The Impact of COVID-19 on TVET Institutions in Kenya
The COVID-19 pandemic has had a profound impact on education systems worldwide, with TVET (Technical and Vocational Education and Training) institutions facing unique challenges. In Kenya, the sudden shift to online learning exposed significant digital divides between and within TVET providers, exacerbating existing educational inequalities.
Challenges in Transitioning to Online TVET Delivery
The abrupt school closures in March 2020 forced TVET institutions in Kenya to rapidly adopt remote and online training approaches. However, this transition was fraught with difficulties, as many TVET providers were ill-equipped to handle the technological and pedagogical demands of online learning.
“Since many of the trainees lacked smartphones and frequently left their phones off, I was unable to speak with a large number of them last year,” shared Trainer 4, highlighting the serious issue of access to digital devices among TVET learners. A study by Odondi, Mukiria and Wawira (2022) found that only 49.6% of TVET institutions in Kenya had attempted to reach their trainees remotely during the pandemic, with less than 20% able to facilitate online training effectively.
Inadequate access to reliable internet connectivity and the high cost of data plans further compounded the challenges faced by both TVET trainers and trainees. As Trainer 2 expressed, “Since my institution is located in a remote place and the trainees are not accustomed to online training, there were numerous challenges during the course. Others don’t even have smartphones or computers.”
Trainers also struggled with the lack of support and resources to effectively deliver online instruction. As Trainer 1 lamented, “This is a difficult moment for me to begin online instruction because I have not been provided with some bundles.” The absence of institutional support and funding for online training infrastructure and capacity-building hindered the ability of TVET providers to ensure continuity of learning during the pandemic.
Widening Educational Inequalities
The shift to remote and online learning exacerbated existing educational inequalities within the Kenyan TVET system. Students from disadvantaged backgrounds, particularly those in rural areas, faced significant barriers in accessing the necessary technology and stable internet connectivity required for effective online training.
As Trainee 3 expressed, “Having an online class during a pandemic is quite tough; not every family is fortunate enough to have a safe shelter, a smartphone or a laptop, and an internet connection.” This digital divide placed learners from marginalized communities at a significant disadvantage, widening the gap in educational opportunities compared to their more privileged peers.
Furthermore, the lack of face-to-face interaction and personalized support during the pandemic resulted in many TVET students struggling to stay engaged and motivated in their studies. As Trainee 2 shared, “I needed help at times, but I rarely asked for it. I had no idea how to pose queries. If I don’t get the principles. And there were no face-to-face possibilities for criticism. This might make matters worse.”
The challenges of managing large online classes also hindered trainers’ ability to provide individualized attention and feedback to their students. As Trainee 4 noted, “Dealing with a large number of trainees in an online class is a very big challenge because it becomes too difficult to control that big number. I do believe that if the trainees were less than ten, the trainer would be able to control, interact and give feedback promptly to each of them.”
Adapting TVET Delivery for an Online World
The COVID-19 pandemic has highlighted the need for TVET institutions in Kenya to urgently address the technological and pedagogical gaps that have exacerbated educational inequalities. As Yeap, Suhaimi and Nasir (2021) suggest, TVET providers must focus on the following key areas to ensure more equitable and effective online training:
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Strengthening Technical Infrastructure and Support: TVET institutions should invest in improving internet connectivity, providing access to digital devices, and establishing technical support services to assist both trainers and trainees with navigating online platforms.
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Enhancing Trainer Capacity-building: Comprehensive training programs should be implemented to equip TVET trainers with the necessary skills and strategies for effective online instruction, including the use of interactive tools and techniques for virtual classrooms.
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Adapting Curriculum and Assessment: TVET curricula and assessment methods must be redesigned to better suit the online learning environment, ensuring that practical skills development is not compromised and that all learners can access and engage with the content.
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Promoting Learner Engagement and Support: TVET institutions should prioritize fostering student engagement, motivation, and self-directed learning in the online setting, while also providing personalized support and guidance to address the diverse needs of their learners.
By addressing these key areas, TVET institutions in Kenya can work towards a more equitable and resilient educational system, better prepared to navigate future crises and ensure continuity of learning for all.
Conclusion
The COVID-19 pandemic has exposed and exacerbated the digital divide within Kenya’s TVET system, with learners from disadvantaged backgrounds facing significant barriers to accessing quality online training. To address this challenge, TVET providers must invest in strengthening their technological infrastructure, enhancing trainer capacity, adapting curricula and assessment, and promoting learner engagement and support.
By taking these proactive steps, TVET institutions can work towards a more inclusive and resilient educational landscape, where all students, regardless of their socioeconomic status or geographic location, have the opportunity to develop the practical skills and knowledge needed to thrive in the 21st century.
For more information and resources on online learning and educational initiatives at Stanley Park High School, please visit our website.
