tools.
Operating Machines & Tools.
Practical Exposure.
Communication Skills.
Customer Care.
Confidence & Self Esteem.
Honesty & Integrity.
Innovation & Creativity.
Attitude & Conduct.
Safety & Ethics.
Additional Skills. Complementary skills.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 33
A collapsed building in Nairobi’s Buruburu area as a result of lack of steel reinforcement
Thefollowingcriticalskillgapswereidentifiedforthe9tradescurrentlyofferedinYPs/VTCs:
table 5: Critical skill gapsBuilding and construction
Steel reinforcement (see photo above)
Cement, sand & ballast mixing ratios
Interpreting building plans/drawing
Costing and pricing quotation
PlumbingSafety precaution
Garment making, tailoring and knitting
Use of electronic sewing machines (over-locking)
Pricing and product costing
PatterningRepair and maintenance
of machinesTie and dyeEmbroidery
MVM
Unfamiliarity with electronically automated new vehicle models i.e. EFI, VVTI,
Use of computerized equipment in wheel balancing & alignment
Operation of Air Compressors
Reading wiring drawingSpray painting Driving
Electrical
Operation and maintenance of automation systems in industry
Motor rewindingComputer skills
Welding/fitting
Operating of: forging, shaping and fitting machines and lathes
Tig, Mig, Mag welding machines
Gas cutting
ICT
IT securityMobile phone content
developmentNetworkingMigrating to the NET
technologyMobile-phone based
commerceWeb site designWireless transmissionSoftware engineering
Leather/tanning/ Finishing
Chemical mixing
Use of machines for leather work
Hair dressing, cosmetology & beauty therapy
Blow drying equipment
Costing
Carpentry and JoineryUse of power tools and
equipmentUpholstery & curvingSafety precautions &
first aid
graduates have weaknesses in work attitude, behavior and social skills. The picture below shows a collapsed building in Buruburu Nairobi as a result of lack of steel reinforcement, exposing some of the skill gaps in the graduates.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth34
More highlights of some of the above skill gaps especially in motor vehicle technology are contained in Illustration # 1 below.
Illustration # 1: New technologies a Challenge to YP/VtC Graduates Daily Nation, 10 August 2010
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 35
4.5 Recommended remedies to bridge the gaps
• More practical work using modern machinery and equipment should be availed tostudentssothattheygainconfidenceinhandlingtheequipment.
• The youth polytechnics should be empowered to be sensitive to the emerging market trends and technological advancements and adjust accordingly.
• YPs and VTCs should be encouraged to introduce multi-skilled programmes based on modular training packages and ensure occupational health and safety.
• Purposeful linkages should be established between the industry and the training institutions especially in development of curriculum and attachment.
• Skills upgrading should be undertaken to compensate for the outdated training in YPs and VTCs. One way of doing this is through apprenticeship, a dual system where young people are attached to ongoing projects in the constituency or local industries under an agreement or under corporate social responsibility.
• Industrial attachment should be formalized through appropriate policies and legislation.
• Refresher courses for managers and instructors on new technologies and innovations should be conducted on regular basis
• Tailor-made packages that address the needs of the community and exploit quick impact opportunities should be developed by the YPs and VTCs
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth36
Chapter 5
Future Market skill Requirements
5.1 Future skill Requirement trends
The Vision 2030 economic pillar targets the following priority sectors which have great growth potential namely; Tourism, Agriculture, Livestock, Fishing, Wholesale and retail trade, Manufacturing, Business process outsourcing and
financial services. The economic pillar sectors have flagship projects in variousregions within the country that necessitate the need for training in various new skills. Some of these projects include:
• Introduction of renewal energy – solar, wind power and green energy, biogas, biofuel, LED lamps
• CCTV camera surveillance systems• Irrigation and water recycling• Eco-tourism in Kakamega forest, Ruma National Park, Mt. Kenya and Mt.
Elgon regions.• Establishment of Constituency Industrial development centres – Metal
SME Parks• Business process outsourcing – Digital Villages• Value Chain – Value Addition in fishing, agribusiness, agro-processing
applying the one-village one-product model• SME parks for agro-processing of fruit juices and vegetables and dairy
products• Processing leather products• Ice making and cold storage facilities
With the opening of the East African Community, there will be opportunities for skills transfer, and more employment for the youth. There is an urgent need to address the skills preferences and the standardization of training across the member countries. In order to ensure portability of skills from one country to another it will be necessary to adoptaqualificationframeworkwhichisacceptableamongtheEastAfricanCommunitymember states.
5.2 the Youth and Economic Development
The youth in Kenya have great potential in creativity and innovation which if exploited can provide employment/business opportunities in the various parts of the country including the slums and arid/semi arid areas. The 2009 National Human Development Report20 observes that with the right combination of motivation, ideas and opportunities, young people are able to establish productive and creative business ventures and shift themselves from the status of job seekers to job creators.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 37
Between 2008 and 2010 a total of 76 youth empowerment centres were established in different parts of the country (see Annex III a & III b) to facilitate economic and social empowerment of the youth. This initiative could be enhanced further if the skill gaps in YPs/VTCs are addressed and an awareness campaign carried out to let the public know what these institutions can offer. The picture below is an example of participants undergoing an entrepreneurship training organised by MOYAS in Nakuru
Participants attending an entrepreneurship training organised by MOYAs in Nakuru
According to 31-year oldDanielOnyiero, the chief executive officer atDTVActiveLimited a partner with Kenya Youth Empowerment and Employment Initiative, the biggest problem with the youth is lack of proper information on opportunities available in various regions (Morris Aron, The Standard, September 21, 2010). Institutions that are supposed to support the youth to start successful businesses also face the same problem.
5.3 BAACH and Value Chain Activities
The study covered the districts under the Expanded Business Action Against Chronic Hunger (BAACH) Project. These are Bungoma, Siaya, Muranga and Yatta. Under the BAACH project, up to 500 youth and women per constituency/district are supported annually to set up small scale irrigation based agro- business units.
BAACH has been implementing agribusiness activities in Siaya for the last two and a half years and has succeeded in increasing farmer incomes through quality production and improved market access. It has also improved nutrition, crop diversification,entrepreneurship and enhanced farmer confidence in the area under operation.BAACH has so far reached 2,350 households and created 150 new enterprises in the two year period that it has been in operation. The implementation of quick impact
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth38
interventions for the youth will build on the above successes. The study also covered the 24 constituencies under the Priority Value Chain (PVC) Programme (see Annex II). These are Mukurwei-ni, Yatta, Gatanga, Kandara, Gichugu, Tetu, Mathira, Kieni East, Laikipia East, Igembe South, Kapenguria, Sigor, Saboti, Mt. Elgon, Bungoma, Siaya, Baringo East, South Mugirango, Garsen, Bura, Wajir South, Turkana South, Turkana Central and Mandera East.
In the course of the analysis for priority value chains, a lot of engagement and sensitization has been undertaken. Implementation of the quick impact interventions for the youth will build on this momentum. In both cases BAACH methodology will be adopted. This involves:
Economic empowerment: Encouraging youth to venture into agri- business and invest in small & micro enterprises (SME) creation and SME growth along the agricultural value chains
Access to vital services:FacilitatingaccesstofinancingincludingloansandICT, as tools for providing supporting activities of the project along the value chain,suchasfinancialtransferservicessuchasMpesaamongothers.
Market linkages: Engaging partners and facilitating access to formal markets such as supermarket chains, formal traders and other players in the food processing industry.
5.4 Findings on Out-of-school Youth
The responses towards awareness of courses currently offered in YPs and VTCs is shown in Figure 15 below.
Figure 15: Youth Awareness of Courses Offered in YPs and VtCs
9.8%
9.1%
8.4%
7.4%
6.7%
6.7%
6.7%
6.3%
5.3%
5.2%
4.1%
2.9%
2.9%
2.6%
2.3%
2.0%
1.1%
9.2%
1.4%
Building Construction Technology.
Motor Vehicle Technology.
Tailoring & Dressmaking.
Carpentry & Joinery.
Fashion Design & Garment Making Technology.
Electrical & Electronic Technology.
Hairdressing & Beauty Technology.
Welding & Fabrication.
Entrepreneurship.
Metal Processing Technology.
Information Communication Technology.
Leather Technology.
Agri Business Development.
Art & Crafts.
Leather Work.
Food Processing Technology.
Fitter Work/ General.
Ethics.
Refrigeration & Air conditioning Technology.
Source: Survey Data 2010
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 39
TheabovefigureshowsthatthecoursesmostoftheyouthseemtobeawareofareBuilding Construction, Motor Vehicle, Tailoring and Dressmaking and Carpentry and Joinery. Figure 16 shows a ranking of the short courses which the youth are interested in as per questionnaire responses.
Figure 16: short Courses of Interest to the Youth
5.0%
5.0%
4.5%
4.4%
4.3%
4.3%
3.8%
3.7%
3.7%
3.4%
3.1%
2.9%
2.8%
2.7%
2.7%
2.6%
2.5%
2.2%
2.0%
1.7%
1.4%
1.3%
1.2%
0.9%
0.3%
1.6%
3.4%
6.4%
4.7%
4.6%
3.4%
3.4%
Kienyeji Chicken Husbandry.
Fertilizer Manufacture.
Music.
Plastic Waste Recycling.
Water Filtration & Bottling.
Dairy Goats Keeping.
Drama.
Greenhouse.
Milk Bulking & Value Addition.
Honey Production & Processing.
Dancing.
Avocado Processing.
Mango Processing.
Garbage Recycling.
Rabbit Keeping.
Online Work.
Soccer Training.
Waste Glass Recycling.
Fish Husbandry & Processing.
Banana Growing & Processing.
Athletic Training.
Aloe Vera Processing.
Floriculture.
Ceramics Products & Manufacture..
Nutrimixes (Banana, Moringa & Pumpkin).
Mushroom Farming.
Boxing.
Strawberry Farming.
Dog Breeding.
Acrobatics.
Ducks & Turkey Farming.
Gum Arabica Collection & Processing.
Source: Survey Data 2010
The above figure indicates that the youth are interested in training in onKienyeji (indigenous) chicken husbandry, fertilizer manufacture, greenhouse management, music,plasticwasterecyclingandwaterfiltrationandbottlingamongstotherareas.The UN report recommends support for commercialization of these activities to provide employment opportunities.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth40
A picture showing a typical green house
While the youth are aware of the courses offered in YPs and VTCs as indicated in Figure 15, their interest lies elsewhere as shown in Figure 16 above.
5.5 Untapped/underutilized Economic Activities 5.5.1 Provincial Focus Group Workshops & Interviews with Key InformantsThe participants in the provincial focus group discussions are listed in Annex IV while the key informants are listed in Annex V.
A session in Kakamega town
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 41
5.5.2 Quick Impact Opportunities in the ProvincesTable7belowindicatesthequickimpactopportunitiesidentifiedbytheparticipantsduring the provincial focus group workshops conducted in the 8 provinces
Green house farming Agri-processing Performing Arts Performing arts Eco-Tourism
Road/infrastructure maintenance Repairing and maintenance of motor
bikes/Boda boda Mobile phone repair
Waste/garbage recyclingDog breedingTree plantingWater harvesting
Cleaning servicesDetergent makingDecoration, pedicure ,
manicure
EASTERN PROVINCE
Fish farmingNutrimixes/satchetingGreenhousesAgri-processingDairy products processing
Bee keepingPlumbingClay making (bricks/blocks)Sand harvestingBallast crushing
Water treatment servicesEmbroidery and knittingTie and dyeRepairing sewing machines
Upholstery’Solar Energy • ICT/Online work• Mobile phone repairMeter repair
CENTRAL PROVINCE
Dairy products processing Poultry/ rabbitsSeri-culture(silkworm)Green house farming BeekeepingFishing farming
Recycling waste for biogas and fertilizersHarnessing youth creativity talents/skills.Traditional beauty shops, local theatres
Cyber cafes /Mobile phone repairSolar energy tapping Ceramics ( pottery) Culvert making
Block and brick productionLocal roofing materials Silage, hay and fodder
productionTree nurseries
NORTH EASTERN PROVINCE
Green house farming Aloe vera farming Malala grass farmingMeat and Milk processing Leather products
Solar energy tapping Water bottlingGemstone/ other precious stones
ICT/Online workVideo production Mobile phone repairCar tracking for fleet operators
Decoration, pedicure, ,manicureWeaving carpets from local
materials
WESTERN PROVINCE
Fish farmingGreen house farming Agri-processing Bee keeping Nutrimixing Eco-Tourism
Road/infrastructure maintenance Repairing and maintenance of motor
bikes/Boda bodaMaking bio gas
Waste/garbage recyclingDog breedingTree plantingWater harvestingKienyeji chicken rearing
Cleaning servicesDetergent makingMobile phone repairDecoration, pedicure, manicure
RIFT VALLEY PROVINCE
Rabbit keepingHandcrafts – weaving, bambooGreenhouse farming Fish farming Dairy products processing
Bee keepingMedicinal plants – Aloe veraSoap and detergent makingCatering and bakingWaste recycling
Motor bike training and maintenance
Ceramics/pottery/block/brick making
Fine arts/performing arts
Tour guide Tree and flower nurseriesDrivingCarpet making weaving
COAST PROVINCE
Performing ArtsTour guidingBoat repair
Fishing and fish farmingSurfing and scuba diving Decoration, pedicure, manicure
Food processing and packagingMaking beads ,necklaces and
decorations
Garbage collection, and recycling
Tree nurseries
NYANZA PROVINCE
Fishing and fish processing Boat making and repair Reeds, papyrus and hyacinth
products Greenhouse farming
Sand harvesting Ecotourism Brick making Ceramics products Fish pond construction
Soap stone cutting Beekeeping Fruit producingFishnet/hooks making/ repair
Honey harvesting and processing
Ice making Agri-processingCabinet making
table 7: Quick Impact opportunities per province Source: Provincial Focused Group Workshop, 2010
ObservationsTable 7 indicates that some of the most preferred and unique untapped resources includefishfarming(seeIllustration#3,greenhousefarming,beekeeping,garbagecollection, ecotourism, dairy farming, poultry farming and Creative Arts – Pedicure/Manicure (See Illustration # 4). However, the consultants have evaluated these opportunities and have recommended appropriate economic activities as contained
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth42
in Annex VI. 5.5.3 Economic opportunities in high, medium potential, semi arid, arid and urban slums.Kenya is divided into three broad regions according to the economic potential of each area. These are: high and medium potential, semi arid and arid zones (see Map 2 below). In addition, rapid urbanization has brought about the phenomenon of slums for the urban poor. The slums serve as holding ground for young people as they seek employment in the urban areas. In the process they take up menial jobs, set up kiosks, hawking and other self supporting activities. In this study slum areas within towns were analysed as a separate zone.
The responses from the interviews with the youth, provincial focus group fora, key informant interviews and other sources identify the following quick impact activities and opportunities that could be used to keep the youth economically engaged. A summary of quick impact economic opportunities (2 per YP/VTC catchment area) based on broad economic regions is provided in Table 8 below.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 43
Table 8: Summary of quick impact economic opportunities by region
ECONOMICREGION
POTENTIAL ECONOMIC
OPPORTUNITY
FORWARD AND BACKWARD LINKAGES
TRAINING NEEDS FOR THE
OPPORTUNITY
TRAINING PROVIDERS
POTENTIAL PARTNERS
HIGH/ MEDIUMPOTENTIAL
Boat, fishnet and hooks making and repair
Making of boats, fishnets and hooks
Repairing boats and fishnets
Trading in boats, fishnets and hooks
Input supply
Training in modern boat making practices
Book keeping and basic accounting
YPs and VTCs (new modulerequired)
Craftsmen/women,
MoL&F
Fisheries institute
Fish waste processing
Design and installation of biogas digesters
Trading in materials for construction of digesters
Preparation of organic fertilizer
Preparation of fishmeal for animal feed
Training in fish waste processing
Making of solar driers
Manufacture of fishmeal
NGO, YPs/VTCs (new modules required)
MoL&F MoEn Fisheries
institute UNIDO NEMA
Freshvegetables
Production of high value vegetables
Packaging and preservation
Making/supply of wooden or plastic boxes
Exclusive vegetarian restaurants
Transport of vegetables to markets
Input supply
Training in horticulture
Group dynamics focusing on operations within the value chain
YPs/VTCs (new modules required)
MoA
HCDA
Supermarkets
Eco-tourism Opportunity benefit from new tourist circuits (e.g. Western, Central, Nyanza and North Eastern) including Kogero Cultural Centre
Tapping into the increased visitors due to ongoing rehabilitation ofairports
Trading in arts and crafts
Transport and accommodation of tourists
Training in ecotourism
Training of tour guides
Training in hyacinth and papyrus crafts
Group dynamics focusing on operations within the value chain
Craftsmen/women,
YPs/VTCs (new modules required)
MoTO
Tourist promotionboard
Large hotels
Airlines and agents
Bananaprocessing
Banana growing and supply
Processing bananas into crisps, flour, banana bread, cakes and ketchup,
Trading in processed products
Transport Input supply
Training in bananaprocessing
Group dynamics specific to the value chain
YPs/VTCs (new modules required)
MoA, Universities
and research institutes,
Supermarkets
Milk bulking andprocessing
Breeding of quality animals
Milk production Trading in milk and it
productss
Training in hygienic handling, processing and packaging
Bulking Trading in dairy
farming inputs
Group dynamics specific to the value chain
YPs/VTCs (module to be adapted)
MoA Dairy board, NKCC, Brookside.
table 8: summary of quick impact economic opportunities by region
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth44
Bee keeping and honey processing
Making hives for sale Harvesting and
selling raw honey Processing and
packaging bee products
Input supply
Making hives Honey harvesting Bee keeping Honey proc
and packaging Marketing or
essing
NGOs, YPs/VTCs (modules to be adapted)
record keeping Group dynamics
specific to the value chain
MoA, NGOs, Supermarkets
Stabilized soil Making bricks/blocks
le contra
in ha
y
ects
d
YPs/VTCs, CDF, Isblock making for sale
Small sca ctblock/brick making
Legal aspworks Trading rdware, contracting
Marketing an Trading in building materials
Input suppl
Training in
ofbe adapted)
record keeping
(modules to TIs and TT(technology adaptation)
MoH MoR
Fruits farming
ing
, sauces,
aste
king
Fruit processing YPs/VTCs MoA kets
research
(passion fruit) Fruit growing and
supply Fruit bulk Fruit juice making business
(avoiding sodium benzoate)
Making jamketchups and other food products
Refining seed wfor soap, paint, varnish and coooils manufacture
Manure production
Marketing Farming as a
(modules to be adapted)
Supermar Universities
andinstitutes,
Irish potatoes
nd tr
r production
Farming as a
ssi
YPs /VTCs
be
MoA growing and processing
Seed supply Potato growing and business
Food procetrading Bulking a ading Record keeping Processing into crisps Transport Fertilize
ng(current module toadapted)
Rabbit-valuechain
at b
Rabbit husbandry Marketing
ng
YPs/VTCs (modules to
MoA, Rabbit
Breeding and supply of stock
Rabbit production White me utchery business
or restaurant Supply to
supermarkets Organic fertiliz
production er
Tanning and skin bulking
Input supply
Farming as a
Slaughtering Skin tanni
be adapted) associatio Exporters High end
restaurants
Dairy pg of
manur
Bulking Basic hygiene
in
FTCs, YPs/VTCs
MoA Dairy board,
roducts uction Bulking and sellin
Milk prod
milk Milk processing Selling e Group dynamics
focusing on Leather tanning Trading in leather and
leather products Input supply
Small scale poultry production
(
operations within the value cha
modules tobe adapted)
NKCC, Brookside.
Avocadoprocessing
, drying,
int
,drying, canning,
YPs/VTCs (modules to
MoA, Supermarkets
titutes,
Growing and supof fruits
ply
Bulking and trading infruit
n
Processing into pastecanning, preservatioand processingedible and hair oils
Input supply
o
preservation,edible and hairmaking
Farming as a business
Processing paste
oil be adapted), Universities
and research ins
ITs and TTIs (technology adaptation)
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 45
Ceramicproducts
Supply of clay Design of products Making ceramic
products Trading in the
products Transport to markets Supply of other inputs
Product design Making ceramic
products Marketing and
branding Painting and
decoration
YPs/VTCs (new modules to be developed)
Retail shops Gift shops Bureau of
standards
SEMI ARID Green house farming
Production of high value vegetables
Packaging and processing
Making of wooden boxes
Exclusive vegetarian restaurants
Transport of vegetables to markets
Trading in inputs
Training in horticulture
Greenhouse farming
YPs/VTCs (new modules required)
MoA HCDA AMIRAN, G NORTH
Bee keeping and honey processing
Making hives for sale Harvesting and
selling raw honey Processing and
packaging bee products
Input supply Transport
Making hives Honey harvesting Bee keeping Honey proc
and packaging Marketing or
essing
NGOs, YPs/VTCs (modules to be adapted)
record keeping
MoA, NGOs,
Supermarkets Bureau of
Standards
Indigenouspoultry farming
Indigenous poultry Rearing exotic bree
(KENBREW)ds
Small scale poultry production
Poultry restaurant for white meat clients
Hatching day old chicks for other farmers
Input supply
Group dynamics focusing on operations within the value chain
YPs/VTCs (new modules required)
MoA Hatcheries Input
manufacturers
Fish farming and fish processing
Breeding and supply of fingerings
Production of white meat for a ready market including export
Fish processing; drying or canning
Fish by- products can be used to make animal feeds
Input supply
Fish rearing Fish pond
maintenance Marketing and
record keeping Fish pond
construction
FTCs, YPs/VTCs (modules to be adapted)
MoL&F Fisheries
institute,
Goat and goat products
Trading /marketing Slaughterhouse Butchery Leather tanning
Basic hygiene Processing milk,
meat and leather processing
Marketing, and record keeping
FTCs, YPs/VTCs (modules to be adapted)
Ministry of Livestock ,
Leather tanningassociation
Camel and camelproducts
Milk bulking and processing
Trading in milk and itproducts
s Marketing and record keeping
Trading in camels Slaughterhouse camel butchery Leather trading manure selling Input supply
Processing milk, meat, and leather
Leadership and group dynamics
Branding and packaging
FTCs, YPs/VTCs (modules to be adapted)
Ministry of Livestock
Supermarkets Agrovets
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth46
Dairy and beef products
Milk production Bulking and selling of
milk Milk processing Selling manure Input supply Slaughterhouse Butchery Leather tanning
Processing milk, meat and leather
Basic hygiene Marketing, and
record keeping Leadership and
group dynamics Branding and
packaging
FTCs, YPs/VTCs (modules to be adapted)
Ministry of Livestock
Local agrovets
Dairy board, NKCC, Brookside.
Water filtration and bottling
Water filtration Input supply Transport to market Warehousing
Basic water filtration process and hygiene
Marketing skills and record keeping
Leadership and group dynamics
YPs/VTCs (modules to be adapted)
MoW Water boards MoPH Kenya
Bureau of Standards
ARID Milk products (camel, cattle and goat)
Milk production Bulking and selling of
milk Selling manure Slaughterhouse Butchery Transport to market Leather tanning
Processing milk, meat and leather
Marketing, and record keeping
Leadership and group dynamics
Branding and packaging
FTCs, YPs/VTCs (modules to be adapted)
Ministry of Livestock
Supermarkets Leather
n tanningassociatio
Freshvegetableproduction
Production of high value vegetables
Packaging and processing
Making of wooden boxes
Exclusive vegetarian restaurants
Transport of vegetables to markets
Trading in inputs
Training in horticulture
Farming as a business
FTCs, YPs/VTCs (new modules required)
MoA HCDA
Beef cattle products
Milk production Trading in milk and it
productss
Processing milk, meat and leather
Bulking Trading in the
animals Slaughterhouse Butchery Leather tanning Transport to market
Basic hygiene Marketing, and
record keeping Leadership and
group dynamics Branding and
packaging
FTCs, YPs/VTCs (modules to be adapted)
Ministry of Livestock
Local agrovets
KMC
Indigenouspoultry
Indigenous poultry Rearing exotic bree
(KENBREW)ds
Small scale poultry production
Poultry restaurant for white meat clients
Hatching day old chicks for other farmers
Input supply
Group dynamics focusing on operations within the value chain
YPs/VTCs (new modules required)
MoA Hatcheries Input
manufacturers
Fish farming and fish processing
Breeding and supply of fingerings
Production of white meat for a ready market including export
Fish processing; drying or canning
Fish by- products can be used to make animal feeds
Input supply
Fish rearing Fish pond
maintenance Marketing and
record keeping Fish pond
construction
FTCs, YPs/VTCs (modules to be adapted)
MoL&F Fisheries
institute,
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 47
URBAN SLUMS
Poultry farming
Indigenous poultry Rearing exotic bree
(KENBREW)ds
Small scale poultry production
Poultry restaurant for white meat clients
Hatching day old chicks for other farmers
Input supply
Group dynamics focusing on operations within the value chain
YPs/VTCs (new modules required)
MoA Hatcheries Input
manufacturers
Nutrimixes Growing and supply of material
Processing, preservation and packaging
Supply of materials for food supplements including printing
Trading in food supplements
Nutrimix making Food science Packaging skills Branding Marketing and
record keeping
YPs/VTCs (modules to be adapted)
MoA, Retail shops Supermarkets
Garbage collection and recycling
Garbage collection for community at a fee
Garbage sorting and
ycled recycling
Making recproducts
Garbage sorting Garbage
recycling Marketing and
record keeping Molding machine
repair and maintenance
Environmental Youth
Alliance
Youth Empower
ment Centre
NEMA, Min of
Environment UNEP Pamoja Trust
Foundation Environmenta
l Youth Alliance
Youth talent development
Amateur and professional levels
Sports/games Dance/salsa/music Drama Painting and
decoration Acrobatics Music Film production
Talents developmenttechniques
Marketing skills Management of
professional and amateurs talents
Kenya NationalInstitute of PerformingArts
Kenya CulturalCentre
Kenyatta University
MOY&S (NationalYouth Academy)
UNICEF
Mobile phone and computer repair
Trade in new or refurbishedcomputers and phones
Training package for computer and mobile phone repair
Trading in accessories
Skills in computer and mobile phone technology
Developing training package
Advertising and record keeping
skills
YPs/VTCs (modules to be adapted),
Christian IndustrialTrainingCentre(C.I.T.Is)
NEMA, MoEnt
5.6 short-term and long-term training programmes
The main training needs for exploiting economic opportunities emerging from table 8 are as follows: Training in modern boat making practices Book keeping and marketingTraininginfishwasteprocessingandfishmealprocessingforanimalfeedPreparation of organic fertilizerTraining in horticulture and greenhouse farmingGroup dynamics focusing on operations within the value chainSmall scale poultry production Training in ecotourism and ecotourism guides Training in hyacinth and papyrus craftsPedicure and manicure skillsMaking hives, bee keeping, honey harvesting and processing
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth48
Training in block/brick making and ceramics Legal aspects of contractingFood science, fruit processing and nutrimix makingTalents development techniquesAnimal husbandry, milk, meat and leather processing. Leadership and group dynamicsBranding and packagingRabbit husbandry, slaughtering and skin tanningGarbage sorting and recycling
5.7 Proposed Interventionsa) Develop tailor-made courses with relevant stakeholders focusing on target
specificpackages.
b) Establish mechanisms for product development, innovation, branding, marketing systems/linkages, patenting (intellectual property rights) and farming techniques in collaboration with stakeholders such as universities, KIRDI, KIPI, NCS&T, Amiran, G. North and other relevant organizations.
c) Empower the youth to form cooperatives in their areas of trade and encourage linkagestolocalauthoritiesandCDFforcontractsandlocalbanksforfinancing.
d) Provide modern facilities for sports, creative arts, ICT and youth talents development in every constituency using the concept of Youth Empowerment Centres.
e) Organize career guidance and counseling sessions literacy forums, numeracy and gender sensitization programmes for youth groups through the Youth Empowerment Centres.
f) Harmonize the many existing funding initiatives such as the Youth Enterprise Development Fund, Kazi Kwa Vijana, NGOs and the Women Development Fund among others that are targeted at the youth to avoid overlaps, multiple lending and ensure deeper penetration and outreach in arid, semi-arid, slum, rural and high potential areas.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 49
Chapter 6
Conclusions and Major Recommendations
6.1 Conclusions
The YPs and VTCs which are now more than 700 and are spread throughout the country are expected to play an important role in the provision of relevant skills to the youth for self-employment and/or job creation ventures. They are
also expected to supply skilled human resource for the industry. Towards this goal, UNDP and other development partners are facilitating the Ministry of Youth Affairs and Sports in the development of youth empowerment centres and revitalization of youth polytechnics.
Unfortunately, theexisting institutionalcapacities,capabilities,governance,staffing,financingmechanisms, infrastructureandequipment inmostof thepublicYPsandVTCs are inadequate to effectively produce high quality graduates for Vision 2030. Evidence from employers indicate that graduates of YPs and VTCs experience difficultyinusingmodernmachines,equipmentandtoolsanddisplaylackofadequatetrade skills, creativity and innovation and knowledge mainly due to limited practical exposure. The youth polytechnic graduates need at least six months to integrate into the workplace. Besides low technical skills, the graduates have weaknesses in work attitude, communication, customer care, behavior and social skills. This points to a disconnect between the skills offered and those demanded by the employers, the graduates and the community around the institutions. There is therefore a need to align the courses offered in the YPs to the needs of the immediate community.
The youth in Kenya have a great potential in creativity and innovation which can be exploited and utilized in the untapped economic opportunities to provide employment/business opportunities in the respective provinces in Kenya, including slum and arid/semi arid areas. With the right combination of skills, motivation, ideas and opportunities, young people are able to establish productive and creative business ventures and shift themselvesfromthestatusofjobseekerstojobcreators.Thestudyfindingsindicatethat some of the untapped economic opportunities most preferred by the youth include Kienyeji(indigenous)chickenrearing,fishfarminggreenhousefarming,beekeeping,garbage collection and recycling. Others include eco-tourism, dairy farming, poultry farming,creativearts,andwaterfiltrationandbottling.
The study findings indicate that the youth are aware of the courses offered in theYPs and VTCs which are the typical 2-3 year courses. The youth however express preference for much shorter duration courses/modules (one to three months) with faster turn-rounds not currently available in the local institutions.
With the coming into force of the East African Common Market Protocol, there are great opportunitiesforlabourandskillstransferhencemoreemploymentforqualifiedyouth.There is therefore an urgent need to address the skills preferences and standardization
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth50
of training transferable to member countries. In order to ensure portability of skills fromonecountry toanother itwillbenecessary toadoptaqualification frameworkwhich is acceptable among member states.
6.2 Recommendations
From the foregoing, the following recommendations have been made.
6.2.1 short -term recommendations • Establish mechanisms for collaboration among key partners including NGOs,
foundations the private sector and other stakeholders who have an interest in supporting out-of-school youth to tap quick impact economic opportunities.
• Develop short tailor made courses with relevant stakeholders such as Amiran, GNorth,KIRDI,JKUATEStoaddressquickwinse.g.greenhousefarming,fishfarming, beehive making, honey harvesting and processing, garbage collection and recycling, dairy products, performing arts and talent development.
• Deliberately focus on Agribusiness and develope simple easy to use manuals for holticultural crop production. These would be suitable for use for drip irrigation and dry land farming.
• Institutionalize short tailor made courses in YP based on regional needs.
• Train youth in product development and innovation techniques, branding and packaging.
• Introduce out-of-school youth into entrepreneurship, book keeping, credit management, marketing legal matters, leadership, and group dynamics to be taught in YPs, Youth Empowerment Centres, and other institutions in the counties.
• Institutionalise the non-formal education curriculum from KIE.
• Design awareness creation mechanisms for quick impact economic opportunities in various counties.
• Establishmechanismsforlinkingtheyouthtomarketsandmicro-financeinstitutions.
• Provide YPs with modern facilities for sports, creative arts and ICT.
• Exposeyouthtotheidentifiedskillgapsandfacilitatethemtoformgroupsinspecificclusters.
• Develop a national volunteerism policy and popularize it amongst all categories
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 51
of youth.
• Facilitate exchange programmes and document successful projects for benchmarking in and out of the country.
6.2.2 Medium-term recommendations a) Provide state-of-the-art equipment in one youth polytechnic per county to
serve as centres of excellence.
b) Create deliberate linkages with private sector and develop a programme for on-the-job attachment and technology transfer to enhance quality and relevance.
c) CollaboratewithTSCtoappointYPprincipalswithaminimumqualificationofafirstdegreeintechnical/vocationaleducation.
6.2.3 Long -term recommendationsa) Establish a National Youth Polytechnic Board and link it with the TIVET
system.
b) Provide state-of-the-art equipment & machinery in one YP per constituency to serve as centres of excellence.
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth52
ReferencesCEDEFOP. 2010. Jobs in Europe to Become More Knowledge and Skill
Intensive,BriefingNotes,Thessaloniki
Daily Nation. December, 2, 2009. Launch of National Youth Polytechnics Curriculum Support Materials by Ministry of Youth Affairs and Sports, Nairobi
ILO. 2007. Report of ILO/SKILLS-AP/Japan/TESDA Regional Technical Meeting on Skills Development for Economic Empowerment and Poverty Reduction, Manila, Philippines
Kaplinsky, Rahael and Mike Morris.2001. A Handbook for Value Chain Research, Open University, Milton Keynes, UK
Kirubi, C. 2010. “Giving Youth Launch Pad into Job Market a Wise Strategy”, in Business Daily August 17, 2010, Nairobi
Liebowitz, Jay.2004. “Bridging the Knowledge and Skills Gap: Tapping Federal Retirees” in Public Personnel Management 33:4; 421–447.
Marcese, M. & A. Sakamoto. 2008. Skills Development for Industrial Clusters, ILO, Geneva
McCormick, D. 1999. “African Enterprise Clusters and Industrialization: Theory and Reality”, in World Development, Vol. 27, No. 9, pp. 1531-1551.
Mutiga, Murithi. Daily Nation, 4 July 2010. “Why World Bank is Pumping Billions into Kazi Kwa Vijana”, Nairobi
OECED. 2006. Education at a Glance: OECD Indicators. Observer No.257, ParisOkuttah, Mark. 2010. “Teaching Practical Skills Can Create More Jobs”, in Business Day, July 6, 2010, Nairobi
Onyango, Jim. Daily Business 16 February 2010. “Industrial Growth Plan Targets Constituencies”. Nairobi
Ratemo, James. 2008. “Education” in East African Standard, Wed 17th December 2008, Nairobi
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Republic Kenya. 2010. Economic Survey, 2010, Kenya National Bureau of Statistics, Nairobi
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Youth Situation Analysis – MOYAS & UNICEF, Nairobi
Republic of Kenya. 2009. Kenya Vision 2030 – Medium-Term Review, Nairobi Republic of Kenya.2009.National Reporting Framework of Indicators: the Vision
2030 First Medium Term Plan.
Republic of Kenya.2008.Technical, Industrial, Vocational and Entrepreneurship Training Strategy, Ministry of Higher Education, Science and Technology, Nairobi
Republic of Kenya. 2006. Report on Skills Inventory, Training Needs Assessment and Development of Curriculum Structures in Kenya, Ministry of Education, Science and Technology, Nairobi
Republic of Kenya. 2006. Report on Design of Model Youth Polytechnics in Kenya, Ministry of Youth Affairs, Nairobi.
Republic of Kenya. 2006. National Youth Policy for the Youth Polytechnics and Vocational Training Sector, Ministry of Youth Affairs, Nairobi.
Republic of Kenya. 2005. Study Report on Status of Jua Kali Sheds and Youth Polytechnics in Kenya, Ministry of Labour and Human Resource Development, Nairobi.
Rose , Joni. 2008. Analyzing Proficiency Levels Using Competency Profiles as Benchmarks. Suite 101, Vancouver, BC, Canada
Summerfield,Brian.2006.“Identifying a Skills Gap in the Workforce” inCertificationMagazine, Chicago.
United Nations. 2010. National Human Development Report, Nairobi, Kenya
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Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth54
Annexes
Annex I : Institutional MappingDistrict YP/VTC Course/New/Old
CENTRAL PROVINCE1. MARAGUA Kangari New Curriculum
Makuyu New Curriculum
2.
NYERI: Kieni EastMukurwe-ini
Karatina New Curriculum
Tetu Kiaguthu New CurriculumMathira Othaya Old Curriculum
3. MURANG’A (BAACH)KangemaBaraka
Old CurriculumOld Curriculum
4. KIRINYAGA: GichuguKaitheriMahoya Y. T. Centre
Old CurriculumOld Curriculum
5. KIAMBU Nyaga New CurriculumKarai New curriculum
6. THIKA: Kandara Karatu Old CurriculumEASTERN PROVINCE
7. MERU SOUTH Mungoni (Chuka) Old Curriculum
8. MERU CENTRALNkubu Mukiira Kanyakine
New CurriculumNew CurriculumOld Curriculum
9. MBEERE Siakago New Curriculum10 ISIOLO St. Joseph’s New Curriculum
11.MACHAKOS Yatta (BAACH)
MitamboniKatangi
New Curriculum Old Curriculum
12 MAKUENI Makueni (St. Patrick) New Curriculum13 KITUI Nyumbani New Curriculum14 MWINGI Mwingi Baptist New Curriculum
RIFT VALLEY PROVINCE15 BARINGO: (East) Baringo Old Curriculum16 LAIKIPIA: (East) Nanyuki Old Curriculum17 KOIBATEK Mogotio New Curriculum18 KEIYO MARAKWET Iten New Curriculum19 W/POKOT:Kapenguria Kapenguria New Curriculum20 UASIN GISHU A.I.C Craft T. Centre Old Curriculum21 KERICHO Kiptere New Curriculum22 BURETI Kaplong New Curriculum23 NAKURU Nakuru Old Curriculum
WESTERN PROVINCE24 BUNGOMA (BAACH) Matili New Curriculum
Kisiwa Old Curriculum 25 KAKAMEGA Lugala New Curriculum26 VIHIGA Keveye New Curriculum
Maseno New Curriculum
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 55
NYANZA PROVINCE27 KISUMU Ahero New Curriculum
Kolping Vtc Old Curriculum28 SIAYA (BAACH) Ndere New Curriculum29 HOMA BAY Homa Bay Old Curriculum
BONDO Nyagoma Re/Centre Old Curriculum30 SUBA Wakianga Old Curriculum31 KISII CENTRAL Nyaore New Curriculum32 GUCHA: S/Mugirango Kenyenya Old Curriculum
NORTH EASTERN PROVINCE33 MANDERA: (East) Mandera Old Curriculum34 GARISSA Garissa New Curriculum
COAST PROVINCE35
KILIFIKiluluMivumoni
New CurriculumOld Curriculum
36 TAITA/TAVETA Mwanjila New Curriculum37 MOMBASA CITC Old Curriculum
NAIROBI PROVINCE38 NAIROBI: STAREHE Mathare New Curriculum39 KASARANI NYS Old Curriculum40 EMBAKASI SOS Old Curriculum
Idivel Trust Donholm Old CurriculumChaminande TC, Mukuru wa Njenga
Old Curriculum
Annex II: Priority Value Chains in 24 ConstituenciesConstituency Lead Priority value chainsMukurweini Ceramics/Rabbit/ICTYatta Poultry/Dairy goats/Horticulture - drip irrigationGatanga Talent academy/Horticulture- indigenous crops (
arrow roots, sweet potatoes)Kandara Avocado/Dairy cattleGichugu Passion fruit/RabbitTetu Rabbit/TomatoesMathira Dairy cattle/Horticulture ( green houses)Kieni East Fish farming/Indigenous poultry Laikipia East Creative arts/Indigenous poultryIgembe South Dairy cattle/Indigenous poultryKapenguria Beef cattle/PoultrySigor Beef cattle/Local goats and sheepSaboti Irish potatoes/Dairy farmingMt. Elgon Irish potatoes/Poultry/Dairy cattleBungoma Poultry /Dairy cattleSiaya Fresh vegetable farming/Poultry
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth56
Baringo East Bee keeping/Camel and Zebu cattleSouth Mugirango Fresh vegetables/BananasGarsen Beef cattle/Dairy cattle Bura Goat/CamelWajir South Milk production/VegetablesMandera East Camel/Goats and sheepTurkana South Goat/Fresh vegetable production, processing and
marketing Turkana Central Goat/Fish production, processing and marketing
ANNEX V: Interviews with Key InformantsNAIROBI
No. Name of Interviewee Organization1 Hon. Charles Mutavi Kilonzo, (MP) Yatta Constituency2 Mr.J. Maina (Chairman) Ziwani Jua Kali, Nairobi3 Mr. Mwangangi (Centre Manager) Kariobangi Demo Centre4. James Wahome, Marketing Manager Coffee Board of Kenya5 Gabriel Maina, Director SOS Technical Institute6 Jane Maigua ILO, YES- JUMP COOP7 George Waigi (Coordinator YEF) ILO, Youth Enterprise Project8 Pauline W. Kamau VSO Jitolee9 Makena Mwobobia VSO Jitolee10 Njuguna Mburu ICT Village11. Simon Ndaba Mwangu Coffee Board of Kenya12 Benson Apwoyo Coffee Board of Kenya13 Trisha Mwenda JKUATES14 Naomi Kamau JKUATES15 Kevin Mwoki JKUATES16 Peter Kahenya JKUATES17 Richard Thuita, P.A, Yatta Constituency18 Mr. David Ohas (Spray Painter) Ziwani Jua Kali19. Mr. Chege (Demo Centre Manager) Ziwani Jua Kali20. Josphat Ngare (Mechanic) Ziwani Jua Kali21. Moses Juma (Wiring) Ziwani Jua Kali22. Kennedy Ochieng (Body Works) Ziwani Jua Kali23. Mr. J. Mutua NYS Vocational Training24 Hellen Kirui (D.V Support Assistant) KICT Board25. Naftali Omwayo (Manager) Mathare YP26. Elizabeth Mwangi (Dressmaking) Mathare YP27. Martin Mwai (Carpentry) Mathare YP28. Mr. Kamanda (Metal Processing) Mathare YP29. Antony Ngige (Building/Construction) Mathare YP30. Mr. Thuo Mathare YP
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 57
31. Kennedy Nashida (Chairman) Mathare No. 10 Youth Group32. Michael Odera (Treasurer) Mathare No. 10 Youth Group
33. Isaac Muasa KakaMathare Environment Conservation Youth Group
34. Peter Kariuki (Chairman)Mathare Environment Conservation Youth Group
35. Fredrick Ngobo Trinity Youth Group (Pangani)36. Humphrey Omukuti (CDF Starehe) Kiamaiko Sports Association37. Virginia Ndungu SOS Children’s Villages
EASTERN PROVINCE38. Cllr. Nahason Kinyua Chairman, Yatta CDF39. Maina Kariuki DO, Katangi Division40. Richard Kitheka Chairman, Katangi YP41. Albert Kaboro Principal, Kivandini Sec. School42. William Matheka P.A. to Hon. C. M. Kilonzo43. Solomon Matheka Manager, Ndalani YP44. Mike Nthiga (Principal) Embu Technical Training College45. Boniface Mutinda Manager, Katangi YP46. Martin Kabanda (Manager) Edulink Centre, Nkubu47. Moses Marete Manager, Nkubu YP
CENTRAL PROVINCE48. Damian Formosa (Principal) Don Bosco Centre, Makuyu49. Mr. Wangomb’e (Manager) Kaitheri Polytechnic (Kirinyaga)
NORTH EASTERN PROVINCE50. Ismael Gure Manager, KIRDI, Garissa51. Mr. A. Kangethe Proprietor, Amuma Garage, Garissa52. Muriuki Maina Githongori Leather Products53. Dominic Musyoki Ebenezer Garage, Garissa
RIFT VALLEY PROVINCE54. Susan Ndegwa Manager, Nakuru YP55. David Sang Manager, Mogotio YP56. Jacinta Nyongesa Principal, Vera Beauty College
57. Wilson KolaWorkshop Manager, Associated Auto Centre (General Motors)
58. ]ohn Kenyatta Busieka Deputy Manager, Comboni YP
COAST PROVINCE59. Centre Manager, Christian Industrial Centre, Mombasa60. Francis Ndonga Manager, Mazera YP, Mombasa61. Charles Mutia Personnel Manager, Steel makers Ltd
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth58
NYANZA PROVINCE63. Mr. Okello District Employment officer, Kisumu East64. Samson Ondiek Manager, Ahero YP65. Samuel Anyanga Manager, Kolping Society66. Job Odido Youth Leader Bridgeside Youth Group
WESTERN PROVINCE67. Mr. Bett Regional Manager, Kenya Industrial Estates68. Justus Onyango Omboki Contractors69. Mr. Edgar Lugalia Galaxy Youth group70. T.O. Ouko District Works officer, Kakamega East71. Alfred Bondamali Proprietor Preston Wood Company
Annex VI: Untapped/Under Exploited Economic Opportunities
SHORT /QUICK IMPACT OPPORTUNITIES IDENTIFIED - NYANZA PROVINCEFishing and fish
processingBoat making and repairLake transportReeds, papyrus and
hyacinth productsSewerage exhauster
servicesCabinet making
Water and sanitationSand harvestingEcotourismBrick makingCeramics productsFish pond
construction
Soap stone cuttingStone cuttingBeekeepingFruit farmingGreenhouse farming
Honey harvesting and processingIce makingWiringWeldingFishnet and hooks
making and repair
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 59
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ing
and
repa
ir
Fish
was
te
proc
essi
ng
D
esig
n an
d in
stal
latio
n of
bi
ogas
dig
este
rs
Tr
adin
g in
mat
eria
ls fo
r co
nstr
uctio
n of
dig
este
rs
Prep
arati
on o
f org
anic
fe
rtiliz
er
Prep
arati
on o
f fish
mea
l for
an
imal
feed
D
umps
ite a
nd
labo
ur c
osts
for
com
posti
ng,
siev
ing
and
pack
agin
g
Ham
mer
mill
Tr
aini
ng in
fis
h w
aste
pr
oces
sing
Mak
ing
of
sola
r dr
iers
CD
F
MoA
,
Loca
l agr
ovet
s
Prep
are
and
impl
emen
t sh
ort
cour
se o
n fis
h w
aste
pro
cess
ing
SIAY
A
(hig
h po
tenti
al)
Fres
h ve
geta
bles
Prod
uctio
n of
hig
h va
lue
vege
tabl
es
Qua
lity
and
affor
dabl
e ve
geta
bles
in h
igh
dem
and
in u
rban
cen
tres
Ve
geta
bles
can
be
pack
aged
or
eas
ily p
roce
ssed
M
akin
g of
woo
den
or p
lasti
c bo
xes
Ex
clus
ive
vege
tari
an
rest
aura
nts
Tr
ansp
ort o
f veg
etab
les
to
mar
kets
Trad
ing
in in
puts
Co
nstr
uctio
n of
ir
riga
tion
chan
nels
Wat
er s
tora
ge
faci
lities
Tr
aini
ng in
ho
rticu
lture
Gre
enho
use
farm
ing
ND
ERE
YP
Tailo
ring
, El
ectr
ical
, Ca
rpen
try,
M
ason
ry,
Plum
bing
, MVM
, M
etal
wor
k
Siay
a In
stitu
te o
f Te
chno
logy
Mas
eno
Uni
vers
ity
CD
F
MoA
HCD
A
Min
of W
ater
Ado
pt K
IE m
odul
e on
ho
rticu
lture
Poul
try
farm
ing
In
dige
nous
pou
ltry
Re
arin
g ex
otic
bree
ds
(KEN
BREW
)
Poul
try
rest
aura
nt fo
r w
hite
m
eat c
lient
s
Hat
chin
g da
y ol
d ch
icks
for
othe
r fa
rmer
s
W
ater
sto
rage
fa
ciliti
es
St
ruct
ures
Sm
all s
cale
po
ultr
y pr
oduc
tion
CD
F
MoA
Lo
cal A
grov
ets
Ado
pt K
IE m
odul
e on
Sm
all S
cale
Pou
ltry
prod
uctio
n
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth60
BON
DO
(hig
h po
tenti
al)
Ecot
ouri
sm
O
ppor
tuni
ty b
enefi
t fro
m
Wes
tern
and
Nya
nza
tour
ism
circ
uit i
nclu
ding
Ko
gero
Cul
tura
l Cen
tre
Ta
ppin
g in
to th
e in
crea
sed
visi
tors
due
to
the
reha
bilit
ated
air
port
Opp
ortu
nity
to tr
ade
in
arts
and
cra
fts
Tr
ansp
orta
tion
and
acco
mm
odati
on o
f to
uris
ts
To
ur g
uidi
ng
Tour
ist
villa
ges/
lodg
es
W
ebsi
te
O
ffice
spa
ce
Tr
aini
ng in
ec
otou
rism
Trai
ning
of
tour
gui
des
Tr
aini
ng in
hy
acin
th
and
papy
rus
cr
afts
NYA
NG
OM
A
REH
AB
CEN
TRE
Siay
a In
stitu
te
of T
echn
olog
y
Mas
eno
Uni
vers
ity
Bond
o un
iver
sity
Co
llege
CD
F
Tour
ism
Dev
. Co
rpor
ation
KICK
Kis
umu
Ado
pt K
IE m
odul
e on
ec
o to
uris
m
Fish
was
te p
roce
ssin
g
Des
igni
ng a
nd
inst
alla
tion
of b
ioga
s di
gest
ers
Tr
adin
g in
m
ater
ials
for
cons
truc
tion
of
dige
ster
s
Prep
arati
on o
f or
gani
c fe
rtiliz
er
Prep
arati
on o
f fis
hmea
l for
an
imal
feed
M
ater
ials
for
cons
truc
tion
of d
iges
ter
D
um
ps
ite
and
labo
ur
cost
s fo
r co
mpo
stin
g,
siev
ing
and
pack
agin
g
Ham
mer
mill
CD
FM
oAL
ocal
Agr
ovet
s
Prep
are
and
impl
emen
t
shor
t co
urse
s on
fish
was
te
proc
essi
ng
HO
MA
BAY
(hig
h po
tenti
al)
Boat
, fish
net
and
hook
s m
akin
g an
d re
pair
M
akin
g of
boa
ts,
fishn
ets
and
hook
s
Repa
irin
g bo
ats
and
fishn
ets
Trad
ing
in b
oats
, fis
hnet
s an
d ho
oks
W
orki
ng s
hed
Fi
berg
lass
m
ater
ials
Mat
eria
ls fo
r fis
hnet
s an
d ho
oks
Tr
aini
ng in
m
oder
n bo
at m
akin
g pr
actic
es,
fishn
et a
nd
hook
mak
ing
HO
MA
BAY
MVM
,W
eldi
ng &
fa
bric
ation
,Pl
umbi
ng,
Carp
entr
y,
Elec
tric
al,
Tailo
ring
&
dres
smak
ing
Moi
Insti
tute
of
Tech
nolo
gy -
Ro
ngo
Min
. of
Fish
erie
s L
ocal
cr
aftsm
en/
wom
en
Mou
nt s
hort
cou
rse
on
mod
ern
boat
, fish
net
and
fish
hook
mak
ing
and
repa
ir
CD
F
MoA
Loc
al A
grov
ets
Prep
are
shor
t co
urse
on
fish
was
te p
roce
ssin
g
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 61
SUBA
(low
pot
enti
al)
Beek
eepi
ng
and
hone
y pr
oces
sing
O
ppor
tuni
ty to
ben
efit
from
the
Wes
tern
and
N
yanz
a to
uris
m c
ircui
t in
clud
ing
Kog
ero
Cultu
ral C
entr
e
Tapp
ing
into
vis
itors
due
to
the
new
air
port
Opp
ortu
nity
to tr
ade
in
arts
and
cra
fts
To
ur g
uidi
ng
Tour
ist v
illag
es/
lodg
es
O
ffice
faci
lities
Web
site
Tr
aini
ng in
ec
otou
rism
Trai
ning
of
tour
gui
des
Tr
aini
ng
in re
eds,
hy
acin
th
and
papy
rus
craft
s
WA
KIA
GA
CDF
To
uris
m D
ev.
Corp
orati
on
KI
CK K
isum
u
Ado
pt K
IE m
odul
e on
ec
o to
uris
m
Fres
h ve
geta
bles
Mak
ing
hive
s fo
r sa
le
Har
vesti
ng a
nd s
ellin
g ra
w h
oney
Pr
oces
sing
and
pa
ckag
ing
bee
prod
ucts
Ca
rpen
try
tool
s
Hon
ey
harv
estin
g
appl
ianc
es/
gear
Pa
ckag
ing
mat
eria
ls
Hon
ey
proc
essi
ng
M
akin
g hi
ves
H
oney
ha
rves
ting
Be
e ke
epin
g
Hon
ey
proc
essi
ng
and
pack
agin
g
Mar
ketin
g or
reco
rd
keep
ing
CD
F
MoA
,
Win
ches
ter
TBG
– M
EKO
, In
ter D
ioce
san
Chri
stian
Co
mm
unity
Se
rvic
es, S
ony
Suga
r et
c.
Ado
pt K
IE m
odul
e on
Be
e Ke
epin
g an
d H
oney
pr
oces
sing
KISI
I CEN
TRA
L
(hig
h po
tenti
al)
Bana
na
proc
essi
ng
Pr
oduc
tion
of h
igh
valu
e ve
geta
bles
Q
ualit
y an
d aff
orda
ble
vege
tabl
es in
hig
h de
man
d in
urb
an
cent
res
Ve
geta
bles
can
be
pack
aged
or
easi
ly
proc
esse
d
Mak
ing
of w
oode
n or
pl
astic
box
es
Excl
usiv
e ve
geta
rian
re
stau
rant
s
Tran
spor
t of v
eget
able
s to
mar
kets
Trad
ing
in in
puts
Co
nstr
uctio
n of
irri
gatio
n ch
anne
ls
W
ater
sto
rage
fa
ciliti
es
Tr
aini
ng in
ho
rticu
lture
Gre
enho
use
farm
ing
NYA
ORE
Build
ing
tech
.Fa
shio
n de
sign
M
V te
ch,
Elec
tric
al a
nd
Elec
tron
ics,
H
air
dres
sing
an
d be
auty
,M
etal
pr
oces
sing
, Ca
rpen
try,
Bu
ildin
g te
ch.
Gus
ii In
stitu
te o
f Te
chno
logy
Kisi
i U
nive
rsity
co
llege
CD
F
MoA
HCD
A
Min
of W
ater
Ado
pt K
IE m
odul
e on
ho
rticu
lture
YE
DF
M
oAD
evel
op a
nd m
ount
m
odul
e on
ban
ana
proc
essi
ng
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth62
GU
CH
A/S
OU
TH
MU
GIR
AN
GO
(hig
h po
tenti
al)
Fres
h ve
geta
bles
Prod
uctio
n of
hig
h va
lue
vege
tabl
es
Qua
lity
and
affor
dabl
e ve
geta
bles
in h
igh
dem
and
in
urba
n ce
ntre
s
Vege
tabl
es c
an b
e pa
ckag
ed
or e
asily
pro
cess
ed
Mak
ing
of w
oode
n or
pla
stic
boxe
s
Excl
usiv
e ve
geta
rian
re
stau
rant
s
Tran
spor
t of v
eget
able
s to
m
arke
ts
Tr
adin
g in
inpu
ts
Co
nstr
uctio
n of
ir
riga
tion
chan
nels
Wat
er s
tora
ge
faci
lities
Tr
aini
ng in
ho
rticu
lture
Gre
enho
use
farm
ing
KEN
YEN
YA
Tailo
ring
and
dr
essm
akin
g,
MVM
,A
ppro
pria
te
carp
entr
y M
ason
ry
Leat
herw
ork,
Shoe
mak
ing
CD
F
MoA
HCD
A
Min
of W
ater
Ado
pt K
IE m
odul
e on
ho
rticu
lture
Bana
na
proc
essi
ng
Pr
oces
sing
ban
anas
into
cr
isps
, flou
r, ba
nana
bre
ad,
cake
s an
d ke
tchu
p
Trad
ing
in p
roce
ssed
pr
oduc
ts
Pr
emis
es,
Eq
uipm
ent (
knife
, Pl
astic
pai
l, Sl
icer
, Pl
astic
dry
er ra
ck),
stov
e
Tr
aini
ng
in b
anan
a pr
oces
sing
YE
DF
Dev
elop
and
mou
nt
mod
ule
on b
anan
a pr
oces
sing
SHO
RT/Q
UIC
K IM
PACT
OPP
ORT
UN
ITIE
S ID
ENTI
FIED
– E
AST
ERN
PRO
VIN
CE
Fi
sh fa
rmin
g
Nut
rim
ixes
/sat
cheti
ng
Gre
enho
uses
/agr
ibus
ines
s
Agr
i-pro
cess
ing
D
airy
pro
duct
s
Was
te w
ater
man
agem
ent
Be
e ke
epin
g
Plum
bing
Cl
ay m
akin
g (b
rick
s/bl
ocks
)
Sand
har
vesti
ng
Balla
st c
rush
ing
Se
rvic
ing(
wat
er)
W
ater
trea
tmen
t ser
vice
s
Embr
oide
ry a
nd k
nitti
ng
Tie
and
dye
Re
pair
ing
sew
ing
mac
hine
s
U
phol
ster
y’
Sola
r En
ergy
ICT/
Onl
ine
wor
k
Mob
ile p
hone
repa
ir
Met
er r
epai
r
DIS
TRIC
T/CO
NST
ITU
ENCY
ACT
IVIT
IES
PR
OPO
SED
FO
R VA
LUE
CHA
IN
POTE
NTI
AL
ECO
NO
MIC
O
PPO
RTU
NIT
IES
KEY
REQ
UIR
EMEN
TSTR
AIN
ING
N
EED
SYP
/VTC
AN
D
COU
RSES
O
FFER
ED
OTH
ER
SPs
IN T
HE
REG
ION
S
POTE
NTI
AL
PART
NER
S FO
R SU
PPO
RT
COM
MEN
TS/
RECO
MM
END
ATIO
NS
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 63
MER
U S
OU
TH
(hig
h po
tenti
al)
Bana
na
proc
essi
ng
Pr
epar
ation
of c
risp
s,
flour
, ban
ana
brea
d,
cake
s an
d ke
tchu
p
Trad
ing
in b
anan
a pr
oduc
ts
Pr
emis
es,
Eq
uipm
ent (
knife
, Pl
astic
pai
l, Sl
icer
, Pl
astic
dry
er ra
ck),
stov
e
Tr
aini
ng
in b
anan
a pr
oces
sing
CHU
KA
Chuk
a U
nive
rsity
co
llege
Nka
bune
TTI
YE
DF
M
oA
Dev
elop
and
mou
nt
mod
ule
on b
anan
a pr
oces
sing
Bee
keep
ing
and
hone
y pr
oces
sing
M
akin
g hi
ves
for
sale
H
arve
sting
and
se
lling
raw
hon
ey
Proc
essi
ng a
nd
pack
agin
g be
e pr
oduc
ts
Ca
rpen
try
tool
s
Hon
ey h
arve
sting
appl
ianc
es/g
ear
Pa
ckag
ing
mat
eria
ls
Hon
ey p
roce
ssin
g
M
akin
g hi
ves
H
oney
ha
rves
ting
Be
e ke
epin
g
Hon
ey
proc
essi
ng
and
pack
agin
g
Mar
ketin
g or
reco
rd
keep
ing
CD
F
MoA
,
NG
Os
Ado
pt K
IE m
odul
e on
Be
e Ke
epin
g an
d H
oney
pr
oces
sing
IGEM
BE
(hig
h po
tenti
al)
Poul
try
farm
ing
In
dige
nous
pou
ltry
rear
ing
Re
arin
g ex
otic
bree
ds (K
ENBR
EW)
Po
ultr
y re
stau
rant
fo
r w
hite
mea
t cl
ient
s
Hat
chin
g da
y ol
d ch
icks
for
othe
r fa
rmer
s
W
ater
sto
rage
fa
ciliti
es
St
ruct
ures
Sm
all s
cale
po
ultr
y pr
oduc
tion
Mer
u TT
I
Mer
u U
nive
rsity
Co
llege
CD
F
MoA
Lo
cal
Agr
ovet
s
Ado
pt K
IE s
ylla
bus
on
smal
l sca
le p
oultr
y ke
epin
g
Milk
bu
lkin
g an
d pr
oces
sing
Co
olin
g pl
ant
D
eliv
ery
bicy
cles
Pack
ing
mat
eria
ls
H
ygie
nic
hand
ling
and
proc
essi
ng
Pa
ckag
ing
Tr
aini
ng in
hy
gien
ic
hand
ling,
pr
oces
sing
an
d pa
ckag
ing
CD
F
MoA
,
NG
Os
Ado
pt K
IE m
odul
e on
Be
e Ke
epin
g an
d H
oney
pr
oces
sing
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth64
MER
U C
ENTR
AL
(hig
h po
tenti
al)
Bana
na
proc
essi
ng
Pr
oces
sing
ban
anas
in
to c
risp
s, fl
our,
bana
na b
read
, cak
es
and
ketc
hup
Tr
adin
g in
ban
ana
prod
ucts
Pr
emis
es,
Eq
uipm
ent (
knife
, Pl
astic
pai
l, Sl
icer
, Pl
astic
dry
er ra
ck),
stov
e
Tr
aini
ng
in b
anan
a pr
oces
sing
NKU
BU
EE,
Met
al P
roc,
M
V Te
ch
Build
ing
tech
Ca
rp &
Join
ery
Mer
u TT
I
Mer
u U
nive
rsity
Co
llege
YE
DF
Dev
elop
and
mou
nt
mod
ule
on b
anan
a pr
oces
sing
Bee
keep
ing
and
hone
y pr
oces
sing
M
akin
g hi
ves
for
sale
H
arve
sting
and
se
lling
raw
hon
ey
Proc
essi
ng a
nd
pack
agin
g be
e pr
oduc
ts
Ca
rpen
try
tool
s
Hon
ey h
arve
sting
appl
ianc
es/g
ear
Pa
ckag
ing
mat
eria
ls
Hon
ey p
roce
ssin
g
M
akin
g hi
ves
H
oney
ha
rves
ting
Be
e ke
epin
g
Hon
ey
proc
essi
ng
and
pack
agin
g
Mar
ketin
g or
reco
rd
keep
ing
CD
F
MoA
,
NG
Os
Ado
pt K
IE m
odul
e on
Be
e Ke
epin
g an
d H
oney
pr
oces
sing
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 65
MBE
ERE
(low
pot
enti
al)
Gre
en h
ouse
fa
rmin
g
Prod
uctio
n of
hig
h va
lue
vege
tabl
es
Qua
lity
and
affor
dabl
e ve
geta
bles
in h
igh
dem
and
in u
rban
ce
ntre
s
Vege
tabl
es c
an b
e pa
ckag
ed o
r ea
sily
pr
oces
sed
M
akin
g of
woo
den
or p
lasti
c bo
xes
Ex
clus
ive
vege
tari
an
rest
aura
nts
Tr
ansp
ort o
f ve
geta
bles
to
mar
kets
Trad
ing
in in
puts
Fa
rm s
truc
ture
s
Seed
lings
Shor
t tr
aini
ng in
gr
een
hous
e fa
rmin
g
SIA
KAG
O
App
rop.
Car
p Fa
shio
n de
sign
M
etal
pro
c Bu
ildin
g te
ch
ICT,
LEAT
HER
WO
RK,
MVM
Rwik
a TT
I
MoA
Am
iran
G
Nor
th
Ado
pt K
IE m
odul
e on
ho
rticu
lture
Bee
keep
ing
and
hone
y pr
oces
sing
M
akin
g hi
ves
for
sale
H
arve
sting
and
se
lling
raw
hon
ey
Proc
essi
ng a
nd
pack
agin
g be
e pr
oduc
ts
Ca
rpen
try
tool
s
Hon
ey h
arve
sting
appl
ianc
es/g
ear
Pa
ckag
ing
mat
eria
ls
Hon
ey p
roce
ssin
g
M
akin
g hi
ves
H
oney
ha
rves
ting
Be
e ke
epin
g
Hon
ey
proc
essi
ng
and
pack
agin
g
Mar
ketin
g or
reco
rd
keep
ing
CD
F
MoA
,
NG
Os
A
dopt
KIE
mod
ule
on B
ee k
eepi
ng a
nd
Hon
ey p
roce
ssin
g
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth66
ISIO
LO
(low
pot
enti
al)
Live
stoc
k tr
adin
g
Opp
ortu
nity
to
bene
fit fr
om o
n e
of
the
larg
est c
olle
ction
ce
nter
s fo
r liv
esto
ck
Pe
sts
and
dise
ase
cont
rol
M
arke
ting
Ro
utine
m
anag
emen
t pr
actic
es
Tr
aini
ng in
pe
sts
and
dise
ase
cont
rol,
mar
ketin
g an
d m
anag
emen
t
ST. J
OSE
PH
MV
tech
Bu
ildin
g te
ch
Fash
ion
desi
gn
Mer
u TT
I
Mer
u U
nive
rsity
Co
llege
CD
F
MoA
,
NG
Os
Ado
pt
KIE
mod
ule
on
Beef
ca
ttle
pr
oduc
tion
and
man
agem
ent
Ecot
ouri
sm
O
ppor
tuni
ty to
be
nefit
from
the
plan
ned
open
ing
of
the
regi
on.
Ta
ppin
g in
to th
e to
uris
t infl
ow d
ue to
th
e pl
anne
d ai
rpor
t an
d ra
ilway
Opp
ortu
nity
to tr
ade
in a
rts
and
craft
s
Tran
spor
t and
ac
com
mod
ation
of
visi
tors
To
ur g
uidi
ng
Tour
ist v
illag
es/
lodg
es
O
ffice
spa
ce a
nd
web
site
Tr
aini
ng in
ec
otou
rism
Trai
ning
of
tour
gui
des
KT
DB
M
oT
Loca
l ag
ents
Ado
pt K
IE m
odul
e on
ec
otou
rism
MA
CHA
KOS
(hig
h po
tenti
al)
Gre
en h
ouse
fa
rmin
g
Prod
uctio
n of
hig
h va
lue
vege
tabl
es
Qua
lity
and
affor
dabl
e ve
geta
bles
in h
igh
dem
and
in u
rban
ce
ntre
s
Vege
tabl
es c
an b
e pa
ckag
ed o
r ea
sily
pr
oces
sed
M
akin
g of
woo
den
or p
lasti
c bo
xes
Ex
clus
ive
vege
tari
an
rest
aura
nts
Tr
ansp
ort o
f ve
geta
bles
to
mar
kets
Trad
ing
in in
puts
Fa
rm s
truc
ture
Seed
lings
Shor
t tr
aini
ng in
gr
een
hous
e fa
rmin
g
MIT
AM
BON
I YP
Met
al p
roc,
EE
tech
, M
V te
ch,
Fash
ion
desi
gn &
ga
rmen
t mak
ing
Carp
& Jo
iner
y
Mac
hako
s TT
I
Sout
h
East
ern
univ
ersi
ty
M
oA
A
mira
n
G N
orth
Ado
pt K
IE m
odul
e on
ho
rticu
lture
Poul
try
farm
ing
In
dige
nous
pou
ltry
Re
arin
g ex
otic
bree
ds (K
ENBR
EW)
Po
ultr
y re
stau
rant
fo
r w
hite
mea
t cl
ient
s
Hat
chin
g da
y ol
d ch
icks
for
othe
r fa
rmer
s
W
ater
har
vesti
ng
St
ruct
ures
Smal
l sca
le
poul
try
prod
uctio
n
CD
F
MoA
Lo
cal
Agr
ovet
s
Ado
pt K
IE m
odul
e on
Sm
all S
cale
Pou
ltry
prod
uctio
n
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 67
YATT
A
(low
pot
enti
al)
Dai
ry g
oats
Poul
try
and
gree
n ho
use
farm
ing
Tr
adin
g in
the
anim
als,
Ope
ratin
g sl
augh
ter
hous
es
Tr
adin
g in
goa
t an
d m
ilk p
rodu
cts
Ra
nge
land
(ren
ted
or d
onat
ed)
Ca
pita
l for
initi
al
stoc
k,
M
ilk b
ulki
ng
equi
pmen
ts
Cool
er
Pack
agin
g m
ater
ial
M
arke
ting
skill
s an
d re
cord
ke
epin
g
Basi
c hy
gien
e
M
oA
D
airy
goa
ts
asso
ciati
on
Ado
pt K
IE m
odul
e on
Sh
eep
and
Goa
ts
In
dige
nous
pou
ltry
Re
arin
g ex
otic
bree
ds (K
ENBR
EW)
Po
ultr
y re
stau
rant
fo
r w
hite
mea
t cl
ient
s
Hat
chin
g da
y ol
d ch
icks
for
othe
r fa
rmer
s
W
ater
har
vesti
ng
St
ruct
ures
Smal
l sca
le
poul
try
prod
uctio
n
CD
F
MoA
Lo
cal
Agr
ovet
s
Ado
pt K
IE m
odul
e on
Sm
all S
cale
Pou
ltry
prod
uctio
n
MA
KUEN
I
(low
pot
enti
al)
Gre
en h
ouse
fa
rmin
g
Prod
uctio
n of
hig
h va
lue
vege
tabl
es
Qua
lity
and
affor
dabl
e ve
geta
bles
in h
igh
dem
and
in u
rban
ce
ntre
s
Vege
tabl
es c
an b
e pa
ckag
ed o
r ea
sily
pr
oces
sed
M
akin
g of
woo
den
or p
lasti
c bo
xes
Ex
clus
ive
vege
tari
an
rest
aura
nts
Tr
ansp
ort o
f ve
geta
bles
to
mar
kets
Trad
ing
in in
puts
Fa
rm s
truc
ture
Wat
er h
arve
sting
sy
stem
s
Seed
lings
Sh
ort
trai
ning
in
gree
n ho
use
farm
ing
MA
KUEN
I YP
Fash
ion
desi
gn
ICT
Carp
& Jo
iner
y M
VM E
lect
Inst
W
eld
& fa
b
M
oA
A
mira
n
G N
orth
Ado
pt K
IE m
odul
e on
ho
rticu
lture
Bee
keep
ing
and
hone
y pr
oces
sing
Pu
rcha
sing
and
pr
oces
sing
of h
oney
fr
om lo
cal b
eeke
eper
s
Mak
ing
of h
ives
Trad
ing
in h
oney
H
ives
Bee
stoc
ks
Pr
oces
sing
eq
uipm
ent
Tr
aini
ng in
be
e ke
epin
g an
d ho
ney
proc
essi
ng
Tr
aini
ng in
hi
ves
mak
ing
CD
F
MoA
, N
GO
s
Ado
pt K
IE m
odul
e on
Be
e Ke
epin
g an
d H
oney
pr
oces
sing
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth68
MW
ING
I
(low
pot
enti
al)
Gre
en h
ouse
fa
rmin
g
Prod
uctio
n of
hig
h va
lue
vege
tabl
es
Qua
lity
and
affor
dabl
e ve
geta
bles
in h
igh
dem
and
in u
rban
ce
ntre
s
Vege
tabl
es c
an b
e pa
ckag
ed o
r ea
sily
pr
oces
sed
M
akin
g of
woo
den
boxe
s
Excl
usiv
e ve
geta
rian
re
stau
rant
s
Tran
spor
t of
vege
tabl
es to
m
arke
ts
Tr
adin
g in
inpu
ts
Fa
rm s
truc
ture
Wat
er h
arve
sting
sy
stem
s
Seed
lings
Sh
ort
trai
ning
in
gree
n ho
use
farm
ing
MW
ING
I YP
EE te
ch
MV
tech
Fa
shio
n de
sign
an
d ga
rmen
t m
akin
g Bu
ildin
g te
ch
Hai
r dr
essi
ng &
be
auty
ther
apy
M
oA
A
mira
n
G N
orth
Ado
pt K
IE m
odul
e on
ho
rticu
lture
Bee
keep
ing
and
hone
y pr
oces
sing
Pu
rcha
sing
and
pr
oces
sing
of h
oney
fr
om lo
cal b
eeke
eper
s
Mak
ing
of h
ives
Trad
ing
in h
oney
Supp
ly o
f hon
ey to
su
perm
arke
ts
H
ives
Bee
stoc
ks
Pr
oces
sing
eq
uipm
ent
Tr
aini
ng in
be
e ke
epin
g an
d ho
ney
proc
essi
ng
Tr
aini
ng in
hi
ves
mak
ing
CD
F
MoA
,
NG
Os
Ado
pt K
IE m
odul
e on
Be
e Ke
epin
g an
d H
oney
pr
oces
sing
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 69
SHO
RT
/QU
ICK
IMPA
CT
OPP
OR
TU
NIT
IES
IDE
NT
IFIE
D –
NA
IRO
BI P
RO
VIN
CE
Fi
sh fa
rmin
g
Gre
enho
use
farm
ing
H
ortic
ultu
re/A
gri-p
roce
ssin
g
Bee
keep
ing
Ro
ad/i
nfra
stru
ctur
e m
aint
enan
ce
Re
pair
ing
and
mai
nten
ance
of m
otor
bi
kes/
Boda
bod
a
Tour
ism
- bi
rd b
reed
ing/
wat
chin
g
Mak
ing
bio
gas
W
ater
spo
rts
W
aste
/gar
bage
recy
clin
g
Dog
bre
edin
g
Tree
pla
nting
W
ater
har
vesti
ng
Cl
eani
ng s
ervi
ces
D
eter
gent
mak
ing
Pa
intin
g/de
cora
tion
M
obile
pho
ne re
pair
DIS
TRIC
T &
CA
TEG
ORY
OF
REG
ION
ACT
IVIT
Y PR
OPO
SED
FO
R VA
LUE
CHA
IN
POTE
NTI
AL
ECO
NO
MIC
O
PPO
RTU
NIT
IES
KEY
REQ
UIR
EMEN
TSTR
AIN
ING
NEE
DS
YP/V
TC A
ND
CO
URS
ES
OFF
ERED
OTH
ER S
Ps IN
TH
E RE
GIO
NPO
TEN
TIA
L PA
RTN
ERS
FOR
SUPP
ORT
COM
MEN
TS/
RECO
MM
EDAT
ION
S
EMBA
KASI
(Muk
uru
Kwa
Nje
nga
Slum
)
Poul
try
farm
ing
In
dige
nous
pou
ltry
rear
ing
Re
arin
g ex
otic
bree
ds
(KEN
BREW
)
Poul
try
rest
aura
nt fo
r w
hite
mea
t clie
nts
H
atch
ing
day
old
chic
ks fo
r ot
her
farm
ers
Ch
icke
n re
arin
g st
ruct
ures
Ch
icke
n st
ocks
Pr
emis
es
Sk
ills
in c
hick
en
rear
ing
M
arke
ting
skill
s
Chic
ken
cook
ing
skill
s
Cham
inan
de T
.C(c
arpe
ntry
and
jo
iner
y)
JKU
ATYo
uth
Empo
wer
men
t Cen
tre
Min
istr
y of
Li
vest
ock
Ada
pt K
IE m
odul
e on
sm
all s
cale
pou
ltry
farm
ing
Nut
rim
ixes
Im
prov
ing
nutr
ition
and
fo
od s
uppl
emen
ts in
the
regi
on
pr
eser
vatio
n an
d pa
ckag
ing
pr
oduc
tion
of m
ater
ials
for
food
sup
plem
ents
trad
ing
in fo
od
supp
lem
ents
st
art u
p ca
pita
l
prem
ises
Nut
rim
ix
pack
agin
g m
achi
ne
N
utri
mix
mak
ing
Fo
od s
cien
ce
Pa
ckag
ing
skill
s
Mar
ketin
g an
d re
cord
kee
ping
Edev
ale
Trus
t Tr
g. C
entr
e –
Don
holm
Cate
ring
, H
aird
ress
ing,
IC
T Cl
othi
ng a
nd
texti
les
JKU
ATYo
uth
Empo
wer
men
t Cen
tre
Min
istr
y of
Hea
lth
KASA
RAN
I
(Mat
hare
Slu
m)
Gar
bage
co
llecti
on
and
recy
clin
g (M
AN
GRO
No.
10
)
G
arba
ge c
olle
ction
for
com
mun
ity a
t a fe
e
Gar
bage
sor
ting
and
recy
clin
g
Mak
ing
recy
cled
pro
duct
s
To
ols
for
sorti
ng
garb
age
Eq
uipm
ent f
or
garb
age
recy
clin
g
Prot
ectiv
e ge
ar
G
arba
ge s
ortin
g
Gar
bage
recy
clin
g
Mar
ketin
g an
d re
cord
kee
ping
Mol
ding
mac
hine
re
pair
and
m
aint
enan
ce
Mat
hare
YP
MV
tech
, A
ppro
pria
te
carp
entr
y Ta
ilori
ng a
nd
dres
smak
ing,
M
ason
ry,
Wel
ding
.
Envi
rom
enta
l Yo
uth
Alli
ance
Yout
h Em
pow
erm
ent C
entr
e
Pam
oja
Trus
t Fo
unda
tion
Envi
ronm
enta
l Yo
uth
Alli
ance
Yout
h Ta
lent
s D
evel
opm
ent
A
mat
eur
and
pro
fess
iona
l le
vels
Sp
orts
/gam
es
Dan
ce/s
alsa
/mus
ic
Dra
ma
Pa
intin
g an
d de
cora
tion
A
crob
atics
M
usic
Film
pro
ducti
on
Tr
aine
rs
Trai
ning
eq
uipm
ent a
nd
mat
eria
ls
Trai
ning
ven
ue
Ta
lent
s de
velo
pmen
t te
chni
ques
M
arke
ting
skill
s
Man
agem
ent o
f pr
ofes
sion
al a
nd
amat
eurs
tale
nts
Keny
a N
ation
al
Insti
tute
of
Perf
orm
ing
Art
sKe
nya
Cultu
ral
Cent
reKe
nyatt
a U
nive
rsity
Nati
onal
You
th
Aca
dem
y
UN
ICEF
Ada
pt K
IE s
ylla
bus
on Y
outh
Tal
ent
Dev
elop
men
t
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth70
DA
GO
RETT
I
(Kaw
angw
are
Slum
)
Was
te p
aper
re
cycl
ing
W
aste
pap
er c
olle
ction
and
so
rting
Re
cycl
ing
M
akin
g pa
per
bags
Pr
emis
es,
To
ols
for
sorti
ng
pape
rs
Equi
pmen
t for
re
cycl
ing
pape
rs
Equi
pmen
t for
m
akin
g pa
per
bags
Pa
per
sorti
ng to
ols
Pa
per
recy
clin
g eq
uipm
ent
Pa
per
bag
mak
ing
mac
hine
s
Mar
ketin
g an
d re
cord
kee
ping
sk
ills
Yout
h Em
pow
erm
ent C
entr
e
Kiny
anju
i Te
chni
cal
Trai
ning
In
stitu
te
Nex
t Aid
M
ufind
i Pap
er L
td
STA
REH
E
(Eas
tleig
h Sl
um)
Com
pute
r an
d m
obile
ph
one
repa
ir
mai
nten
ance
M
any
busi
ness
es a
nd
busi
ness
ow
ners
usi
ng
com
pute
rs a
nd m
obile
ph
ones
Tr
aini
ng p
acka
ge fo
r co
mpu
ter
and
mob
ile
phon
e re
pair
Trad
ing
in a
cces
sori
es
Pr
emis
es
Ba
sic
tool
s
Skill
s in
com
pute
r an
d m
obile
pho
ne
tech
nolo
gy
Dev
elop
ing
trai
ning
pa
ckag
e
Adv
ertis
ing
and
reco
rd k
eepi
ng
skill
s
PCEA
Trai
ning
Cen
tre
(ele
ctri
cal a
nd
elec
tron
ics)
Keny
a Ch
risti
an
Indu
stri
al
Trai
ning
Cen
tre
(K.C
.I.T.
I.)
YED
FCu
rren
t ele
ctro
nics
co
urse
ade
quat
e
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 71
SHO
RT/Q
UIC
K IM
PACT
OPP
ORT
UN
ITIE
S ID
ENTI
FIED
– C
OA
ST P
ROV
INCE
6
mon
ths
basi
c ce
rtific
ate
in to
uris
m
man
agem
ent,
Tt
our
guid
ing,
fore
ign
lang
uage
s an
d fr
ont
office
ope
ratio
ns
Shor
t cou
rses
in c
onst
ructi
on; c
usto
mer
ca
re
Ba
sic
com
pute
r sk
ills;
thre
e m
onth
s
Thre
e m
onth
s su
rfing
and
scu
ba d
ivin
g;
swim
min
g-on
e m
onth
;
Entr
epre
neur
ship
(val
ue a
dditi
on) t
rain
ing
– 3
mon
ths;
mar
ketin
g sk
ills;
cus
tom
er c
are
Irri
gatio
n, fi
sh fa
rmin
g
G
ener
al a
gric
ultu
re; a
grib
usin
ess;
food
pro
cess
ing
M
akin
g be
ads
from
gyp
sum
and
gol
d, n
eckl
aces
an
d de
cora
tions
– (3
mon
ths)
hen
ce th
e co
urse
m
ay ta
ke th
ree
mon
ths.
Tr
aini
ng o
n ga
rbag
e co
llecti
on,
refo
rest
ation
, rec
yclin
g
Land
scap
ing,
Wat
er s
anita
tion
(one
mon
th).
Beau
ty a
nd th
erap
y sk
ills
pack
ages
Ener
gy s
avin
g an
d pr
oduc
tion
trai
ning
.
DIS
TRIC
T/CO
NST
ITU
ENCY
A
CTIV
ITIE
S P
ROPO
SED
FO
R VA
LUE
CHA
IN
POTE
NTI
AL
ECO
NO
MIC
O
PPO
RTU
NIT
IES
KEY
REQ
UIR
EMEN
TS
TRA
ININ
G N
EED
S YP
/VTC
AN
D
COU
RSES
O
FFER
ED
OTH
ER S
Ps IN
TH
E RE
GIO
NS
POTE
NTI
AL
PART
NER
S FO
R SU
PPO
RT
COM
MEN
TS/
RECO
MM
END
ATIO
NS
MO
MBA
SA
Pain
ting/
deco
ratio
n (p
edic
ure/
man
icur
e)
Pa
intin
g/de
cora
ting
prem
ises
, veh
icle
s &
ar
ticle
s/ce
ram
ics
Si
gn-w
ritin
g/pr
intin
g
Dec
orati
on o
f cer
amic
s
Pain
ting/
deco
ratio
n pa
rlou
r fo
r la
dies
M
akin
g w
ater
& o
il ba
sed
pain
ts
Fo
rmati
on o
f you
th
grou
ps
Hire
trai
ning
ven
ue
Pa
intin
g, a
nd
sign
-wri
ting
D
ecor
ation
of
hou
seho
ld
item
s
Trai
ning
in
mak
ing
pain
ts
Pe
dicu
re. &
Man
icur
e
Mar
ketin
g &
ne
gotia
tion
CITC
Mom
basa
(No
rele
vant
co
urse
)
Mom
basa
TTI
.Ki
saun
i YP
YECs
Beau
ty p
rodu
cts
& p
aint
m
anuf
actu
rers
Hot
el
esta
blis
hmen
tsKE
BS
New
mod
ules
requ
ired
KILI
FI
(hig
h po
tenti
al)
Bee
keep
ing
and
hone
y pr
oces
sing
M
akin
g hi
ves
for
sale
H
arve
sting
and
sel
ling
raw
ho
ney
Pr
oces
sing
and
pac
kagi
ng
bee
prod
ucts
Ca
rpen
try
tool
s
Hon
ey h
arve
sting
ap
plia
nces
/gea
r
Pack
agin
g m
ater
ials
H
oney
pro
cess
ing
M
akin
g hi
ves
H
oney
ha
rves
ting
Be
e ke
epin
g
Hon
ey
proc
essi
ng a
nd
pack
agin
g
Mar
ketin
g or
re
cord
kee
ping
Mw
amba
Wa
Nyu
ndo
YP
(Car
pent
ry a
nd
join
ery)
Pwan
i un
iver
sity
co
llege
Kilifi
ag
ricu
ltura
l co
llege
Min
istr
y of
Li
vest
ock
Keny
a Fo
rest
ry
Serv
ices
KIRD
I
Ado
pt K
IE m
odul
e on
be
ekee
ping
Gre
enho
use
farm
ing
Pr
oduc
tion
of h
igh
valu
e ve
geta
bles
Q
ualit
y an
d aff
orda
ble
vege
tabl
es in
hig
h de
man
d in
urb
an c
entr
es
Vege
tabl
es c
an b
e pa
ckag
ed o
r ea
sily
pr
oces
sed
M
akin
g of
woo
den
boxe
s
Excl
usiv
e ve
geta
rian
re
stau
rant
s
Tran
spor
t of v
eget
able
s to
m
arke
ts
Tr
adin
g in
inpu
ts
Fo
rmati
on o
f yo
uth
grou
ps o
r co
oper
ative
soc
iety
to
mob
ilize
mon
ey
for
star
t-up
kit
(Ksh
s. 1
60,0
00)
from
Am
iran
Pi
ece
of la
nd
(hire
d)
Prot
ectiv
e cl
othi
ng
Sk
ills
in
gree
nhou
se
farm
ing
Pa
ckag
ing
M
arke
ting
and
reco
rd k
eepi
ng
G
roup
dyn
amic
s an
d le
ader
ship
M
akin
g w
oode
n an
d pl
astic
box
es
Cons
truc
tion
/ m
aint
enan
ce o
f gr
eenh
ouse
s
Min
istr
y of
A
gric
ultu
rePw
ani U
nive
rsity
Ado
pt K
IE m
odul
e on
ho
rticu
lture
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth72
KWA
LE
(hig
h po
tenti
al)
Perf
orm
ing
Art
ssa
lsa/
danc
e, d
ram
a,pa
intin
g, d
ecor
ation
and
ac
roba
tics
Sa
lsa
perf
orm
ance
for
loca
l to
uris
m
Sals
a tr
aini
ng
Dra
ma/
mus
ic g
roup
s
DVD
reco
rdin
g of
sal
sa,
danc
es e
tc
Reco
rdin
g an
d se
lling
pla
y/dr
ama
set b
ooks
,
Film
pro
ducti
on,
Be
auty
and
gro
omin
g
Fo
rmati
on o
f you
th
grou
ps
Hire
trai
ning
ven
ue
Vide
os c
amer
as
and
publ
ic a
ddre
ss
syst
em
Cost
umes
M
arke
ting,
ne
gotia
ting
and
reco
rdin
g ke
epin
g
Trai
ning
on
danc
ing
and
dram
a
Trai
ning
on
vide
o re
cord
ing
and
editi
ng
Miv
umon
i YP
(no
rele
vant
co
urse
)
Tale
nt a
cade
my
Min
istr
y of
To
uris
mLo
cal H
otel
s
Ada
pt K
IE s
ylla
bus
on Y
outh
Tal
ent
deve
lopm
ent
Indi
geno
us P
oultr
y Fa
rmin
g
In
dige
nous
pou
ltry
Re
arin
g ex
otic
bree
ds
(KEN
BREW
)
Poul
try
rest
aura
nt fo
r w
hite
mea
t clie
nts
H
atch
ing
day
old
chic
ks
for
othe
r fa
rmer
s
Po
ultr
y ho
use
and
basi
c ap
plia
nces
Po
ultr
y st
ocks
Pr
emis
es
In
dige
nous
po
ultr
y re
arin
g
Poul
try
slau
ghte
ring
an
d pa
ckag
ing
Pr
epar
ation
of
poul
try
dish
es
M
arke
ting
and
reco
rd k
eepi
ng
Trai
ning
on
cons
truc
tion
of p
oultr
y ho
uses
Kilu
lu Y
P
(car
pent
ry
and
join
ery)
Min
istr
y of
Li
vest
ock
Min
istr
y of
Pu
blic
Hea
lth
Ada
pt K
IE m
odul
e on
sm
all s
cale
po
ultr
y fa
rmin
g
TAV
ETA
(Hig
h Po
tenti
al –
Ru
ral)
Wat
er fi
ltrati
on a
nd
bott
ling
W
ater
filtr
ation
ap
plia
nces
and
pro
cess
Bott
ling
and
sale
of
filte
red
wat
er
Prem
ises
Fi
ltrati
on
appl
ianc
es
Lice
nse
from
Pu
blic
Hea
lth
St
all u
nifo
rms
W
ater
sto
rage
fa
ciliti
es
Form
ation
of
yout
h gr
oups
to
mob
ilize
sta
rt u
p re
sour
ces
Ba
sic
wat
er
filtr
ation
pr
oces
s an
d hy
gien
e
Mar
ketin
g sk
ills
and
reco
rd k
eepi
ng
Lead
ersh
ip
and
grou
p dy
nam
ics
Mw
anjil
a YP
(no
rele
vant
co
urse
)
Min
istr
y of
W
ater
Min
istr
y of
Pu
blic
Hea
lth
Keny
a Bu
reau
of
Sta
ndar
ds
KIRD
I
Fish
farm
ing
and
proc
essi
ng
Fi
sh g
aini
ng p
opul
arity
as
whi
te m
eat a
nd th
ere
is re
ady
mar
ket
Fi
sh fa
rmin
g ha
s lo
w
over
head
cos
ts
Fish
can
be
sold
fres
h,
cook
ed, d
ried
or
cann
ed
Fish
by-
pro
duct
s ca
n be
use
d to
mak
e an
imal
fe
eds
Fi
sh p
ond
Fi
nger
lings
W
ater
Fi
sh re
arin
g
Fish
pon
d m
aint
enan
ce
Mar
ketin
g an
d re
cord
kee
ping
Fish
pon
d co
nstr
uctio
n
Tave
ta Y
P
(no
rele
vant
co
urse
)
Min
istr
y of
Li
vest
ock
Fish
erie
s
KIRD
I
Ado
pt K
IE m
odul
e on
fish
farm
ing
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 73
BURA
(Sem
i Ari
d)
Cam
el re
arin
g
Pr
oces
sing
cam
el m
ilk
and
mea
t
Proc
essi
ng le
athe
r pr
oduc
ts
Mak
ing
use
of c
amel
m
ilk/m
eat b
y- p
rodu
cts
(dun
g, b
lood
, bon
es,
leat
her)
Ca
mel
sto
ck
Form
ation
of
yout
h gr
oups
to
mob
ilize
sta
rt u
p re
sour
ces
Pr
oces
sing
m
ilk, m
eat,
an
d le
athe
r
Mar
ketin
g an
d re
cord
kee
ping
Le
ader
ship
an
d gr
oup
dyna
mic
s
Bran
ding
and
pa
ckag
ing
Bura
YP
(no
rele
vant
co
urse
)
(no
rele
vant
co
urse
)
Min
istr
y of
Li
vest
ock
Fish
erie
s
KIRD
I
Keny
a Bu
reau
of
Sta
ndar
ds
Ada
pt K
IE m
odul
e on
dro
ught
ani
mal
s
Goa
t rea
ring
Pr
oces
sing
goa
t milk
an
d m
eat
Pr
oces
sing
leat
her
M
akin
g us
e of
go
at m
ilk/m
eat b
y-
prod
ucts
(dun
g, b
lood
, bo
nes,
leat
her)
,
Trad
ing
in g
oats
,
D
airy
goa
t sto
ck
Form
ation
of
yout
h gr
oups
to
mob
ilize
sta
rt u
p re
sour
ces
Pr
oces
sing
m
ilk, m
eat a
nd
leat
her
M
arke
ting,
an
d re
cord
ke
epin
g
Lead
ersh
ip
and
grou
p dy
nam
ics
Br
andi
ng a
nd
pack
agin
g
Min
istr
y of
Li
vest
ock
KIRD
I
Keny
a Bu
reau
of
Sta
ndar
ds
Ada
pt K
IE m
odul
e on
goa
t rea
ring
GA
RSEN
(Sem
i Ari
d)
Dai
ry a
nd B
eef f
arm
ing
Pr
oces
sing
milk
and
m
eat
Pr
oces
sing
leat
her
prod
ucts
M
akin
g us
e of
cow
m
ilk/m
eat b
y-pr
oduc
ts
(dun
g, b
lood
, bon
es,
leat
her)
D
airy
and
Bee
f st
ock
Fo
rmati
on o
f yo
uth
grou
ps
to m
obili
ze
reso
urce
s
Pr
oces
sing
m
ilk, m
eat a
nd
leat
her
M
arke
ting,
an
d re
cord
ke
epin
g
Lead
ersh
ip
and
grou
p dy
nam
ics
Br
andi
ng a
nd
pack
agin
g
HO
LA/
TUM
AIN
I
(no
rele
vant
co
urse
)
(no
rele
vant
co
urse
)
Min
istr
y of
Li
vest
ock
Fish
erie
s
KIRD
I
Keny
a Bu
reau
of
Sta
ndar
ds
Ada
pt K
IE m
odul
e on
ani
mal
pr
oduc
tion
Bee
keep
ing
and
hone
y pr
oces
sing
M
akin
g hi
ves
for
sale
H
arve
sting
and
sel
ling
raw
hon
ey
Proc
essi
ng a
nd
pack
agin
g be
e pr
oduc
ts
Ca
rpen
try
tool
s
Hon
ey
harv
estin
g ap
plia
nces
Pa
ckag
ing
mat
eria
ls
Hon
ey
proc
essi
ng
M
akin
g hi
ves
H
oney
ha
rves
ting
Be
e ke
epin
g
Hon
ey
proc
essi
ng
and
pack
agin
g
Mar
ketin
g or
re
cord
kee
ping
Tr
aini
ng o
n co
nstr
uctio
n of
bee
hive
s
Min
istr
y of
Li
vest
ock
Keny
a Fo
rest
ry
Serv
ices
KIRD
I
Ado
pt K
IE m
odul
e on
bee
keep
ing
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth74
SHO
RT/Q
UIC
K IM
PACT
OPP
ORT
UN
ITIE
S ID
ENTI
FIED
– N
ORT
H E
AST
ERN
PRO
VIN
CE
Fi
sh F
arm
ing
A
gri-b
usin
ess/
gree
nhou
se fa
rmin
g
Alo
e ve
ra fa
rmin
g
Mal
ala
gras
s fa
rmin
g
Proc
essi
ng m
ilk a
nd m
eat
Pr
oces
sing
leat
her
prod
ucts
So
lar
ener
gy
W
ater
bott
ling
Re
crea
tion
al p
arks
and
reso
rts
– w
ith
co
nstr
ucti
on o
f rai
l and
road
from
Lam
u th
roug
h th
e re
gion
Gem
ston
e/ o
ther
pre
ciou
s st
ones
IC
T/O
nlin
e w
ork
V
ideo
pro
ducti
on
•M
obile
pho
ne re
pair
Ca
r tr
acki
ng fo
r fle
et o
pera
tors
El
ectr
ical
and
ele
ctro
nics
M
etal
pro
cess
ing/
tins
mit
h/bl
acks
mit
h
Bo
at m
akin
g (m
oder
n &
trad
ition
al)
Tr
aditi
onal
arc
hite
ctur
e/bu
ildin
g
Wea
ving
car
pets
from
loca
l m
ater
ials
Tr
ansp
ort (
heav
y co
mm
erci
al)
trai
ning
DIS
TRIC
T/CO
NST
ITU
ENCY
ACT
IVIT
IES
PR
OPO
SED
FO
R VA
LUE
CHA
IN
POTE
NTI
AL
ECO
NO
MIC
O
PPO
RTU
NIT
IES
KEY
REQ
UIR
EMEN
TSTR
AIN
ING
NEE
DS
YP/V
TC A
ND
CO
URS
ES
OFF
ERED
OTH
ER S
Ps
IN T
HE
REG
ION
POTE
NTI
AL
PART
NER
S FO
R SU
PPO
RT
COM
MEN
TS/
RECO
MM
END
ATIO
NS
GA
RISS
A(A
rid)
Bee
keep
ing
and
hone
y pr
oces
sing
M
akin
g hi
ves
for
sale
H
arve
sting
and
sel
ling
raw
ho
ney
Pr
oces
sing
and
pac
kagi
ng b
ee
prod
ucts
Ca
rpen
try
tool
s
Hon
ey h
arve
sting
A
pplia
nces
Pa
ckag
ing
mat
eria
ls
Hon
ey p
roce
ssin
g
Tr
aini
ng o
n co
nstr
uctio
n of
bee
hive
s
Hon
ey
harv
estin
g
Bee
keep
ing
H
oney
pr
oces
sing
and
pa
ckag
ing
M
arke
ting
or
reco
rd k
eepi
ng
Gar
issa
You
th
Poly
tech
nic
(no
rele
vant
co
urse
)
(no
rele
vant
co
urse
)
Min
.of L
ives
tock
Trad
ers
KIRD
I
Milk
pro
ducti
on
(cam
el, c
attle
, go
at)
Tr
adin
g in
the
anim
als,
Ope
ratin
g sl
augh
ter
hous
es
Tr
adin
g in
milk
ad
milk
pro
duct
s
Ra
nge
land
(ren
ted
or d
onat
ed)
Ca
pita
l for
initi
al
stoc
k,
M
ilk b
ulki
ng
equi
pmen
ts
Cool
er
Pack
agin
g m
ater
ial
M
arke
ting
skill
s an
d re
cord
ke
epin
g
Basi
c hy
gien
e
Trad
ers
MO
YAS
Publ
ic H
ealth
Trad
ers
Insti
tutio
ns
Ada
pt K
IE m
odul
es
on D
roug
ht R
esis
tant
A
nim
als
in a
dditi
on to
th
e m
odul
e on
Goa
ts
and
Shee
p
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 75
MA
ND
ERA
(Ari
d)A
nim
al
trad
e(ca
mel
, ca
ttle
, goa
t ,s
heep
)
O
pera
ting
slau
ghte
r ho
uses
Trad
ing
in m
ilk a
d m
ilk p
rodu
cts
H
oldi
ng y
ard
Ca
pita
l for
initi
al
stoc
k
M
arke
ting
Ba
sic
finan
cial
m
anag
emen
t sk
ills
G
roup
dy
nam
ics
Re
cord
ke
epin
g
Man
dera
YP
(no
rele
vant
co
urse
)
(no
rele
vant
co
urse
)
Min
.of L
ives
tock
Trad
ers
YED
F
Ada
pt K
IE m
odul
es
on D
roug
ht R
esis
tant
A
nim
als
in a
dditi
on to
th
e m
odul
e on
Goa
ts
and
Shee
p
Milk
pro
ducti
on
(cam
el, c
attle
, go
at, s
heep
)
Tr
adin
g in
the
anim
als,
Ope
ratin
g sl
augh
ter
hous
es
Tr
adin
g in
milk
ad
milk
pro
duct
s
Ra
nge
land
Capi
tal f
or in
itial
st
ock,
Milk
bul
king
eq
uipm
ents
Co
oler
Pa
ckag
ing
mat
eria
l
M
arke
ting
skill
s an
d re
cord
ke
epin
g
Basi
c hy
gien
e
Min
.of A
gri
Trad
ers
YED
F Pu
blic
Hea
lthIn
stitu
tions
Ada
pt K
IE m
odul
es
on D
roug
ht R
esis
tant
A
nim
als
in a
dditi
on to
th
e m
odul
e on
Goa
ts
and
Shee
p
WA
JIR
(Ari
d)M
ilk p
rodu
ction
(c
amel
, catt
le,
goat
)
Tr
adin
g in
the
anim
als,
Ope
ratin
g sl
augh
ter
hous
es
Tr
adin
g in
milk
ad
milk
pro
duct
s
Ra
nge
land
Capi
tal f
or in
itial
st
ock,
Milk
bul
king
eq
uipm
ents
Co
oler
Pa
ckag
ing
mat
eria
l
M
arke
ting
skill
s an
d re
cord
ke
epin
g
Basi
c hy
gien
e
Hab
asw
eniY
P
(no
rele
vant
co
urse
)
(no
rele
vant
co
urse
)
Ada
pt K
IE m
odul
es
on D
roug
ht R
esis
tant
A
nim
als
in a
dditi
on to
th
e m
odul
e on
Goa
ts
and
Shee
p
Vege
tabl
e pr
oduc
tion
Pr
oduc
tion
of h
igh
valu
e ve
geta
bles
Q
ualit
y an
d aff
orda
ble
vege
tabl
es in
hig
h de
man
d in
ur
ban
cent
res
Ve
geta
bles
can
be
pack
aged
or
easi
ly p
roce
ssed
M
akin
g of
woo
den
boxe
s
Excl
usiv
e ve
geta
rian
re
stau
rant
s
Tran
spor
t of v
eget
able
s to
m
arke
ts
Tr
adin
g in
inpu
ts
Pi
ece
of la
nd (h
ire o
r do
nate
d)
Wel
l and
wat
er
chan
nel p
repa
ratio
n
Form
ation
of
yout
h gr
oups
or
coop
erati
ve s
ocie
ty
to m
obili
ze c
apita
l
for
star
t-up
kit
(Ksh
s. 1
60,0
00) f
rom
A
mira
n
Prot
ectiv
e cl
othi
ng
Sk
ills
in
farm
ing
Pa
ckag
ing
M
arke
ting
and
reco
rd k
eepi
ng
G
roup
dy
nam
ics
and
lead
ersh
ip
Mak
ing
woo
den
and
plas
tic b
oxes
YED
F
Min
of A
gri
Trad
ers
Insti
tutio
ns
Ada
pt K
IE m
odul
e on
ho
rticu
lture
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth76
SHO
RT
/QU
ICK
IMPA
CT
OPP
OR
TU
NIT
IES
IDE
NT
IFIE
D –
WE
STE
RN
PR
OV
INC
E
Fi
sh fa
rmin
g
Gre
enho
use
farm
ing
H
ortic
ultu
re/A
gri-p
roce
ssin
g
Bee
kee
ping
R
oad/
infr
astr
uctu
re m
aint
enan
ce
R
epai
ring
and
mai
nten
ance
of m
otor
bi
kes/
Bod
a bo
da
Tour
ism
- bi
rd b
reed
ing/
wat
chin
g
Mak
ing
bio
gas
W
ater
spor
ts
Was
te/g
arba
ge r
ecyc
ling
D
og b
reed
ing
Tr
ee p
lant
ing
W
ater
har
vest
ing
C
lean
ing
serv
ices
D
eter
gent
mak
ing
•Pa
intin
g/de
cora
tion
M
obile
pho
ne r
epai
r
DIS
TR
ICT
/C
ON
STIT
UE
NC
YA
CT
IVIT
IES
PR
OPO
SED
FO
R V
AL
UE
C
HA
IN
POT
EN
TIA
L E
CO
NO
MIC
O
PPO
RT
UN
ITIE
SK
EY
R
EQ
UIR
EM
EN
TS
tRA
ININ
G N
EED
sY
P/V
TC
AN
D
CO
UR
SES
OFF
ER
ED
OT
HE
R S
Ps IN
T
HE
RE
GIO
NS
POT
EN
TIA
L PA
RT
NE
RS
FOR
SU
PPO
RT
CO
MM
ENts
/
RE
CO
MM
EN
DAT
ION
S
Kak
ameg
a (H
igh
pote
ntia
l)Ec
otou
rism
Opp
ortu
nity
to b
enefi
t fro
m
the
plan
ned
open
ing
of th
e re
gion
.
Tapp
ing
into
the
tour
ist i
nflow
du
e to
the
plan
ned
expa
nsio
n of
the
airp
ort
O
ppor
tuni
ty to
trad
e in
arts
an
d cr
afts
Tran
spor
t and
acc
omm
odat
ion
of v
isito
rs
Tr
ade
in c
urio
s
Bul
l and
coc
k fi
ghtin
g ex
hibi
tions
Cul
tura
l exh
ibiti
ons a
nd
danc
es
St
art u
p ca
pita
l
Tour
gui
ding
To
uris
t vill
ages
/lodg
es
O
ffice
spac
e an
d w
ebsi
te
Tr
aini
ng in
ec
otur
ism
Trai
ning
of t
our
guid
es
Lug
ala
YP
(no
rele
vant
cou
rse)
(no
rele
vant
cou
rse)
Siga
laga
TTI
Mas
inde
– M
uliro
U
nive
rsity
Min
.of T
ouris
m
MO
YAS
(You
th F
und)
Hot
els
Ada
pt E
coto
uris
m sh
ort
cour
ses f
rom
Uta
lii C
olle
ge
Indi
geno
us
Poul
try
Farm
ing
In
dige
nous
pou
ltry
R
earin
g ex
otic
bre
eds
(KEN
BR
EW)
Po
ultry
rest
aura
nt fo
r whi
te
mea
t clie
nts
H
atch
ing
day
old
chic
ks fo
r ot
her f
arm
ers
Po
ultry
hou
se a
nd
basi
c ap
plia
nces
Po
ultry
stoc
ks
Prem
ises
In
dige
nous
pou
ltry
rear
ing
Po
ultry
sl
augh
terin
g an
d pa
ckag
ing
Pr
epar
atio
n of
po
ultry
dis
hes
M
arke
ting
and
reco
rd k
eepi
ng
Trai
ning
on
cons
truct
ion
of
poul
try h
ouse
s
Min
.of L
ives
tock
Trad
ers
YED
F
Ada
pt K
IE m
odul
e on
smal
l sc
ale
poul
try fa
rmin
g
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 77
Vih
iga
(Hig
h po
tent
ial)
Bric
k m
akin
g
Mak
ing
bric
ks/b
lock
s for
sa
le
Sm
all s
cale
con
tract
wor
ks
Trad
ing
in h
ardw
are,
Trad
ing
in b
uild
ing
mat
eria
ls
St
art u
p ca
pita
l
Raw
mat
eria
ls
Bric
k m
akin
g m
achi
nes a
nd to
ols
Tr
aini
ng in
br
ickm
akin
g
Mar
ketin
g an
d re
cord
kee
ping
Mas
eno
(Bui
ldin
g co
nstru
ctio
n)
Kev
eye Y
PA
ppro
pria
te
Car
pent
ry,
Bui
ldin
g C
onst
ruct
ion/
Mas
onry
, M
etal
pro
cess
ing,
Plum
bing
Loca
l ins
titut
ions
Con
tract
ors
Min
. of H
ousi
ng
Skill
s ava
ilabl
e
Nut
rimix
es
Impr
ovin
g nu
tritio
n an
d fo
od
supp
lem
ents
in th
e re
gion
pres
erva
tion
and
pack
agin
g
prod
uctio
n of
mat
eria
ls fo
r fo
od su
pple
men
ts
tra
ding
in fo
od su
pple
men
ts
st
art u
p ca
pita
l
prem
ises
Nut
rimix
pac
kagi
ng
mac
hine
N
utrim
ix m
akin
g
Food
scie
nce
Pa
ckag
ing
skill
s
Mar
ketin
g an
d re
cord
kee
ping
Mas
eno
(no
rele
vant
cou
rse)
Kev
eye Y
P(n
o re
leva
nt c
ours
e)
Loca
l Ins
titut
ions
Trad
ers
Bun
gom
a(H
igh
pote
ntia
l)Se
lling
of a
nd
suga
r can
eW
aste
m
anag
emen
t
Su
garc
ane
farm
ing
M
achi
ne fo
r su
garc
ane
was
te
recy
clin
g to
mak
e fe
rtiliz
er
Stor
age
stru
ctur
es
Form
atio
n of
gro
ups
Su
gar-w
aste
pr
oces
sing
G
roup
dyn
amic
s
Entre
pren
eurs
hip
M
arke
ting
and
nego
tiatio
n sk
ills
Mat
ili Y
PN
ew c
urric
ulum
Kis
iwa
Old
cur
ricul
umK
abul
aN
ew c
urric
ulum
Mau
tum
aN
ew c
urric
ulum
Farm
ers
Suga
r fac
torie
sM
in. o
f Agr
i.
Gre
enho
use
farm
ing
Pr
oduc
tion
of h
igh
valu
e ve
geta
bles
Q
ualit
y an
d af
ford
able
ve
geta
bles
in h
igh
dem
and
in
urba
n ce
ntre
s
Vege
tabl
es c
an b
e pa
ckag
ed
or e
asily
pro
cess
ed
Mak
ing
of w
oode
n bo
xes
Ex
clus
ive
vege
taria
n re
stau
rant
s
Tran
spor
t of v
eget
able
s to
mar
kets
Trad
ing
in in
puts
W
ater
stor
age
and
pipi
ng
Fo
rmat
ion
of y
outh
gr
oups
or c
oope
rativ
e so
ciet
y to
mob
ilize
m
oney
for
star
t-up
kit
(Ksh
s. 16
0,00
0) fr
om
Am
iran
Pi
ece
of la
nd (h
ired)
Pr
otec
tive
clot
hing
Sk
ills i
n gr
eenh
ouse
fa
rmin
g
Pack
agin
g
Mar
ketin
g an
d re
cord
kee
ping
Gro
up d
ynam
ics
and
lead
ersh
ip
Mak
ing
woo
den
and
plas
tic b
oxes
Mat
ili Y
P
(no
rele
vant
cou
rse)
Kis
iwa
YP
(no
rele
vant
cou
rse)
MO
YAS
(You
th F
und)
Min
. of A
gri.
Am
iran
Ada
pt K
IE m
odul
e on
ho
rticu
lture
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth78
Mt.
Elg
on(H
igh
pote
ntia
l)B
ee k
eepi
ng
and
hone
y pr
oces
sing
M
akin
g hi
ves f
or sa
le
Har
vest
ing
and
selli
ng ra
w
hone
y
Proc
essi
ng a
nd p
acka
ging
bee
pr
oduc
ts
C
arpe
ntry
tool
s
Hon
ey h
arve
stin
g
App
lianc
es
Pack
agin
g m
ater
ials
H
oney
pro
cess
ing
M
akin
g hi
ves
H
oney
har
vest
ing
B
ee k
eepi
ng
Hon
ey p
roce
ssin
g an
d pa
ckag
ing
M
arke
ting
or
reco
rd k
eepi
ng
Trai
ning
on
cons
truct
ion
of
beeh
ives
Kip
trik
o Y
PM
in. o
f Liv
esto
ck
Trad
ers
MO
YAS
Ada
pt K
IE m
odul
e in
Bee
K
eepi
ng
Ecot
ouris
m
O
ppor
tuni
ty to
ben
efit f
rom
th
e pl
anne
d op
enin
g of
the
regi
on.
Ta
ppin
g in
to th
e to
uris
t infl
ow
due
to th
e pl
anne
d ex
pans
ion
of th
e ai
rpor
t
Opp
ortu
nity
to tr
ade
in a
rts
and
craf
ts
Tr
ansp
ort a
nd a
ccom
mod
atio
n of
vis
itors
Trad
e in
cur
ios
B
ull a
nd c
ock
figh
ting
exhi
bitio
ns
C
ultu
ral e
xhib
ition
s and
da
nces
St
art u
p ca
pita
l
Tour
gui
ding
To
uris
t vill
ages
/lodg
es
O
ffice
spac
e an
d w
ebsi
te
Tr
aini
ng in
ec
otou
rism
Trai
ning
of t
our
guid
es
Kip
trik
o Y
PM
OYA
S
Ken
ya F
ores
try
serv
ice
Min
. of T
ouris
m
Ada
pt E
coto
uris
m sh
ort
cour
ses f
rom
Uta
lii C
olle
ge
Tran
s Nzo
ia/
sabo
t
(Hig
h po
tent
ial)
Nut
rimix
es
Impr
ovin
g nu
tritio
n an
d fo
od su
pple
men
ts in
the
regi
on
pr
eser
vatio
n an
d pa
ckag
ing
pr
oduc
tion
of m
ater
ials
fo
r foo
d su
pple
men
ts
tra
ding
in fo
od
supp
lem
ents
st
art u
p ca
pita
l
prem
ises
Nut
rimix
pa
ckag
ing
mac
hine
N
utrim
ix
mak
ing
Fo
od sc
ienc
e
Pack
agin
g sk
ills
M
arke
ting
and
reco
rd k
eepi
ng
Kita
le Y
P
(no
rele
vant
co
urse
)
Mas
ind
Mul
iro
univ
ersi
ty
Kita
le T
TISa
ngal
o IT
YED
F M
in. o
f Agr
iTr
ader
sLo
cal H
otel
sIn
stitu
tions
Gre
enho
use
farm
ing
Pr
oduc
tion
of h
igh
valu
e ve
geta
bles
Q
ualit
y an
d af
ford
able
ve
geta
bles
in h
igh
dem
and
in u
rban
cen
tres
Ve
geta
bles
can
be
pack
aged
or e
asily
pr
oces
sed
M
akin
g of
woo
den
boxe
s
Excl
usiv
e ve
geta
rian
rest
aura
nts
Tr
ansp
ort o
f veg
etab
les
to m
arke
ts
Tr
adin
g in
inpu
ts
W
ater
stor
age
and
pipi
ng,
Fo
rmat
ion
of
yout
h gr
oups
or
coop
erat
ive
soci
ety
to m
obili
ze m
oney
fo
r sta
rt-up
kit
(Ksh
s. 16
0,00
0)
from
Am
iran
Pi
ece
of la
nd (h
ired
or d
onat
ed)
Pr
otec
tive
clot
hing
Sk
ills i
n gr
eenh
ouse
fa
rmin
g
Pack
agin
g
Mar
ketin
g an
d re
cord
kee
ping
Gro
up d
ynam
ics
and
lead
ersh
ip
Mak
ing
woo
den
and
plas
tic
boxe
s
(no
rele
vant
co
urse
)M
asin
d M
uliro
un
iver
sity
Kita
le T
TI
Sang
alo
IT
Min
. of A
gri
Am
iran
Loca
l Ins
titut
ions
Hot
els
Ada
pt K
IE m
odul
e on
ho
rticu
lture
Skills Gap Analysis for Graduates of Youth Polytechnics, Vocational Training Centres & Out of School Youth 79
sHO
Rt/
QU
ICK
IMPA
Ct
OPP
OR
tUN
ItIE
s ID
ENtI
FIED
– R
IFt
VALL
EY P
RO
VIN
CE
W
ater
res
ourc
e m
anag
emen
t
Fish
erie
s man
agem
ent
E
xcha
nge
prog
ram
mes
– tr
aine
es le
arn
thro
ugh
phys
ical
vis
its
Car
pent
ry
Han
dcra
fts –
wea
ving
, bam
boo
B
ee k
eepi
ng
Med
icin
al p
lant
s
Soap
and
det
erge
nt m
akin
g
Cap
acity
bui
ldin
g –
wor
ksho
ps
Lea
ders
hip/
man
agem
ent
C
ater
ing
and
baki
ng
Dis
posa
l and
was
te m
anag
emen
t cou
rse
Te
chno
logy
and
pro
duct
impr
ovem
ent
G
uida
nce
and
coun
selin
g
Mot
or b
ike
trai
ning
and
mai
nten
ance
Fi
nanc
ial/b
usin
ess m
anag
emen
t
Cer
amic
s/po
tter
y/bl
ock/
bric
k m
akin
g
Fine
art
s/pe
rfor
min
g ar
ts
To
ur g
uide
man
agem
ent
L
ands
capi
ng a
nd d
ecor
atio
n
Dri
ving
A
nim
al h
usba
ndry
and
hea
lth
Dai
ry te
chno
logy
C
arpe
t mak
ing
and
wea
ving
Sh
ort m
echa
nica
l cou
rse
DIST
RICT
/CO
NSTI
TUEN
CY
AC
TIV
ITIE
S
PRO
POSE
D
FOR
VA
LU
E
CH
AIN
POT
EN
TIA
L E
CO
NO
MIC
O
PPO
RT
UN
ITIE
S K
EY
R
EQ
UIR
EM
EN
TS
TR
AIN
ING
NE
ED
S Y
P/V
TC
AN
D
CO
UR
SES
OFF
ER
ED
OT
HE
R
SPs I
N T
HE
R
EG
ION
S
POT
EN
TIA
L PA
RT
NE
RS
FOR
SU
PPO
RT
CO
MM
EN
TS/
RE
CO
MM
EN
DAT
ION
S
BA
RIN
GO
E
AST
(Low
Pot
entia
l)
Bee
kee
ping
an
d ho
ney
proc
essi
ng
M
akin
g hi
ves f
or sa
le
Har
vest
ing
and
selli
ng o
f ra
w h
oney
Pr
oces
sing
and
pac
kagi
ng
bee
prod
ucts
C
arpe
ntry
tool
s
Hon
ey h
arve
stin
g
App
lianc
es
Pack
agin
g m
ater
ials
H
oney
pro
cess
ing
M
akin
g hi
ves
H
oney
har
vest
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Coo
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