State Department for Early Learning & Basic Education
- Basic Education (Early Childhood, Primary and Secondary) Education Policy management
- Primary and secondary education institutions management
- School administration and Programmes
- Registration of Basic Education and Training institutions
- Administration of Early Childhood and Pre-Primary Education, Standards and Norms
- Management of Education Standards
- Management of National examinations and Certification
- Curriculum Development
- Quality Assurance in Education
- Representation of Kenya in UNESCO
- Adult education Management
- Education Policy Management;
- Management of Continuing Education;
- Administration of Early Childhood Education;
- Standards and Norms;
- Management of Education Standards;
- Management of National Examinations and Certification;
- Curriculum Development;
- Quality Assurance in Education;
- Primary and Secondary Education Institutions Management;
- Teacher Education and Management;
- School Administration and Programmes;
- Registration of Basic Education and Training Institutions;
- Special Needs Education Management; Representation of Kenya in UNESCO;
- Adult Education Management; Tertiary Institutions and State Corporations
- University Education;
- Commission for Higher Education (CHE);
- Higher Education Loans Board (HELB);
- To promote and integrate Information and Communication Technology (ICT) at all levels of education and training.
The State Department for Post Training and Skills Development (PTSD)
The State Department for Post Training and Skills Development (PTSD) is one of the four departments under the Ministry of Education, established by the Executive Order No. 1 of June 2018. The broad mandate of the State Department is to provide an institutional framework to devise and implement National, Sectoral and Workplace strategies to develop and improve skills of the Kenyan workforce.
The State Department has responsibility of establishment and management of institutional framework of linking industry skills, skills development and training. Training providers (suppliers) including Public and Private Sector undertake different skilling programmes in a fragmented manner. This has led to inequity in distribution of placement opportunities as well as duplication of efforts and wastage of resources.
There are also weak linkages between training and industry. This has led to mismatch between demand and supply of skills in the labour market as well as hindrance to smooth transition from learning to earning. The State Department is hence committed to creating linkages between training, skills and industry to enhance employability and productivity.
A globally competitive skilled labour force for sustainable development
To promote and coordinate skills development through skilling, retooling and strengthening education-industry linkages to enhance employability, productivity and competitiveness
Towards a Seamless Transition from Learning to Earning
In order to address the concerns, the State Department was established and mandated to coordinate, promote, implement and regulate post training and skills development initiatives. Additionally, the Department seeks to upskill the youth with competencies and entrepreneurial capacity to function effectively in the labour market. This is aimed at providing a seamless transition from learning to earning in order to increase productivity and contribute to the economic growth of Kenya. The mandate of State Department as stipulated in the Executive Order No 1 of June 2018 are: –
- Developing and improving the skills of the Kenyan workforce and to integrate those strategies within the National Qualification Framework.
- Overseeing skills development amongst actors and establishment of sector specific skill councils.
- Establishment and management of institutional framework for linking industry, skills development and training.
- Implementation of industrial attachment policy.
- Management of skills and post training policy.
- Harmonisation of skill training at all levels of training.
- Management of national skills development funds.
- Implementation and management of national apprenticeship policy.
- Development and implementation of industry-entrepreneurship linkages.
- Creation and management of an employment database system with linkage to all cadres of all graduates and jobs in the market.
- Registration and approval of professional bodies.
- Assessing industrial training, testing and occupational skills and awarding certificate including government test certificates.
- To improve productivity in the work place and improve competitiveness of employees.
- To promote self-employment.
- To improve the delivery of social services.
Key Strategic Issues
The following five key strategic issues shall be addressed:
- Operationalize Post Training and Skills Development State Department.
- Match skills between training and industry.
- Up to Date Skills Inventory.
- Low self-reliance and productivity among the Youths.
- Partnership and linkages on training and skills development.
State Department for University Education and Research (SDUE&R)
The core functions of the State Department are as follows:
- University Education Policy;
- University Education Management;
- Management of Continuing Education (excluding TVETS);
- Science, Technology and Innovation policy;
- Public Universities and Constituent Colleges
- Governance of public universities
- Biosafety management
The functions of the State Department are also guided by the Universities Act 2012 Revised (2015, 2016 and 2018), and the Science, Technology and Innovation Act 2013 and the Sessional Paper No. 1 of 2019 on a Policy Framework for Reforming Education and Training for Sustainable Development in Kenya.
The State Department for University Education & Research derives its mandate from the Executive order No. 1 of 2020, issued by the office of The President on 14th January, 2020, and revised May 2020 which established Ministry of Education, and four (4) State Departments on “Organization of the Government of the Republic of Kenya”.
The main objectives of the State Department include:
- To enhance access, equity, quality and relevance of education and training at university level.
- To promote and integrate research, science, technology and innovation at all levels.
- To promote and coordinate the development of Science and Technology.
- To provide relevant and adequate skills and competencies in strategic disciplines for spurring industrial and economic development in line with the aspirations of Kenyans.
Semi-Autonomous Government Agencies (SAGAs) in the State Department
In order to effectively undertake its mandate, the State Department also comprises 31 Public Universities, 9 University Constituent Colleges and one (1) specialized degree awarding Public Universities, eight (8) Semi-Autonomous Government Agencies (SAGAs), which are charged with various responsibilities as presented in table 1.
Table1: SAGAs and their Mandate
|1.||National Commission for Science, Technology and Innovation (NACOSTI)||Was established under the STI Act 2013 to accredit and assure quality in Science, Technology and Innovations (ST&I) and advice the Government on related matters.|
|2.||Kenya National Innovation Agency (KENIA)||To scout for and nurture innovative ideas from individuals, training institutions, the private sector and similar institutions.|
|3.||National Research Fund (NRF)||Was established under the STI Act 2013 to mobilize and channel resources for research, science, technology and innovation.|
|4.||Bio safety Appeals Board (BAB)||To make rules and regulation for appeal procedure, hear Appeals from persons aggrieved by decisions made by the National Biosafety Authority (NBA), and communicate decisions to the parties involved and public.|
|5.||Higher Education Loans Board (HELB)||To source for funds and finance Kenyan students enrolled in recognized institutions of higher learning, both within and outside the country. It handles loans, bursaries and scholarships for needy students in public and private universities. The Board also has the mandate of recovering all mature loans issued since 1974.|
|6.||Commission for University Education (CUE)||Was established under the Universities Act 2012 to accredit and quality assure university education in both public and private universities.|
|7.||Universities Funding Board (UFB)||Was established under the Universities Act 2012 to mobilize and manage resources for financing university education|
|8.||Kenya Universities and Colleges Central Placement Service Board (KUCCPS)||Was established under the Universities Act, 2012 as a body corporate to coordinate placement of Government sponsored students into universities and colleges.|
|9.||Universities and Constituent Colleges||To provide university education through teaching, research and consultancies|
The State Department has two (2) Directorates which are technical departments namely:
- Directorate of University Education (DUE)
- Directorate of Research, Science and Technology (DRST)
In addition to the two directorates, the state department has Administration Department where all other sections fall including Central Planning Unit, Accounts, Supply Channel Services, Human Resource Management, Public Communication, Legal Services, ICT and Finance.
DIRECTORATE OF UNIVERSITY EDUCATION (DUE)
The mandate and functions
- Formulation and review of policies on University Education in collaboration with relevant bodies and agencies.
- Overseeing Governance and Management of Universities.
- Receiving and administration of university scholarships offered by foreign countries and agencies.
- Coordination of admission of students to public universities in liaison with Kenya Universities and Colleges Central Placement Service.
- Coordination of student’s exchange programmes.
- Implementing, monitoring and evaluation of various projects in University education.
- Clearance of students going for foreign training.
DIRECTORATE OF RESEARCH, SCIENCE AND TECHNOLOGY (DRST)
Mandate and functions
- Promote, facilitate and guide the national research system through policies that rationalize the integration of Research and Development (R&D) into overall national economic development.
- Formulation and implementation of policies, strategies and programmes for research management and development;
- Management and development of the national innovation system;
- Development, promotion and application of science and technology;
- International collaborations, partnerships and global obligations in research, science and technology;
- National science, technology and innovation statistics;
- Linkages between government, research, academia, industry and the society;
State Department for Vocational and Technical Training
The vision for the TVET sub-sector is to provide skilled and globally competitive employable human resource
To provide, promote and co-ordinate the training sector by assuring quality, inclusiveness and relevance for the enhancement of the national economy and global competitiveness.
To provide relevant and adequate skills and competencies in strategic disciplines by 2020 for spurring industrial and economic development in line with the aspirations of the Kenyan peoples
The main objective of TVET is to develop an effectively co-ordinated and harmonized TVET system that is capable of producing quality skilled human resource with the right attitudes and values required for growth and prosperity of the various sectors of the economy.
Specific objectives of TVET are to: –
- Provide adequate and appropriate skilled Artisans, Craftsmen, Technicians and Technologists at all levels of the economy through practical training and work experience;
- Transfer technology continuously through collaborative approach between TVET institutions and the relevant industries;
Promote dignity and decency of labour, particularly manual work;
- Provide increased training opportunities for the increasing school leavers and other trainees to increase employability;
Provide continuous upgrading of skills and knowledge at the pace and ability of the trainees;
- Provide a dynamic curriculum responsive to the manpower needs of a dynamic economy;Impart marketable skills, technical know-how and attitudes that respond to contemporary labour market demands by the industry, informal sector and for self-employment;
The specific functions of the Directorate are:
- Promotion of standards for technical education
- Practical/industrial attachment and internship
- Facilitation of curriculum development
- Assurance of quality of curriculum implementation
- Registration of TIVET institutions
- Coordination of technical and business examinations
- Assessments of Institutional facilities and capacity for TVET.
- Technical and Vocational education Policy Development and Management
- Technical Vocational education Training
- Management of Institutes of Science and Technology
- Management of National Polytechnics
- Management of Educational Training Institutes (TVETs)
- Management of Technical Training Institutes
- Youth Polytechnic and Management of Vocational Training
- Apprenticeship and Training Management of Vocational Training
State Department for Implementation of Curriculum Reforms
The State Department for Implementation of Curriculum Reforms was established on 9th February 2021, under the Ministry of Education. It is mandated to provide overall policy of curriculum reforms and the implementation of Competency Based Curriculum in the Education.
The mandate of the State Department for Implementation of Curriculum Reforms (SD, ICR) spans coordination of the implementation of the Curriculum reforms across Pre-primary Education (under the County Governments); Primary, Secondary and Tertiary Education and Training (all under the National Government). This entails provision of overall policy and standards to guide the curriculum reforms at all levels of Education and Training; networks, collaborations and partnerships with relevant departments; County Governments, development partners; public and private organizations, Education and Training institutions and stakeholders, on curriculum reforms implementation; monitoring, evaluation and reporting on the curriculum reforms implementation.
Core Functions of the State Department:
- Overall policy on curriculum reforms;
- Policy on competency based curriculum assessment in the Education (Primary, Secondary, TVETS, TTCs, Universities)
- Oversee and coordinate the harmonious implementation of competency based curriculum reforms;
- Create frameworks for supporting the implementation of competency based curriculum;
- Provide guidance and support to Education service providers in migrating to competency based curriculum;
- Collaborate with Public and Private stakeholders to build capacity for the implementing of curriculum reforms;
- Collaborate with Public, Private, NGOs, Faith Based and other stakeholders to set modalities for mobilizing resources for implementing of curriculum reforms at Basic, Technical, Tertiary and High Levels of Learning;
- Jointly with Higher Institutions of learning and stakeholders, prepare and roll out a plan for rationalizing and migrating University Education towards competency based curriculum aspirations;
- Set, review and adopt value based standards and quality, including best practices for the implementation of competency based curriculum reforms to sustain its relevance, promote holistic educational development of learners and equity;
- Collaborate with County Governments to mainstream competency based curriculum including assessments with Early Childhood Development Education, Vocational Training and manage transition to the new system;
- Monitor and evaluate the competency based curriculum reforms and make appropriate recommendations;
- Promote mainstreaming and application of ICT in learning and training in the Education system.