skill gap cover finale 4seps front Reports... · 2019-09-02 · ii Skills Gap Analysis for...

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


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


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.


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.


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.


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


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.


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



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


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


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.


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.


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


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



Figure 2: Enrollment in YPs/VtCs in Public and Private sector, 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


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


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


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


• 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


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


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.


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.


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.


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.


2.9.2 trainee EnrollmentsA total of 349 students responded to the administered questionnaires. The male


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.


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.


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.


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.


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



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.


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


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


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


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


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


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


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.


Innovation & Creativity.

Attitude & Conduct.

Safety & Ethics.


Figure13indicatesthatthemostsignificantskillgapidentifiedbyon-goingtraineesisthe inability to use modern machines, equipment and tools. Other gaps are the lack of trade knowledge and lack of practical exposure.


Figure14:SkillgapsidentifiedbyYP/VTCgraduates


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.


Innovation & Creativity.

Attitude & Conduct.

Safety & Ethics.

Additional Skills. Complementary skills.


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.


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


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


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.


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


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 agribusiness 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.



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.


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.


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


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


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.


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


Craftsmen/women,


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


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


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)


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


Packaging and processing

Making of wooden boxes



Trading in inputs


Greenhouse farming


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


Poultry restaurant for white meat clients

Hatching day old chicks for other farmers

Input supply



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


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


Ministry of Livestock

Supermarkets Agrovets


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



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


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


Marketing, and record keeping


Branding and packaging



Supermarkets Leather

n tanningassociatio

Freshvegetableproduction


Packaging and processing

Making of wooden boxes



Trading in inputs


Farming as a business

FTCs, YPs/VTCs (new modules required)

MoA HCDA

Beef cattle products

Milk production Trading in milk and it

productss


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



Local agrovets

KMC

Indigenouspoultry


(KENBREW)ds




Input supply




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


MoL&F Fisheries

institute,


URBAN SLUMS

Poultry farming


(KENBREW)ds




Input supply




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


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.


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


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


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.


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

Republic of Kenya. 2010. Facts and Figures, 2010, Kenya National Bureau of Statistics, Nairobi

Republic Kenya. 2010. Economic Survey, 2010, Kenya National Bureau of Statistics, Nairobi

Republic of Kenya. 2010. Policy Issue Action – Republic of Kenya National


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

United Nations. 2009. UN Development Assistance Framework, Nairobi, Kenya

Wilby, Peter and Natalie Brierley (eds). 2003. “The skills Factor: A Revolution in Education and Training.” New Statesman issue 10, Blackfriars, UK.


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


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


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


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


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


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

TH

E RE

GIO

N

POTE

NTI

AL

PART

NER

S FO

R SU

PPO

RTRE

COM

MEN

DAT

ION

S

KISU

MU

(L

ow p

oten

tial

)Bo

at, fi

shne

t an

d ho

oks

mak

ing

and

repa

ir

M

akin

g of

boa

ts, fi

shne

ts

and

hook

s

Repa

irin

g bo

ats

and

fishn

ets

Tr

adin

g in

boa

ts, fi

shne

ts

and

hook

s

W

orki

ng s

hed

Fi

berg

lass

m

ater

ials

H

ooks

and

net

m

ater

ial

Tr

aini

ng in

m

oder

n bo

at m

akin

g pr

actic

es

AH

ERO

Fash

ion

desi

gn,

MVT

,Bu

ildin

g Te

ch,

EE te

ch.

Mas

eno

Uni

vers

ity

Lake

uni

vers

ity

Colle

ge

Kisu

mu

Poly

tech

nic

Ram

ogi I

nstit

ute

of T

echn

olog

y

M

in. o

f Fis

heri

es

Lo

cal c

raft

smen

/w

omen

Mou

nt s

hort

cou

rse

on

mod

ern

boat

, fish

nets

and

ho

oks

mak

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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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

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

Bar

ingo

Min

. of L

ives

tock

MO

YAS

Ada

pt K

IE m

odul

e on

Bee

ke

epin

g

Ani

mal

pr

oduc

tion

Tr

adin

g in

the

anim

als,

O

pera

ting

slau

ghte

r ho

uses

Trad

ing

in m

ilk a

nd m

ilk

prod

ucts

R

ange

land

(ren

ted

or d

onat

ed)

C

apita

l for

initi

al

stoc

k,

M

ilk b

ulki

ng

equi

pmen

ts

Coo

ler

Pa

ckag

ing

mat

eria

l

M

arke

ting

skill

s an

d re

cord

ke

epin

g

Bas

ic h

ygie

ne

Bar

ingo

Min

. of L

ives

tock

Ada

pt K

IE m

odul

e on

A

nim

al p

rodu

ctio

n


LA

IKIP

IA

EA

ST(L

ow p

oten

tial)

Indi

geno

us

Poul

try F

arm

ing

In

dige

nous

pou

ltry

rear

ing

R

earin

g ex

otic

bre

eds

(KEN

BR

EW)

Po

ultry

rest

aura

nt fo

r w

hite

mea

t clie

nts

H

atch

ing

day

old

chic

ks

for o

ther

farm

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

Nan

yuki

Min

. of L

ives

tock

MO

YAS

Ada

pt K

IE m

odul

e on

Sm

all s

cae

poul

try

Yout

h Ta

lent

s D

evel

opm

ent

A

mat

eur

and

prof

essi

onal

le

vels

in th

e ar

eas o

f

Spor

ts/g

ames

D

ance

/sal

sa/

mus

ic

Dra

ma

Pa

intin

g an

d de

cora

tion

A

crob

atic

s

Mus

ic

Fi

lm p

rodu

ctio

n

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

Nan

yuki

Min

. of T

ouris

m

MO

YAS

Tale

nt a

cade

my

UN

ICEF

Ada

pt K

IE m

odul

e on

Yo

uth

Tale

nt D

evel

opm

ent

KA

PEN

GU

RIA

(Arid

)

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

(hire

d or

don

ated

)

Prot

ectiv

e cl

othi

ng

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

Kap

engu

riaM

in. o

f Liv

esto

ckA

MIR

AN

MO

YAS

Dai

ry (g

oats

)

Trad

ing

in th

e an

imal

s,

Ope

ratin

g sl

augh

ter

hous

es

Tr

adin

g in

goa

t milk

and

m

ilk p

rodu

cts

R

ange

land

(ren

ted

or d

onat

ed)

C

apita

l for

initi

al

stoc

k,

M

ilk b

ulki

ng

equi

pmen

ts

Coo

ler

Pa

ckag

ing

mat

eria

l

M

arke

ting

skill

s an

d re

cord

ke

epin

g

Bas

ic h

ygie

ne

Ortu

mM

in. o

f Liv

esto

ckA

dapt

KIE

mod

ule

on

Shee

p an

d G

oats

Date post:	28-Jan-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times