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ANALYSISOFTEXTILE&CLOTHINGTRAININGINSTITUTIONSIN
THEEASTSOUTHERNAFRICA
DatePrepared:November2012Preparedby:Dr.EverlyneNguku
Consultant
CommercialInsectsProgramme
icipe AfricanInsectScienceforFoodandHealthEmail:[email protected]/[email protected]
WithSupportfrom:
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TABLE OF CONTENTS
LIST OF TABLES ................................................................................................... 4
LIST OF FIGURES ................................................................................................. 5
LIST OF ACRONYMS AND ABBREVIATIONS ................................................. 6
EXECUTIVE SUMMARY ...................................................................................... 7
CHAPTER ONE ..................................................................................................... 9
1.0 INTRODUCTION ............................................................................................ 9
1.1 AN OVERVIEW OF THE COTTON AND TEXTILE INDUSTRY ..................... 9
1.1.2 Textiles and Clothing Industry ................................................................................................ 9
1.1.3 Training in Textiles and Clothing ......................................................................................... 10
1.2 OBJECTIVES .......................................................................................................... 10
1.2.1 General Objective ................................................................................................................... 10
1.2.2 Specific Objectives.................................................................................................................. 10
1.3 APPROACH AND METHODOLOGY ADOPTED ............................................... 11
CHAPTER TWO .................................................................................................... 14
2.0 KENYAN TRAINING INSTITUTIONS ....................................................... 14
2.1 Universities and University Colleges offering T&C related Courses ....................... 14
2.2 Middle-Level Colleges ............................................................................................. 16
2.3 Technical, Industrial, Vocational and Entrepreneurship Training (TIVET)
Institutions .................................................................................................................... 16
2.4 Student enrolment distribution in universities and other training institutions in
Kenyan offering courses related to the cotton value chain ........................................... 20
CHAPTER THREE ............................................................................................... 21
3.0 TRAINING INSTITUTIONS ACROSS THE ESA REGION....................... 21
3.1 Overview ................................................................................................................... 21
3.2 Regional universities and other training institutions offering courses related to the
cotton value chain .......................................................................................................... 21
3.3 Student enrolment distribution in regional universities and other training
institutions offering courses related to the cotton value chain ..................................... 25
CHAPTER FOUR .................................................................................................. 26
4.0 CURRICULA ANALYSIS................................................................................. 26
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4.1 Curricula Analysis Overview .................................................................................... 26
4.2 Analysis of the Curricula Offered in the ESA Institutions ....................................... 26
4.2.1 Textile Science & Technology .............................................................................................. 27
4.2.2 Fashion/ Textile Design and Management ........................................................................ 27
4.2.3 Textile Engineering................................................................................................................. 28
4.2.4 Ginning Technology ............................................................................................................... 29
CHAPTER FIVE .................................................................................................... 30
5.0 CURRICULUM DEVELOPMENT AND REVIEW ...................................... 30
5.1 Overview ................................................................................................................... 30
5.2 Curriculum Development and Review in the Institutions ....................................... 30
5.2.1 Curriculum Development in Kenyan Universities ............................................................ 31
5.2.2 Curriculum Development in Universities within ESA Region ........................................ 33
5.2.3 Curriculum Development in Technical Institutions in Kenya ........................................ 33
5.3 Curriculum Development and Review Procedure ................................................... 34
5.3.1 Design Component: ............................................................................................................... 35
5.3.2 Development Component:.................................................................................................... 36
5.3.3 Implementation Component ................................................................................................ 36
5.3.4 Monitoring Component: ........................................................................................................ 36
5.3.5 Evaluation Component: ......................................................................................................... 37
5.3.6 Review Component: ............................................................................................................... 37
CHAPTER SIX ....................................................................................................... 38
6.0 LINKAGES BETWEEN TRAINING INSTITUTIONS AND INDUSTRY
IN KENYA ............................................................................................................. 38
6.1 Overview ................................................................................................................... 38
6.1.1 Linkages and Partnerships Support Systems in Institutions ............................................ 38
6.1.2 Departments Organization Structure: Curriculum Development and Industrial
Internship Programmes ................................................................................................................... 39
6.2 Industry Involvement in Curriculum Development Process ................................... 41
6.2.1 Level and Quality of Industry Involvement in Curriculum Development .................... 41
6.3 Industry Involvement in Students Industrial Attachment Programmes ................ 44
6.3.1 Objectives of Industrial Internship Programme ................................................................ 44
6.3.2 Level of Industry Involvement in Industrial Attachment ................................................ 46
6.4 Perceptions of the Industry on Quality of Training ................................................ 47
6.5 Perceptions of Graduates on Quality of Training .................................................... 50
6.5.1 Tracking graduates to validate quality of education .......................................................... 50
6.5.2 Graduate Tracking System (GTS) ........................................................................................ 50
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CHAPTER SEVEN ................................................................................................ 51
7.0 COURSE ANALYSIS, GAPS IDENTIFICATION AND BENCHMARKING
................................................................................................................................. 51
7.1 Overview ................................................................................................................... 51
7.2 Benchmarking Process ............................................................................................ 51
7.2.1 Selection of best practice institutions .................................................................................. 51
7.2.2 Overview of the best practice institutions .......................................................................... 53
7.2.2.1 University of Manchester ................................................................................................................ 53
7.2.2.2 The University of Leeds .................................................................................................................. 53
7.2.2.3 London College of Fashion ............................................................................................................ 53
7.2.2.4 Donghua University ......................................................................................................................... 53
7.2.2.5 Jiangnan University, School of Textiles and Clothing ............................................................... 54
7.2.2.6 D.K.T.E. Society's Textile & Engineering Institute ................................................................... 54
7.2.2.7 TEKO - Design and Business School .......................................................................................... 547.3 Gap Analysis Overview ............................................................................................ 55
7.3.1 Gaps Analysis Based on the Courses Offered ....................................................... 55
CHAPTER EIGHT ................................................................................................ 65
8.0 CONCLUSION ................................................................................................ 65
9.0 REFERENCES ................................................................................................. 67
ANNEX 1 Database of Kenyan Universities and University Colleges offering CTA
related courses ........................................................................................................ 69
ANNEX 2 Database of Kenyan PMLCs and TIVET offering CTA related courses
................................................................................................................................. 71
ANNEX 3 Database of ESA region institutions offering CTA related courses..... 76
ANNEX 4 Sample Curriculum Development Processes in Selected Kenyan
Institutions .............................................................................................................. 82
ANNEX 5 Sample Curriculum Development Processes in Selected ESA
Institutions .............................................................................................................. 85
ANNEX 6 CATALOGUE OF INDUSTRIES ASSOCIATED WITH THE
TRAINING INSTITUTIONS ............................................................................... 87
ANNEX 7 ACTIVITY LOGFRAME: TRAINING INSTITUTIONS AND
INDUSTRIES ........................................................................................................ 92
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LIST OF TABLES
TABLE 1: TRAINING INSTITUTIONS THAT RESPONDED TO THE QUESTIONNAIRE ........... 12
TABLE 2: KENYAN UNIVERSITIES AND UNIVERSITY COLLEGES WITH T&ARELATED
COURSES ............................................................................................................................... 15
TABLE 3: KENYAN TIVET INSTITUTIONS AND PMLCS OFFERING CTA RELATED
COURSES ............................................................................................................................... 18
TABLE 4. ESAREGION INSTITUTIONS OFFERING CTARELATED COURSES .................... ... 22
TABLE 5. LEVEL OF INDUSTRY INVOLVEMENT IN CURRICULUM DEVELOPMENT ............ 42
TABLE 6: OBJECTIVES OF INDUSTRIAL ATTACHMENT PROGRAMME ................. ................. 45
TABLE 7 PERCEPTIONS OF THE INDUSTRY ON TRAINING IN KENYA ................. ................ 48
TABLE 8. COURSE EMPHASIS LEVELS ....................................................................................... 49
TABLE 9: SELECTION OF BEST PRACTICE INSTITUTIONS BASED ON WEBOMETRICS
RANKING SYSTEMS ............................................................................................................. 52
TABLE 10: ANALYSIS OF THE COURSES OFFERED,GAP ANALYSIS AND BENCHMARKING . 57
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LIST OF FIGURES
FIG 1: STUDENT ENROLLMENT DISTRIBUTION SAMPLE IN TRAINING INSTITUTIONS IN
KENYA ................................................................................................................................. 20
FIG 2: STUDENT ENROLLMENT IN TRAINING INSTITUTIONS IN THE REGION................. ... 25
FIG 3. VARIABLES IN CURRICULUM DEVELOPMENT AND REVIEW....................................... 31
FIG 4. KENYAN UNIVERSITIES CURRICULUM DEVELOPMENT FLOW CHART .................... ... 33
FIG 5. CURRICULUM DEVELOPMENT PROCESS MODEL ........................................................ 35
FIG 6. DEPARTMENT ORGANIZATION STRUCTURE AND PLACEMENT OF THE INDUSTRIAL
LIAISON OFFICE ................................................................................................................. 41
FIG 7. GENERAL INDUSTRY INVOLVEMENT IN CURRICULUM DEVELOPMENT PROCESS IN
KENYA ................................................................................................................................. 43
TABLE 6: OBJECTIVES OF INDUSTRIAL ATTACHMENT PROGRAMME ................. ................. 45
TABLE 7 PERCEPTIONS OF THE INDUSTRY ON TRAINING IN KENYA ................. ................ 48
FIG 8. GENERAL PERCEPTIONS OF THE INDUSTRY ON T&A TRAINING.................. .......... 48
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LIST OF ACRONYMS AND ABBREVIATIONS
AGOA African Growth and Opportunity Act
BIFA Buruburu Institute of Fine Art
CHE Commission for Higher Education
COMESA Common Markets for Eastern and Southern Africa
CTA Cotton, Textile and Apparel
DHU Donghua University
DIT Directorate of Industrial Training
EPZ Export Processing Zone
ESA East-Southern Africa
GTS Graduate Tracking System
JAB Joint Admissions Board
KIE Kenya Institute of Education
KIST Kigali Institute of Science and Technology
KNEC Kenya National Examination Council
MLC Middle Level Colleges
NCHE National Council for Higher Education
NITA National Industrial Training Authority
NGOs Non Governmental Organisations
PMLCs Private Middle Level Colleges
T&C Textile and Clothing
TIVET Technical, Industrial, Vocational and Entrepreneurship Training
TVET Technical and Vocational Education and Training
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EXECUTIVE SUMMARY
The textiles industry has continued to expand, creating new inventions and end-uses, as
well as providing economic opportunities and new technological applications which
include both design and fabric construction. Apparel design concerns with fashion. The
world of fashion is fascinating as it is exciting. It has a personal meaning and describes a
life style. Fashion is what we are, how we think, and what image we want to project. This
is achieved through the wearing of apparel. The combined producers of fabrics and
fashion of apparel represent the largest commercial employers in the world. Textiles and
apparel design, therefore, draws its information from related disciplines that include the
sciences, arts, mathematics and humanities.
This study therefore entailed conducting a review of the existing training institutions in
the ESA region with Cotton, Textile and Apparel (CTA) courses and makes broad
recommendations for curriculum improvement. Twenty-two (22) (universities, colleges
and vocational training centers) from 9 countries responded to a questionnaire that sort
to establish the CTA related courses offered, the curriculum review development and
review processes engaged, level of industry linkages among other.
The curricula offered by the universities and training institutions in East-Southern Africa
was defined, analyzed and grouped broadly into four main representative categories
(specialties):
Textile Science and Technology (textile and clothing technology; and textile
science
Fashion/ Textile Design and Management (This encompasses courses in fashion
design, fashion marketing, garment making, fashion technology, clothing
management, textile design among others.
Textile Engineering (The courses that involve the use of various engineering
principles and scientific methodologies for processing and production of textile
fabric and yarns from textile fibres).
Ginning Engineering
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The curriculum development and review processes employed by the institutions were
analysed and a homogenous trend identified. The curriculum review was undertaken by
respective institutions with input from selected industry partners and stakeholders.
Further the development process incorporated six major components, which included
designing, developing, implementing, monitoring, evaluating and reviewing of curricula.
For the purposes of benchmarking the courses offered by institutions in the ESA region,
University of Manchester, University of Leeds, London College of Fashion, Donghua
University, School of Textiles and Clothing, Jiangnan University, D.K.T.E. Society's
Textile & Engineering Institute and the TEKO Design and Business School were
selected based on 2012 webometric ranking. The following gaps key issues among others
were noted; the institutions do not provide sufficient training specific to the textilemachines, there are no specialized clothing/textile industrial engineering programmes,
nor any undergraduate or post graduate degrees in clothing and textile management
focusing on operational performance and production organization and insufficient cross-
functional knowledge leading to inefficient soft skills to manage shop floor people.
In conclusion, interventions are, therefore, recommended in order to cement the
importance of innovation-driven textile programmes, research and development asessential elements for the CTA industry.
Review and develop curriculum that addresses the emerging needs of the industry;
Introduce adequate, relevant contents and curriculum delivery modes to cater for
new and emerging job performance trends;
Need for harmonization and rationalization of TIVET curricula.
Improve links between educational institutions and the industry.
Need for comprehensive data to adequately understand the labour marketdynamics affecting the entire CTA industry and identify human resource related
needs.
Develop sound strategies for promotion of University-Industry Linkages and
Partnerships
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CHAPTER ONE
1.0 INTRODUCTION
1.1 AN OVERVIEW OF THE COTTON AND TEXTILE INDUSTRYMany of today's developed countries can be said to have built their industrial strength by
developing the textile, and particularly cotton textile industry. After pioneering, England
extensively developing the industry on the European continent in the early eighteenth
century, the newly developing U.S.A. imported it by 1790. Come the nineteenth century
and the cotton textile industry had firmly moved to countries such as the USSR, Japan
and China. Evidently, the cotton textile industry helped industrialization in Europe,
moved to America then to Asia. Perhaps it should now move on to Africa.
The demand for cotton cloth is widespread even in poor economies given that, the need
for clothing is as prime a necessity as other basic needs such as food and shelter. The
production of cotton goods within national boundaries becomes advantageous in many
respects including the issue of saving foreign currency on imports. The various processes
involved in the machine production of cotton cloth are comparatively simple, and even
workers without previous industrial experience can acquire the necessary skills fairly
rapidly.
1.1.2 Textiles and Clothing Industry
The textile and clothing (T&C) sub-sectors have played, and continue to play, a major
role in the economy the developing countries and especially ESA. In addition to
providing one of the most important consumer goods for the population, these sub-
sectors create significant employment opportunities.
Textiles and clothing have, over time, provided an opportunity for some African
countries to diversify their exports while clothing production is labour intensive, easily
offering opportunity for employment in producing countries. The T&C sub-sectors
consist of three components: production and ginning of cotton, transformation of lint
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into yarn and fabric, and the conversion of fabric and yarn into garments. In this study,
attention will be focused on two of these components, transformation of lint into yarn
and fabric, and the conversion of fabric and yarn into garments, which with some other
sub-sectors form the hub of technologically dynamic exports from the ESA's
manufacturing sector.
1.1.3 Training in Textiles and Clothing
Elmer (2010) conducted a study and noted that the skill gap in the area of textile
engineering and technology; technical, fashion and design skills as well as middle-
management skills were particularly high in the T&C sector. This study will establish if
ESA has similar trends in the T&C sector. Presently middle management, supervisory as
well as technical and engineering jobs are widely held by expatriates especially in Kenya.
Today's textile and clothing industry offers exciting and rewarding career opportunities
with ever-increasing demands for skilled professionals. Although the ESA fashion and
textile industry has been facing a number of challenges due to globalisation (such as
cheaper imports from the East), there is still a bright future for properly qualified
graduates who wish to have a career in the clothing and textile industry. The clothing and
fashion industry itself continues to be an extremely dynamic and important sector of the
economy, providing enormous scope for well-qualified graduates to make their mark.
1.2 OBJECTIVES
1.2.1 General Objective
The goal of the review was to establish baseline information and data by conducting an
assessment of the existing regional training institutions in order to develop
recommendations for improvement and a network framework for cooperation and
linkages with the overall objective of enhancing the regional value chain and improvingthe competitiveness of human resource and technology level for Cotton Textile Apparel
(CTA) sector institutions.
1.2.2 Specific Objectives
The study was guided by the following specific objectives:
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Conduct research and analysis of the Kenyan universities and other training institutions
offering CTA related courses;
Develop a database of universities and other training institutions offering courses related
to the cotton value chain across the region;
Analyze the curriculums offered in each institutions and group them according the levelof specialty;
Analyze the process of curriculum development and review in each institution;
Conduct analysis of the courses offered benchmarking with leading international
institutions at each level of the value chain;
Analyze key CTA sector industries to understand their relationships with the existing
training institutions and their human resource requirements;
Conduct a gaps analysis based on the courses offered in the regional institutions with
international institutions, with particular focus on:
o
Relationship between training institutions and industry
Develop broad recommendations on how to improve the existing regional training
institutions and a possible network / linkage framework of regional institutions,
international institutions and industry.
1.3 APPROACH AND METHODOLOGY ADOPTED
The study relied on both primary and secondary data. Primary data was collected through
questionnaire administration, questionnaire schedules, telephone and in-person
interviews, which were administered. The study had purposively selected 15 countries
and proposed 25 institutions that would be involved in the activity. Twenty-two (22)
training institutions (universities, colleges and vocational training centers) from 9
countries responded to the questionnaire (Table 1). The questionnaire included both
closed and open-ended types of items. Structured questions were used in order to elicit
information in an unconstrained manner and in several instances, complemented with
informal interviews with key contact people to improve understanding of the issues.
Every question was relevant to one or more aspects of the study. Secondary data used
for additional information was obtained from published and unpublished literature
sourced from books, journals, papers and the internet. The literature used is not that on
Kenya alone but other countries in the region and overseas, for comparative reasons.
The actual sample sizes are reported in the relevant sections in the report.
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Table 1: Training Institutions that Responded to the Questionnaire
Country Institution
Kenya Moi University
School of Engineering
Kenyatta University
Department of Fashion Design and Marketing
Egerton University
Department of Applied Community Development Studies
Kenya Polytechnic University College
Fashion and Textile Department
South Eastern University College
Department of Industrial, Manufacturing and Energy Engineering
Machakos University College
Department of Clothing Technology
Mcensal School of FashionBuruBuru Institute of Fine Arts
Vera Beauty and Fashion College
Fashion Design Department.
Technology Development Centre
Nkabune Technical Training Institute
Rift Valley Institute of Science and Technology
Ethiopia Bahir Dar University
Institute of Technology for Textile, Garment and Fashion Design
Mauritius University of Mauritius
Department Of Textile Technology,
Rwanda Kigali Institute of Science and Technology
Department of Creative Design
South Africa Cape Peninsula University of Technology
Department of Clothing and Textile Technology
Swaziland University of Swaziland
Consumer Science Department
Tanzania University of Dar es Salaam
Department of Mechanical and Industrial Engineering
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Uganda Busitema University
Department of Textile & Ginning Engineering
Kyambogo University
Zimbabwe National University of Science And TechnologyFaculty of Industrial Technology
Department of Textile Technology
Bulawayo Polytechnic
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CHAPTER TWO
2.0 KENYAN TRAINING INSTITUTIONS
2.1 Universities and University Colleges offering T&C related Courses
The Kenyan Universities have expanded in the recent past and their number now
exceeds thirty. There are seven public universities that include University of Nairobi,
Kenyatta University, Jomo Kenyatta University of Agricultural Technology, Maseno
University, Egerton University, Moi University and Masinde Muliro University. Five of
these universities, Kenyatta, Moi, Nairobi, Egerton and Maseno, were identified to offer
T&C related courses. However the design programme at Nairobi University only has a
few elements of textile design. The seven public universities have a total of thirteen
constituent colleges of which three, Kenya Polytechnic University College and South
Eastern University College, constituent colleges of Nairobi University; and Machakos
University College, constituent college of Kenyatta University, offer T&C related courses
(Table 2). Out of the above-identified institutions that have T&C courses, 3 universities
and 3 University Colleges responded to the questionnaire that was administered.
Admission to Kenyan Universities is done by the Joint Admissions Board (JAB), which
meets regularly each year. JAB is made up of admission officials and vice chancellors of
all the public universities. Due to limited chances available through the government-
sponsored programs, the higher education sector was liberalized in 1998 when the
University of Nairobi admitted its first set of self sponsored students. Some students also
prefer to enroll in the parallel programs if they have not been admitted to their preferred
course of study.
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Table 2: Kenyan Universities and University Colleges with T&A related courses
S.NO. INSTITUTION PROGRAMMES
1 Moi University
School of Engineering
Bachelor of Engineering in Industrial andTextile Engineering
Master of Science in Textile Engineering PhD in
2 Egerton University
Department of Applied Community
Development Studies
Bachelor of Science in Clothing, Textiles andInterior Design
3 Nairobi University
School of Design
B.A. (Design)
Master of Arts In Design
Doctor of Philosophy in Design
4. Kenyatta University
Department of Fashion, Design &Marketing
Bachelor of Science in Fashion Design andMarketing
Master of Science in Fashion Design andMarketing
PhD in Fashion Design and Marketing
5. Maseno University
Department of Design
Diploma in Textile Design
Bachelor of Arts in Textile, Apparel Design& Fashion Merchandising
Master of Arts in Textile with a Specializationin Textiles & Apparel Design
PhD in Clothing and Textiles
6 Kenya Polytechnic University College
Department of Fashion and Textile
[Constituent College of NairobiUniversity]
Certificate in Fashion Design and GarmentMaking
Diploma of Technology in Fashion Design
Diploma in Clothing Technology
Diploma in Fashion design and GarmentMaking
7 South Eastern University College(SEUCO)
Department of Industrial, Manufacturingand Energy Engineering
[Constituent College of NairobiUniversity]
Certificate in Clothing Technology
8 Machakos University College
[Constituent College of KenyattaUniversity]
(Former Machakos Technical TrainingInstitute)
Diploma in Clothing Technology
Craft Certificate in Garment Making (ClothingTechnology)
Artisan Certificate Course
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2.2 Middle-Level Colleges
Middle-level colleges (MLCs) are two or three-year post secondary school institutions
also termed colleges. They cater to a variety of post-secondary career courses leading to
certificates, diplomas and higher national diplomas after successful completion of
relevant courses. The Private Middle Level Colleges (PMLCs) play a significant role inproviding tertiary education in Kenya. They compliment the government owned middle
level colleges in providing career focused education and training programmes to the post
secondary clientele. PMLCs bridge the gap between supply and demand of tertiary
education in Kenya, which is created by the inability of the public institutions to meet the
demand. The demand of tertiary education has led to the establishment of numerous
PMLCs especially in Nairobi.
Five PMLCs were identified that offer T&C related courses. The PMLCs include Evelyn
College of Design, Vera Beauty and Fashion College, Buruburu Institute of Fine Art
(BIFA), Mcensal School of Fashion Design and Nairobi Art Academy (Table 3). The
courses offered in these institutions mainly revolve around Fashion Design and Garment
Making and Clothing. Of the five identified, three responded to the questionnaire
administered.
2.3 Technical, Industrial, Vocational and Entrepreneurship Training (TIVET)
Institutions
Technical, Industrial, Vocational and Entrepreneurship Training (TIVET) is the Kenyan
version of the internationally known TVET (Technical and Vocational Education and
Training). It is an all-inclusive term referring to pragmatically important components of a
national training system that entails those aspects of educational process involving, inaddition to general education, the study of technologies and related sciences, and the
acquisition of knowledge, practical skills, and attitudes relating to occupations in varioussectors of economic and social life (UNESCO, 2001).
The TIVET training programmes are expected to provide opportunities for individuals
to learn the practical, social and personal skills that will enable them to function at
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workplaces and promote self-reliance. The programmes also provide for progress within
their occupational area and serve as avenues to further education and training.
The TIVET institutions in Kenya include National Polytechnics, Technical TeachersColleges, Institutes of Technology, Technical Training Institutes, Industrial Training
Centres, Youth Polytechnics, Vocational Training Centres and other Private Commercial
Colleges. The Directorate of Technical Education under the Ministry of Higher
Education, Science and the National Industrial Training Authority (NITA) in the
Ministry of Labour oversees the Institutes of Technology, the Technical Training
Institutes, and National Polytechnics. The National Industrial Training Authority (NITA)
is a state corporation in the Ministry of Labour. It recently transformed from the
Directorate of Industrial Training (DIT) and its mandate is to spearhead industrialtraining for persons engaged in the industry.
There are five major areas of training in TIVET institutions which include Engineering,
Health and Applied Sciences, Business Studies, Institutional management and
Information Technology /Computer Science. Although these are the major areas of
training, there are over 60 other courses offered in TIVET institutions (Hooker,
Mwiyeria, Waweru, Ocharo, Bassi, Palmer and Clarke, 2011).
A total of two Polytechnics and twenty seven Technical Training Colleges and PMLCs
among others were identified as having CTA related courses (Table 3). A database of
some of the PMLCs and TIVET institutions was developed (Annex 2). Three CTA
related courses were evidently common in all the TIVET institutions identified. They
include diploma and certificate courses in Clothing and Textile Technology, Fashion
Design and Garment Making.
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Table 3: Kenyan TIVET institutions and PMLCs offering CTA related courses
S.NO. INSTITUTION COURSES
1 Eldoret Polytechnic Certificate in Clothing Technology
2 Kisumu Polytechnic Diploma in Clothing Technology
3 Kenya Textile Training Institute Spinning
Weaving
Processing and
Clothing Technology at Craft and Diplomalevels
4 Mathenge Technical Training Institute
Certificate in Garment Making
Diploma in Clothing Technology
5 Kirinyaga Technical Institute Diploma in Clothing Technology
6 Michuki Technical Training Institute Certificate and Diploma in Clothing Technology
7 Nkabune Technical Training Institute Craft, Artisan, Certificate and Diploma in ClothingTechnology
8 Nairobi Technical Training Institute Certificate in Fashion Design
Diploma in Clothing Technology
9 Gusii Institute of Technology Certificate in Garment Making
Diploma in Clothing Technology
10 Rift Valley Institute of Science andTechnology
Diploma in Clothing Technology
11 Mombasa Technical Training Institute Diploma in Clothing Technology
12 Meru Technical Training Institute Diploma in Clothing Technology
13 Ramogi Institute of AdvancedTechnology
Certificate in Garment Making
Diploma in Clothing Technology
14 Nyeri Technical Training Institute Diploma in Clothing Technology
15 Moi Institute of Technology Certificate in Garment Making
Diploma in Clothing Technology
16 Sang'alo Institute of Science &Technology
Certificate in Garment making
Certificate and Diploma in Clothing Technology
17 North Eastern Province TechnicalTraining Institute.
Craft Certificate and Artisan courses in GarmentMaking
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18 Keroka Technical Training Institute Diploma in Clothing Technology
Craft in Fashion Design and Garment MakingTechnology
Artisan course
19 Rwika Institute of Technology Diploma in Clothing Technology
Certificate in Fashion Design
Certificate in Interior Design and Decoration
20 Kenya Industrial Training Institute Certificate and Diploma in Clothing Technology
21 Shamberere Technical TrainingInstitute
Certificate and Diploma in Clothing Technology
Diploma in Textile Design
22 National Youth Service EngineeringInstitute
Diploma in Clothing Technology
23 Karen Technical Training Institute forThe Deaf, Diploma in Clothing and Textile Technology
Clothing and Textile Technology Craft Level
24 Technology Development Centre Machine Operator course
DIT Grade 3, 2 and 1 in dressmaking and tailoring
Diploma in Fashion design
25 Evelyn College of Design BTEC Higher National Certificate and Diploma inFashion and Textiles
Short courses in Clothing Construction and Textile
Design
26 Vera Beauty and Fashion College Diploma in Fashion Design
Diploma in Interior Design in Soft furnishing
Certificate in Fabric Decoration
27 Buruburu Institute of Fine Art (BIFA)
Certificate and Diploma in Fashion Design
Certificate and Diploma in Interior Design
28 Mcensal School of Fashion Design
Edexel BTECH Level 3 Award, Diploma in Fashion
and Clothing,
Edexel BTECH level 5 Higher National Diploma inArt and Design,
Short courses with a duration of 6 weeks
29 Nairobi Art Academy Diploma in Textile Design
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2.4 Student enrolment distribution in universities and other training institutions
in Kenyan offering courses related to the cotton value chain
A total of 3 universities, 3 university colleges, 3 PMLCs and 3 TIVET institutions,
responded to the questionnaire, and it was noted that a total 1,020 students are currently
enrolled to the 6 institutions. It was noted that from this sample, the universities hadenrolled about half the total number of students (48%), while the others were distributed
among the other institutions. These institutions play a significant role in providing
tertiary education in Kenya and supplement the universities in providing career focused
education and training programmes to the post secondary clientele. This has also led to a
demand for tertiary education [Fig 1]. However a thorough study of all the institutions
with CTA related courses in the country will give the accurate enrollment distribution
among the various institutions.
Fig 1: Student enrollment distribution sample in training institutions in Kenya
Universities
48%
UniveristyColleges
13%
PMLCs21%
TIVET
18%
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CHAPTER THREE
3.0 TRAINING INSTITUTIONS ACROSS THE ESA REGION
3.1 OverviewThere is clear evidence that regional universities, campuses and training institutions play
a significant role in advancing and sustaining the economic, cultural and social well-being
of the communities they serve (PhillipsKPA, 2009). Regional engagement of higher
education refers to a number of dimensions, including knowledge creation in the region
through research; human capital formation and knowledge transfer and cultural and
community development (OECD, 2007).
Regional universities can also play a key role in joining up a wide range of national and
state policies at the regional level. In their research, teaching and community service they
act as a focal point for policies concerned with, for example, regional infrastructure,
agriculture, science and technology, industry, education and skills, health, culture and
sport, environmental sustainability and social inclusion (OECD, 2007).
3.2 Regional universities and other training institutions offering courses related to
the cotton value chain
Twenty-four institutions were identified from thirteen countries, out of the targeted
fourteen countries in ESA (Table 4). Institutions with T&C related courses were not
identified in Eritrea. An earlier report on the T&C training situation in Eritrea indicated
that specific training at institutional level in textiles is not available. T&A related skills are
provided through apprenticeship and on the job training by the respective industries. On
the other hand cloth making and tailoring is taught by small traditional private schools;
Non Governmental Organisations (NGOs) and church organizations (Eritrea Report,
2003).
Thirteen universities and eleven colleges were identified in the thirteen countries. The
training levels range from degree to certificate (part-time) courses. The main courses
identified can be classified as Textile/Garment Engineering and Textile/Fashion Design
and Management. Two institutions, Busitema University in Uganda and Midlands State
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University in South Africa have Ginning Engineering and Fashion Merchandising
courses respectively, which are the only ones of their kind in the institutions identified.
In addition, a database of some universities and other training institutions offeringcourses related to the cotton value chain across the region was developed (Annex 3).
Table 4. ESA region institutions offering CTA related courses
NO. COUNTRY INSTITUTION PROGRAMMES
1 ETHIOPIA Bahir Dar University,
Institute of Technology for Textile,Garment and Fashion Design(iOTEX)
(i)Undergraduate degree programmes (B.Sc)
Textile Engineering
Garment Engineering
Fashion Design
TVET in Textile Engineering
TVET in Garment Engineering
(ii) Postgraduate programmes
Textile Technology (M. Tech)
PhD programme
Sandwich programme with a German University(degree issued by Bahir Dar University)
2 MAURITIUS University of Mauritius
Faculty of Engineering,
Department of Textile Technology
B.Sc. in Textile and Fashion Design
B.Sc. in Fashion Technology
Fashion & Design Institute BTEC Higher National Diploma in Textiles Design
BA (Hons) Fashion Design and Technology
3 SOUTH AFRICA Tshwane University ofTechnology,
Department of Fashion
National Diploma: Fashion
Baccalaureus Technologiae: Fashion
Magister Technologiae: Fashion
Doctor Technologiae: Fashion
Cape Peninsula University ofTechnology
Faculty of Engineering
Department of Clothing & TextileTechnology
National Certificate Clothing Management,
National Diploma Clothing Management B-TechClothing Management
The Design School Southern Bachelor degree program in Fashion Design.
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Africa
Durban University of TechnologyDepartment of Fashion & Textiles
National Diploma in Fashion
Bachelor of Technology in Fashion
Master of Technology in Fashion
Cape Town College of Fashion
Design
Diploma in Fashion Design
Part-time Courses:
Garment Technology Foundation
Garment Technology - PatternmakingAdvanced
Garment Technology - GarmentConstruction Advanced
Fashion Design
Digital Fashion Illustration
Elizabeth Galloway Academy ofFashion Design
Diploma in Fashion Design
Part-time Course:
Introduction to Fashion Design course
Linea Academy of Fashion BA Degree in Fashion Design
Lisof Fashion School Bachelor of Arts in Fashion
Bachelor of Arts (Honours) in Fashion
Diploma in Fashion
Part-Time Short Courses in:
Fashion Design
Garment construction (sewing)
Patternmaking Make-up 01
Make-up 02
Higher certificate:
Higher certificate in Fashion (night school)
Distance Learning
Short Course in Fashion Design
Short Course in Patternmaking
4 SWAZILAND University of Swaziland
Faculty of Agriculture
Department of Consumer Sciences
B.Sc. Textiles, Apparel Design and Management
5 TANZANIA University of Dar es Salaam
College of Engineering andTechnology
B.Sc. in Textile Engineering
B.Sc. in Textile Design and Technology
6 UGANDA Busitema University Faculty ofEngineering
Diploma in Ginning Engineering
Bachelor of Science in Textile Engineering
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Department of Textile Engineering
Kyambogo University
Chemistry Department
Diploma in Textile Design and Technology
Bachelor of Science in Textile and ClothingTechnology
7 ZIMBABWE Department of Textile Technology
National University of Science andTechnology
Bachelor of Textile Technology (Honours) Degree -
Textile Technology
Bulawayo Polytechnic
Institute of Art & Design
National Certificate (NC)
Fashion Design
Industrial Clothing Design and Construction
Textile Design
National Diploma (ND)
Textile Design
Fashion Design
Industrial Clothing Design and Construction
Higher National Diploma (ND)
Textile Design
Fashion Design
Midlands State University (MSU) Bachelor in Fashion Merchandising
8 MADAGASCAR Athne Saint JosephAntsirabe(ASJA),
Textiles and Apparel Department
MSc Textile Technology
MSc Textile Technology with specialization inProduction and Manufacturing
9 ZAMBIA Riverside Farm Institute Tailoring Course
10 MALAWI University of Malawi
Bunda College of Agriculture
Department of HomeEconomics/Human Nutrition
Home Economics
11 RWANDA Kigali Institute of Science andTechnology (KIST)
Department of Creative Design
Bachelor of Science in Creative Design
12 MOZAMBIQUE Mozambique Institute for Cotton General promotion of cotton development through
policies, strategies and legislation, research extensionand marketing promotion
13 LESOTHO Limkokwing University of CreativeTechnology, Maseru Campus
P.O. Box 8971, Maseru 100,Lesotho.
Tel: +266 2231 9779/9787
Associate Degree in Fashion and Apparel Design
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3.3 Student enrolment distribution in regional universities and other training
institutions offering courses related to the cotton value chain
The student enrollment in 8 universities and 2 TVET/ polytechnic institutions that
responded to the questionnaire is tabulated in [Fig 2].Within the ESA region, the
institutions identified were mainly universities and hence the results reflect a high studentenrollment of 88%, in the universities. It was noted that Rwanda has a one-university
policy as thus the CTA related course is offered only in Kigali Institute of Science and
Technology (KIST).
Fig 2: Student enrollment in training institutions in the region
University
88%
Polytechnic
6%TIVET
6%
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CHAPTER FOUR
4.0 CURRICULA ANALYSIS
4.1 Curricula Analysis OverviewCurricula analysis mainly involves describing and isolating a particular set of content in a
curriculum and then analyzing the performance expectations, or cognitive demand, that
describe what students are to know and do with the content. Content, on the other hand
is the subject matter targeted by a curriculum. Performance expectations are generally the
level at which a student is expected to know and employ the content as a result of the
instructional activities and assessments conducted in the curriculum. Through systematic
analysis of curricula, educators can begin to compare and contrast various aspects across
multiple curricula (Curricula Analysis Whitepaper, 2008).
4.2 Analysis of the Curricula Offered in the ESA Institutions
It was apparent that the curricula of similar academic programs, in the 22 training
institutions that were sampled were homogeneous, centering on those processes involved
in converting fibres into finished textile products. Most universities and colleges had
programs in Textile Engineering, Fashion Design, Textile Technology and Garment
Engineering..
In this regard, the curricula offered by the universities and training institutions in ESA
was defined, analyzed and grouped broadly into four main representative categories
(specialties):
Textile Science and Technology
Fashion/ Textile Design and Management
Textile Engineering
Ginning Engineering
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4.2.1 Textile Science & Technology
The courses grouped under this category included textile technology; clothing technology
and textile science. The continuing evolution of the textile industry provides exciting
opportunities embracing both the high-performance technical textiles sector and the
traditional apparel market, hence making textile science and technology an essentialcomponent in training.
The National University of Science and Technology in Zimbabwe, University of
Mauritius, and Bahir Dar University in Ethiopia have undergraduate and post graduate
degrees in this category. The degrees include Bachelor of Textile Technology and BSc.
Fashion Technology; and a postgraduate degree Masters in Technology-Textile
Technology respectively.
{
4.2.2 Fashion/ Textile Design and ManagementFashion/ Textile Design and Management encompasses fashion design, fashion
marketing, garment making, fashion technology, clothing management, textile design and
other related courses. It basically includes courses that provide students with in-depth
knowledge and understanding of the principles of design, fashion and management,
together with the skills necessary to succeed as leaders in the vibrant and diverse textile
and clothing industry. The related courses grouped in this specialization aim to develop
creativity, self-reliance and motivation and have a mix of arts and science subjects.
Most universities including Bahir Dar, Mauritius, Kenyatta, Egerton, Maseno and Dar es
Salaam have degree programmes in Fashion Design, Textile Design, Apparel Design,
Textile and Clothing, Fashion Merchandising and Interior Design among others that fall
under Textile Design, Fashion and Management category. Most of the TIVET
Textile Science and Technology
B. Engineering in Textile Technology
B. Sc in Fashion Technology
Diploma of Technology in Fashion Design
Diploma/Certificate in Textile Science
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institutions in Kenya have diploma and certificate courses in Clothing Technology,
whose content is encompassed in Fashion/ Textile Design. The courses include units in
textile science, garment cutting and industrial production among others.
{
4.2.3 Textile Engineering
Textile Engineering deals with engineering problems, which occur in the process of
manufacturing fibres, yarns and fabrics. It also includes the steps necessary to make
fabrics useful, such as the manufacture and applications of dyestuffs, chemical
auxiliaries and finishing processes. The course is aimed at producing qualified engineers
who would not only take-up maintenance and operational functions of a textile mill but
would cover other aspects related to the industry such as parts manufacture, machinery
development and quality assurance.
Of the institutions identified in ESA, five universities offer Textile Engineering degree
courses. They include Moi University in Kenya, National University of Science and
Technology in Zimbabwe, Bahir Dar University in Ethiopia, University of Dar es Salaam
in Tanzania and Busitema University in Uganda. This is a very specialized programme
that requires advanced infrastructure. It is imperative to note that in Kenya, the
department of Textile Engineering in Moi University is the only one of its kind in the
country offering training in textile engineering at degree level.
B. Sc in Textile and Fashion Design
B. Sc in Fashion Design and Marketing
B. Sc Textiles, Apparel Design and Management
B. Sc Clothing, Textiles and Interior Design
BA Textile and Apparel Design
BA in Fashion Merchandising
B. Sc Interior Design
Diploma/Certificate in Fashion Design
Diploma/Certificate in Garment Making
Diploma/Certificate in Pattern Drafting
Diploma /Certificate in Clothing Technology
Textile Design, Fashion and
Management
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{4.2.4 Ginning Technology
Ginning is the bridge between seed cotton production and textile manufacturing.
Busitema University in Uganda was the only sampled institution with this specialization.
The programme is aimed at producing technicians who are capable of adding value to
cotton products for the local market and for export and thus improve on the
competitiveness of the cotton sector on the international market.
{
Textile Engineering
B. Engineering in Industrial and Textile
Engineering
B. Sc in Textile Engineering
B. Sc in Garment Engineering
Ginning Engineering Diploma in Ginning engineering
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CHAPTER FIVE
5.0 CURRICULUM DEVELOPMENT AND REVIEW
5.1 OverviewCurriculum development is both a technical and social process; and the need for its
development usually emerges from a concern about a major issueor problem of one or
more target audience (Otunga and Nyandusi 2001). Comprehensive and collaborative
curriculum requires a full examination of how academics conceive their role and how
the curriculum itself is defined, analyzed, and changed in the process of curriculum
review (Toombs and Tierney, 1991).
Curriculum development models advocate procedures and strategies that are presumably
most effective in developing curriculum. However, curriculum development models
appropriate for one situation may be impractical in another. This is because the
curriculum is a social construct and diverse societies do not hold universal views
(Hopkins, 2001). It is therefore important to consider context when developing
curriculum. On the other hand, when looking at curricular revision, it is important to
note the difference between making small changes to curriculum and engaging in
comprehensive curriculum reform (Cobb, 1990).
5.2 Curriculum Development and Review in the Institutions
The relationship between the textile industry and the textile programs that focus on the
science, engineering, and technology of the industry has grown in importance and stature
and this was evident in the various institutions sampled. It was noted that within the
samples 22 institutions, especially all the universities, they regularly made curriculum
reviews, which typically involved members of the faculty making changes to individualcourses, teaching methods or revising the whole programme. On the other hand it was
evident that curriculum review in the PMLCs and TIVET institutions in Kenya, was not
a regular exercise, while in the PMLCs, small changes were made to the curriculum at
irregular intervals when there was critical need.
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In any curriculum review or development process, there are various variables that
determine the need for review of a curriculum or the development of a new one. On
evaluating the curriculum development and review processes in the 22 institutions
sampled, offering T&C related courses it was noted that there were similar variables that
were engaged in the process. Various factors including external environment changingtrends and technology; internal environment infrastructure; learners; and the industry,
are crucial in the process as they determined what course content needed to be reviewed
or which programmes need to be developed, as illustrated in the model [Fig 3].
Fig 3. Variables in curriculum development and review
This model succinctly ties development and implementation of curriculum within
learning institutions and illustrates appropriately the interconnections between the
curriculum development processes. It is an ideal strategy for systematizing the
implementation and evaluation process.
5.2.1 Curriculum Development in Kenyan Universities
In Kenya, the Commission for Higher Education (CHE) has indicated that it will be
reviewing the curriculum of Universities every four years. However, there is a drawback
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in such a plan as only the Private Universities appear to have been targeted. The CHE
argue that the Public Universities can self regulate and it is only the Private Universities
that need an external vetting. Thus it is currently overseeing the curricula and
programmes offered at private universities.
Presently, Kenyan public universities develop and implement their own curricula in the
disciplines they offer. The curriculum development process in the public universities is
similar and goes through the following broad-spectrum procedure and committees for
approval.
The Department Faculty/Curriculum sub-committees in the teaching
departments:
o Identify programmes that require revision or development by collecting
and collating input from stakeholders regarding current programmes, and
the changing trends in academic innovations.
o Develop curriculum: Design specific courses, or make revisions to
existing courses in line with suggestions by stakeholders, professional
requirements and current trends in the area of specialization. (Through
workshops, which include resource people and representatives of
stakeholders).
o Once finalized the document is forwarded to the School.
The School further processes the programme as follows;
o The School Curriculum sub- committee evaluates the developed or
reviewed programme and may recommend amendments for the relevant
department to consider.
o The School Board further assesses the programme and may recommend
amendments.
o Once finalized it is submitted Deans Committee
The Deans Committee vets the programme, recommends amendments/ or
forward to Senate for approval.
The Senate recommends amendments to the draft curricula or course revisions/
or approves as bona fide university curricula to be run by the relevant
department.
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This procedure can broadly be illustrated as seen inFig 4. In addition, Annex 4 illustrates
sample curriculum development processes employed by selected Kenyan institutions.
Fig 4. Kenyan universities curriculum development flow chart
5.2.2 Curriculum Development in Universities within ESA Region
The respective institutions and universities within the ESA region undertake the
curriculum review process with input from selected industry partners. However, inUganda, approved national bodies endorse the developed curricula; for example, the
National Council for Higher Education (NCHE) approves programmes developed by
the various universities in Uganda, which include Busitema University. Annex 5
demonstrates sample curriculum development processes employed by selected
institutions in the ESA region.
5.2.3 Curriculum Development in Technical Institutions in Kenya
The Curriculum Development section within NITA is based at the headquarters in
Nairobi and its key roles are to co-ordinate development and revision of curricula for
Apprenticeship programmes and Trade test syllabi as well as coordinate the training
programmes in the centres.
The Kenya Institute of Education (KIE) on the other hand does curriculum
development for the technical institutions. The Institute also develops curriculum for
post-secondary institutions as well as professional and competency-based curriculum for
organizations. This is mainly done through consultancy based under TIVET. TIVET is
a division within the Curriculum and Research Department in Kenya Institute of
Education (KIE), which develops curriculum for specialized organizations in need of
training. Being the only established curriculum developer in Kenya, TIVET develops a
Conductneedsassement
Develop/Designprogramme
ForwardtoSchoolBoard
DepartmentCommittee
Recommends
ammendments/or
ForwardtoSchool
Committee
SchoolBoards
Recommendsammendments/
or
ForwardtoUniversitysenate
DeansCommittee
Recommendsammendments/
or
Approves
UniversitySenate
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curriculum that fills the gap in the society and responds to Industry demands. The aim of
KIE is to further develop pragmatically important components of a national training
system that entails those aspects of educational process involving, in addition to general
education, the study of technologies and related sciences, and the acquisition of
knowledge, practical skills, and attitudes relating to occupations in various sectors ofeconomic and social life. The main functions of TIVET are to develop suitable TIVET
curriculum and curriculum support materials in response to the needs of the industry.
TIVET division develops Curriculum support materials alongside the curriculum such as
the trainers guidebooks, handbooks and trainees and learners manuals.
Currently, there exists divergence in TIVET curricula in various Technical and
Vocational Training Institutions in Kenya. The sampled TIVET institutions highlightedthat curriculum review is not undertaken regularly.
5.3 Curriculum Development and Review Procedure
The development and review of the curriculum is a continuous process of professional
learning and development, not a one-off change. The curriculum development process in
the institutions in the region had in a broad way, a comparable procedure.
The development process incorporated six major components, which included designing,
developing, implementing, monitoring, evaluating and reviewing of curricula [Fig 5]. The
model illustrates briefly, the development and implementation of curriculum and
illustrates satisfactorily the interconnections between the curriculum development
processes as employed by the institutions.
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Fig 5. Curriculum Development Process Model
5.3.1 Design Component:
This component basically included all the preliminary foundation laying. It involved theconceptualization of the curriculum by the faculty; as such ensuringa degree ofrelevance
and appropriateness. The main undertakings were to collect and collate input from
stakeholders, including staff, students, graduates, and market players regarding current
programmes, and the changing trends in academic innovations. The main focus being on
the theoretical underpinnings, goals, objectives, subject matter, learning experiences and
evaluation; all established in consultation with the relevant stakeholders.
In all the 14 universities and university colleges sampled, various stakeholders were
involved in diverse capacities, in the development process. They include industry players
in the fibre, clothing and apparel value chain, Retailing Sector, Unions, Industrial
Research and Development Institutions, the Bureau of Standards, Government
Ministries of Industrialization, Agriculture and Higher Education, Science and
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Technology, Engineers Registration Board, among others, coupled with academics with
extensive experience in T&C, who were called upon to participate in the development
process. The industry is significant as it bridges the gap between theory and practice.
Further, the industry is in a position to propose the crucial and necessary skills graduates
should be equipped with.
5.3.2 Development Component:
In this phase, constituted committees and sub-committees in the learning institutions
undertake the actual curriculum development, which encompasses planning, construction
and the logical step-by-step procedures used to produce written documents, as well as
print and non-print resource materials. These documents may include vision statements,
goals, standards, performance benchmarks, learning activities and instructional strategies,interdisciplinary connections, and other integration activities that guide curriculum
implementation.
5.3.3 Implementation Component:
Implementing the curriculum is the most crucial and sometimes the most difficult phase
of the curriculum development process. This is the platform in which all stakeholders
become part of the process by making their contribution in their various capacities to
operationalize the curriculum as designed and developed.
Within the training institutions sampled, it was established that the faculty and
technicians implement the curriculum, in form of course content and learning activities,
whereas the industry sector contributes in the implementation only during the students
industrial internship and practicum courses.
5.3.4 Monitoring Component:
The faculty undertakes this during the implementation process. Verification is done to
ensure that practice is consistent with the established goals and objectives of the
developed curriculum.
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5.3.5 Evaluation Component:
The process entails comprehensive analysis of the implemented curriculum with the view
of identifying possible deficiencies and root causes that can lead to corrective action.
5.3.6 Review Component:
The review process is based on problem identification and a general needs assessment by
the institutions. The information gained from the evaluation process is used to guide
appropriate adjustments to the existing curriculum documents. Such adjustments
incorporate the strengths and address any apparent weakness of the existing or
implemented curriculum.
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CHAPTER SIX
6.0 LINKAGES BETWEEN TRAINING INSTITUTIONS AND
INDUSTRY IN KENYA
6.1 Overview
Education has been described as the bedrock of every society and tool for nation
building. For quality education to be achieved, the training institutions and industries
must co-operatively link together. The relationship of training institutions with industries
is of paramount importance since the primary business of these institutions is to interpret
the market demand signals and prepare human resources to satisfy the manpower needs
of the industry. Industry training needs and demands can be quite extensive. In thisregard, sustainable relationships between training institutions and industries should be
established for reasons, which benefit both entities.
In this study it was established that the relationship between the Kenyan training
institutions and the industries revolves around curriculum development and the students
industrial attachment programmes. Academic members of staff, appointed by the head
of department, supervise these two activities.
6.1.1 Linkages and Partnerships Support Systems in Institutions
University and industry linkages are complex and in order to strengthen the linkage, all
the institutions identified in Kenya constitute a linkages office whose major role is to
promote collaboration and partnership with the industry and other institutions of higher
learning. The office ideally coordinates all kinds of academic linkages and offers the
platform for exploring areas of cooperation between the industry and the motherinstitution or department.
During the study, it was noted that the sampled institutions recognize that establishing
partnerships with the industry is beneficial to both students and alumni. For the students,
partnerships provide professional environments during internships and exchange
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programmes. For the alumni, these partnerships open employment opportunities. The
institutions also recognize that meaningful and relevant cooperation with industry can
support curriculum development in order to produce graduates fully exposed to the
latest trends in industry. Collaboration between universities and industries is also often
driven by the need for technology transfer between universities and from universities toindustry.
In a stakeholders meeting held on 26thOctober 2012, the members felt there is an urgent
need for institutions to develop relevant linkages and further enhance the quality of
linkages within training institutions; between institutions with T&A courses and between
institutions and industries. This will eliminate the existing disconnect between
institutions and the industry and further ensure graduates are utilized in the relevantindustries. In addition they recommended the following:
Need to formulate a regular forum for relevant stakeholders to discuss CTA related
issues.
Involvement of relevant industries in the process of curriculum development by the
institutions.
Institutions to formulate modalities of involving the industries in the expansion of the
departments thus build lasting quality linkages.
6.1.2 Departments Organization Structure: Curriculum Development and
Industrial Internship Programmes
It was established that all the 12 sampled institutions in Kenya have established
Partnerships and Linkages /Industrial Liaison Offices that coordinate linkages with
external partners. The main role of the Industry Liaison Officer is to link the training
institution to the industry for mutual benefit through memorandum of
understanding/agreement.
The institutions in Kenya have an organization structure that includes curriculum
development/ review and internship programmes boards/committees. These
committees ensure that at the departmental level, the respective activities are undertaken
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and linkages formed. The structures further pertains to the way in which institutions
organize their departments and one of the most important roles of organizational
structure is decision-makingand enhancing efficiency.
Within the respective departments, in the institutions, there were Industrial Attachment
officers who serve as the central information resource for all questions concerning
internships within the department. The head of department appoints the officer, who
liaises with the other academic members of staff and the Institutions Industry Liaison
Officer. The officer at the department level is responsible for informing the students
going for internship of their roles and responsibilities. They further address questions
and, if necessary, mediate problems and issues among the students in the experience.
The department industrial internship office is responsible for informing prospective
interns about the process and requirements of securing and participating in an
academically appropriate internship.
On the other hand, it was established that the 3 Universities and 2 University Colleges
that responded to the questionnaire had curriculum development committees that steer
the review and development of curricula in the department. These committees are
mandated to incorporate the industry during the development of review of curricula. Fig
6 illustrates the general placement of the Industrial Liaison Office vis-a-vis the industrial
internship and curriculum development committees in the department by the various
institutions sampled in Kenya.
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Fig 6. Department Organization structure and Placement of the IndustrialLiaison Office
6.2 Industry Involvement in Curriculum Development Process
Broadly speaking, the industry partners are expected to assist the training institutions
keep the curriculum relevant to industry expectations and help identify experiential work-
based learning and mentorship opportunities for students that are consistent with
curriculum. The industry should participate in steering committees to review and /or
develop curricula, conduct evaluation on curriculum and its delivery in order to properly
assess and modify it.
6.2.1 Level and Quality of Industry Involvement in Curriculum Development
During the study, it was noted that the industry plays a marginal role in the development
and implementation of TIVET and PMLCs curricula, which exacerbates the mismatch
between formal training and requirements of employers. On the other hand, in the
universities there is a moderately strong level industry involvement during curriculum
HOD
AcademicAffairsOfficer
CurriculumDevelopment
Board
Industrial
InternshipBoard
ExchangeProgrammes
Board
ExternalLinkages
ExaminationsOfficer
ICT OfficerQuality
ManagementOfficer
WelfareOfficer
Secretary
(Support Staff)
Industrial Liaison
Office
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development process [Table 5 and Fig 7]. This may be due to the fact that most
universities develop and implement their own curricula.
Table 5. Level of Industry Involvement in Curriculum Development
Level of Industry Involvement
Country Institution Curriculum
Review
Content
Development
Kenya Moi University
School of Engineering
High High
Kenyatta University
Department of Fashion Design and Marketing
High Moderate
Egerton University
Department of Applied Community
Development Studies
High Moderate
Kenya Polytechnic University College
Fashion and Textile Department
Moderate Moderate
South Eastern University College Low Low
Machakos University College Moderate Low
Mcensal School of Fashion Low Low
BuruBuru Institute of Fine Arts Moderate Low
Vera Beauty and Fashion College
Fashion Design Department.
Moderate Low
Technology Development Centre High High
Nkabune Technical Training Institute Moderate Low
Rift Valley Institute of Science and Technology Moderate Low
Ethiopia Bahir Dar University
Institute of Technology for Textile, Garment
and Fashion Design
High High
Mauritius University of Mauritius
Department Of Textile Technology
High High
Rwanda Kigali Institute of Science and Technology
Department of Creative Design
Moderate Moderate
South Africa Cape Peninsula University of Technology
Department of Clothing and Textile
High High
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Technology
Swaziland University of Swaziland
Consumer Science Department
Moderate Low
Tanzania University of Dar es Salaam
Department of Mechanical and Industrial
Engineering
High High
Uganda Busitema High High
Kyambogo High Moderate
Zimbabwe Bulawayo Polytechnic High Moderate
National University of Science and Technology High High
Fig 7. General industry involvement in Curriculum Development Process inKenya
Using industry experts to both contribute to the development of curricula and
implement it, in combination with a meaningful infusion of their own professional
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Universities University Colleges
TVET PMLC
%I
ndustryparticipation
Low
Moderate
High
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experience, knowledge and skills acquired must also be relevant to specific contexts or
needs of the specific learning institution. In this study, the quality of industry
involvement during their curriculum development is highlighted in Annex 5. However
most institutions that involve the industry mainly request them to only evaluate the
existing curriculum and propose areas that need to be incorporated or revised.
6.3 Industry Involvement in Students Industrial Attachment Programmes
Technologies keep on changing almost on a daily basis making it difficult for training
institutions to acquire all the necessary machines and equipment required for the training
of their students. Finch and Crunkilton (1999), acknowledge that it is difficult for
individuals and institutions to get all the highly specialized equipment needed to operate
quality programs in schools. In light of the foregoing, it is imperative for traininginstitutions especially those with T&C related courses to include workplace experience
components in their programs and involve the industry especially in implementation of
the curriculum where specialized techniques and equipment is required.
In Kenya, the industrial attachment/practicum programme is designed to enable students
translate theories learnt in the classroom and perform tasks in a real world environment;
instill in students the right kind of work attitude and professionalism through interaction
with people in the organizations and observation of their future roles in industry; enable
students to learn more than what is taught in class and acquire intangible attributes like
working in a team in the workplace.
6.3.1 Objectives of Industrial Internship Programme
This study established that the institutions sampled have an industrial
attachment/practicum programme that is undertaken by the students within their
learning programme. The programme is a structured, credit-bearing work experience in
a professional work setting during which the student applies and acquires knowledge and
skills. It involves the application of learned skills in an organization related to the
students major.
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