analysis of textile clothing training institutions in …actifafrica.com/documents/actif report of...

ANALYSISOFTEXTILE&CLOTHINGTRAININGINSTITUTIONSINTHEEAST‐SOUTHERNAFRICA

Date Prepared: November 2012

Prepared by:

Dr. Everlyne Nguku

Consultant

Commercial Insects’ Programme

icipe ‐ African Insect Science for Food and Health

Email: [email protected] / [email protected]

With Support from:

TABLE OF CONTENTS

LIST OF TABLES ................................................................................................... 4

LIST OF FIGURES ................................................................................................. 5

LIST OF ACRONYMS AND ABBREVIATIONS ................................................. 6

EXECUTIVE SUMMARY ...................................................................................... 7

CHAPTER ONE ..................................................................................................... 9

1.0 INTRODUCTION ............................................................................................ 9

1.1 AN OVERVIEW OF THE COTTON AND TEXTILE INDUSTRY ..................... 9

1.1.2 Textiles and Clothing Industry ................................................................................................ 9

1.1.3 Training in Textiles and Clothing ......................................................................................... 10

1.2 OBJECTIVES .......................................................................................................... 10

1.2.1 General Objective ................................................................................................................... 10

1.2.2 Specific Objectives .................................................................................................................. 10

1.3 APPROACH AND METHODOLOGY ADOPTED ............................................... 11

CHAPTER TWO .................................................................................................... 14

2.0 KENYAN TRAINING INSTITUTIONS ....................................................... 14

2.1 Universities and University Colleges offering T&C related Courses ....................... 14

2.2 Middle-Level Colleges ............................................................................................. 16

2.3 Technical, Industrial, Vocational and Entrepreneurship Training (TIVET)

Institutions .................................................................................................................... 16

2.4 Student enrolment distribution in universities and other training institutions in

Kenyan offering courses related to the cotton value chain ........................................... 20

CHAPTER THREE ............................................................................................... 21

3.0 TRAINING INSTITUTIONS ACROSS THE ESA REGION....................... 21

3.1 Overview ................................................................................................................... 21

3.2 Regional universities and other training institutions offering courses related to the

cotton value chain .......................................................................................................... 21

3.3 Student enrolment distribution in regional universities and other training

institutions offering courses related to the cotton value chain ..................................... 25

CHAPTER FOUR .................................................................................................. 26

4.0 CURRICULA ANALYSIS................................................................................. 26

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4.1 Curricula Analysis Overview .................................................................................... 26

4.2 Analysis of the Curricula Offered in the ESA Institutions ....................................... 26

4.2.1 Textile Science & Technology .............................................................................................. 27

4.2.2 Fashion/ Textile Design and Management ........................................................................ 27

4.2.3 Textile Engineering................................................................................................................. 28

4.2.4 Ginning Technology ............................................................................................................... 29

CHAPTER FIVE .................................................................................................... 30

5.0 CURRICULUM DEVELOPMENT AND REVIEW ...................................... 30

5.1 Overview ................................................................................................................... 30

5.2 Curriculum Development and Review in the Institutions ....................................... 30

5.2.1 Curriculum Development in Kenyan Universities ............................................................ 31

5.2.2 Curriculum Development in Universities within ESA Region ........................................ 33

5.2.3 Curriculum Development in Technical Institutions in Kenya ........................................ 33

5.3 Curriculum Development and Review Procedure ................................................... 34

5.3.1 Design Component: ............................................................................................................... 35

5.3.2 Development Component: .................................................................................................... 36

5.3.3 Implementation Component ................................................................................................ 36

5.3.4 Monitoring Component: ........................................................................................................ 36

5.3.5 Evaluation Component: ......................................................................................................... 37

5.3.6 Review Component: ............................................................................................................... 37

CHAPTER SIX ....................................................................................................... 38

6.0 LINKAGES BETWEEN TRAINING INSTITUTIONS AND INDUSTRY

IN KENYA ............................................................................................................. 38

6.1 Overview ................................................................................................................... 38

6.1.1 Linkages and Partnerships Support Systems in Institutions ............................................ 38

6.1.2 Departments’ Organization Structure: Curriculum Development and Industrial

Internship Programmes ................................................................................................................... 39

6.2 Industry Involvement in Curriculum Development Process ................................... 41

6.2.1 Level and Quality of Industry Involvement in Curriculum Development .................... 41

6.3 Industry Involvement in Students’ Industrial Attachment Programmes ................ 44

6.3.1 Objectives of Industrial Internship Programme ................................................................ 44

6.3.2 Level of Industry Involvement in Industrial Attachment ................................................ 46

6.4 Perceptions of the Industry on Quality of Training ................................................ 47

6.5 Perceptions of Graduates on Quality of Training .................................................... 50

6.5.1 Tracking graduates to validate quality of education .......................................................... 50

6.5.2 Graduate Tracking System (GTS) ........................................................................................ 50

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CHAPTER SEVEN ................................................................................................ 51

7.0 COURSE ANALYSIS, GAPS IDENTIFICATION AND BENCHMARKING

................................................................................................................................. 51

7.1 Overview ................................................................................................................... 51

7.2 Benchmarking Process ............................................................................................ 51

7.2.1 Selection of best practice institutions .................................................................................. 51

7.2.2 Overview of the best practice institutions .......................................................................... 53

7.2.2.1 University of Manchester ................................................................................................................ 53

7.2.2.2 The University of Leeds .................................................................................................................. 53

7.2.2.3 London College of Fashion ............................................................................................................ 53

7.2.2.4 Donghua University ......................................................................................................................... 53

7.2.2.5 Jiangnan University, School of Textiles and Clothing ............................................................... 54

7.2.2.6 D.K.T.E. Society's Textile & Engineering Institute ................................................................... 54

7.2.2.7 TEKO - Design and Business School .......................................................................................... 54

7.3 Gap Analysis Overview ............................................................................................ 55

7.3.1 Gaps Analysis Based on the Courses Offered ....................................................... 55

CHAPTER EIGHT ................................................................................................ 65

8.0 CONCLUSION ................................................................................................ 65

9.0 REFERENCES ................................................................................................. 67

ANNEX 1 Database of Kenyan Universities and University Colleges offering CTA

related courses ........................................................................................................ 69

ANNEX 2 Database of Kenyan PMLCs and TIVET offering CTA related courses

................................................................................................................................. 71

ANNEX 3 Database of ESA region institutions offering CTA related courses..... 76

ANNEX 4 Sample Curriculum Development Processes in Selected Kenyan

Institutions .............................................................................................................. 82

ANNEX 5 Sample Curriculum Development Processes in Selected ESA

Institutions .............................................................................................................. 85

ANNEX 6 CATALOGUE OF INDUSTRIES ASSOCIATED WITH THE

TRAINING INSTITUTIONS ............................................................................... 87

ANNEX 7 ACTIVITY LOGFRAME: TRAINING INSTITUTIONS AND

INDUSTRIES ........................................................................................................ 92

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LIST OF TABLES

TABLE 1: TRAINING INSTITUTIONS THAT RESPONDED TO THE QUESTIONNAIRE ........... 12

TABLE 2: KENYAN UNIVERSITIES AND UNIVERSITY COLLEGES WITH T&A RELATED

COURSES ............................................................................................................................... 15

TABLE 3: KENYAN TIVET INSTITUTIONS AND PMLCS OFFERING CTA RELATED

COURSES ............................................................................................................................... 18

TABLE 4. ESA REGION INSTITUTIONS OFFERING CTA RELATED COURSES ....................... 22

TABLE 5. LEVEL OF INDUSTRY INVOLVEMENT IN CURRICULUM DEVELOPMENT ............ 42

TABLE 6: OBJECTIVES OF INDUSTRIAL ATTACHMENT PROGRAMME .................................. 45

TABLE 7 PERCEPTIONS OF THE INDUSTRY ON TRAINING IN KENYA ................................. 48

TABLE 8. COURSE EMPHASIS LEVELS ....................................................................................... 49

TABLE 9: SELECTION OF BEST PRACTICE INSTITUTIONS BASED ON WEBOMETRICS

RANKING SYSTEMS ............................................................................................................. 52

TABLE 10: ANALYSIS OF THE COURSES OFFERED, GAP ANALYSIS AND BENCHMARKING . 57

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LIST OF FIGURES

FIG 1: STUDENT ENROLLMENT DISTRIBUTION SAMPLE IN TRAINING INSTITUTIONS IN

KENYA ................................................................................................................................. 20

FIG 2: STUDENT ENROLLMENT IN TRAINING INSTITUTIONS IN THE REGION .................... 25

FIG 3. VARIABLES IN CURRICULUM DEVELOPMENT AND REVIEW ....................................... 31

FIG 4. KENYAN UNIVERSITIES CURRICULUM DEVELOPMENT FLOW CHART ....................... 33

FIG 5. CURRICULUM DEVELOPMENT PROCESS MODEL ........................................................ 35

FIG 6. DEPARTMENT ORGANIZATION STRUCTURE AND PLACEMENT OF THE INDUSTRIAL

LIAISON OFFICE ................................................................................................................. 41

FIG 7. GENERAL INDUSTRY INVOLVEMENT IN CURRICULUM DEVELOPMENT PROCESS IN

KENYA ................................................................................................................................. 43

TABLE 6: OBJECTIVES OF INDUSTRIAL ATTACHMENT PROGRAMME .................................. 45

TABLE 7 PERCEPTIONS OF THE INDUSTRY ON TRAINING IN KENYA ................................. 48

FIG 8. GENERAL PERCEPTIONS OF THE INDUSTRY ON T&A TRAINING ............................ 48

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LIST OF ACRONYMS AND ABBREVIATIONS

AGOA African Growth and Opportunity Act

BIFA Buruburu Institute of Fine Art

CHE Commission for Higher Education

COMESA Common Markets for Eastern and Southern Africa

CTA Cotton, Textile and Apparel

DHU Donghua University

DIT Directorate of Industrial Training

EPZ Export Processing Zone

ESA East-Southern Africa

GTS Graduate Tracking System

JAB Joint Admissions Board

KIE Kenya Institute of Education

KIST Kigali Institute of Science and Technology

KNEC Kenya National Examination Council

MLC Middle Level Colleges

NCHE National Council for Higher Education

NITA National Industrial Training Authority

NGO’s Non Governmental Organisations

PMLCs Private Middle Level Colleges

T&C Textile and Clothing

TIVET Technical, Industrial, Vocational and Entrepreneurship Training

TVET Technical and Vocational Education and Training

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EXECUTIVE SUMMARY

The textiles industry has continued to expand, creating new inventions and end-uses, as

well as providing economic opportunities and new technological applications which

include both design and fabric construction. Apparel design concerns with fashion. The

world of fashion is fascinating as it is exciting. It has a personal meaning and describes a

life style. Fashion is what we are, how we think, and what image we want to project. This

is achieved through the wearing of apparel. The combined producers of fabrics and

fashion of apparel represent the largest commercial employers in the world. Textiles and

apparel design, therefore, draws its information from related disciplines that include the

sciences, arts, mathematics and humanities.

This study therefore entailed conducting a review of the existing training institutions in

the ESA region with Cotton, Textile and Apparel (CTA) courses and makes broad

recommendations for curriculum improvement. Twenty-two (22) (universities, colleges

and vocational training centers) from 9 countries responded to a questionnaire that sort

to establish the CTA related courses offered, the curriculum review development and

review processes engaged, level of industry linkages among other.

The curricula offered by the universities and training institutions in East-Southern Africa

was defined, analyzed and grouped broadly into four main representative categories

(specialties):

Textile Science and Technology (textile and clothing technology; and textile

science

Fashion/ Textile Design and Management (This encompasses courses in fashion

design, fashion marketing, garment making, fashion technology, clothing

management, textile design among others.

Textile Engineering (The courses that involve the use of various engineering

principles and scientific methodologies for processing and production of textile

fabric and yarns from textile fibres).

Ginning Engineering

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The curriculum development and review processes employed by the institutions were

analysed and a homogenous trend identified. The curriculum review was undertaken by

respective institutions with input from selected industry partners and stakeholders.

Further the development process incorporated six major components, which included

designing, developing, implementing, monitoring, evaluating and reviewing of curricula.

For the purposes of benchmarking the courses offered by institutions in the ESA region,

University of Manchester, University of Leeds, London College of Fashion, Donghua

University, School of Textiles and Clothing, Jiangnan University, D.K.T.E. Society's

Textile & Engineering Institute and the TEKO Design and Business School were

selected based on 2012 webometric ranking. The following gaps key issues among others

were noted; the institutions do not provide sufficient training specific to the textile

machines, there are no specialized clothing/textile industrial engineering programmes,

nor any undergraduate or post graduate degrees in clothing and textile management

focusing on operational performance and production organization and insufficient cross-

functional knowledge leading to inefficient soft skills to manage shop floor people.

In conclusion, interventions are, therefore, recommended in order to cement the

importance of innovation-driven textile programmes, research and development as

essential elements for the CTA industry.

Review and develop curriculum that addresses the emerging needs of the industry;

Introduce adequate, relevant contents and curriculum delivery modes to cater for

new and emerging job performance trends;

Need for harmonization and rationalization of TIVET curricula.

Improve links between educational institutions and the industry.

Need for comprehensive data to adequately understand the labour market

dynamics affecting the entire CTA industry and identify human resource related

needs.

Develop sound strategies for promotion of University-Industry Linkages and

Partnerships

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CHAPTER ONE

1.0 INTRODUCTION

1.1 AN OVERVIEW OF THE COTTON AND TEXTILE INDUSTRY

Many of today's developed countries can be said to have built their industrial strength by

developing the textile, and particularly cotton textile industry. After pioneering, England

extensively developing the industry on the European continent in the early eighteenth

century, the newly developing U.S.A. imported it by 1790. Come the nineteenth century

and the cotton textile industry had firmly moved to countries such as the USSR, Japan

and China. Evidently, the cotton textile industry helped industrialization in Europe,

moved to America then to Asia. Perhaps it should now move on to Africa.

The demand for cotton cloth is widespread even in poor economies given that, the need

for clothing is as prime a necessity as other basic needs such as food and shelter. The

production of cotton goods within national boundaries becomes advantageous in many

respects including the issue of saving foreign currency on imports. The various processes

involved in the machine production of cotton cloth are comparatively simple, and even

workers without previous industrial experience can acquire the necessary skills fairly

rapidly.

1.1.2 Textiles and Clothing Industry

The textile and clothing (T&C) sub-sectors have played, and continue to play, a major

role in the economy the developing countries and especially ESA. In addition to

providing one of the most important consumer goods for the population, these sub-

sectors create significant employment opportunities.

Textiles and clothing have, over time, provided an opportunity for some African

countries to diversify their exports while clothing production is labour intensive, easily

offering opportunity for employment in producing countries. The T&C sub-sectors

consist of three components: production and ginning of cotton, transformation of lint

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into yarn and fabric, and the conversion of fabric and yarn into garments. In this study,

attention will be focused on two of these components, transformation of lint into yarn

and fabric, and the conversion of fabric and yarn into garments, which with some other

sub-sectors form the hub of technologically dynamic exports from the ESA's

manufacturing sector.

1.1.3 Training in Textiles and Clothing

Elmer (2010) conducted a study and noted that the skill gap in the area of textile

engineering and technology; technical, fashion and design skills as well as middle-

management skills were particularly high in the T&C sector. This study will establish if

ESA has similar trends in the T&C sector. Presently middle management, supervisory as

well as technical and engineering jobs are widely held by expatriates especially in Kenya.

Today's textile and clothing industry offers exciting and rewarding career opportunities

with ever-increasing demands for skilled professionals. Although the ESA fashion and

textile industry has been facing a number of challenges due to globalisation (such as

cheaper imports from the East), there is still a bright future for properly qualified

graduates who wish to have a career in the clothing and textile industry. The clothing and

fashion industry itself continues to be an extremely dynamic and important sector of the

economy, providing enormous scope for well-qualified graduates to make their mark.

1.2 OBJECTIVES

1.2.1 General Objective

The goal of the review was to establish baseline information and data by conducting an

assessment of the existing regional training institutions in order to develop

recommendations for improvement and a network framework for cooperation and

linkages with the overall objective of enhancing the regional value chain and improving

the competitiveness of human resource and technology level for Cotton Textile Apparel

(CTA) sector institutions.

1.2.2 Specific Objectives

The study was guided by the following specific objectives:

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Conduct research and analysis of the Kenyan universities and other training institutions

offering CTA related courses;

Develop a database of universities and other training institutions offering courses related

to the cotton value chain across the region;

Analyze the curriculums offered in each institutions and group them according the level

of specialty;

Analyze the process of curriculum development and review in each institution;

Conduct analysis of the courses offered benchmarking with leading international

institutions at each level of the value chain;

Analyze key CTA sector industries to understand their relationships with the existing

training institutions and their human resource requirements;

Conduct a gaps analysis based on the courses offered in the regional institutions with

international institutions, with particular focus on:

o Relationship between training institutions and industry

Develop broad recommendations on how to improve the existing regional training

institutions and a possible network / linkage framework of regional institutions,

international institutions and industry.

1.3 APPROACH AND METHODOLOGY ADOPTED

The study relied on both primary and secondary data. Primary data was collected through

questionnaire administration, questionnaire schedules, telephone and in-person

interviews, which were administered. The study had purposively selected 15 countries

and proposed 25 institutions that would be involved in the activity. Twenty-two (22)

training institutions (universities, colleges and vocational training centers) from 9

countries responded to the questionnaire (Table 1). The questionnaire included both

closed and open-ended types of items. Structured questions were used in order to elicit

information in an unconstrained manner and in several instances, complemented with

informal interviews with key contact people to improve understanding of the issues.

Every question was relevant to one or more aspects of the study. Secondary data used

for additional information was obtained from published and unpublished literature

sourced from books, journals, papers and the internet. The literature used is not that on

Kenya alone but other countries in the region and overseas, for comparative reasons.

The actual sample sizes are reported in the relevant sections in the report.

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Table 1: Training Institutions that Responded to the Questionnaire

Country Institution

Kenya Moi University School of Engineering

Kenyatta University Department of Fashion Design and Marketing

Egerton University Department of Applied Community Development Studies

Kenya Polytechnic University College Fashion and Textile Department

South Eastern University College Department of Industrial, Manufacturing and Energy Engineering Machakos University College Department of Clothing Technology Mcensal School of Fashion

BuruBuru Institute of Fine Arts

Vera Beauty and Fashion College Fashion Design Department.

Technology Development Centre

N’kabune Technical Training Institute

Rift Valley Institute of Science and Technology

Ethiopia Bahir Dar University

Institute of Technology for Textile, Garment and Fashion Design

Mauritius University of Mauritius

Department Of Textile Technology,

Rwanda Kigali Institute of Science and Technology Department of Creative Design

South Africa Cape Peninsula University of Technology Department of Clothing and Textile Technology

Swaziland University of Swaziland Consumer Science Department

Tanzania University of Dar es Salaam Department of Mechanical and Industrial Engineering

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Uganda Busitema University Department of Textile & Ginning Engineering

Kyambogo University

Zimbabwe National University of Science And Technology Faculty of Industrial Technology Department of Textile Technology

Bulawayo Polytechnic

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CHAPTER TWO

2.0 KENYAN TRAINING INSTITUTIONS

2.1 Universities and University Colleges offering T&C related Courses

The Kenyan Universities have expanded in the recent past and their number now

exceeds thirty. There are seven public universities that include University of Nairobi,

Kenyatta University, Jomo Kenyatta University of Agricultural Technology, Maseno

University, Egerton University, Moi University and Masinde Muliro University. Five of

these universities, Kenyatta, Moi, Nairobi, Egerton and Maseno, were identified to offer

T&C related courses. However the design programme at Nairobi University only has a

few elements of textile design. The seven public universities have a total of thirteen

constituent colleges of which three, Kenya Polytechnic University College and South

Eastern University College, constituent colleges of Nairobi University; and Machakos

University College, constituent college of Kenyatta University, offer T&C related courses

(Table 2). Out of the above-identified institutions that have T&C courses, 3 universities

and 3 University Colleges responded to the questionnaire that was administered.

Admission to Kenyan Universities is done by the Joint Admissions Board (JAB), which

meets regularly each year. JAB is made up of admission officials and vice chancellors of

all the public universities. Due to limited chances available through the government-

sponsored programs, the higher education sector was liberalized in 1998 when the

University of Nairobi admitted its first set of self sponsored students. Some students also

prefer to enroll in the parallel programs if they have not been admitted to their preferred

course of study.

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Table 2: Kenyan Universities and University Colleges with T&A related courses

S.NO. INSTITUTION PROGRAMMES 1 Moi University

School of Engineering

Bachelor of Engineering in Industrial and Textile Engineering

Master of Science in Textile Engineering PhD in

2 Egerton University

Department of Applied Community

Development Studies

Bachelor of Science in Clothing, Textiles and Interior Design

3 Nairobi University

School of Design

B.A. (Design) Master of Arts In Design Doctor of Philosophy in Design

4. Kenyatta University

Department of Fashion, Design & Marketing

Bachelor of Science in Fashion Design and Marketing

Master of Science in Fashion Design and Marketing

PhD in Fashion Design and Marketing

5. Maseno University

Department of Design

Diploma in Textile Design Bachelor of Arts in Textile, Apparel Design

& Fashion Merchandising Master of Arts in Textile with a Specialization

in Textiles & Apparel Design PhD in Clothing and Textiles

6 Kenya Polytechnic University College

Department of Fashion and Textile

[Constituent College of Nairobi University]

Certificate in Fashion Design and Garment Making

Diploma of Technology in Fashion Design Diploma in Clothing Technology Diploma in Fashion design and Garment

Making

7 South Eastern University College (SEUCO)

Department of Industrial, Manufacturing and Energy Engineering

[Constituent College of Nairobi University]

Certificate in Clothing Technology

8 Machakos University College

[Constituent College of Kenyatta University]

(Former Machakos Technical Training Institute)

Diploma in Clothing Technology

Craft Certificate in Garment Making (Clothing Technology)

Artisan Certificate Course

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2.2 Middle-Level Colleges

Middle-level colleges (MLCs) are two or three-year post secondary school institutions

also termed colleges. They cater to a variety of post-secondary career courses leading to

certificates, diplomas and higher national diplomas after successful completion of

relevant courses. The Private Middle Level Colleges (PMLCs) play a significant role in

providing tertiary education in Kenya. They compliment the government owned middle

level colleges in providing career focused education and training programmes to the post

secondary clientele. PMLCs bridge the gap between supply and demand of tertiary

education in Kenya, which is created by the inability of the public institutions to meet the

demand. The demand of tertiary education has led to the establishment of numerous

PMLCs especially in Nairobi.

Five PMLCs were identified that offer T&C related courses. The PMLCs include Evelyn

College of Design, Vera Beauty and Fashion College, Buruburu Institute of Fine Art

(BIFA), Mcensal School of Fashion Design and Nairobi Art Academy (Table 3). The

courses offered in these institutions mainly revolve around Fashion Design and Garment

Making and Clothing. Of the five identified, three responded to the questionnaire

administered.

2.3 Technical, Industrial, Vocational and Entrepreneurship Training (TIVET)

Institutions

Technical, Industrial, Vocational and Entrepreneurship Training (TIVET) is the Kenyan

version of the internationally known TVET (Technical and Vocational Education and

Training). It is an all-inclusive term referring to pragmatically important components of a

national training system that entails those aspects of educational process involving, in

addition to general education, the study of technologies and related sciences, and the

acquisition of knowledge, practical skills, and attitudes relating to occupations in various

sectors of economic and social life (UNESCO, 2001).

The TIVET training programmes are expected to provide opportunities for individuals

to learn the practical, social and personal skills that will enable them to function at

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workplaces and promote self-reliance. The programmes also provide for progress within

their occupational area and serve as avenues to further education and training.

The TIVET institutions in Kenya include National Polytechnics, Technical Teachers

Colleges, Institutes of Technology, Technical Training Institutes, Industrial Training

Centres, Youth Polytechnics, Vocational Training Centres and other Private Commercial

Colleges. The Directorate of Technical Education under the Ministry of Higher

Education, Science and the National Industrial Training Authority (NITA) in the

Ministry of Labour oversees the Institutes of Technology, the Technical Training

Institutes, and National Polytechnics. The National Industrial Training Authority (NITA)

is a state corporation in the Ministry of Labour. It recently transformed from the

Directorate of Industrial Training (DIT) and its mandate is to spearhead industrial

training for persons engaged in the industry.

There are five major areas of training in TIVET institutions which include Engineering,

Health and Applied Sciences, Business Studies, Institutional management and

Information Technology /Computer Science. Although these are the major areas of

training, there are over 60 other courses offered in TIVET institutions (Hooker,

Mwiyeria, Waweru, Ocharo, Bassi, Palmer and Clarke, 2011).

A total of two Polytechnics and twenty seven Technical Training Colleges and PMLCs

among others were identified as having CTA related courses (Table 3). A database of

some of the PMLCs and TIVET institutions was developed (Annex 2). Three CTA

related courses were evidently common in all the TIVET institutions identified. They

include diploma and certificate courses in Clothing and Textile Technology, Fashion

Design and Garment Making.

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Table 3: Kenyan TIVET institutions and PMLCs offering CTA related courses

S.NO. INSTITUTION COURSES

1 Eldoret Polytechnic Certificate in Clothing Technology

2 Kisumu Polytechnic Diploma in Clothing Technology

3 Kenya Textile Training Institute

• Spinning

• Weaving

• Processing and

Clothing Technology at Craft and Diploma levels

4 Mathenge Technical Training Institute

Certificate in Garment Making


5 Kirinyaga Technical Institute Diploma in Clothing Technology

6 Michuki Technical Training Institute

Certificate and Diploma in Clothing Technology

7 N’kabune Technical Training Institute Craft, Artisan, Certificate and Diploma in Clothing Technology

8 Nairobi Technical Training Institute

Certificate in Fashion Design


9 Gusii Institute of Technology



10 Rift Valley Institute of Science and Technology


11 Mombasa Technical Training Institute Diploma in Clothing Technology

12 Meru Technical Training Institute Diploma in Clothing Technology

13 Ramogi Institute of Advanced Technology



14 Nyeri Technical Training Institute Diploma in Clothing Technology

15 Moi Institute of Technology



16 Sang'alo Institute of Science & Technology

Certificate in Garment making


17 North Eastern Province Technical Training Institute.

Craft Certificate and Artisan courses in Garment Making

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18 Keroka Technical Training Institute


Craft in Fashion Design and Garment Making Technology

Artisan course

19 Rwika Institute of Technology



Certificate in Interior Design and Decoration

20 Kenya Industrial Training Institute Certificate and Diploma in Clothing Technology

21 Shamberere Technical Training Institute


Diploma in Textile Design

22 National Youth Service Engineering Institute


23 Karen Technical Training Institute for The Deaf,

Diploma in Clothing and Textile Technology

Clothing and Textile Technology Craft Level

24 Technology Development Centre

Machine Operator course

DIT Grade 3, 2 and 1 in dressmaking and tailoring

Diploma in Fashion design

25 Evelyn College of Design

BTEC Higher National Certificate and Diploma in Fashion and Textiles

Short courses in Clothing Construction and Textile Design

26 Vera Beauty and Fashion College

Diploma in Fashion Design

Diploma in Interior Design in Soft furnishing

Certificate in Fabric Decoration

27 Buruburu Institute of Fine Art (BIFA)

Certificate and Diploma in Fashion Design

Certificate and Diploma in Interior Design

28 Mcensal School of Fashion Design

Edexel BTECH Level 3 Award, Diploma in Fashion and Clothing,

Edexel BTECH level 5 Higher National Diploma in Art and Design,

Short courses with a duration of 6 weeks

29 Nairobi Art Academy Diploma in Textile Design

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2.4 Student enrolment distribution in universities and other training institutions

in Kenyan offering courses related to the cotton value chain

A total of 3 universities, 3 university colleges, 3 PMLC’s and 3 TIVET institutions,

responded to the questionnaire, and it was noted that a total 1,020 students are currently

enrolled to the 6 institutions. It was noted that from this sample, the universities had

enrolled about half the total number of students (48%), while the others were distributed

among the other institutions. These institutions play a significant role in providing

tertiary education in Kenya and supplement the universities in providing career focused

education and training programmes to the post secondary clientele. This has also led to a

demand for tertiary education [Fig 1]. However a thorough study of all the institutions

with CTA related courses in the country will give the accurate enrollment distribution

among the various institutions.

Fig 1: Student enrollment distribution sample in training institutions in Kenya

Universities48%

Univeristy Colleges13%

PMLCs 21%

TIVET18%

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CHAPTER THREE

3.0 TRAINING INSTITUTIONS ACROSS THE ESA REGION

3.1 Overview

There is clear evidence that regional universities, campuses and training institutions play

a significant role in advancing and sustaining the economic, cultural and social well-being

of the communities they serve (PhillipsKPA, 2009). Regional engagement of higher

education refers to a number of dimensions, including knowledge creation in the region

through research; human capital formation and knowledge transfer and cultural and

community development (OECD, 2007).

Regional universities can also play a key role in joining up a wide range of national and

state policies at the regional level. In their research, teaching and community service they

act as a focal point for policies concerned with, for example, regional infrastructure,

agriculture, science and technology, industry, education and skills, health, culture and

sport, environmental sustainability and social inclusion (OECD, 2007).

3.2 Regional universities and other training institutions offering courses related to

the cotton value chain

Twenty-four institutions were identified from thirteen countries, out of the targeted

fourteen countries in ESA (Table 4). Institutions with T&C related courses were not

identified in Eritrea. An earlier report on the T&C training situation in Eritrea indicated

that specific training at institutional level in textiles is not available. T&A related skills are

provided through apprenticeship and on the job training by the respective industries. On

the other hand cloth making and tailoring is taught by small traditional private schools;

Non Governmental Organisations (NGO’s) and church organizations (Eritrea Report,

2003).

Thirteen universities and eleven colleges were identified in the thirteen countries. The

training levels range from degree to certificate (part-time) courses. The main courses

identified can be classified as Textile/Garment Engineering and Textile/Fashion Design

and Management. Two institutions, Busitema University in Uganda and Midlands State

Page | 22

University in South Africa have Ginning Engineering and Fashion Merchandising

courses respectively, which are the only ones of their kind in the institutions identified.

In addition, a database of some universities and other training institutions offering

courses related to the cotton value chain across the region was developed (Annex 3).

Table 4. ESA region institutions offering CTA related courses

NO. COUNTRY INSTITUTION PROGRAMMES

1 ETHIOPIA Bahir Dar University,

Institute of Technology for Textile, Garment and Fashion Design (iOTEX)

(i)Undergraduate degree programmes (B.Sc)

• Textile Engineering

• Garment Engineering

• Fashion Design

• TVET in Textile Engineering

• TVET in Garment Engineering

(ii) Postgraduate programmes

• Textile Technology (M. Tech)

PhD programme

Sandwich programme with a German University (degree issued by Bahir Dar University)

2

MAURITIUS University of Mauritius

Faculty of Engineering,

Department of Textile Technology

B.Sc. in Textile and Fashion Design B.Sc. in Fashion Technology

Fashion & Design Institute BTEC Higher National Diploma in Textiles Design BA (Hons) Fashion Design and Technology

3 SOUTH AFRICA Tshwane University of Technology,

Department of Fashion

National Diploma: Fashion Baccalaureus Technologiae: Fashion Magister Technologiae: Fashion Doctor Technologiae: Fashion

Cape Peninsula University of Technology

Faculty of Engineering

Department of Clothing & Textile Technology

National Certificate Clothing Management, National Diploma Clothing Management B-Tech

Clothing Management

The Design School Southern Bachelor degree program in Fashion Design.

Page | 23

Africa

Durban University of Technology Department of Fashion & Textiles

National Diploma in Fashion Bachelor of Technology in Fashion Master of Technology in Fashion

Cape Town College of Fashion Design


Part-time Courses:

Garment Technology Foundation Garment Technology - Patternmaking

Advanced Garment Technology - Garment

Construction Advanced Fashion Design Digital Fashion Illustration

Elizabeth Galloway Academy of Fashion Design


Part-time Course:

Introduction to Fashion Design course

Linea Academy of Fashion BA Degree in Fashion Design

Lisof Fashion School

Bachelor of Arts in Fashion Bachelor of Arts (Honours) in Fashion

Diploma in Fashion

Part-Time Short Courses in:

Fashion Design Garment construction (sewing) Patternmaking Make-up 01 Make-up 02 Higher certificate: Higher certificate in Fashion (night school)

Distance Learning

Short Course in Fashion Design Short Course in Patternmaking

4 SWAZILAND University of Swaziland

Faculty of Agriculture

Department of Consumer Sciences

B.Sc. Textiles, Apparel Design and Management

5 TANZANIA University of Dar es Salaam

College of Engineering and Technology

B.Sc. in Textile Engineering B.Sc. in Textile Design and Technology

6 UGANDA Busitema University Faculty of Engineering

Diploma in Ginning Engineering Bachelor of Science in Textile Engineering

Page | 24

Department of Textile Engineering

Kyambogo University

Chemistry Department

Diploma in Textile Design and Technology Bachelor of Science in Textile and Clothing

Technology

7 ZIMBABWE Department of Textile Technology

National University of Science and Technology

Bachelor of Textile Technology (Honours) Degree - Textile Technology


Institute of Art & Design

National Certificate (NC)

Fashion Design Industrial Clothing Design and Construction Textile Design

National Diploma (ND)

Textile Design Fashion Design Industrial Clothing Design and Construction

Higher National Diploma (ND)

Textile Design Fashion Design

Midlands State University (MSU) Bachelor in Fashion Merchandising

8 MADAGASCAR Athénée Saint Joseph Antsirabe(ASJA),

Textiles and Apparel Department

MSc Textile Technology MSc Textile Technology with specialization in

Production and Manufacturing

9 ZAMBIA Riverside Farm Institute Tailoring Course

10 MALAWI

University of Malawi

Bunda College of Agriculture

Department of Home Economics/Human Nutrition

Home Economics

11 RWANDA Kigali Institute of Science and Technology (KIST)

Department of Creative Design

Bachelor of Science in Creative Design

12 MOZAMBIQUE Mozambique Institute for Cotton

General promotion of cotton development through policies, strategies and legislation, research extension and marketing promotion

13 LESOTHO Limkokwing University of Creative Technology, Maseru Campus

P.O. Box 8971, �Maseru 100, Lesotho.

Tel: +266 2231 9779/9787

Associate Degree in Fashion and Apparel Design

Page | 25

3.3 Student enrolment distribution in regional universities and other training

institutions offering courses related to the cotton value chain

The student enrollment in 8 universities and 2 TVET/ polytechnic institutions that

responded to the questionnaire is tabulated in [Fig 2]. Within the ESA region, the

institutions identified were mainly universities and hence the results reflect a high student

enrollment of 88%, in the universities. It was noted that Rwanda has a one-university

policy as thus the CTA related course is offered only in Kigali Institute of Science and

Technology (KIST).

Fig 2: Student enrollment in training institutions in the region

University88%

Polytechnic6%

TIVET6%

Page | 26

CHAPTER FOUR

4.0 CURRICULA ANALYSIS

4.1 Curricula Analysis Overview

Curricula analysis mainly involves describing and isolating a particular set of content in a

curriculum and then analyzing the performance expectations, or cognitive demand, that

describe what students are to know and do with the content. Content, on the other hand

is the subject matter targeted by a curriculum. Performance expectations are generally the

level at which a student is expected to know and employ the content as a result of the

instructional activities and assessments conducted in the curriculum. Through systematic

analysis of curricula, educators can begin to compare and contrast various aspects across

multiple curricula (Curricula Analysis Whitepaper, 2008).

4.2 Analysis of the Curricula Offered in the ESA Institutions

It was apparent that the curricula of similar academic programs, in the 22 training

institutions that were sampled were homogeneous, centering on those processes involved

in converting fibres into finished textile products. Most universities and colleges had

programs in Textile Engineering, Fashion Design, Textile Technology and Garment

Engineering..

In this regard, the curricula offered by the universities and training institutions in ESA

was defined, analyzed and grouped broadly into four main representative categories

(specialties):

Textile Science and Technology

Fashion/ Textile Design and Management

Textile Engineering

Ginning Engineering

Page | 27

4.2.1 Textile Science & Technology

The courses grouped under this category included textile technology; clothing technology

and textile science. The continuing evolution of the textile industry provides exciting

opportunities embracing both the high-performance technical textiles sector and the

traditional apparel market, hence making textile science and technology an essential

component in training.

The National University of Science and Technology in Zimbabwe, University of

Mauritius, and Bahir Dar University in Ethiopia have undergraduate and post graduate

degrees in this category. The degrees include Bachelor of Textile Technology and BSc.

Fashion Technology; and a postgraduate degree – Masters in Technology-Textile

Technology respectively.

{ 4.2.2 Fashion/ Textile Design and Management

Fashion/ Textile Design and Management encompasses fashion design, fashion

marketing, garment making, fashion technology, clothing management, textile design and

other related courses. It basically includes courses that provide students with in-depth

knowledge and understanding of the principles of design, fashion and management,

together with the skills necessary to succeed as leaders in the vibrant and diverse textile

and clothing industry. The related courses grouped in this specialization aim to develop

creativity, self-reliance and motivation and have a mix of arts and science subjects.

Most universities including Bahir Dar, Mauritius, Kenyatta, Egerton, Maseno and Dar es

Salaam have degree programmes in Fashion Design, Textile Design, Apparel Design,

Textile and Clothing, Fashion Merchandising and Interior Design among others that fall

under Textile Design, Fashion and Management category. Most of the TIVET

Textile Science and Technology

B. Engineering in Textile Technology

B. Sc in Fashion Technology

Diploma of Technology in Fashion Design

Diploma/Certificate in Textile Science

Page | 28

institutions in Kenya have diploma and certificate courses in Clothing Technology,

whose content is encompassed in Fashion/ Textile Design. The courses include units in

textile science, garment cutting and industrial production among others.

{

4.2.3 Textile Engineering

Textile Engineering deals with engineering problems, which occur in the process of

manufacturing fibres, yarns and fabrics. It also includes the steps necessary to make

fabrics useful, such as the manufacture and applications of dyestuffs, chemical

auxiliaries and finishing processes. The course is aimed at producing qualified engineers

who would not only take-up maintenance and operational functions of a textile mill but

would cover other aspects related to the industry such as parts manufacture, machinery

development and quality assurance.

Of the institutions identified in ESA, five universities offer Textile Engineering degree

courses. They include Moi University in Kenya, National University of Science and

Technology in Zimbabwe, Bahir Dar University in Ethiopia, University of Dar es Salaam

in Tanzania and Busitema University in Uganda. This is a very specialized programme

that requires advanced infrastructure. It is imperative to note that in Kenya, the

department of Textile Engineering in Moi University is the only one of its kind in the

country offering training in textile engineering at degree level.

B. Sc in Textile and Fashion Design

B. Sc in Fashion Design and Marketing

B. Sc Textiles, Apparel Design and Management

B. Sc Clothing, Textiles and Interior Design

BA Textile and Apparel Design

BA in Fashion Merchandising

B. Sc Interior Design

Diploma/Certificate in Fashion Design

Diploma/Certificate in Garment Making

Diploma/Certificate in Pattern Drafting

Diploma /Certificate in Clothing Technology

Textile Design, Fashion and Management

Page | 29

{ 4.2.4 Ginning Technology

Ginning is the bridge between seed cotton production and textile manufacturing.

Busitema University in Uganda was the only sampled institution with this specialization.

The programme is aimed at producing technicians who are capable of adding value to

cotton products for the local market and for export and thus improve on the

competitiveness of the cotton sector on the international market.

{

Textile Engineering

B. Engineering in Industrial and Textile

Engineering

B. Sc in Textile Engineering

B. Sc in Garment Engineering

Ginning Engineering Diploma in Ginning engineering

Page | 30

CHAPTER FIVE

5.0 CURRICULUM DEVELOPMENT AND REVIEW

5.1 Overview

Curriculum development is both a technical and social process; and the need for its

development usually emerges from a concern about a major issue or problem of one or

more target audience (Otunga and Nyandusi 2001). Comprehensive and collaborative

curriculum requires a “full examination of how academics conceive their role and how

the curriculum itself is defined, analyzed, and changed” in the process of curriculum

review (Toombs and Tierney, 1991).

Curriculum development models advocate procedures and strategies that are presumably

most effective in developing curriculum. However, curriculum development models

appropriate for one situation may be impractical in another. This is because the

curriculum is a social construct and diverse societies do not hold universal views

(Hopkins, 2001). It is therefore important to consider context when developing

curriculum. On the other hand, when looking at curricular revision, it is important to

note the difference between making small changes to curriculum and engaging in

comprehensive curriculum reform (Cobb, 1990).

5.2 Curriculum Development and Review in the Institutions

The relationship between the textile industry and the textile programs that focus on the

science, engineering, and technology of the industry has grown in importance and stature

and this was evident in the various institutions sampled. It was noted that within the

samples 22 institutions, especially all the universities, they regularly made curriculum

reviews, which typically involved members of the faculty making changes to individual

courses, teaching methods or revising the whole programme. On the other hand it was

evident that curriculum review in the PMLCs and TIVET institutions in Kenya, was not

a regular exercise, while in the PMLC’s, small changes were made to the curriculum at

irregular intervals when there was critical need.

Page | 31

In any curriculum review or development process, there are various variables that

determine the need for review of a curriculum or the development of a new one. On

evaluating the curriculum development and review processes in the 22 institutions

sampled, offering T&C related courses it was noted that there were similar variables that

were engaged in the process. Various factors including external environment – changing

trends and technology; internal environment – infrastructure; learners; and the industry,

are crucial in the process as they determined what course content needed to be reviewed

or which programmes need to be developed, as illustrated in the model [Fig 3].

Fig 3. Variables in curriculum development and review

This model succinctly ties development and implementation of curriculum within

learning institutions and illustrates appropriately the interconnections between the

curriculum development processes. It is an ideal strategy for systematizing the

implementation and evaluation process.

5.2.1 Curriculum Development in Kenyan Universities

In Kenya, the Commission for Higher Education (CHE) has indicated that it will be

reviewing the curriculum of Universities every four years. However, there is a drawback

Page | 32

in such a plan as only the Private Universities appear to have been targeted. The CHE

argue that the Public Universities can self regulate and it is only the Private Universities

that need an external vetting. Thus it is currently overseeing the curricula and

programmes offered at private universities.

Presently, Kenyan public universities develop and implement their own curricula in the

disciplines they offer. The curriculum development process in the public universities is

similar and goes through the following broad-spectrum procedure and committees for

approval.

The Department Faculty/Curriculum sub-committees in the teaching

departments:

o Identify programmes that require revision or development by collecting

and collating input from stakeholders regarding current programmes, and

the changing trends in academic innovations.

o Develop curriculum: Design specific courses, or make revisions to

existing courses in line with suggestions by stakeholders, professional

requirements and current trends in the area of specialization. (Through

workshops, which include resource people and representatives of

stakeholders).

o Once finalized the document is forwarded to the School.

The School further processes the programme as follows;

o The School Curriculum sub- committee evaluates the developed or

reviewed programme and may recommend amendments for the relevant

department to consider.

o The School Board further assesses the programme and may recommend

amendments.

o Once finalized it is submitted Deans Committee

The Deans Committee vets the programme, recommends amendments/ or

forward to Senate for approval.

The Senate recommends amendments to the draft curricula or course revisions/

or approves as bona fide university curricula to be run by the relevant

department.

Page | 33

This procedure can broadly be illustrated as seen in Fig 4. In addition, Annex 4 illustrates

sample curriculum development processes employed by selected Kenyan institutions.

Fig 4. Kenyan universities curriculum development flow chart

5.2.2 Curriculum Development in Universities within ESA Region

The respective institutions and universities within the ESA region undertake the

curriculum review process with input from selected industry partners. However, in

Uganda, approved national bodies endorse the developed curricula; for example, the

National Council for Higher Education (NCHE) approves programmes developed by

the various universities in Uganda, which include Busitema University. Annex 5

demonstrates sample curriculum development processes employed by selected

institutions in the ESA region.

5.2.3 Curriculum Development in Technical Institutions in Kenya

The Curriculum Development section within NITA is based at the headquarters in

Nairobi and its key roles are to co-ordinate development and revision of curricula for

Apprenticeship programmes and Trade test syllabi as well as coordinate the training

programmes in the centres.

The Kenya Institute of Education (KIE) on the other hand does curriculum

development for the technical institutions. The Institute also develops curriculum for

post-secondary institutions as well as professional and competency-based curriculum for

organizations. This is mainly done through consultancy based under TIVET. TIVET is

a division within the Curriculum and Research Department in Kenya Institute of

Education (KIE), which develops curriculum for specialized organizations’ in need of

training. Being the only established curriculum developer in Kenya, TIVET develops a

• Conduct needs assement

• Develop/Design programme

• Forward to School Board

Department Committee

• Recommends ammendments/

or

• Forward to School

Committee

School Boards


or

• Forward to University senate

Deans Committee


or

• Approves

University Senate

Page | 34

curriculum that fills the gap in the society and responds to Industry demands. The aim of

KIE is to further develop pragmatically important components of a national training

system that entails “those aspects of educational process involving, in addition to general

education, the study of technologies and related sciences, and the acquisition of

knowledge, practical skills, and attitudes relating to occupations in various sectors of

economic and social life. The main functions of TIVET are to develop suitable TIVET

curriculum and curriculum support materials in response to the needs of the industry.

TIVET division develops Curriculum support materials alongside the curriculum such as

the trainers’ guidebooks, handbooks and trainees and learners manuals.

Currently, there exists divergence in TIVET curricula in various Technical and

Vocational Training Institutions in Kenya. The sampled TIVET institutions highlighted

that curriculum review is not undertaken regularly.

5.3 Curriculum Development and Review Procedure

The development and review of the curriculum is a continuous process of professional

learning and development, not a one-off change. The curriculum development process in

the institutions in the region had in a broad way, a comparable procedure.

The development process incorporated six major components, which included designing,

developing, implementing, monitoring, evaluating and reviewing of curricula [Fig 5]. The

model illustrates briefly, the development and implementation of curriculum and

illustrates satisfactorily the interconnections between the curriculum development

processes as employed by the institutions.

Page | 35

Fig 5. Curriculum Development Process Model

5.3.1 Design Component:

This component basically included all the preliminary foundation laying. It involved the

conceptualization of the curriculum by the faculty; as such ensuring a degree of relevance

and appropriateness. The main undertakings were to collect and collate input from

stakeholders, including staff, students, graduates, and market players regarding current

programmes, and the changing trends in academic innovations. The main focus being on

the theoretical underpinnings, goals, objectives, subject matter, learning experiences and

evaluation; all established in consultation with the relevant stakeholders.

In all the 14 universities and university colleges sampled, various stakeholders were

involved in diverse capacities, in the development process. They include industry players

in the fibre, clothing and apparel value chain, Retailing Sector, Unions, Industrial

Research and Development Institutions, the Bureau of Standards, Government

Ministries of Industrialization, Agriculture and Higher Education, Science and

Page | 36

Technology, Engineers Registration Board, among others, coupled with academics with

extensive experience in T&C, who were called upon to participate in the development

process. The industry is significant as it bridges the gap between theory and practice.

Further, the industry is in a position to propose the crucial and necessary skills graduates

should be equipped with.

5.3.2 Development Component:

In this phase, constituted committees and sub-committees in the learning institutions

undertake the actual curriculum development, which encompasses planning, construction

and the logical step-by-step procedures used to produce written documents, as well as

print and non-print resource materials. These documents may include vision statements,

goals, standards, performance benchmarks, learning activities and instructional strategies,

interdisciplinary connections, and other integration activities that guide curriculum

implementation.

5.3.3 Implementation Component:

Implementing the curriculum is the most crucial and sometimes the most difficult phase

of the curriculum development process. This is the platform in which all stakeholders

become part of the process by making their contribution in their various capacities to

operationalize the curriculum as designed and developed.

Within the training institutions sampled, it was established that the faculty and

technicians implement the curriculum, in form of course content and learning activities,

whereas the industry sector contributes in the implementation only during the students’

industrial internship and practicum courses.

5.3.4 Monitoring Component:

The faculty undertakes this during the implementation process. Verification is done to

ensure that practice is consistent with the established goals and objectives of the

developed curriculum.

Page | 37

5.3.5 Evaluation Component:

The process entails comprehensive analysis of the implemented curriculum with the view

of identifying possible deficiencies and root causes that can lead to corrective action.

5.3.6 Review Component:

The review process is based on problem identification and a general needs assessment by

the institutions. The information gained from the evaluation process is used to guide

appropriate adjustments to the existing curriculum documents. Such adjustments

incorporate the strengths and address any apparent weakness of the existing or

implemented curriculum.

Page | 38

CHAPTER SIX

6.0 LINKAGES BETWEEN TRAINING INSTITUTIONS AND

INDUSTRY IN KENYA

6.1 Overview

Education has been described as the bedrock of every society and tool for nation

building. For quality education to be achieved, the training institutions and industries

must co-operatively link together. The relationship of training institutions with industries

is of paramount importance since the primary business of these institutions is to interpret

the market demand signals and prepare human resources to satisfy the manpower needs

of the industry. Industry training needs and demands can be quite extensive. In this

regard, sustainable relationships between training institutions and industries should be

established for reasons, which benefit both entities.

In this study it was established that the relationship between the Kenyan training

institutions and the industries revolves around curriculum development and the students’

industrial attachment programmes. Academic members of staff, appointed by the head

of department, supervise these two activities.

6.1.1 Linkages and Partnerships Support Systems in Institutions

University and industry linkages are complex and in order to strengthen the linkage, all

the institutions identified in Kenya constitute a linkages office whose major role is to

promote collaboration and partnership with the industry and other institutions of higher

learning. The office ideally coordinates all kinds of academic linkages and offers the

platform for exploring areas of cooperation between the industry and the mother

institution or department.

During the study, it was noted that the sampled institutions recognize that establishing

partnerships with the industry is beneficial to both students and alumni. For the students,

partnerships provide professional environments during internships and exchange

Page | 39

programmes. For the alumni, these partnerships open employment opportunities. The

institutions also recognize that meaningful and relevant cooperation with industry can

support curriculum development in order to produce graduates fully exposed to the

latest trends in industry. Collaboration between universities and industries is also often

driven by the need for technology transfer between universities and from universities to

industry.

In a stakeholders meeting held on 26th October 2012, the members felt there is an urgent

need for institutions to develop relevant linkages and further enhance the quality of

linkages within training institutions; between institutions with T&A courses and between

institutions and industries. This will eliminate the existing disconnect between

institutions and the industry and further ensure graduates are utilized in the relevant

industries. In addition they recommended the following:

Need to formulate a regular forum for relevant stakeholders to discuss CTA related

issues.

Involvement of relevant industries in the process of curriculum development by the

institutions.

Institutions to formulate modalities of involving the industries in the expansion of the

departments thus build lasting quality linkages.

6.1.2 Departments’ Organization Structure: Curriculum Development and

Industrial Internship Programmes

It was established that all the 12 sampled institutions in Kenya have established

Partnerships and Linkages /Industrial Liaison Offices that coordinate linkages with

external partners. The main role of the Industry Liaison Officer is to link the training

institution to the industry for mutual benefit through memorandum of

understanding/agreement.

The institutions in Kenya have an organization structure that includes curriculum

development/ review and internship programmes boards/committees. These

committees ensure that at the departmental level, the respective activities are undertaken

Page | 40

and linkages formed. The structures further pertains to the way in which institutions

organize their departments and one of the most important roles of organizational

structure is decision-making and enhancing efficiency.

Within the respective departments, in the institutions, there were Industrial Attachment

officers who serve as the central information resource for all questions concerning

internships within the department. The head of department appoints the officer, who

liaises with the other academic members of staff and the Institutions’ Industry Liaison

Officer. The officer at the department level is responsible for informing the students

going for internship of their roles and responsibilities. They further address questions

and, if necessary, mediate problems and issues among the students in the experience.

The department industrial internship office is responsible for informing prospective

interns about the process and requirements of securing and participating in an

academically appropriate internship.

On the other hand, it was established that the 3 Universities and 2 University Colleges

that responded to the questionnaire had curriculum development committees that steer

the review and development of curricula in the department. These committees are

mandated to incorporate the industry during the development of review of curricula. Fig

6 illustrates the general placement of the Industrial Liaison Office vis-a-vis the industrial

internship and curriculum development committees in the department by the various

institutions sampled in Kenya.

Page | 41

Fig 6. Department Organization structure and Placement of the Industrial Liaison Office

6.2 Industry Involvement in Curriculum Development Process

Broadly speaking, the industry partners are expected to assist the training institutions

keep the curriculum relevant to industry expectations and help identify experiential work-

based learning and mentorship opportunities for students that are consistent with

curriculum. The industry should participate in steering committees to review and /or

develop curricula, conduct evaluation on curriculum and its delivery in order to properly

assess and modify it.

6.2.1 Level and Quality of Industry Involvement in Curriculum Development

During the study, it was noted that the industry plays a marginal role in the development

and implementation of TIVET and PMLCs curricula, which exacerbates the mismatch

between formal training and requirements of employers. On the other hand, in the

universities there is a moderately strong level industry involvement during curriculum

HOD

Academic Affairs Officer

Curriculum Development

Board

Industrial Internship

Board

Exchange Programmes

Board

External Linkages

Examinations Officer ICT Officer

Quality Management

Officer

Welfare Officer

Secretary

(Support Staff)

Industrial Liaison

Office

Page | 42

development process [Table 5 and Fig 7]. This may be due to the fact that most

universities develop and implement their own curricula.

Table 5. Level of Industry Involvement in Curriculum Development

Level of Industry Involvement

Country Institution Curriculum

Review

Content

Development

Kenya Moi University


High High

Kenyatta University

Department of Fashion Design and Marketing

High Moderate

Egerton University


Development Studies

High Moderate

Kenya Polytechnic University College

Fashion and Textile Department

Moderate Moderate

South Eastern University College Low Low

Machakos University College Moderate Low

Mcensal School of Fashion Low Low

BuruBuru Institute of Fine Arts Moderate Low

Vera Beauty and Fashion College

Fashion Design Department.

Moderate Low

Technology Development Centre High High

Nkabune Technical Training Institute Moderate Low

Rift Valley Institute of Science and Technology Moderate Low

Ethiopia Bahir Dar University

Institute of Technology for Textile, Garment

and Fashion Design

High High


Department Of Textile Technology

High High

Rwanda Kigali Institute of Science and Technology


Moderate Moderate

South Africa Cape Peninsula University of Technology

Department of Clothing and Textile

High High

Page | 43

Technology

Swaziland University of Swaziland

Consumer Science Department

Moderate Low

Tanzania University of Dar es Salaam

Department of Mechanical and Industrial

Engineering

High High

Uganda Busitema High High

Kyambogo High Moderate

Zimbabwe Bulawayo Polytechnic High Moderate

National University of Science and Technology High High

Fig 7. General industry involvement in Curriculum Development Process in Kenya

Using industry experts to both contribute to the development of curricula and

implement it, in combination with a meaningful infusion of their own professional

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Universities UniversityColleges

TVET PMLC

% I

ndus

try

part

icip

atio

n

Low

Moderate

High

Page | 44

experience, knowledge and skills acquired must also be relevant to specific contexts or

needs of the specific learning institution. In this study, the quality of industry

involvement during their curriculum development is highlighted in Annex 5. However

most institutions that involve the industry mainly request them to only evaluate the

existing curriculum and propose areas that need to be incorporated or revised.

6.3 Industry Involvement in Students’ Industrial Attachment Programmes

Technologies keep on changing almost on a daily basis making it difficult for training

institutions to acquire all the necessary machines and equipment required for the training

of their students. Finch and Crunkilton (1999), acknowledge that it is difficult for

individuals and institutions to get all the highly specialized equipment needed to operate

quality programs in schools. In light of the foregoing, it is imperative for training

institutions especially those with T&C related courses to include workplace experience

components in their programs and involve the industry especially in implementation of

the curriculum where specialized techniques and equipment is required.

In Kenya, the industrial attachment/practicum programme is designed to enable students

translate theories learnt in the classroom and perform tasks in a real world environment;

instill in students the right kind of work attitude and professionalism through interaction

with people in the organizations and observation of their future roles in industry; enable

students to learn more than what is taught in class and acquire intangible attributes like

working in a team in the workplace.

6.3.1 Objectives of Industrial Internship Programme

This study established that the institutions sampled have an industrial

attachment/practicum programme that is undertaken by the students within their

learning programme. The programme is a structured, credit-bearing work experience in

a professional work setting during which the student applies and acquires knowledge and

skills. It involves the application of learned skills in an organization related to the

students’ major.

Page | 45

Ideally the institutions have developed the programme such that the students are able to

explore career interests, learn new skills, gain work experience, develop a professional

network and understand workplace expectations.

In the TIVET institutions in Kenya, industrial work experiences/field practicum is an

integrated part of the curriculum. Every student is required to undergo a minimum of

660 hours for industrial work as stipulated in KIE syllabus and examined by Kenya

National Examination Council (KNEC).

Table 6 summaries some of the key objectives of the industrial attachment programmes

as gathered from the 22 institutions. Ideally the intentions of the programme are to

expose students to new scientific and technological equipment and how to manipulate

them as well as enable the students reinforce theoretical instruction through the use of

applied learning facilities.

Table 6: Objectives of Industrial Attachment Programme

Institutions Objectives of Industrial Attachment Programme

Universities &

University

Colleges

“To have industrial feel, identify and solve industrial problems. Some of which

results into fourth year projects or staff research.”

“Offer hands-on training and applying the theory learnt over a year.”

“Give the student an understanding and the basic skills for every stage of the

production chain, the operational function of the production processes, equipment and

production management.”

“Expose students to behaviour of business organizations as they strive to align

themselves to the evolving external environments which provide opportunities as well

as threats to them.”

“To afford students the opportunity to test their theoretical tools and constructs learnt

during their first two years of the degree programme with the realities of running

business organizations.”

Page | 46

“Enable the students to develop realistic expectations with the respect to the world of

work, the role of being employees and, to experience what it takes to work with

others, as well as to work within a generally structured environment in authority,

responsibility and role terms.”

“For the student to apply the theories learnt in class, to get hands on experience,

learn how to solve real problems in industry, appreciate in a practical manner the

processes involved in converting fibrous raw material to the final product (fabric).”

PMLCs

&TVETS

“Expose students to industrial/Business/Social work culture through actual

involvement in real work in real work environment.”

“Provide opportunities to students to apply skills acquired through formed institution

in a real work situation.”

“Expose students to technologies which are not available to them in the institutions.”

“Build confidence in technical operation, problem solving, team work and working

with professional in the world of work.”

6.3.2 Level of Industry Involvement in Industrial Attachment

The study established that the industry is involved in the students industrial

attachment/internship programme. All the sampled institutions apart from 1 PMLC had

an attachment programme for the students that span a minimum of 2 months. The

assessment of students, across the board, during the internship is based on two

components. One is based on reports submitted by student to the department regarding

their workplace experiences. Lecturers of the learning institution assess these. The other

assessment component is on students’ work performance during the attachment period

as assessed by workplace supervisors. The host organization is required to assign a

supervisor to mentor, supervise and assess them. Through this assessment by the

workplace supervisor, the industry is able to judge the quality of education offered by the

institutions and give feedback respectively.

The key role of the industry therefore is providing supervision and feedback to the

training institutions and students. Annex 6 outlines a catalogue of industries associated

Page | 47

with the training institutions in ESA either in curriculum development or internship

programmes.

6.4 Perceptions of the Industry on Quality of Training

Fourteen CTA industry partners in Kenya that cut across the CTA value chain were

interviewed regarding their involvement with training institutions and their perceptions

on the quality of education.

The industries unanimously pointed out that the university and university college

students were very well grounded in the theory aspects of CTA, and felt the quality of

theory training was adequate. However, in contrast, they felt the students were not

competent in the practical aspects, probably as a result of inadequate training due to lack

of appropriate equipment, facilities and infrastructure, or lack of trained staff to operate

and train students on specialized equipment or techniques. As such, the supervisors in

the industry spent more time instructing students on the practical aspects, for example

pattern drafting and clothing construction as mentioned by the fashion.

On the other hand the industry partners felt that student from TIVET and PMLCs were

adequate in the practical aspects and could handle assignments with little supervision,

however they were not adequate in the theoretical elements [Table 7 and Fig 8]. They

highlighted that TIVET and PMLCs institutions place emphasis on a practical approach

as opposed to theory.

Page | 48

Table 7 Perceptions of the Industry on Training in Kenya

Universities/University Colleges TIVET/PMLCs

Theory Knowledge

Practical Application

Theory Knowledge

Practical Application

Hig

h

Mod

erat

e

Low

Hig

h

Mod

erat

e

Low

Hig

h

Mod

erat

e

Low

Hig

h

Mod

erat

e

Low

Technology of textiles and applications in novel textiles. √ √

High-end technical applications √ √

Textile processes and product development √ √

Design management √ √ √ √

Creative design ideas √ √

Use of basic Computer Aided Design √ √ √ √

Design illustration √ √ √ √

Clothing construction skills √ √ √ √

Drafting skills √ √ √ √

Fig 8. General Perceptions of the Industry on T&A Training

During CTA stakeholders meetings held on 19th and 26th October 2012, members felt

that the issue of inadequacies arose from the structure of the Kenyan programmes. The

degree courses place an emphasis on theory as opposed to practical aspects while

0

2

4

6

8

10

12

14

Universities UniversityColleges

TVET PMLC

Indu

strie

s

Theory Adequate

Theory Insufficient

Practicals Adequate

Practicals Insufficient

Page | 49

diploma, craft and artisan courses emphasize on the practical elements. This is further

reinforced by the fact that the society expects the entry point into the job market for

graduates to be management and thus will not perform the actual production work, while

those who qualify from MLC and TIVET are expected to be absorbed in the production

sectors. Therefore diploma, craft and artisan courses have traditionally had between 40 -

90% emphasis on practical subjects [Table 8].

Table 8. Course Emphasis Levels

S. No Course Emphasis on

Theory (%)

Emphasis on

Practical (%)

1 Artisan 10 90

2 Craft 40 60

3 Diploma 60 40

The stakeholders further felt that there was an urgent need for training institutions,

especially universities to revise the way they develop their curricula. This may necessitate

a change in the policies, so that emphasis is placed on the value of the programmes as

opposed to attracting high student numbers.

It was also noted that the industry has advanced in the use of modern technology.

Unfortunately the linkages between the industry and institutions do not incorporate the

sharing of technology and equipment. As a result, when students go for their practicum,

they are not able to operate some of the equipment found in the industries. In some

other instances, as is the case at the Technology Development Centre, they have modern

equipment for CAD, which is also available in the industries, however the staff have

limited training on its operations thus they are not able to sufficiently train their students.

Page | 50

6.5 Perceptions of Graduates on Quality of Training

In the current social, political and economic environment, training institutions must be

able to demonstrate their effectiveness. Students more than ever before are investing in

programs based on the labour market success of graduates. Economic growth and

productivity in a knowledge economy depend on the availability of highly trained

workers to meet employer needs. To deal with these pressures, training institutions must

track their graduates and document labour market outcomes.

6.5.1 Tracking graduates to validate quality of education

It was established that none of the training institutions in Kenya have put in place

mechanisms to track their graduates and hence have no way of describing the post-

graduation activity of college students, assessing the labour market experience of the

graduates, measuring the graduate's perceptions of skill preparation for job market and

measuring the graduate's satisfaction with their college program and job. Addressing

these factors is crucial to any training institution in order to ensure the curriculum is

rationalized to meet labour market needs. A Graduate Tracking System (GTS) should be

designed to support this process in an efficient and effective manner.

6.5.2 Graduate Tracking System (GTS)

The GTS is a comprehensive database management system, which allows users to enter,

manipulate and retrieve data, generate graphs and reports and perform these activities in

a timely, user-friendly fashion. Ideally, the GTS System should be designed to provide

Standard Reports and create Custom Reports.

The standard reports may include graduate status, employment, employer and job title,

while the Custom reports could include:

Satisfaction with Preparation for Job

Satisfaction with Program

Satisfaction with Job

Page | 51

CHAPTER SEVEN

7.0 COURSE ANALYSIS, GAPS IDENTIFICATION AND

BENCHMARKING

7.1 Overview

Benchmarking is essential in institutions of higher learning, as they need reference points

for good practice and for ways of improving their functioning. Benchmarking is intended

to provide institutions with comparative records of past success, the information needed

for improvement, and a realistic appreciation of how well they moving towards their

goals (McKinnon, Walker and Davis, 2000).

7.2 Benchmarking Process

The basic principle used was investigating the course diversity, content and framework

conditions (the factors that determine performance). By comparing individual

programmes and best practice, strengths and weaknesses are identified. It is the

combination of the two that is the strong point of a benchmark analysis; it enables

universities to further develop their strong areas and to address potential “weak spots”.

7.2.1 Selection of best practice institutions

For the purposes of benchmarking the courses offered by institutions in the ESA region,

seven institutions were selected. The selection of the institutions was based on the

webometrics. Ranking Web or Webometrics is the largest academic ranking of Higher

Education Institutions. Since 2004 and every six months an independent, objective, free,

open scientific exercise is performed by the Cybermetrics Lab (Spanish National

Research Council, CSIC) for the providing reliable, multidimensional, updated and useful

information about the performance of universities from all over the world based on their

web presence and impact. Web indicators are considered as proxies in the correct,

comprehensive, deep evaluation of the university global performance, taking into

account its activities and outputs and their relevance and impact.

Page | 52

The institutions selected included, University of Manchester, University of Leeds,

London College of Fashion, Donghua University, School of Textiles and Clothing,

Jiangnan University, D.K.T.E. Society's Textile & Engineering Institute and TEKO

Design and Business School were selected as they have T&A related courses and are

among the highly ranked universities in their respective countries. They were identified as

best-practice institutions selected based on national and international webometrics

ranking systems [Table 9].

Table 9: Selection of best practice institutions based on webometrics ranking

systems

S.N Institution Country Ranking 2011- 2012

Country Rank World Rank

1 University of Manchester United Kingdom 11 164

2 University of Leeds United Kingdom 8 145

3 London College of Design United Kingdom 163 6,639

4 Donghua University China 68 1,081

5 Jiangnan University China 36 736

6 D.K.T.E. Society's Textile

& Engineering Institute

India 414 13, 106

7 TEKO - Design and

Business School

Denmark

The report is based on the assumption that the institutions can learn from each other.

Further it is assumed that in a number of areas, institutions may be inspired by initiatives

carried out in best-practice institutions.

Page | 53

7.2.2 Overview of the best practice institutions

7.2.2.1 University of Manchester

The University of Manchester is renowned for the Textile Engineering Courses and

Degrees. It has excellent facilities and a worldwide reputation for high-quality teaching

and research. In the first national assessment of higher education research since the

university’s founding, the 2008 Research Assessment Exercise, the University of

Manchester came third in terms of research power (after Cambridge and Oxford) and

eighth for grade point average quality when including specialist institutions. According to

the 2012 Highfliers Report, Manchester is the most targeted university by the Top 100

Graduate Employers.

7.2.2.2 The University of Leeds

The University of Leeds is another famous university for textile engineering and fashion

design. From 2006 to present, the university has consistently ranked highly in the United

Kingdom.

The School of Design has a long and distinguished history. Since its foundation in 1874,

it has established a reputation as one of the world’s leading textile institutions. The

School offers a range of degree courses in fashion design, textile design, graphic and

communication design, art and design and design and technology management. More

recent developments have seen the School expand its well-established textiles’ activities

to include graphic design, fashion design, contemporary art practice and design and

technology management.

7.2.2.3 London College of Fashion

London College of Fashion's rich heritage and responsiveness to changes in design

practice have positioned it as a leading global provider of fashion education, research and

consultancy. The College's work is centred on the development of ideas and use fashion

alongside historical and cultural practice to challenge social, political and ethical agendas.

This, combined with its forward-thinking business and management portfolio and its

relationship with the global fashion and lifestyle industries, is the underpinning of its

mission to "Fashion the Future".

7.2.2.4 Donghua University

Donghua University (DHU) is well known as China Textile University, which was

founded in 1951. DHU is one of the state-key universities directly under the Ministry of

Page | 54

Education of China and its two feature disciplines, such as Fashion Design & Textile

Engineering have received high reputation both nationally and abroad. Known as the

cradle for textile professionals in China, Donghua University adheres to an ethos of

"strictness, diligence, concreteness and innovation" and implements the idea that "all-

round development of students is the center of everything". DHU is the number one

university in China (Chinese mainland, Hong Kong, Taiwan & Macau) in textile

engineering. It is also well ranked in the world because of the excellent teaching team,

distinguished research activities.

7.2.2.5 Jiangnan University, School of Textiles and Clothing

The School of Textiles and Clothing of Jiangnan University, China, offers a unique range

of courses, covering Textile Engineering, Textile Chemical Engineering, Clothing Design

and Engineering for the undergraduate program. It is entitled to confer doctoral degree

in Textile Engineering and Pulp and Paper Engineering and master’s degree in Textile

Engineering, Clothing Design and Engineering, Pulp and Paper Engineering. Textile

science and engineering is one of the key disciplines at Jiangnan University, supported by

the “211 project”. The University has input over10 million RMB to purchase an

extensive range of advanced facilities to enhance teaching and research excellence within

the School.

7.2.2.6 D.K.T.E. Society's Textile & Engineering Institute

The Textile & Engineering Institute enjoys a unique and prominent place amongst the

institutions that are engaged in education, training, research and consultancy in various

disciplines of Engineering in India. It has been catering to the needs of the industry for

the past twenty-five years. The link of the institute with the industry has been cultivated

all these years & it has already carved a niche for itself amongst the reputed engineering

institutes in the country, emphasizing value based technical education to the aspirants

who wish to enter the area of corporate world & be on the helms in the twenty first

century.

7.2.2.7 TEKO - Design and Business School

TEKO is Scandinavia's largest design and management college within the fashion and

lifestyle industry. It offers studies in vocational or higher education within the areas of

clothing and textiles or furniture and furnishings. TEKO is has very strong connections

with the companies within fashion and lifestyle, and have for years educated the

Page | 55

manpower that international lifestyle companies need. The programmes offered are in all

areas in a company's production, whether it is design, purchasing or sales.

7.3 Gap Analysis Overview

Gap analysis ideally identifies gaps between the optimized allocation and integration of

the inputs (resources), and the current allocation level. This reveals areas that can be

improved. Gap analysis involves determining, documenting, and approving the variance

between the requirements and current capabilities. Gap analysis naturally flows from

benchmarking or other assessments. Once the general expectation of performance in the

industry is understood, it is possible to compare that expectation with the current level of

performance. This comparison becomes the gap analysis.

7.3.1 Gaps Analysis Based on the Courses Offered

The gap analysis undertaken was based on the courses offered in the learning institutions

mainly focusing on training needs assessment process; the curriculum development and

review process; and content and delivery methods.

The region is relatively competitive when compared with other institutions

internationally. This is evident especially in the Textile Engineering and Cotton

Technology programmes. In addition the curriculum and course content development

processes are fairly comparable to international institutions (Table 11). The following

were noted:

The institutions do not provide sufficient training specific to the textile machines,

which leads to a skill gap. This may be attributed to lack of adequate facilities and

equipment, as noted in the Kenyan institutions. It was also noted that in TDC

they have Gerber Computer Aided Design (CAD) system however they lack

sufficiently trained personnel in the operations of the same.

Inadequate practical knowledge of modern equipment and tools, and limited

awareness of modern production methods and machines especially in the Kenyan

institutions.

Page | 56

There are limited specialized programmes in clothing and textile management

focusing on operational performance and production organization especially in

Kenya.

Inadequate cross-functional knowledge leading to inefficient soft skills to manage

shop floor people.

A general lack of sufficient capacity building for the ginning sector across the

value chain.

Page | 57

Table 10: Analysis of the courses offered, gap analysis and benchmarking

A] TRAINING NEEDS ASSESSMENT PROCESS

Current CTA related Programmes Best Practice Options for Addressing Gaps and Improving the Current Needs

Assessment Process

Needs assessment provides limited

information on the learner

Focuses primarily on attracting

high student enrollment

No competency or skill

component

No regular strategic broad-based

needs assessment

Data not consistently used to

develop and update

courses/programmes

Student competency/skill assessment

included as part of needs assessment

Needs assessment data instrumental to

decisions about training content and

delivery methods

1. Conduct a broad-based needs assessment to redefine the

institutions’ role and scope

Purpose is to determine:

Extent to which the institution is providing the right combination

of courses and offerings to meet customer needs

What types of training and programmes the institutions should be

delivering and to whom

Solicit input from key stakeholders, especially CTA sector industries, related

institutions of higher learning among others on:

Competencies/skills required for CTA professionals to be

successful

Whether critical competencies/skills should be provided by the

institutions of higher learning (or could be obtained through other

sources)

Page | 58

Most effective ways to deliver training

Benefits

Determine which courses/ programmes should be retained as is,

updated, eliminated, and what new ones should be developed

Allows the institutions to focus their limited resources on those

courses/programmes most needed by the relevant industry and

other key prospective employers

2. Continue to conduct regular needs assessments

Keep a pulse on whether the institutions are meeting existing/new

needs

Conduct assessments at least every 2 – 3 years to be a par with

changing needs

B] COURSE DESIGN AND REVIEW

Current Course Design and Review Best Practice Options for Addressing Gaps Improving the Current Course Design

and Review

The institutions’ curriculum sub

committees/ developers may not

encompass all key roles*

Course development is the responsibility

of a core team made up of key roles*

1. Create course content and development teams that encompass all

key roles•

Examine roles and skills of current curriculum sub committees/developers

Page | 59

Lack of consistent standards and

processes for designing and

updating courses

Some courses viewed as out-of-

date or of poor quality

*Note: “Key roles” include subject

matter experts, instructional design

experts, technical experts, etc

Consistent standards and

processes for designing and

updating courses

and determine gaps

Acquire new roles/skills where necessary

Provide additional training for team members

Use contractors, as needed

2. Conduct a quality review of all course materials before they are

distributed to trainees (e.g., check for typos and incorrect information)

3. Create and document a systematic process for

developing/designing courses/programmes

Apply criteria to determine delivery media

Define frequency/types of interactions for courses/programmes

4. Create and document a systematic process for reviewing/updating

courses

Timeline and schedule for course review

Review team

Automatic review notifications

Communication plan

Page | 60

C] COURSE CONTENT

Current Course Content Best Practice Options for Addressing Gaps Improving the Current Course Content

Textile Science & Technology courses

Lack of emphasis in essential textile aspects:

Technology aspects of textiles and

applications in novel textiles.

High-end technical applications

Absence of fundamental computation units

Absence of research project

Combines traditional science and

technology aspects of textiles with

innovative applications in smart textiles,

sportswear, aerospace and automotive

materials and biomedical implants.

Course is driven by the needs of the

global textile industry, which is focused

on high-end technical applications.

The first year provides a fundamental

understanding of fibre, yarn and fabric

manufacture, the nature of materials,

mathematics, physics, chemistry and

computation.

Final year research project that allows

the study of a topic in some depth and

provides an ideal opportunity to

develop analytical and personal skills.

1. Categorize content and create Foundation, Breadth and Depth

courses:

Foundation courses will provide students with the fundamental

concepts and tools to pursue their studies at the higher level.

Breadth courses will introduce students to different specialties in

the given discipline of engineering.

Depth courses offer specialization within each engineering

discipline.

Non-woven Textiles, Textile Machine Manufacturing, Textile

Information Systems Design etc.

All depth courses may integrate a substantial design component.

2. Develop and incorporate a research project

To be undertaken by final year student to assess their analytic skills

Page | 61

Textile Design, Fashion and

Management courses

Lack of strong multi-disciplinary skills

in some programmes

Students lack creativity design ideas

Some courses lack application

component

Deficiency in design studios thus

modest emphasis on design projects

Fundamental textile processes not

adequate

Focus primarily on fashion design

element

Minimal design management content

Insufficient use of Computer Aided

Design

There is a strong emphasis on

developing the multi-disciplinary skills

necessary in today's competitive

marketplace, where students learn to

transfer their creative ideas successfully

into fabrics.

Emphasis on studio-based design

projects, fabric production lectures and

labs, which form the core of the

curricula.

Fundamental textile processes of fibre-

to-yarn and yarn-to-fabric conversion

as well as design management, design

processes and Computer Aided Design

are included.

1. Develop modalities to engage students in multi-disciplinary units

Approach other relevant departments if need be for students to

take units as minors

Introduce students to philosophy, culture and visual art. - It

discusses the interrelatedness of key philosophical, cultural and

artistic ideas and encourages a scholarly way of thinking.

2. Ensure provision of sufficient infrastructure support:

Evaluate current design studio status and workshops

Determine new ways to provide adequate facilities for design

projects

3. Design and incorporate essential textile processes

Computing for design and Computer Aided Design

Develop students’ computing skills in the areas of drawing, image

manipulation, and digital presentation.

Design Research Interactive Systems: This will furnish students

with an introduction to all interactive systems (Human Factors &

Ergonomics) that affect the design process, research and practice.

Page | 62

Textile Engineering

Curriculum to incorporate adequate

groundwork of essential fundamentals

on aspects related to Mathematics,

Physics and Chemistry.

Need for well equipped class rooms and

state-of-the art labs such as garments

Technology Lab, Mechanical

Workshop, Fabric Manufacturing Lab.

Wet Processing Lab, Testing Lab and

Quality Control Lab, Physics lab,

Chemistry Lab, Electrical Circuit Lab

etc.

Creative problem-solver using latest

tools of engineering to design novel,

functional textiles and processes.

Emphasis is on process and product

development using textile materials.

The graduates will have know-how in

traditional textile manufacturing as

well as in technical textiles.

Ability to analyze structure property

relationships of textile materials, and

develop and characterize novel textiles

including woven, knitted and non-

woven structures.

1. Course Structure

Ensure curriculum is structured so as to provide adequate

groundwork of essential fundamentals on aspects in the early stages

of the course.

The students should be introduced to concurrent textile related

studies at various levels within the structure of the course in order

to integrate basic concepts with advanced aspects of textile

engineering.

This integration will culminate into specialization in diverse areas of

textile engineering.

o The course structure to be designed in order to provide a

means by which multidisciplinary skills knowledge may be

combined to design, process and manufacture textile

production

2. Ensure provision of sufficient infrastructure support:

Evaluate current laboratories status and workshops

Determine new ways to provide adequate facilities to students to

ensure they are able to deal with engineering problems which occur

in the process of manufacturing fibres, yarns and fabrics.

Page | 63

Ginning Technology

The skill gaps include production

management, marketing management,

people management, information

technology, quality management, and

ergonomics

1. Incorporate essential skills

Improvement in the knowledge and skills of the people associated

with the ginning sector will not only benefit the sector, but will also

create value enhancement in both forward and backward linkages.

Ginning sector up gradation in term of skills and technology can be

used as instruments in improving quality of cotton and cotton

products, creating employment opportunities, and increasing

earnings of the people associated with the ginning sector.

Such interventions will essentially lead to improvement in the

livelihood and poverty alleviation.

D] TRAINING DELIVERY METHODS

Current Training Delivery Methods Best Practice Options for Addressing Gaps Improving the Current Training Delivery

Methods

Engaging part time lecturers/instructors

to teach courses

Training methods not viewed as

effective:

o A blended approach

(theory/practical) in instruction

has not fully been adopted

Engage qualified lecturers/instructors

and competent visiting lecturers

More use of distance learning methods

(particularly Web) versus classroom as

the primary training delivery method

Courses delivered via multiple methods

(blended approach)

1. Ensure course teaching methods provide sufficient opportunities for

interaction

Evaluate current and past opportunities for interaction

Determine new ways to provide opportunities for interaction

during course delivery

Ensure methods for incorporating interactions are effective

Adopt a blended approach (theory/practical) in instruction with

Page | 64

Opportunities for interaction during

course delivery are inadequate

Lecturers/Instructors (especially part

timers) are not always effective at

delivering training in a given medium

Innovative methods to incorporate

interactions into course learning

Qualified lecturers/ deliver courses

emphasis on practical methods.

2. Ensure lecturers/instructors have the tools and skills to teach

Engage Lecturers/ instructors with:

o Subject matter expertise

o Applied field experience

o Experience in medium of course delivery

Consider using professional speakers with subject matter experts in

seminar forums

Provide lecturers/instructors with standard guidelines for training

in a particular medium

Page | 65

CHAPTER EIGHT

8.0 CONCLUSION

The textile industry is an attractive sector that is poised for growth. The industry enjoys

significant strengths and advantages, such as, availability of raw materials, labour,

domestic market and supportive government policies. Advances in technology,

combined with the ever-evolving needs skilled manpower, are having a strong impact on

the textile and clothing sector. The importance of innovation-driven textile programmes,

research and development are essential elements for the CTA industry. In this regard,

following the study, the following interventions are, therefore, recommended:

There is need to review and develop the curriculum that addresses the emerging

needs of our society in order to enable the learners to acquire and develop the

desired knowledge, skills, values and attitudes for life in the emerging knowledge

society.

Introduce adequate, relevant contents and curriculum delivery modes to cater for

new and emerging job performance trends as well as modern planning and

quality management best practices.

Need for harmonization and rationalization of TIVET curricula, examinations,

testing and certification. In order to achieve this objective, the TIVET

Curriculum Framework should be shared and owned by all stakeholders to

enhance implementation.

Improving links between educational institutions and the industry with the

prospects of offering jointly developed programs such as internships as one

approach.

The cotton and textile industry is undergoing substantial�change and there is a

need for comprehensive data to adequately understand the labour market

dynamics affecting the entire industry in order to adequately develop all-inclusive

training programmes.

An in-depth survey of industry needs will further help to identify human resource

related needs and support the development of a structured industry-wide

approach to up-skilling.

Page | 66

Provide support to the industry by enabling knowledge transfer to occur that

drives human capital to create value through innovation;

o Develop tailored training programs;

o Keeping the programs short (not time-intensive); and

o Insuring that the programs are easy to manage and implement.

Strategies for Promotion of University-Industry Linkages and Partnerships

o Promote faculty and student internships and exchanges with local

and international companies. Faculty internships in local industries are,

at present, limited. An increase in faculty internships and short-term

consulting opportunities would greatly improve the quality of teaching.

Internships for most of the students would increase the quality of

graduates.

o Promote collaborative curricula development in universities. The

outcome would be curriculum that is relevant to industries operating in

Kenya and other African countries.

o Promote joint research and contract research. The joint research

could be with local SMEs as well as multinational corporations. The

outcome would be an increase in the research capacity of training

institutions, increase in number of publications and patents, and increase

in research funding by industry

Develop Graduate /Career Tracking Systems through which the learning

institutions are able to obtain first-hand information about their graduates, what

they experienced as job seekers, their strategies, and their evaluation of their

studies at the respective learning institutions.

Page | 67

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Omolo, J. O. (2006). The Textiles and Clothing Industry in Kenya, in Hebert Jauch and

Rudolf Traub- Merz (eds). The Future of the Textile and Clothing Industry in Sub-

Saharan Africa, Bonn: Friedrich-Ebert- Stiftung

Otunga, R. and Nyandusi, C. (2001). The Context of Curriculum Development in Kenya.

http://international.iupui.edu/kenya/resources/Curriculum-Development.pdf

PhillipsKPA (2009). Feasibility Study Stage 1: Needs Analysis. A new national University

in regional Australia FEASIBILITY STUDY. Charles Sturt University &

Southern Cross University National University in Regional Australia Project No.

3162.

Sharma M.K. (2008). New Developments in Cotton Ginning. A Paper presented at the Fourth

Breakout Session on Thursday, November 20, 2008 during 67th Plenary Meeting

of the ICAC in Ouagadougou, Burkina Faso

Toombs, W. & Tierney, W. G. (1991). Meeting the mandate: Renewing the college and

department curriculum. ASHE-ERIC Higher Education Report No. 6. Washington,

D.C.: The George Washington University, School of Education and Human

Development.

Page | 69

ANNEX 1

Database of Kenyan Universities and University Colleges offering

CTA related courses

NO. INSTITUTION COURSES

1 Moi University


P.O. Box 3900, Eldoret – 30100, Kenya

Tel: +254 53 43170

Email: [email protected]

Bachelor of Engineering in Industrial

and Textile Engineering

Master of Science in Textile Engineering

2 Egerton University


Development Studies

P. O. Box 536 – 20115, Egerton, Kenya

Tel: +254 723 926 781

Bachelor of Science in Clothing, Textiles

and Interior Design

3 Kenyatta University

Department of Fashion, Design & Marketing

P.O Box: 43844-00100, Nairobi, Kenya

Tel: +254 20 8710901 Ext: 57141


Web: www.ku.ac.ke

Bachelor of Science in Fashion Design

and Marketing

Master of Science in Fashion Design and

Marketing

PhD in Fashion Design and Marketing

4. MasenoUniversity Department of Design

Private Bag, Maseno, KenyaTel: +254 - 57 - 351620/22 Ext: 3169 / 3511Fax: +254 - 57 – 351221 Web: www.maseno.ac.ke


Bachelor of Arts in Textile, Apparel

Design & Fashion Merchandising

Master of Arts in Textile with a

Specialization in Textiles & Apparel

Design

PhD in Clothing and Textiles

5. Kenya Polytechnic University CollegeHaile Selassie AvenueP.O. Box 52428, Nairobi, 00200Tel: +254 20-22219690, 342425Fax: +254 20-22219689Email: [email protected]

Certificate in Fashion Design and

Garment Making

Diploma of Technology in Fashion

Design

Page | 70


Diploma in Fashion Design and

Garment Making

6 South Eastern University College (SEUCO)

Department of Industrial, Manufacturing and Energy Engineering

P.O. 170-9022, Kitui, Kenya

Tel: +254-20-2413859,

Cell: +254-716 962770/736 116989 E-mail: [email protected]


7 Machakos University College

Department of Clothing Technology

P.O. BOX 136 – 90100, Machakos

Tel: +254 44 21604


Website: http://www.machakosuniversity.ac.ke


Craft Certificate in Garment Making (Clothing Technology)

Artisan Certificate Course

Page | 71

ANNEX 2

Database of Kenyan PMLCs and TIVET offering CTA related courses

NO. INSTITUTION CATEGORY COURSES

1 Eldoret Polytechnic

Eldoret, Kenya

Tel: +254 723 010265

Email Address: [email protected]

Website: http://www.eldopoly.ac.ke/

Polytechnic College


2 Kisumu Polytechnic

P.O. BOX 143, Kisumu, 40100, Kenya

Tel: +254 57-2020071


Website: www.kisumupoly.ac.ke

Polytechnic College


3 Kenya Textile Training Institute

P. O. box 67799 – 00200, Nairobi

Te: +254 720 917897

+254 736 290676


Website: http://www.nita.go.ke

Technical Training College

Spinning

Weaving

Processing

Clothing Technology at craft and Diploma levels

4 Mathenge Technical Training Institute

P.O. BOX 665, Othaya

Tel: +254 20-3523664




5 Kirinyaga Technical Institute

P.O BOX 143-10300 Kerugoya

Tel: +254 20 2146750



6 Michuki Technical Training Institute

P. O. Box 4, Kangema

Tel: +254 60 56831

Website: www.michukitechnical.ac.ke



7 N’kabune Technical Training Institute Technical Craft, Artisan, Certificate and

Page | 72

P.O. BOX 330, Meru

Tel: +254 064 30631

Website: http://www.nkabunetti.ac.ke

Training College Diploma in Clothing Technology

8 Nairobi Technical Training Institute

P.O. BOX 30039, Nairobi-00100, Kenya

Tel: +254 20-6764863


Website: www.ntti.ac.ke




9 Gusii Institute of Technology

P.O. BOX 222, Kisii, 20100 Kenya

Tel: +254 -58-31958




10 Rift Valley Institute of Science and Technology

P.O. BOX 7182- 20100, Nakuru

Tel: +254 50 216205



11 Mombasa Technical Training Institute

P.O. BOX 81220, Mombasa, 80100 Kenya

Tel: +254 41-226458




12 Meru Technical Training Institute

P.O. BOX 111 - 60200, Meru

Tel: +254 64 32837



13 Ramogi Institute of Advanced Technology

P.O. BOX 1738-40100, Kisumu,

Tel: +254 20 2065052 / 0723 789373

Website: www.ramogiinstitute.ac.ke




14 Nyeri Technical Training Institute P.O. BOX 465-10100 Nyeri, Kenya

Tel: +254 61 2032330




15 Moi Institute of Technology Technical Training College


Page | 73

P.O. BOX 184 - 40404 Rongo

Tel: 059-42087

Website: www.moinstitute.ac.ke


16 Sang'alo Institute of Science & Technology

P.O. BOX 158, Bungoma, Kenya

Tel: +254 55 30918 /20 2315495 /55 20322, 735 175295


Certificate in Garment making


17 North Eastern Province Technical Training Institute.

P. O. Box 329 - 070100 Garissa

Tel: +254 46 2102454

Website: http://www.neptechnical.ac.ke


Craft Certificate and Artisan courses in Garment Making

18 Keroka Technical Training Institute

P.O. BOX 440-40202, Keroka

Tel: +254 726-588558 /728 389219


Webpage: http://www.kerokatechnical.ac.ke



Craft in Fashion Design and Garment Making Technology

Artisan course

19 Rwika Institute of Technology

P.O. BOX 1264 – 60100, Embu

Tel: +254 68 31100




Certificate in Interior Design and Decoration

20 Kenya Industrial Training Institute

P.O. BOX 280, Nakuru Kenya

Tel: +254 51-2216755



21 Shamberere Technical Training Institute

Kakamega, Kenya




22 National Youth Service Engineering Institute

P.O. BOX 55742 – 00100, Nairobi

Engineering College Diploma in Clothing Technology

23 Karen Technical Training Institute for The Deaf,

Karen Road, Off Ngong Road Nairobi

Training Institute Diploma in Clothing and Textile Technology

Clothing and Textile Technology

Page | 74

Tel: +254 20 882872: Craft Level

24 Technology Development Centre

P.O. Box 42 00204, Athi-River

Tel: +254 20-2398429 /

+254 45 6620283


Training Institute Machine Operator course

DIT Grade 3, 2 and 1 in dressmaking and tailoring

Diploma in Fashion design

25 Evelyn College of Design

P.O. BOX 10988, Nairobi, 00400

Tel: +254 20 4348839/40; 3877708/09;

3876504


Website: www.evelyncol.com

Arts and Science College

BTEC Higher National Certificate and Diploma in Fashion and Textiles

Short courses in Clothing Construction and Textile Design

26 Vera Beauty and Fashion College

Emperor Plaza,

Kenyatta Avenue, opp. G.P.O

P.O. Box 12416-00100, Nairobi

Tel: +254 20 2216520 /

Cell: +254 725 923550


Website: www.verabeautycollege.com

Beauty and Health College


Diploma in Interior Design in Soft furnishing

Certificate in Fabric Decoration

27 Buruburu Institute of Fine Art (BIFA)

P.O Box 48370 - 00100, Nairobi

Tel: +254 721-837917 (Cell) /

20 2319767


Website: www.bifa.ac.ke

Arts and Science College

Certificate and Diploma in Fashion Design

Certificate and Diploma in Interior Design

28 Mcensal School of Fashion Design

P. O. Box 51421-00200, Nairobi, Kenya

Tel: +254-020-2711988


Webpage: www.msf.co.ke

Diploma & Certification College

Edexel BTECH Level 3 Award, Diploma in Fashion and Clothing,

Edexel BTECH level 5 Higher National Diploma in Art and Design,

Short courses with a duration of 6 weeks

Page | 75

29 Nairobi Art Academy

P. O. Box 21520-00505, Nairobi, Kenya

Tel: +254 20 2183851

Cell: +254 722 153553


Website: www.nairobiartacademy.com

Arts and Science Colleges


Certificate Courses in Fashion Design & Garment Making Technology

Page | 76

ANNEX 3

Database of ESA region institutions offering CTA related courses

NO. COUNTRY INSTITUTION COURSES

1 Ethiopia Bahir Dar University,

Institute of Technology for Textile, Garment and Fashion Design (iOTEX)

Tel: +251 582 266246

Mobile: +251 911 389237


(i)Undergraduate degree

programmes (B.Sc)

• Textile Engineering

• Garment Engineering

• Fashion Design

• TVET in Textile Engineering

• TVET in Garment Engineering

(ii) Postgraduate programmes

• Textile Technology (M. Tech)

PhD programme

Sandwich programme with a German University (degree issued by Bahir Dar University)

2


Faculty of Engineering, Department of Textile Technology,

Mauritius

Tel: +230 4037756, +230 2527560

Undergraduate degree programmes (B.Sc)

Textile and Fashion Design

Fashion Technology

Fashion & Design Institute

Mauritius

Tel: +230 4047242

Fax +230 4664105


BTEC Higher National Diploma in

Textiles Design

BA (Hons) Fashion Design and

Technology

3 South Africa Tshwane University of Technology,

Department of Fashion

183 Staatsartillerie Street Pretoria 0183

National Diploma: Fashion

Baccalaureus Technologiae: Fashion

Magister Technologiae: Fashion

Doctor Technologiae: Fashion

Page | 77

South Africa

Tel: 011-27-12-086-1102, Ext. 422Website: www.tut.ac.za

Cape Peninsula University of Technology


Department of Clothing & Textile Technology

PO Box 1906, Symphony Way, Bellville, Western Cape

7535

South Africa

Tel: +27 21 959 6466 (secretary)

+27 21 959 6062 (HoD)

Fax: +27 21 959 6497

Email: [email protected] [email protected] (secretary) [email protected] (Ag HoD)

National Certificate Clothing

Management,

National Diploma Clothing

Management

B-Tech Clothing Management

The Design School Southern Africa71 Corlett Drive, Birnam, Johannesburg2196 (Entrance 28 Fort Street)Tel: 011-27-11-786-7501Website:www.designschoolsa.co.za

Bachelor degree program in Fashion Design.

Cape Town College of Fashion Design7 Delaney RoadPlumstead 7800South Africa

011-27-021-762-6710 Email: [email protected]

Webpage:www.ctfashioncollege.co.za


Part-time Courses

Garment Technology Foundation

Garment Technology - Patternmaking

Advanced

Garment Technology - Garment

Construction Advanced

Fashion Design

Digital Fashion Illustration

Durban University of Technology Department of Fashion & TextilesP O Box 1334Durban 4000

South AfricaTel: 031 373 3750Fax: 031 373 3744Website http://www.dut.ac.za

National Diploma in Fashion

Bachelor of Technology in Fashion

Master of Technology in Fashion

Page | 78

Elizabeth Galloway Academy of Fashion Design

26 Techno Road, Techno Park Stellenbosch, Western CapeSouth Africa 7600



Part-time Course

Introduction to Fashion Design course

Linea Academy of Fashion

65 Jan Smuts Ave, Mayville Durban, Kwazulu Nata

South Africa

Tel: +27 31-2611414


[email protected]

Website: www.mjvn.co.za/linea

BA Degree in Fashion Design

Lisof Fashion School

P. O. Box 1284Parklands, 2121

Rosebank:

Tel: +27 (0) 86 11 54763Tel: +27 (0) 11 788 4432 / 011 788 6617Fax: +27 (0) 11 447 4087Hatfield:

Tel: +27 (0) 12 362 6827Fax: +27 (0) 12 086 695 1843

Cape Town: Tel: +27 (0) 21 423 4795Fax: +27 (0) 11 447 4087


Full Time

Degree:

Bachelor of arts in fashion

Bachelor of arts honours in fashion

Diploma:

Diploma in Fashion

Part-Time

Short course in fashion design; Garment construction (sewing); Patternmaking; Make-up 01 and Make-up 02

Higher certificate in fashion (night school)

Distance Learning

Short course:

Short course in fashion design

Short Course in Patternmaking

4 Swaziland University of Swaziland

Faculty of Agriculture

Department of Consumer Sciences

Private Bag 4, Kwaluseni

M201, Swaziland

B.Sc. Textiles, Apparel Design and Management

Page | 79

Tel: +268 2517-0000/2518-4011

+268 2518-5108

Fax: +268 2518-5276

Swaziland


Webpage: www.uniswa.sz

5 TANZANIA University of Dar es Salaam

College of Engineering and Technology

P.O. Box 35131

Dar es Salaam, Tanzania

Tel: +255 22 2410753 (direct Line);

+255 22 2410500 - 08 (Ext 2800)

Fax: +255 22 2410572

Fax: +255 22 2410752 or +255 22 2410114

E-mail: [email protected]

B.Sc. in Textile Engineering

B.Sc. in Textile Design and Technology

6 UGANDA Department of Textile Engineering


Busitema University

P.O Box 236, Tororo, Uganda

Mob: +256-776-369920

+256-703-975963


Webpage: www.busitema.ac.ug

Diploma in Ginning Engineering

Bachelor of Science in Textile

Engineering

Chemistry Department

Kyambogo Hill CampusP.O. Box 1, Kyambogo, Uganda

Tel: +256 - 414 - 690863

Diploma in Textile Design and Technology

Bachelor of Science in Textile and Clothing Technology

7 ZIMBABWE Department of Textile Technology

National University of Science and Technology

P.O. Box AC 939, Ascot,BULAWAYO

Tel: +263 - 9 - 282842

Bachelor of Textile Technology (Honours) Degree - Textile Technology

Page | 80

Fax: +263 - 9 - 286803

E-mail:

Website: www.nust.ac.zw


Institute of Art & Design

P.O Box 1392, Bulawayo, Zimbabwe


Tel: +263 774 745443 /712 408518

+263 885745

Website: http://www.bulawayopoly.ac.zw

National Certificate (NC)

Fashion Design

Industrial Clothing Design and

Construction

Textile Design

National Diploma (ND)

Textile Design

Fashion Design

Industrial Clothing Design and

Construction

Higher National Diploma (ND)

Textile Design

Fashion Design

Midlands State University (MSU)

P. Box Private Bag 9055Gweru Zimbabwe

Zimbabwe Code +263 Gweru area code (0)54 Main Campus 260331,260337,260404,260409,260417,260450, 260464, 260476, 260490, 260497, 260525, 260541, 260554,260566, 260568, 260592, 260575, 260632, 260667, 260735, 260575

Webpage: www.msu.ac.zw

Bachelor in Fashion Merchandising

8 MALAWI

University of Malawi

Bunda College of Agriculture

Department of Home Economics/Human Nutrition

P.O. Box 219, Lilongwe,

Malawi

Tel: +256 (1) 277222

9 MOZAMBIQUE Erasmus Muhate (Principal Agronomist)

Page | 81

Mozambique Institute for Cotton

I.A.M. Av. Eduardo Mondlane Nr. 2221, 1-Andar, Maputo, Mozambique

Tel: +258-1-43 10 15/60

Fax: +258-1-43 06 79


10 MADAGASCAR Athénée Saint Joseph Antsirabe(ASJA),

Textiles and Apparel Department

P. O. Box 287, Madagascar


Tel: +261 (20) 44 483 19/20

MSc Textile Technology and

MSc Textile Technology with

specialization in Production and

Manufacturing

11 ZAMBIA Riverside Farm InstituteP.O. Box 360053 Kafue – Zambia

Phones: +260 211 21 24 15/ 21 50 82 +260 977 788 472E-mail: [email protected]

Tailoring Course

12 RWANDA Kigali Institute of Science and Technology (KIST)


Avenue de lArmee,

P/ O/ Box 3900, Kigali, Rwanda

Tel:+250 574696 /+250 727 111057

Fax:+250 571924


[email protected]

Bachelor of Science in Creative Design

13 LESOTHO Limkokwing University of Creative Technology, Lesotho

Maseru Campus

P.O. Box 8971, Maseru 100, Lesotho.

Tel: +266 2231 9779/9787

Associate Degree in Fashion and Apparel Design

14 ERITREA

Page | 82

ANNEX 4

Sample Curriculum Development Processes in Selected Kenyan

Institutions

A] School of Engineering, Moi University, Kenya

The Curriculum Sub- committees in the teaching Departments collects and collates input from stakeholders, including staff, students, graduates, and market players regarding current programmes, and the changing trends in academic innovations.

The Sub committees prepare a memorandum of suggested new curricula or revisions to the existing curricula and submit them to the Head of the relevant Department, herein after termed the source Department.

The Heads of Department table memoranda from the Curriculum sub- committee at a special Departmental academic Board meeting for discussion.

The Departmental Academic Boards consider the proposals by the Curriculum sub- committee, and task specialists to design specific courses, or make revisions to existing courses in line with suggestions by stakeholders, professional requirements and current trends in the area of specialization.

The specialists submit draft courses or suggested revisions to existing courses to the Head of Department within a specified time referred to as draft one.

The Head of department distributes the draft courses or amendments to the academic staff for study and further input.

The Head of Department then organizes a workshop to deliberate the draft courses, programmes and revisions. The workshop may have resource people from outside the department and representatives of stakeholders.

The workshop fin dings are submitted to the curriculum sub- committee to develop advanced drafts.

The advanced drafts are submitted to the Head of Department

The Head of Department circulates the advanced drafts to academic staff of the department for further input.

The Head of Department holds Departmental Academic Board meetings to discuss the advanced drafts for further improvement.

The Head of Department submits the improved advanced drafts to the Dean of the School for consideration by the School Curriculum Sub- committee

The School sub -committee considers the improved advanced drafts at specific meetings and may recommend amendments for the source department to consider.

Page | 83

If satisfied with the advanced improved drafts, the School curriculum sub – committee tables the drafts at a special School Academic Board meeting for discussion.

The School Academic Boards may propose amendments for the source department to consider.

If satisfied with the draft curricula proposals or course revisions, the school Academic Board authorizes the Dean of the School to submit the drafts to the Chair of the committee of the Deans.

The Chair of the Committee of Deans tables the curricula drafts before the committee of deans for discussion.

The Committee of Deans may recommend amendments for the source department to consider.

If the Committee of Deans is satisfied with the proposed curricula or amendments to existing curricula, they authorize the chair of the committee to submit them to the Chief Academic Officer/Senate Secretariat.

The Senate Secretariat tables the draft curricula or revisions in Senate for discussion.

Senate recommends amendments to the draft curricula or course revisions for the source department to make.

If Senate is satisfied with the draft curricula or revisions to the existing curricula the draft is then approved and become bona fide university curricula to be run by the source department.

Page | 84

B] South Eastern University College (SEUCO)

1. Needs assessment

- Data collection

-Report writing

-dissemination

8. Monitoring and evaluation 2.Policy formulation

-Monitoring Review of:

-Summative evaluation National goals of education

-Syllabus revision -Level objectives

-Number of subjects

7. National implementation 3. Curriculum design

-Teacher orientation - Subject general objectives -Distribution of syllabuses - Topical content -Implementation - Scope and sequence charts - Curriculum design

6. Pre-testing/Piloting/Phasing in 4.(a)Syllabus Development 4.(b)Development of

Approval curriculum

- Selecting of pilot schools - Writing workshops -Production of course

-Development of instructional - Subject panel books/teacher guidelines materials - Course panel - Development of

- Piloting - Academic board handbooks and manuals

-Monitoring the piloting - Printing and

-Revision of syllabus -Production of syllabuses

-Vetting of curriculum support materials

5. Preparation of Curriculum Implementers

-Orientation of Teachers, Education Officers

and other stakeholders

Page | 85

ANNEX 5

Sample Curriculum Development Processes in Selected ESA

Institutions

A] Institute of Technology for Textile, Garment and Fashion Design (iOTEX),

Bahir Dar University, Ethiopia

“The curriculum development undergoes two phases:

Professional profile development phase.

Curriculum development phase.

Professional profile encompasses all knowledge, skills and attitude that the industry and

sectorial stakeholders need from the graduates in the field at the end of the day;

curriculum, on the other hand, is the combination and sequence of courses structured to

produce the needed professional profile demanded by the industrial sector. Professional

profile is dictated by the industrial sector and, based on the formulated professional

profile, Ethiopian and German curriculum experts in the textile, garment and fashion

profession developed the curriculum.”

B] Busitema University, Uganda.

“The programme was developed to address the gap of textile professionals needed by the

country having skills in all textile manufacturing processes and other related engineering

disciplines. All stakeholders in the cotton, fibre and apparel value chain coupled with

academics with extensive experience in cotton, fibre, textiles and apparel were called

upon to participate in the development process. Their input was beneficial, and when the

programme was submitted to the National Council for Higher Education (NCHE) a

body which regulates degree awarding institutions in the country, awarded it the green

light and as one of the best developed programmes.”

Page | 86

C] Department of Clothing and Textile Technology, Cape Peninsula University of

Technology, South Africa

“The curriculum was developed by having workshops with stakeholders from retailing

sector, clothing and textile industries, and the unions in order to get their valuable input

in what was required. Close cooperation with Natal Technikon was the convener

technikon also took place. Benchmarking against offerings elsewhere both in SA and

Europe took place.”

D] Department of Mechanical and Industrial Engineering, University of Dar es

Salaam, Tanzania.

“A team of experts prepared the Zero draft curricula using references in USA, UK,

India, Germany and South Africa. This was followed by a stakeholders workshop, that

included stakeholders who had earlier responded to a needs survey questionnaire. The

team of experts plus one nominated industrialist harmonized the zero draft curricula by

incorporating views from stakeholders where necessary.”

Page | 87

ANNEX 6

CATALOGUE OF INDUSTRIES ASSOCIATED WITH THE TRAINING INSTITUTIONS

COUNTRY INSTITUTIONS INVOLVED IN CURRICULUM DEVELOPMENT

CTA INDUSTRIES/ORGANIZATIONS LINKED TO DEPARTMENTS INTERNSHIP PROGRAMMES

Kenya

Kenya Industrial Research and Development Institute (KIRDI) Rivatex (EA) Ltd

Kenya Bureau of Standards (KEBS) Thika Cloth Mills

Kenya Agricultural Research Institute: Sericulture Station, Thika Nakuru Blankets

Engineers Registration Board Spinners and Spinners

Kenya Agricultural Research Institute (KARI) Spin knit

Ministry of Higher Education, Science and Technology EA Fine Spinners

Ministry of Industrialization African Cotton Industries

Ministry of Agriculture Rivatex (EA) Ltd

Kenya Association of Manufacturers (KAM) Ken Knit Nakuru

Kenya Institute of Education (KIE) Sunflag Industries

Kenya Institute of Education (KIE) Bedi Investment

Kenya National Examinations Council (KNEC) RUPA

Directorate of Industrial Training under the Ministry of Labour Kicomi

Export Processing Zone (EPZ) Authority EPZ

Brother knit wear

Ultra ltd

Manchester outfitters

Page | 88

Fashion Houses (Kiko Romeo, Mihatchi, Rialto, Lacasa, Samwa Fashions, Occasions n' days, African-- Heritage, Essential Fashions, Sierra Fashions, Mirage Fashions, Jipa and Garment Ltd, Jakari Clothing Company, Mirage Fashion Wear)

Private Design Firms (Magnet Venturers, Design Fourty, Chege Designers, Ideal Interiors, Inexterior Ltd, House Mark Ltd, Blue Omnibus, Studio 62 Ltd, Oshwa Prime Designers, Jacaranda Designers, Skima Designers, Zambezi African Design, Pee Jay Designers)

Interior firms that are relevant CTA industries ( Neo Interiors, Bizzline Interiors, Elegance Furniture’s, Odds n Ends, Planet Interiors)

Uganda

National Council for Higher Education (NCHE) Southern Range Nyanza Ltd. – Jinja (Uganda)

Uganda Industrial Research Institute (UIRI) Phenix Logistics – Kampala (Uganda)

Ministry of Trade, Industry & Cooperatives Sigma Knitting – Jinja (Uganda)

Uganda National Council for Science & Technology (UNCST) Rivatex E.A. Ltd. – Eldoret (Kenya)

Uganda National Bureau of Standards (UNBS) Polymer Industries

Cotton Development Organization (CDO) - TIC Plastics – Kampala (Uganda)

National Agricultural Research Organization (NARO) - Africa Polysacks – Seeta (Uganda)

Southern Range Nyanza Ltd. (Textile Mill) Paper Industries

Phenix Logistics (Textile Mill) - Riley Packaging – Mukono (Uganda)

Textile Engineering Academics from: Research Institutes

- Moi University, Department of Manufacturing, Industrial &Textile Engineering

- Uganda Industrial Research Institute

- Dar-es-salaam University - Kawanda Agricultural Research Institute (Uganda)

- DKTE Textile & Engineering Institute, Ichalkaranji – India

- Kyambogo University, Dep’t of Chemistry – Textile Section,

Ginners

Page | 89

Ethiopia

Textile and garment industry representatives Almeda Textile Industry

Small and micro enterprises Komblocha Textile Industry

The private sector (engaged in textile business one way or the other)

Hawassa Textile Industry

Governmental organizations (policy formulators and decision makers

Arba Minch Textile Industry

Experts in the field of textile and garment sector Ayka Addis Textile Industry

SAYGINDIMA Textile Industry

Ambassador

Wow International

Knit to Finish

Novastar

Wossi Garment

Concept International

Mauritius

Textile Manufacturers Fabric and Garment Manufacturers

Fabric Manufacturers Knitwear, Jersey wear, Denim, Shirts Manufacturers

Local enterprises and SME’s Textile Manufacturers; dyeing, spinning

Fashion Designers Textile agencies

Secondary Teacher

Academics from the university

Rwanda

University of Nairobi’s School of Art & Design UTEXRWA Textile Industry

Kenya Polytechnic University College New Kigali Designers

Page | 90

Department of Art & Design, Kenyatta University

Directorate of Quality Assurance, KIST

South Africa

Natal Technikon Natal Technikon

Woolworths Woolworths

Foschini Foschini

PEP manufacturing PEP manufacturing

Rex Truform Rex Truform

Monviso Monviso

House of Monatic House of Monatic

Rotex Textile company Rotex Textile company

Nettex Textile company Nettex Textile company

Team Puma Textile company Team Puma Textile company

Hextex Textile company Hextex Textile company

Falke Textile company Falke Textile company

Clothing and Textile Workers Union.

Swaziland

Apparel firms Clothing retailing shops

Ministry of Enterprise Apparel manufacturing companies

SMEs

Tanzania

African Pride Textile Nsagali Co. Ltd-Ginner

Tanzania China Friendship Textiles Uzi Bora

21st Century Textiles Ltd -Morogoro Ilonga Agricultural Research Institute

Page | 91

A to Z Textile Mills Ltd-Arusha Ukiliguru Agricultural Research Institute

Tanzania Bureau Of Standards Tanzania Industrial Research and Development Organisation (TIRDO)

Tanzania Industrial Research and Development, (TIRDO) African Pride Textiles

Tanzania Police Force-Bohari Kuu Karibu Textile Mills Ltd

Tanzania Prison Services Tanzania China Friendship Textile Ltd

Community Development and Relief Trust (CDRT) 21st Century Textile (TPM-1998 Ltd)

National Service-JKT A to Z textile Mills Ltd

Tanzania People’s Defence Forces Sun Flag Ltd

University of Dar es Salaam -Students Moshi Textile Mills

University of Dar es Salaam -Staff New Musoma Textile Ltd

President’s Office, Planning Commission New Mbeya Textile Mill Ltd

Ministry of Industry Trade and Marketing 21st Century Textile (formerly Polytex)

Tanzania Gatsby Trust Morogoro Canvas Mill (1998) Ltd

Tanzania Cotton Board New Mwanza Textile Ltd

Vocational Education Training Authority New Tabora Textile Mills

Afritex Ltd

Kilimajaro Blanket Corporation

Vocational Education and Training Authorities

Tanzania Bureau of Standards

Zimbabwe

Spinning, weaving, knitting, dyeing and finishing, clothing manufacture

Spinning, weaving, knitting, dyeing and finishing, clothing manufacture

Technical textiles manufacturers Technical textiles manufacturers

Standards association Standards association

Page | 92

ANNEX 7

ACTIVITY LOGFRAME: TRAINING INSTITUTIONS AND INDUSTRIES

COUNTRY INSTITUTION CONTACT PERSON

POSITION

EM

AIL

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MU

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AT

ION

TE

L I

NT

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VIE

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FA

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T

O

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TELEPHONE EMAIL

TRAINING INSTITUTIONS

Kenya

Moi University School of Engineering

Prof. Paul Wambua Dean X X X +254 53 43170 [email protected]

Kenyatta University Department of Fashion Design and Marketing

Dr. Isabella Wandaka HOD X +254 20 8710901 [email protected]

Egerton University Department of Applied Community Development Studies

Dr. Lydia Nkatha HOD X X X +254 723 926 781 [email protected]

Maseno University Dr Susan Abongo Lecturer X

Kenya Polytechnic University College Fashion and Textile Department

Mrs. Mary Nyayieka HOD X X +254 717 408772 [email protected]

South Eastern University College Ms. Phoebe Ndambuki

Technologist X X +254 728 616390 [email protected]

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University College Former Machakos Technical Training Institute

MS. Rose Kitheka Lecturer X X X X [email protected]

Mcensal School of Fashion Mrs Verah Maganga Lecturer X X X

BuruBuru institute of Fine Arts Ms. Margaret. Irungu Lecturer X X 254 721 837917 [email protected]

Vera Beauty and Fashion College Fashion Design Department.

Mrs. Rosemary Orina Lecturer X X - - +254 020 216520 [email protected]

Technology Development Centre Ms. Lucy Wambugu HOD X X - X +254 20-2398429 [email protected]

Nkabune Technical Training Institute Institutional Management

Ms. Alice Ngunu HOD X X X X +254 719 186814 [email protected]

Rift Valley Institute of Science and Technology

Ms. Abisac Limo HOD X X X - +254 722 422078 -

Ethiopia Bahir Dar University Institute of Technology for Textile, Garment and Fashion Design

Ashenafi T. Tesema Technology Transfer Officer

X X +251 911 389237 [email protected]

Mauritius

University of Mauritius Department Of Textile Technology,

Sabrina R. Iranah Lecturer X X +230 4037756 [email protected]

Fashion and Design Institute Mrs. Sadhna Gawaheer

HOD X X +230 4047242 [email protected]

Rwanda Kigali Institute of Science and Technology Department of Creative Design

Arthur Joash HOD X X +250 727 11105 [email protected]

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South Africa

Cape Peninsula University of Technology Department of Clothing and Textile Technology

Dr Elspa M Hovgaard

Ag. HOD X X +27 21 959 6062 [email protected]

Tswane University of Technology Department of Design

- - - X

Cape Town College of Fashion Design

Shakeera Elliot Administrative Assistant

X X X +27 21 7626710 [email protected]

Lisof Fashion School X

Durban University of Technology Department of Fashion and Textiles

X

Swaziland University of Swaziland Consumer Science Department

Prof. P. E. Zwane HOD X

X +268 251 70517 [email protected]

Tanzania University of Dar es Salaam Department of Mechanical and Industrial Engineering

Dr. Leonard Mwaikambo

Senior Lecturer

X X +255 787 028066 [email protected]

Uganda

Busitema University Department of Textile & Ginning Engineering

Rwawiire Samson HOD X X +256 776 369920 [email protected]

Kyambogo University Mr. Muturi Lecturer X X

[email protected]

Zimbabwe

National University of Science And Technology Faculty of Industrial Technoogy Department of Textile Technology

Dr. Abraham B Nyoni

HOD X X +263 9282842 [email protected]

Bulawayo Polytechnic Silibaziso Dlodlo Principal X +263 774 745443 [email protected]

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Lecturer

Malawi University of Malawi Bunda College of Agriculture

Orpah Kabambe Lecturer X X


Mozambique Mozambique Institute for Cotton Mr. Maria Jose HOD X +258 1 431015/60 [email protected]

Madagascar Athénée Saint Joseph Antsirabe (ASJA), Textiles and Apparel Department

Catherine STAUB

X +261 (20) 44 483 19 [email protected]

Zambia Riverside Farm Institute Jones Hachombwa Director of Education


Lesotho Limkokwing University of Creative Technology, Lesotho

X +266 2231 9779/9787

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COUNTRY INSTITUTION CONTACT PERSON

POSITION

EM

AIL

C

OM

MU

NIC

AT

ION

TE

L I

NT

ER

VIE

W

FA

CE

T

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FA

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TELEPHONE EMAIL

INDUSTRIES Kenya Makueni Ginnery David Masika X +254 202 326039

Emstene Studio Sara Githua X +254 721 395434

Fine Spinners Valentine Mulupi X +254 20 556144

Chefamel Designs Juliet Ntalo X +254 735 105612

Alltex EPZ Ltd Asela X +254 734 357278

AytsoBej Caroline Nyarunda X +254 721 433352

Aphina Fashions Seraphine Otsola X +254 722 381475

Earthly Creations Betty Vanneti X +254 721 477576

Quanzza Designs Elizabeth Njoroge X +254 721 511499

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Njembu Weavers Esther X +254 723 800504

Intrinsic Falconry Fashions Agatha Oturi X +254 722 73032

Thika Cloths Mills X +254 20 3744930

Spin Knit X +254 512 211517

African Cotton & Textile Industries Federation

P.O Box 1249 – 00606, Nairobi

Tel: 254‐725038884/733247052

Fax: + 254 20 2022531

Email: [email protected] Supported by:

African Cotton & Textile Industries Federation

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