ALLEVIATING POVERTY THROUGH EDUCATION : CASES FROM KENYA.

INTRODUCTION

The theme of this conference gives us an opportunity to assess the operations and performance of our educational institutions, particularly those within the TIVET sector, and determine their relevance to socio-economic development.

The dominant model of the demand for education is based on human capital in which undertaking education is an investment. Thus, education leads to acquisition of skills and knowledge which in turn provide both long-term and short-term benefits.

An increase in human capital can follow technological progress whereby knowledgeable employees are in demand due to the need for their skills.

The Concept of Human Capital

In the world of Economists of Education and Educational Planners, such as myself, human capital refers to the stock of competencies, knowledge, social and personality attitudes as well as creativity embodied in the ability to perform so as to produce economic value. Many theorists connect investment in human capital development to education. In fact, it is the role of human capital in economic development, productivity growth and innovation that acts as a justification for government subsidies for education which in Kenya take up more than 40% of the national budget.

POLICY FRAMEWORK

Getting the economy going is important for alleviating poverty. Therefore, it is important to implement sustainable micro and macro-economic policies that aim at elimination of poverty, stimulate growth of the economy and ensure resource re-distribution. High-performance enterprises that demand skilled labor while creating quality employment opportunities are essential to economic development. It is necessary to create a sustained economic growth trend devoid of political and economic shocks. In addition, there is need to create a conducive environment for technology adaptation and innovation as well as addressing educational objectives of improving access, retention and completion while eliminating ensuring relevance, efficiency and effectiveness in education service delivery.

The vision for the education and training sector is to provide a globally competitive quality education, training and research for sustainable development. Therefore, education and training are expected to play a key role in the attainment of VISION 2030. Under Vision 2030, education and training shall provide the required knowledge, skills and attitudes necessary to drive the initiatives set in the pillars.

THE TIVET SECTOR

The TIVET sub-sector in Kenya has experienced moderate growth over the last 40 years and Vision 2030 has placed special demands on it as the leading engine that the economy must essentially rely upon to produce adequate levels of middle level professionals that will be needed to drive the economy towards the attainment of the vision. Though the Government of Kenya recognizes that education and training of all Kenyans is fundamental to the success of Vision 2030; and that education and training is required to meet the human development needs of a rapidly changing and more diverse economy, there are issues raised about the quality and relevance of tertiary education. Further, there exist social and geographical inequalities in access to TIVET services which is worsened by the high levels of poverty.

In this conference, we are going to listen to the stories of Kenyans who have been able lift themselves out of poverty by making use of their God-given talents which were enhanced by the knowledge, skills and attitudes acquired from the education and training system at different levels. It is my prayer that we treat this conference as a research forum so that we learn lessons from them as to what is right and what is not in our schools and colleges. The data that we gather from here can then be used to formulate appropriate intervention strategies which can then be used to improve the effectiveness and efficiency of our education and training systems.