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The eruption of the coronavirus, known far and wide as COVID-19, unleashed a global catastrophe with far-reaching consequences. The World Health Organization (WHO) declared it a worldwide pandemic on March 11, 2020 (The New York Times, 2020). As people around the globe grappled with the profound human suffering and economic upheaval caused by the pandemic, it became evident that certain sectors faced unprecedented challenges.
One such sector that found itself navigating tumultuous waters was education. According to UNESCO (2020), the closure of educational institutions across the globe, necessitated by nationwide lockdowns and localized shutdowns, disrupted the education of nearly 1.8 billion students. In Kenya, where approximately 17 million learners were affected by the government's decision to close educational institutions on March 15, 2020, a cascade of economic and social issues ensued (Jelimo, 2020). This educational disruption was further exacerbated by the swift introduction of digital and remote learning solutions, a measure taken to mitigate the impact of the closures (Ngwacho, 2020). However, this transition to digital learning left many learners marginalized due to limited access to electricity and the Internet, intensifying the challenges faced by the education system (Jelimo, 2020).
In this maelstrom of educational turmoil, one particular facet, the Technical and Vocational Education and Training (TVET) sector, confronted a unique set of challenges. TVET institutions, including Polytechnics, Technical Training Institutes (TTIs), Vocational Training Centers (VCTs), and other technical skills learning institutions, play a pivotal role in nurturing a skilled workforce and providing career advancement opportunities for school leavers. These institutions have a rich history in Kenya, dating back to 1924 with the establishment of the Native Industrial Training Depot (NITD) in Kabete, Nairobi, followed by the founding of Kaiboi and Mawego trade schools by Catholic Missionaries. Over the years, these institutions evolved into Technical Training Institutions (TTIs) after independence, with the introduction of the 8-4-4 education system in 1985 (Simiyu et al., 2021).
However, as the demand for skilled personnel grew, the TVET sector experienced uncontrolled expansion, leading to compromised training standards and a mismatch between training outputs and industry needs. Consequently, reforms were initiated in the education sector, as mandated by the 2010 Constitution, culminating in the Sessional Paper No. 14 of 2012. This policy framework restructured education and training into three sub-sectors: basic education, tertiary education, and university education. The TVET Authority was established through an Act of Parliament to regulate the TVET sub-sector (Maina et al., 2017). Today, with the implementation of the Competency-Based Education and Training (CBET) curriculum, which emphasizes practical experience and technical skills, the TVET sector stands at a critical juncture in its evolution.
The onset of the pandemic intensified these challenges. In Kenya, approximately 17 million learners were impacted by the government's decision to close schools on March 15, 2020, to curb the spread of the virus (Jelimo, 2020). The rapid introduction of digital and remote learning solutions as a response to the closures (Ngwacho, 2020) left many learners marginalized due to limited access to electricity and the Internet (Jelimo, 2020).
In this tumultuous context, the TVET sector grappled with the practical, hands-on nature of its courses, which made the shift to online learning particularly challenging (Oduor, 2021). Despite Kenya's commitment to achieving Vision 2030 and realizing the priority initiatives of the Big 4 Agenda, which include food security and nutrition, universal healthcare, affordable housing, and manufacturing—with TVET playing a pivotal role (Kenya News Agency, 2018)—the pandemic exposed vulnerabilities in the sector's ability to adapt swiftly.