REPUBLIC OF KENYA

Ministry of Labour and Social Protection

NATIONAL POLICY ON LINKING

INDUSTRY TO EDUCATION,
TRAINING AND RESEARCH

i|Page
Ministry of Labour and Social Protection
State Department for Labour and Skills Development
Social Security House, Bishops Rd.
P.O Box 40326 – 00100
Nairobi
Email: info@labour.go.ke
Website: https://laboursp.go.ke/

ii | P a g e
TABLE OF CONTENTS
LIST OF ABBREVIATIONS ..................................................................... V
EXECUTIVE SUMMARY .................................................................... VIII
CHAPTER ONE: POLICY OVERVIEW AND CONTEXT ............................. 1
1.1 INTRODUCTION ............................................................................... 1
1.2 PROBLEM STATEMENT ................................................................... 1
1.3 RATIONALE...................................................................................... 1
1.4 GOAL, OBJECTIVES AND PRINCIPLES ............................................ 2
1.5 POLICY AND LEGAL CONTEXT ........................................................ 3
1.6 SCOPE ..............................................................................................4
1.7 POLICY FORMULATION PROCESS ...................................................4
CHAPTER TWO: SITUATIONAL ANALYSIS ........................................... 5
2.1 INTRODUCTION ............................................................................... 5
2.2 GOVERNANCE AND MANAGEMENT ................................................ 5
2.3 INDUSTRY AND EDUCATION, TRAINING AND RESEARCH
LINKAGES ............................................................................................. 8
CHAPTER THREE: POLICY PRIORITY ACTIONS .................................. 14
3.1 INTRODUCTION ............................................................................. 14
3.2 GOVERNANCE ................................................................................ 14
3.3 LINKAGE MECHANISMS ................................................................ 14
3.4 INDUSTRY PARTICIPATION IN GOVERNING BOARDS ................. 14
3.5 FINANCING .................................................................................... 15
3.6 CAPACITY DEVELOPMENT ............................................................ 15
3.7 DATA MANAGEMENT..................................................................... 15
3.8 DEMAND DRIVEN EDUCATION AND TRAINING ........................... 16
3.9 MIGRATION DRIVEN LINKAGES ................................................... 16
3.10 ENTREPRENEURSHIP DRIVEN LINKAGES ................................ 16
3.11 CREATIVE DRIVEN LINKAGES ................................................... 17
3.12 TECHNOLOGY DRIVEN LINKAGES............................................. 17
3.13 TECHNOLOGY TRANSFER .......................................................... 17
3.14 ICT DRIVEN LINKAGES .............................................................. 18
3.15 KNOWLEDGE DRIVEN LINKAGES .............................................. 18

iii | P a g e
3.16 INNOVATION DRIVEN LINKAGES .............................................. 18
3.17 INTELLECTUAL DRIVEN LINKAGES .......................................... 19
3.18 INFRASTRUCTURE DRIVEN LINKAGES ..................................... 19
CHAPTER FOUR: INSTITUTIONAL AND IMPLEMENTATION
FRAMEWORK.......................................................................................20
4.1 INTRODUCTION .............................................................................20
4.2 IMPLEMENTATION PLAN ..............................................................20
4.3 IMPLEMENTATION FRAMEWORK ................................................20
CHAPTER FIVE ..................................................................................... 22
MONITORING AND EVALUATION ....................................................... 22
5.1 INTRODUCTION ............................................................................. 22
5.2 MONITORING AND EVALUATION ................................................. 22
5.3 POLICY REVIEW ............................................................................ 22
BIBLIOGRAPHY ................................................................................... 23
APPENDIX: DEFINITION OF TERMS .................................................... 24

iv | P a g e
LIST OF ABBREVIATIONS
ACA Anti-Counterfeit Agency
ARR Annual Review Report
CBET Competency Based Education and Training
CIDP County Integrated Development Plans
CUE Commission for University Education
EAC East African Community
HEI Higher Education Institutions
IA Implementing Agency
ICT Information Communication Technology
ILO International Labour Organization
JTC Joint Technical Committee
KECOBO Kenya Copyright Board
KEPHIS Kenya Plant Health Inspectorate Services
KIPI Kenya Industrial Property Institute
KENIA Kenya National Innovation Agency
KIPPRA Kenya Institute for Public Policy Research and Analysis
KLMIS Kenya Labour Market Information System
LMI Labour Market Information
M&E Monitoring and Evaluation
MCDA Ministries, Counties, Departments and Agencies
MDA Ministries, Departments and Agencies
MSE Micro and Small Enterprises
MSME Micro, Small and Medium Enterprises
MSMI Micro, Small and Medium Industry
MTP Medium Term Plan
NACOSTI National Commission for Science, Technology, and Innovation
NIMES National Integrated Monitoring and Evaluation Systems
NIRL National ICT Research Laboratory
NGO Non-Governmental Organization
NMDC National Manpower Development Committee
NPMS National Performance Management System
NOS National Occupational Standards
NRF National Research Fund
RPL Recognition of Prior Learning
UNCTAD United Nations Conference on Trade and Development
SDG Sustainable Development Goals
STEM Science, Technology, Engineering and Mathematics
ST&I Science, Technology and Innovation
TVET Technical Vocational Education and Training Authority
TVET Technical Vocational Education and Training
WBL Work Based Learning
WIPO World Intellectual Property Organization

v|Page
FOREWORD
Kenya Vision 2030 seeks to create a strong knowledge based economy to
improve competitiveness and enhance economic growth. Education,
training and research institutions are recognized as sources of knowledge
creation, innovation and technological advances. Linking these
institutions to industry is therefore critical in promoting knowledge and
technology transfer and diffusion towards sustained economic growth.
This National Policy on Linking Industry to Education, Training and
Research has been developed to promote and strengthen the linkages
between industry and education, training and research to drive a
knowledge-based and innovation-driven economy.
The Policy is aligned to the Constitution of Kenya, Kenya Vision 2030,
Treaty for the establishment of the East African Community, African
Union Agenda 2063, 2030 Agenda for Sustainable Development, and the
ILO Conclusions on Skills for Improved Productivity, Employment
Growth and Development.
This Policy is an expression of the collective commitment of concerned
stakeholders to strengthen the linkages between industry and education,
training and research.
I therefore call upon all stakeholders, including Government at all levels,
industry, development partners, civil society organizations, research,
education and training institutions and the private sector to embrace this
policy and work together in ensuring that it is implemented successfully.

Hon. Florence K. Bore

Cabinet Secretary, Ministry of Labour and Social Protection

vi | P a g e
ACKNOWLEDGEMENTS
The State Department for Labour and Skills Development is mandated to
to oversee skills development among actors; and the establishment and
management of the institutional framework for linking industry, skills
development and training. It is in this context that the Department has
formulated the National Policy on linking Industry to Education, Training
and Research.
The formulation of the Policy was undertaken through a consultative and
participatory approach. The policy has been developed with the invaluable
input and support of Ministries, Counties, Departments and Agencies
(MCDAs), industry, development partners, civil society and the private
sector. The process of developing this Policy was therefore consultative
and participatory.
I would therefore like to take this opportunity to thank all the stakeholders
for their invaluable contributions towards the formulation of this policy.
Appreciation also goes to members of the technical committee for their
commitment and tireless efforts in guiding the formulation of this policy.

Hon. Geoffrey E. Kaituko, ACIAR

Principal Secretary, State Department for Labour and Skills
Development

vii | P a g e
EXECUTIVE SUMMARY
This National Policy on linking Industry to Education, Training and
Research is organized in five chapters. The first chapter provides the
policy overview and context. The second chapter consists of the situational
analysis. Chapter three presents the policy statements and options. The
fourth chapter provides an overview of the institutional and
implementation framework, and chapter five deals with the monitoring
and evaluation framework of the policy. The appendix provides a list of
definition of key terms used in the policy.
The goal of the policy is to promote and strengthen the linkages between
industry and education, training and research to drive a knowledge-based
and globally competitive economy.
The objectives of the policy framework are to:
i. Strengthen the governance and institutional framework for linking
industry to education, training and research;
ii. Promote investment in initiatives that enhance linkages between
industry and education, training and research;
iii. Align education, training and research to industry needs;
iv. Facilitate the implementation of initiatives that enhance linkages
between industry and education, training and research;
v. Establish a framework for monitoring, evaluation and reporting on
implementation of linkages between industry and education, training
and research.
Policy interventions that work toward the achievement of the goal and
objectives of the policy are set out in the following areas: Governance,
linkage mechanisms, industry participation in governing boards,
financing, capacity development, data management, demand-led
education and training, migration driven linkages, entrepreneurship
driven linkages, creative driven linkages, technology driven linkages,
technology transfer, ICT driven linkages, knowledge driven linkages,
innovation driven linkages, intellectual driven linkages and infrastructure
driven linkages.
This policy will be implemented by various actors including Ministries,
Counties, Departments and Agencies (MCDAs), constitutional
commissions, the private sector, industry, development partners and civil
society among other key actors. A continuous programme for monitoring
and evaluation will be developed; and the policy shall be reviewed within
five years to assess its effectiveness and relevance.

viii | P a g e
 CHAPTER ONE: POLICY OVERVIEW AND CONTEXT

1.1 INTRODUCTION
This chapter presents the problem statement, rationale, goals, objectives, principles,
approach, scope and context of the National Linkages between Education and Training,
and Industry.

1.2 PROBLEM STATEMENT

Kenya Vision 2030 seeks to create a strong knowledge based economy to improve
competitiveness and enhance economic growth. However, there are weak linkages
between education, training and research institutions (producers of knowledge) and
industry (users of knowledge). The National Policy on linking Industry to Education,
Training and Research has therefore been developed to promote and strengthen these
linkages. This will help in positioning Kenya as a globally competitive and rapidly
industrialising economy.

1.3 RATIONALE
The Government has developed legal frameworks that promote linkages between
industry and education, training and research. The Science, Technology and
Innovation Act (2013) promotes linkages between universities, research institutions,
and the private sector. The Kenya Industrial Research and Development Institute Act
(2022) promotes the collaboration of research, higher learning and industry to
advance technology, innovation and development. The Universities Act (2012)
provides for university councils to enter into association, collaboration or linkages
with other bodies or organizations within or outside Kenya. The TVET Act (2013)
provides for collaborations between TVET institutions with other institutions and
industries in and outside Kenya.
Despite this progress, the linkages between industry and education and training are
weak. The Sessional Paper on Employment Policy and Strategy for Kenya (2013) notes
that that there are weak linkages between industry and education and training
institutions, which has led to skills mismatches. More recently, Sessional Paper No 1
of 2019 on Reforming Education and Training for Sustainable Development in Kenya
noted that there are weak academia-industry linkages. Likewise, the Third Medium
Term Plan (2018-2022) and the National Education Sector Strategic Plan (2018-2022)
have indicated that are weak linkages between industry and education and training
institutions. Furthermore, TVET-industry linkages required to support the CBET
programmes were found to be weak in a study conducted on the status of
implementation of Competency Based Education and Training (TVETA, 2021). The
Kenya Youth Development Policy (2019) notes that the weak linkage between
education and training, and the labour market makes it difficult for the youth to
transition into the labour market.
Additionally, industry - research linkages are weak. The Sessional Paper on the
National Industrialization Policy Framework for Kenya (2012) reports that there are
weak linkages between Micro, Small and Medium Industries (MSMIs) and research
institutions. More recently, the Sessional Paper on promoting Micro and Small

1|Page
Enterprises (MSEs) for Wealth and Employment Creation (2020) points out that there
is a weak linkage between research institutions, technology developers and MSEs. This
has contributed to limited technology transfer and the slow pace of technological
adoption among MSEs. According to the National Agricultural Research System Policy
(2021), agricultural research activities are undertaken without adequate planning and
priority setting systems for interaction and linkage to industry. As a result, research
programs are not translating into demand driven technologies that can be upscaled by
the industry for commercialization. Where research institutions have generated
demand driven technologies, their commercialization has been limited due to these
weak linkages.
The weak linkages between industry and education, training and research have a
negative impact on Kenya’s knowledge based capital. To promote and strengthen these
linkages, there is need for a National Policy Framework for linking Industry to
Education, Training and Research.

1.4 GOAL, OBJECTIVES AND PRINCIPLES

1.4.1. Goal
The goal of this policy is to promote and strengthen the linkages between industry and
education, training and research to drive a knowledge-based and globally competitive
economy.

1.4.2. Objectives
The objectives are to:
a). Strengthen the governance and institutional framework for linking industry to
education, training and research;
b). Promote investment in initiatives that enhance linkages between industry and
education, training and research;
c). Align education, training and research to industry needs;
d). Facilitate the implementation of initiatives that enhance linkages between
industry and education, training and research;
e). Establish a framework for monitoring, evaluation and reporting on
implementation of linkages between industry and education, training and
research.

1.3.2 Policy guiding principles

The following guiding principles underpin this policy: -
a). Partnerships
b). Participation
c). Sustainable development
d). Transparency
e). Accountability

2|Page
1.5 POLICY AND LEGAL CONTEXT
This policy is anchored in the following legal frameworks and policies;

Constitution of Kenya - provides for participation, sustainable development,

transparency and accountability in Articles 10 (2) and 232, which are key principles
of collaboration frameworks.

Kenya Vision 2030 – intends to create a globally competitive and adaptive human
resource base to meet the requirements of a rapidly industrialising economy.

The Kenya Kwanza Plan: The Bottom Up Economic Transformation

Agenda 2022 – 2027 – presents the key priority areas that the Government will
focus on. These include: Agriculture; Micro, Small and Medium Enterprise (MSME)
economy; Housing and Settlement; Healthcare; and the Digital Superhighway and
Creative Economy.

Public Private Partnership Act, 2021 - provides for the participation of the
private sector in the financing, construction, development, operation or maintenance
of infrastructure or development projects through public private partnerships; to
streamline the regulatory framework for public private partnerships.

Science, Technology And Innovation Act, 2013 - provides for the regulation of
the Science, Technology and Innovation sector; development and management of the
Kenya National Innovation System; and establishment of research institutions.

Kenya Industrial Research and Development Institute Act (2022) –

provides for the establishment of the Kenya Industrial Research and Development
Institute t0 undertake research, development and innovation in industrial and allied
technologies.

National legislation on education and training - the Universities Act (2012)

provides for regulation and coordination of university education; the TVET Act (2013)
provides for regulation and coordination of Technical and Vocational Education and
Training (TVET); the Industrial Training Act (2012) provides for the coordination and
regulation of industrial training; the Basic Education Act (2012) provides for the
coordination and regulation of basic education; the Kenya National Qualification Act
(2014) provides for the establishment of an accreditation system on qualifications; and
the Kenya National Examination Council Act (2012) provides for regulation and
coordination of national examinations at basic and tertiary levels of education.

Sessional Paper on Reforming Education and Training for Sustainable

Development in Kenya, 2019 - presents the framework for delivery of inclusive,
equitable, quality and relevant education, training and research that promotes life-
long opportunities for all.

National Curriculum Policy, 2018 – presents a framework for guiding the

curriculum reform process at all levels of education and training.

Competency Based Education and Training Policy, 2018 – presents a

framework for the delivery and implementation of a Competence Based Education and

3|Page
Training (CBET) system in the Technical and Vocational Education and Training
sector.

Kenya Youth Development Policy, 2019 – provides a framework for empowering

the youth and harnessing their potential for realization of sustainable development. It
outlines the priority areas aimed at improving the quality of life of the youth in Kenya.

Treaty for the establishment of the East African Community – provides for
the participation of the private sector in the development of human resources through
education and training.

African Union Agenda 2063 2030 Agenda for Sustainable Development-

provides a framework for technical and vocational education and training to foster
greater links with industry and alignment to labour markets, with a view to improving
the employability and of youth and women, and closing the skills gap across the
continent;

ILO Conclusions on Skills for Improved Productivity, Employment

Growth and Development (2008) - provides for collaboration between
enterprises and learning and research institutions, in particular for meeting skills
demands and encouraging innovation for emerging high value added sectors.

1.6 SCOPE
This policy framework will apply to all public and private education and training
institutions, National and County Governments and Industry. Its implementation will
enhance collaboration in education and training in skills linkage across all sectors.

1.7 POLICY FORMULATION PROCESS

The formulation of the National Policy on Linkages between Industry and Education,
Training and Research was undertaken through a consultative and participatory
approach. The process involved various stakeholders both at national and county
levels. These included the public sector, private sector, industry, Non-Governmental
Organizations, civil society, development partners and youth groups.

4|Page
 CHAPTER TWO: SITUATIONAL ANALYSIS

2.1 INTRODUCTION
This chapter provides a broad sectoral overview of the critical issues that impact on
Kenya’s progress towards linking industry to education, training and research. The
situational analysis focuses on key issues that are thematically sequenced. A range of
key issues have been identified in each thematic area.

2.2 GOVERNANCE AND MANAGEMENT

2.2.1. Governance
Governance sets the foundation for linking industry to education, training and
research. The Government has created Ministries, Departments and Agencies (MDAs)
to coordinate these linkages. The State Department for Labour and Skills
Development, in the Ministry of Labour and Social Protection, is required to manage
the institutional framework for linking industry, skills development and training; and
the State Department for Shipping and Maritime Affairs, in the Ministry of Mining,
Blue Economy and Maritime Affairs, is responsible for human resource development,
management and research in support of Kenya’s shipping industry, in accordance with
Executive Order No. 1 of 2023. The Kenya National Innovation Agency, in the Ministry
of Education, is required to institutionalize linkages between universities, research
institutions, the private sector, the Government, and other actors within the national
innovation system, in accordance with the Science, Technology and Innovation Act
(2013). However, there is fragmentation and poor coordination of interventions
among these Implementing Agencies (IAs).

Key issues
a). Weak coordination of implementing agencies responsible for linking industry to
education, training and research;
b). Weak integration of the county government in initiatives for linking industry to
education, training and research;
c). Weak monitoring, evaluation and reporting systems.

2.2.2. Linkage Mechanisms

The Government has established various mechanisms for linking industry to
education, training and research. These include:
i. National Manpower Development Committee (NMDC): The NMDC provides a
platform for linking education and training service providers and industry.
However, the Sessional Paper on Employment Policy and Strategy for Kenya
(2013) indicates that the NMDC has remained largely moribund. This has
contributed to the weak linkage between education/training and industry which
has contributed to the skills mismatch.
ii. Sector Skills Committees: These committees are made up of industry experts and
have been established by various institutions to ensure that TVET and industrial
education curricula is aligned to labour market demands. However, there is
fragmentation and poor coordination of these committees. Accordingly, National

5|Page
 Sector Skills Councils need to be established to support the delivery of industry
relevant training at all levels of education and training.
iii. Office of Career Services: This is a coordination mechanism that provides career
guidance services in order to facilitate labour market transitions including school-
to-work transitions. Currently, two per cent of tertiary education and training
institutions have established Office of Career Services. Basic education institutions
and employment agencies are yet to establish Office of Career Services.

Key issues
a). Weak mechanisms for linking industry to education and training;
b). Ineffective National Manpower Development Committee;
c). National Sector Skills Councils need to be established;
d). Insufficient Office of Career Services;
e). Inadequate regional and international linkage mechanisms.

2.2.3. Industry participation in governing boards

The governing structures of education, training and research institutions are councils
and boards of management. Having industry participating in the governance of these
institutions enhances the propensity of these institutions to collaborate with industry.
The representation of industry on governing boards is embedded in various legal
frameworks as illustrated in table 1.

Table 1: Industry representation on boards of management

Institution Board representation Legal framework
1. National Research One person nominated by the Science, Technology
Fund Kenya Kenya Private Sector Alliance and Innovation Act
(2013)
2. Kenya National One person nominated by the Science, Technology
Innovation Agency body currently responsible for and Innovation Act
linking the industry with (2013)
institutions for higher learning
3. NACOSTI One person nominated by the Science, Technology
body currently recognised as and Innovation Act
representing the private sector (2013)
4. Commission for A representative of the Universities Act
University Education Federation of Kenya (2012)
Employers
5. TVET/ CDACC Three members from industry TVET Act (2013)
6. National Industrial Three persons nominated by Industrial Training
Training Authority the Federation of Kenya Act (2012)
Employers
7. National Education One person nominated by the Education Act
Board Kenya Private Sector Alliance (2012)

It is evident that industry is increasingly becoming involved in the management

process through its participation in the governing boards of education, training and
research institutions. Despite this progress, there are gaps that still exist. The
Universities Act (2012) does not provide for representatives of industry on the
university councils; the TVET Act (2013) does not provide for an industry
6|Page
representative on the Technical and Vocational Education and Training Authority
(TVETA); and the Basic Education Act (2012) does not provide for industry
representation on County Education Boards and governing boards of institutions in
basic education (i.e. pre-primary, primary, secondary and adult education).

Key issues
a). Industry is not represented on university councils;
b). Industry is not represented on the governing board of the Technical and Vocational
Education and Training Authority (TVETA) which regulates TVET programmes;
c). Industry is not represented on County Education Boards;
d). Industry is not represented on governing boards of institutions under basic
education (pre-primary, primary, secondary and adult education).

2.2.4. Financing
The Government uses various financial mechanisms to stimulate linkages between
industry and education, training and research. The National Research Fund (NRF)
was established, under the Science Technology and Innovation (ST&I) Act of 2013, to
facilitate research for the advancement of Science, Technology and Innovation. The
Fund consists of two per cent of the country’s gross domestic product; including other
monies designated for the Fund by Parliament, donations, endowment, grants, gifts
and monies levied on licences for research. The fund supports well-defined
collaborative research work. Apart from the NRF, other financial mechanisms include
grants from the Government and development partners for collaborative research
between education, training, and industry.

Key issues
a). Inadequate funding for collaborative research work;
b). Inadequate funding for initiatives that link industry to education, training and
research;
c). Inadequate financial grants for academic spin offs;
d). Low investment of industry in public and academic research;
e). Inadequate financial incentives for researchers and innovators;
f). Weak financial accountability, monitoring and tracking systems.

2.2.5. Capacity building

For effective linkages between industry and education, training and research, there is
need to enhance the capacity of: (a) the education, training and research system to
supply human capital for industry, and to develop cutting edge knowledge and share
it with industry; (b) intermediary organizations to coordinate, network and support
the linkages; and (c) industry to adopt and utilize knowledge and technologies
produced by training and research institutions.

Key issues
a). Capacity building is required to align education and training to industry;
b). Capacity building is required to strengthen research and innovation in training and
research institutions;
c). Capacity building is required for intermediary organizations to coordinate the
linkages between education, training and research to industry;
d). Weak skills capacity in knowledge and technology transfer and diffusion.

7|Page
2.2.6. Data Management
The Government has made efforts to improve data management. The Kenya National
Spatial Data Infrastructure (KNSDI) was established to improve access to spatial data.
A National Data Centre, which is a cloud based tier 3 data center, has been established
at Konza Technopolis. The Kenya Labour Market Information System (KLMIS) was
established in 2017 to provide labour market data. A public policy repository has been
established by the Kenya Institute for Public Policy Research and Analysis (KIPPRA).
Despite these efforts, data is not readily available to users. Where it is available, it is
stored in a fragmented way and in small pockets for administrative use.

Key issues
a). Lack of data sharing guidelines;
b). Inadequate data on industry-education/training/research linkages;
c). Lack of relevant data on MSEs hinders linkages;
d). Inadequate data on technology needs of industry vis-a-vis available
commercialisable knowledge and innovations;
e). Low access to data on labour market trends and future skills needs;
f). Weak inter-linkages of data systems.

2.3 INDUSTRY AND EDUCATION, TRAINING AND RESEARCH

LINKAGES
2.3.1. Demand Driven Education and Training
Education and training should be relevant to the changing needs of industries. The
Government supports demand-led education and training. The Competence Based
Education and Training (CBET) Policy (2018) promotes an industry and business
demand-led TVET model that is informed by established, approved and industry-
validated occupational standards. Furthermore, the TVET Act (2013) requires the
TVET system to integrate on-the-job attachment and internships at all levels in order
to provide relevant training for the development of appropriate practical and
innovative skills. Likewise, the Universities Act (2012) requires universities to provide
job-attachments and internships. In addition, the TVET Act (2013) provides for the
recruitment and appointment of trainers from practising trades persons in relevant
sectors of industry. However, the university and basic education legal frameworks do
not provide for the engagement of industry experts as trainers. Accordingly, university
lecturers are required to have purely academic qualifications, experience in curriculum
development, teaching and academic supervision, and engagement in research and
publication (Commission for University Education, 2011). Under the Teachers Service
Commission Act (2012), the qualifications for teacher registration are having a good
moral character; and certification in education and training.

Key issues
a). Education and training is largely supply driven;
b). Lack of a graduate employability strategy;
c). Lack of framework for engaging industry experts as trainers;
d). Lack of a dual learning strategy;
e). Inadequate industry provision of work based learning opportunities.

8|Page
2.3.2. Migration Driven Linkages
Kenyan migrant workers contribute significantly to the socio-economic development
of the country. This includes migrants’ remittances, return migration after additional
skills have been acquired abroad, and the creation of networks that facilitate trade,
capital fows and knowledge diffusion. Migrants, at all skills levels, broaden the pool of
available skills, thereby improving the international flow of talent and economy wide
skills matching.

Key issues
a). Inadequate bi-lateral skills partnerships between countries of origin and
destination;
b). Education and training needs to be linked to reliable, accurate and timely regional
and international labour market information;
c). Weak linkage between education and training, and Implementing Agencies (IAs)
handling labour migration;
d). Aligning formally certified qualifications, as well as informally acquired skills, with
regional and international qualification requirements is required;
e). The Kenya National Qualification Framework (KNQF) is not aligned to the African
Continental Qualifications Framework (ACQF) and international qualification
frameworks;
f). Low access to information on high-demand occupations in the international labour
market;
g). Inadequate reskilling and upskilling programmes to meet the demand of
international labour markets;
h). Job search and job matching mechanisms required for skills migration need to be
enhanced.

2.3.3. Entrepreneurship Driven Linkages

Education and training is an important resource for enterprises, which is a driving
force for employment creation and economic growth. Micro and Small Enterprises
(MSEs) provide enormous opportunities for socio-economic transformation of
Kenya’s economy. A large proportion of the labour force derive their livelihood from
the MSE sector. The sector provides opportunities for absorbing the economically
excluded segment of the labour force including youth, women, persons with
disabilities and those with low levels of education. However, there is a weak link
between the entrepreneurship curricula and practical skillset required in the industry.
This has led to a weak human capacity required to undertake entrepreneurship; and
negative attitudes, particularly among the youth, towards venturing into
entrepreneurial activities (Sessional Paper Kenya Micro and Small Enterprises Policy
for Promoting Micro and Small Enterprises, 2020; Kenya Youth Development Policy,
2019).

Key issues
a). Weak linkage between enterprises and education and training institutions;
b). Entrepreneurship education is not well aligned to industry needs;
c). Inadequate business incubation centers in education and training institutions;
d). Low entrepreneurial skills levels in the MSE sector.

9|Page
2.3.4. Creative Driven Linkages
The Bridgetown Covenant (2021), adopted at the fifteenth session of the United
Nations Conference on Trade and Development (UNCTAD), notes that the creative
economy has become an important contributor to economic growth and serves as a
new prospect for diversification of economies. The Government is committed to the
development of the creative economy and is expanding the space for creativity,
mainstreaming arts and cultural infrastructure (theatres, music halls, art galleries)
into the infrastructure development programme, and identifying dedicated streams of
resources for their development. In addition, incentives and capacity development
shall be provided to scale up cultural production and the creative economy.
Commercial diplomacy, including appointing accomplished Kenyan artists and
creative sector personalities as cultural ambassadors, shall be undertaken (The Kenya
Kwanza Plan: The Bottom Up Economic Transformation Agenda 2022 – 2027). The
National Policy on Culture and Heritage (2009) notes that a well-developed
performance arts industry can create employment and wealth in Kenya. Likewise, the
Kenya Youth Development Policy (2019) notes that the youth constitute a huge pool
of untapped talent potential in performing arts and recommends that this creativity
potential is tapped and nurtured to enable them earn a livelihood.

Key issues
a). Weak linkage between creative education and training to industry;
b). Creative education and training is not well aligned to the needs of industry;
c). Inadequate networking events aimed at connecting learners to creative industries;
d). Creative start-ups face financing challenges;
e). Skills development in commercialization of talent is required;
f). Inadequate labour market information on the creative economy;
g). Lack of awareness of the contribution of the creative economy.

2.3.5. Technology Driven Linkages

Education and training institutions are an important resource network for technology-
based enterprises. To this end, the Government has established dedicated education
and training institutions of technology. These include universities of technology such
as: Jomo Kenyatta University of Agriculture and Technology, Technical University of
Kenya, Technical University of Mombasa, Dedan Kimathi University of Technology,
Multi-Media University, Masinde Muliro University of Science and Technology,
Murang'a University of Technology, Jaramogi Oginga Odinga and University of
Science and Technology. In addition, the Jomo Kenyatta University of Agriculture and
Technology hosts the Pan African University Institute for Basic Sciences, Technology
and Innovation (PAUSTI). Several TVET institutions have also been established to
offer industry-relevant training programmes. Currently, there are 2396 TVET
institutions comprising of 12 national polytechnics, 1140 technical vocational colleges
and 1244 vocational technical colleges. In basic education, the Science Technology
Engineering and Mathematics (STEM) pathway has been incorporated in the
Competence Based Curriculum.

Key issues
a). Low level of linkages between technology training institutions and industry;
b). Inadequate capacity to commercialize technology;
c). Inadequate science and technology parks;
d). Technology universities offer humanities and social sciences in addition to
technology related courses.
10 | P a g e
2.3.6. Technology Transfer
Technology is transferred from its creators (training and research institutions) to
industry. Diffusion is achieved upon the adoption and implementation of technology
by industry. This requires the creators to have the abilities and willingness to transfer
the technology. It also requires the industry receiving the technologty to have
absoprotive acapacity. For successful technology transfer, there is need for an effective
innovation ecosystem – an interconnected network of governmental, industry and
research institutions and enabling factors (such as human capital, technology transfer
structures, and sophistication of businesses and market). In such an ecosystem, the
parties bring their resources and expertise together to collaboratively achieve
innovation in the service of regional and economic development (World Intellectual
Property Organization, 2023; NACOSTI, 2022).
The innovation ecosystem in Kenya is weak. As a result, the capacity of Micro, Small
and Medium (MSMEs) enterprises, to identify and assimilate new and existing
knowledge and technologies has remained low. Yet, the capacity to adopt and use
technologies, and to innovate, is critical for value addition, productivity and
competitiveness of MSMEs (KENIA, 2018).

Key issues
a). Weak innovation ecosystem for technology transfer and diffusion;
b). Low capacity among MSEs to adopt new technology.
c). MSEs have low awareness of new research and technology;
d). Inadequate accelerators for technology transfer;
e). Inadequate technology access centers.

2.3.7. ICT driven linkages

Digital platforms play a critical role in matching supply and demand for knowledge
and technology. The Government is committed to establishing a digital platform to
connect and mediate the interactions of stakeholders in ST&I. These stakeholders
include academia, public research organizations, corporate research departments,
government, enterprise (corporate and individual), venture capital and equity funds,
and civil society. In addition, a National ICT Research Laboratory (NIRL) shall be
established to provide ICT support to public research organizations. The NIRL will
maintain linkages with industry, academia and government, and provide special
capacity building to Higher Education Institutions (HEIs) on national research
priority areas (National ICT Policy, 2019).

Key issues
a). Weak linkage between ICT industries to education, training and research;
b). ICT education and training needs to be aligned to industry needs;
c). The dynamic nature of the ICT industry requires continuous training;
d). Low level of ICT Literacy among businesses;
e). High demand for skills for Business Process Outsourcing;
f). High demand for automation skills for industry including SMEs;
g). The National ICT Research Laboratory is yet to be established.

11 | P a g e
2.3.8. Knowledge Driven Linkages
Research is instrumental in providing knowledge, technology and human capital for
industry. Existing research institutes created under the Science, Technology and
Innovation Act (2013) include the: Kenya Agricultural Research Institute; Kenya
Forestry Research Institute; Kenya Marine and Fisheries Research Institute; Kenya
Medical Research Institute; and Kenya Trypanosomiasis Research Institute. Other
research institutes include the Kenya Industrial Research and Development Institute
established under the Kenya Industrial Research and Development Institute Act
(2022); and the Kenya Institute for Public Policy Research and Analysis (KIPPRA)
established under the KIPPRA Act (2006). In addition, the Universities Act (2012)
provides for advancement of knowledge through teaching, scholarly research and
scientific investigation; promotion of the highest standards in, and quality of, teaching
and research; dissemination of the outcomes of the research conducted by the
university to the general community. However, the TVET Act (2013) does not require
TVET institutions to engage in research and development.

Key issues
a). Weak linkages between research institutions and industry;
b). Lack of a research and development framework for TVET institutions;
c). Low research outputs from education, training and research institutions;
d). Low involvement of industry in public and academic research;
e). Limited joint research, research laboratories and patents;
f). Low awareness of existing research by industry;
g). Underutilization of research by industry;
h). High demand for market surveys by industry;
i). Open access to publicly financed research is required.

2.3.9. Innovation Driven Linkages

Rapid technological changes have made it necessary for industry to collaborate with
innovators in training and research institutions. The Government has made great
strides in promoting innovation. The Kenya National Innovation System has been
established to institutionalize linkages among universities, research institutions and
the private sector within this system (Science, Technology and Innovation Act, 2013).
In 2022, Kenya was ranked third (behind South Africa and Botswana) and 88th in the
world, in the Global Innovation Index (Cornell University/WIPO, 2022). A total of
1,546 innovators have been registered under the Whitebox program with 281
innovations incubated in Kenya. In addition, 60 national innovation hubs and
accelerators and over 187 Constituency Innovation Hubs have been established (Kenya
National Digital Master Plan, 2022-2023). More recently, the Kenya Kwanza Plan: The
Bottom Up Economic Transformation Agenda (2022) has indicated that an industrial
park and business incubation centre shall be established in every TVET institution
(Kenya National Digital Master Plan, 2022-2023). Despite these efforts, the linkages
among universities, research institutions and the private sector within this innovation
system are weak. This has been attributed to low levels of innovation within
universities and lack of an integrative regulatory framework to facilitate effective
integration of ST&I into the economy (KENIA, 2018).

Key issues
a). Develop a strategy for linking innovators to industry;
b). Low levels of innovation within education and training institutions;
c). High training costs for incubation/acceleration support.
12 | P a g e
d). Lack of an integrative regulatory framework to facilitate effective integration of
ST&I into the economy.

2.3.10. Intellectual Driven Linkages

The Government is obliged to support, promote and protect intellectual property
rights in Articles 11, 40 and 69 of the Constitution. Furthermore, the Industrial
Property Act (2001) has extensive provisions on grant and regulation of patents, utility
models, industrial designs and technovations. Kenya has four intellectual property
protection bodies, namely: the Kenya Industrial Property Institute (KIPI), the Kenya
Copyright Board (KECOBO), Kenya Plant Health Inspectorate Services (KEPHIS) and
the Anti-Counterfeit Agency (ACA). The protection of intellectual property is a means
for economic control that rewards innovative efforts. It incentivizes innovation as it
has monetary benefits. However, the Intellectual Property (IP) licensing model could
have a negative effect insofar as it is expensive for Micro and Small Enterprises (MSEs)
to commercialize innovative products and extend the frontiers of technology. Hence
collaborations are necessary to facilitate access to affordable and appropriate
technologies by industry.

Key issues
a). Lack of guidelines on IP collaboration agreements;
b). Lack of patent pools where IP owners share patent rights with other parties;
c). Lack of a networked epistemic IP community;
d). Limited IP related innovation collaborations;
e). Lack of a collaborative mechanism that facilitates access to affordable and
appropriate technologies by industry;
f). Low contribution of training and research institutions to patenting;
g). Limited joint patenting activities between training/research institutions, and
industry;
h). Low translation of knowledge into commercially viable IP assets;
i). Low awareness of intellectual property rights.

2.3.11. Infrastructure Driven Linkages

Industry brings important resources and insights that are beneficial to education,
training and research institutions. Sharing infrastructure with industry, plays a central
role in providing trainers and researchers with access to highly specialized technology
and equipment in the industry. In addition, proximity of tertiary educational
institutions to industry boosts industry inventions. It is in this context that some
institutions have co-location collaborations with industry. An example is Rivatex East
Africa Limited (textile factory), which is a Moi University facility for training,
consultancy, research, product development and extension.

Key issues
a). Lack of a framework for infrastructure sharing;
b). Limited sharing of infrastructure by industry, training and research institutions.

13 | P a g e
 CHAPTER THREE: POLICY PRIORITY ACTIONS

3.1 INTRODUCTION
This chapter outlines the policy priority areas of the National Policy on linking
Industry to Education, Training and Research. The policy commitments are anchored
on the situational analysis outlined in the previous chapter. Policy actions taken on
each priority area are expected to guide initiatives required to link industry to
education, training and research. This chapter therefore outlines the specific policy
priority areas and the policy actions.

3.2 GOVERNANCE
Policy statement:
The Government shall strengthen the governance framework responsible for linking
industry to education, training and research.
Policy actions:
a). Ensure that there is a coherent, coordinated, and all-inclusive participatory
approach for linking industry to education, training and research;
b). Integrate the county government in initiatives for linking industry to education,
training and research;
c). Develop a National Action Plan for linking industry to education, training and
research;
d). Strengthen monitoring, evaluation and reporting systems.

3.3 LINKAGE MECHANISMS

Policy statement:
The Government shall ensure that robust mechanisms are established to improve
linkages between industry and education, training and research.
Policy actions:
a). Strengthen national, regional and international mechanisms that link industry to
education, training and research;
b). Strengthen the National Manpower Development Committee;
c). Establish National Sector Skills Councils;
d). Promote the establishment of Office of Career Services in education and training
institutions, and employment services.
e). Develop regional and international linkage mechanisms.

3.4 INDUSTRY PARTICIPATION IN GOVERNING BOARDS

Policy statement:
The Government shall ensure that industry is represented on governing boards of
education, training and research institutions.
Policy actions:
a). Ensure that industry is represented on university councils;
b). Ensure that industry is represented on the governing board of TVETA;
c). Ensure that industry is represented on County Education Boards;
a). Ensure that industry is represented on governing boards of institutions under basic
education (pre-primary, primary, secondary and adult education).

14 | P a g e
3.5 FINANCING

Policy statement:
The Government shall ensure that interventions that link industry to education,
training and research are adequately funded and that the financing mechanism is
stable and sustainable.

Policy actions:
a). Provide adequate funding for collaborative research work;
b). Provide adequate funding for initiatives that link industry to education, training
and research;
g). Provide financial grants to support academic spin offs;
c). Develop an incentive framework for industry to fund public and academic
research;
d). Develop a financial incentive framework for researchers and innovators.
e). Strengthen financial accountability, monitoring and tracking systems;

3.6 CAPACITY DEVELOPMENT

Policy statement:
The Government shall provide capacity building to improve linkages between industry
and education, training and research.

Policy actions:
a). Build capacity to enhance the alignment of education and training to industry;
b). Build capacity to strengthen research and innovation in training and research
institutions;
c). Build capacity of intermediary organizations to coordinate the linkages between
education, training and research, and industry;
d). Build capacity in knowledge and technology transfer and diffusion.

3.7 DATA MANAGEMENT

Policy statement:
The Government shall strengthen data management to improve linkages between
industry and education, training and research.

Policy actions:
a). Develop data sharing guidelines;
b). Create and maintain a database of industry-education/training/research linkages;
c). Create and maintain a database of MSEs;
d). Develop a platform that connects technology needs of industry to commercialisable
knowledge and innovations;
e). Strengthen access to data on labour market trends and future skills needs;
f). Strengthen inter-linkages of data systems.

15 | P a g e
3.8 DEMAND DRIVEN EDUCATION AND TRAINING
Policy statement:
The Government shall promote knowledge driven linkages between industry and
education and training.
Policy actions:
a). Ensure that education and training is demand driven;
b). Develop a strategy on graduate employability;
c). Develop a framework for engaging industry experts as trainers;
d). Develop a strategy on dual learning;
e). Develop an incentive framework for industry to provide work based learning
opportunities for both trainers and learners.

3.9 MIGRATION DRIVEN LINKAGES

Policy statement:
The Government shall promote migration driven linkages between industry and
education and training.
Policy actions:
a). Increase bi-lateral skills partnerships between countries of origin and destination;
b). Ensure that education and training is linked to reliable, accurate and timely
regional and international labour market information;
c). Strengthen the linkage between education and training, and Implementing
Agencies (IAs) handling labour migration;
d). Develop a mechanism for recognition of formally certified qualifications, as well as
informally acquired skills, in line with regional and international qualification
requirements;
e). Ensure that the Kenya National Qualification Framework (KNQF) is aligned to the
African Continental Qualifications Framework (ACQF) and international
qualification frameworks to enhance portability of Kenyan qualifications;
f). Develop an information sharing mechanism of high-demand occupations in the
international labour market;
g). Develop reskilling and upskilling programmes to meet the demand of international
labour markets;
h). Strengthen job search and job matching mechanisms to enhance skills migration.

3.10 ENTREPRENEURSHIP DRIVEN LINKAGES

Policy statement:
The Government shall promote entrepreneurship driven linkages between industry
and education and training.
Policy actions:
a). Develop a strategy for linking enterprises to education and training;
b). Align entrepreneurship education to industry needs;
c). Establish business incubation centers in education and training institutions;
d). Provide entrepreneurial skills development programmes for the MSE sector.

16 | P a g e
3.11 CREATIVE DRIVEN LINKAGES

Policy statement:
The Government shall promote creative driven linkages between industry and
education and training.

Policy actions:
a). Develop a strategy for linking creative talent to industry;
b). Align creative education and training to the needs of creative industries;
c). Develop networking events aimed at connecting learners to creative industries;
d). Facilitate linkages between creative start-ups to venture capitalists in industry;
e). Provide skills development on commercialization of talent;
f). Provide labour market information on the creative economy;
g). Create awareness in the education and training sector on the contribution of
creativity to the creative economy.

3.12 TECHNOLOGY DRIVEN LINKAGES

Policy statement:
The Government shall promote technology driven linkages between industry and
education and training.
Policy actions:
a). Strengthen the linkage between technology related education and training and
industry;
b). Enhance the commercialization of technology;
c). Establish science and technology parks in tertiary education and training
institutions;
d). Ensure that technology universities offer technology skills development
programmes predominantly.

3.13 TECHNOLOGY TRANSFER

Policy statement:
The Government shall enhance technology transfer to improve linkages between
industry and education, training and research. .

Policy actions:
a). Strengthen the innovation ecosystem for technology transfer and diffusion;
b). Build capacity among MSEs to adopt technology;
c). Create awareness of new technology among MSEs;
d). Establish and roll out accelerators for technology transfer in the counties;
e). Establish and roll out technology access centers in the counties.

17 | P a g e
3.14 ICT DRIVEN LINKAGES

Policy statement:
The Government shall promote ICT – driven linkages between industry and education,
training, research.

Policy actions:
a). Develop a strategy to link ICT industries to education, training and research;
b). Establish a digital platform that links industry to education, training and research
institutions;
c). Ensure that ICT education and training is aligned to industry needs;
d). Continuously review ICT education and training to respond to the dynamic nature
of the ICT industry;
e). Promote ICT Literacy among businesses;
f). Develop skills development programmes for Business Process Outsourcing;
g). Develop skills development to enhance automation of industry including SMEs;
h). Establish the National ICT Research Laboratory.

3.15 KNOWLEDGE DRIVEN LINKAGES

Policy statement:
The Government shall promote knowledge driven linkages between industry and
education, training and research.
Policy actions:

a). Develop a strategy for linking research institutions to industry;

b). Develop a research and development framework for TVET institutions;
c). Bridge the gap between supply and demand of research outputs;
d). Promote industry involvement in public and academic research;
e). Enhance joint research, research laboratories and patents;
f). Create awareness of existing research by industry;
g). Promote the utilization of research by industry;
h). Provide market surveys by industry;
i). Ensure that there is open access to publicly financed research is required.

3.16 INNOVATION DRIVEN LINKAGES

Policy statement:
The Government shall promote innovation driven linkages between industry and
education, training and research.

Policy actions:
a). Strengthen the linkages between industry and innovators within training and
research institutions;
b). Enhance innovation development in education and training institutions;
c). Provide incubation/acceleration support in education and training institutions.
d). Develop an integrative regulatory framework to integrate ST&I into the economy.

18 | P a g e
3.17 INTELLECTUAL DRIVEN LINKAGES

Policy statement:
The Government shall promote intellectual driven linkages between industry and
education, training and research.
Policy actions:
a). Develop guidelines on IP collaboration agreements;
b). Establish patent pools where IP owners share patent rights with other parties;
c). Develop a networked epistemic IP community;
d). Enhance IP related innovation collaborations;
e). Develop a collaborative mechanism that facilitates access to affordable and
appropriate technologies by industry;
f). Enhance the capacity of training and research institutions to patent their works;
g). Enhance the translation of knowledge into commercially viable IP assets;
h). Create awareness of intellectual property rights.

3.18 INFRASTRUCTURE DRIVEN LINKAGES

Policy statement:
The Government shall promote infrastructure driven linkages between industry and
education, training and research.

Policy actions:
a). Develop a framework for infrastructure sharing;
b). Strengthen infrastructure collaborations between industry and training and
research institutions.

19 | P a g e
 CHAPTER FOUR: INSTITUTIONAL AND IMPLEMENTATION
FRAMEWORK

4.1 INTRODUCTION
This chapter presents the institutional and implementation framework for
implementing the National Policy on linking Education and Training to Industry. A
multi-sectoral approach will be used in the implementation of this policy.

4.2 IMPLEMENTATION PLAN

To operationalize the National Policy on linking Education and Training to Industry,
a 5-year National Action Plan shall be developed. This plan shall guide the annual
costed work plans of the various implementing entities. It will cover the period 2023
– 2027.

4.3 IMPLEMENTATION FRAMEWORK

This policy shall be implemented by various actors including Ministries, Counties,
Departments and Agencies (MCDAs), constitutional commissions, private sector,
development partners, Civil Society Organizations (CSOs) among other key actors as
indicated below:
4.3.1. Ministry of Labour and Social Protection - Shall spearhead the
implementation of this policy.

4.3.2. Ministry of Education - Shall provide technical support on matters related

to linking education, training and research to industry within this policy.

4.3.3. Ministry of ICT and the Digital Economy - Shall provide technical
support on matters related to linking industry to education, training and
research within the context of ICT and the Digital Economy in line with this
policy.

4.3.4. Ministry of Agriculture and Livestock Development- Shall provide

technical support on matters related to linking agricultural industry to
education, training and research within this policy.

4.3.5. Ministry of Investments, Trade and Industry- Shall provide technical

support on matters related to linking enterprises to education, training and
research within this policy.

4.3.6. Ministry of Mining, Blue Economy and Maritime Affairs- Shall

provide technical support on matters related to linking the mining, blue and
maritime industry to education, training and research within this policy.

4.3.7. Ministry of Co-Operatives and Micro, Small and Medium

Enterprises (MSME) Development - Shall provide technical support on
matters related to linking MSMEs to education, training and research within
this policy.

20 | P a g e
4.3.8. Ministry of Youth Affairs, Sports and the Arts - Shall provide technical
support on matters related to linking the creative industry to education,
training and research within this policy.

4.3.9. Ministry of East African Community (EAC), the ASALS and

Regional Development- Shall provide technical support on matters
related to linking industry to education, training and research from a regional
perspective, in line with this policy.

4.3.10. National Treasury - Shall avail adequate budgetary resources for

implementation of this policy.

4.3.11. Attorney General’s Office and Kenya Law Reform Commission -

Shall provide technical support on all matters related to drafting and
amending legislation required to implement this policy.

4.3.12. Commissions: Teachers Service Commission, Public Service

Commission, Commission for University Education - Shall provide
technical support on matters related to linking industry to education, training
and research within this policy

4.3.13. Council of Governors - Shall provide technical support on matters related

to linking industry to education, training and research within this policy, in
the counties.

4.3.14. Education, training and research institutions - Shall provide technical

support on matters related to technical support on matters related to linking
industry to education, training and research within this policy.

4.3.15. Development partners - Shall provide technical and financial support at

various levels to support the implementation of this policy.

4.3.16. Employers/industry/private sector/social partners – Shall provide

technical and financial support for all aspects on linking industry to education,
training and research within this policy.

4.3.17. Civil society organizations - Shall provide technical support on

monitoring and evaluation of this policy.

4.3.18. Media - Shall provide support to enhance awareness about this policy.

4.3.19. Individual citizens including the youth - Shall participate in designing,

monitoring and evaluation of this policy.

21 | P a g e
 CHAPTER FIVE

MONITORING AND EVALUATION

5.1 INTRODUCTION

A Monitoring and Evaluation (M&E) framework shall be developed to ensure that this
policy is implemented effectively. This framework shall be anchored on the National
Integrated Monitoring and Evaluation Systems (NIMES) and aligned to the National
Performance Management System (NPMS). The objective of the framework will be to
collect data, monitor the programmes against key indicators, and evaluate whether the
programmes have met set objectives. There will be an Annual Review Report (ARR)
on implementation of the Policy that will be presented to the relevant stakeholders.

5.2 MONITORING AND EVALUATION

Policy statement:
The Government shall establish a national monitoring and evaluation framework to
ensure that the policy interventions are monitored and evaluated.
Policy actions
a). Develop a national monitoring, evaluation and reporting framework;
b). Develop a risk management framework;
c). Develop a budget for monitoring and evaluation;
d). Build capacity to undertake monitoring and evaluation;
e). Conduct rapid assessments, mid-term and end-term evaluations.

5.3 POLICY REVIEW

This Policy shall be reviewed within five years to assess its impact, effectiveness and
relevance.

22 | P a g e
BIBLIOGRAPHY
Commission for University Education (2011) Standards and Guidelines for University
Academic Programmes. Nairobi: CUE
OECD (2004) Career Guidance: A Handbook for Policy Makers. Paris: OECD
Kenya Kwanza Alliance (2022) The Kenya Kwanza Plan: The Bottom Up Economic
Transformation Agenda 2022 – 2027. Nairobi: Kenya Kwanza Alliance
KENIA (2018) KENIA Strategic Plan 2018 – 2022. Nairobi: KENIA
NACOSTI (2022) Report on Kenya’s Participation in the Commission on Science and
Technology for Development Inter-Sessional Panel Meeting held in Geneva,
Switzerland from 25th to 26th October 2022. Nairobi: NACOSTI
Republic of Kenya (2009) National Policy on Culture and Heritage. Nairobi:
Government Printer
Republic of Kenya (2012) Sessional Paper on the National Industrialization Policy
Framework for Kenya 2012 – 2030. Nairobi: Government Printer
Republic of Kenya (2012) University Act. Nairobi: Government Printer
Republic of Kenya (2013) Science, Technology and Innovation Act. Nairobi:
Government Printer
Republic of Kenya (2013) Sessional Paper No. 4 of 2013 on Employment Policy and
Strategy for Kenya. Nairobi: Government Printer
Republic of Kenya (2013) TVET Act. Nairobi: Government Printer
Republic of Kenya (2013) TVET Act. Nairobi: Government Printer
Republic of Kenya (2018) Competence Based Education and Training. Nairobi:
Government Printer
Republic of Kenya (2018) National Education Sector Strategic Plan 2018- 2022.
Nairobi: Government Printer
Republic of Kenya (2018) Third Medium Term Plan (2018-2022). Nairobi:
Government Printer
Republic of Kenya (2019) National Information, Communications and Technology
(ICT) Policy. Nairobi: Government Printer
Republic of Kenya (2019) Sessional Paper No 1 of 2019 on Reforming Education and
Training for Sustainable Development in Kenya. Nairobi: Government Printer
Republic of Kenya (2020) Sessional Paper on Kenya Micro and Small Enterprises
Policy for Promoting Micro and Small Enterprises (MSEs) for Wealth and
Employment Creation. Nairobi: Government Printer
Republic of Kenya (2021) National Agricultural Research System Policy. Nairobi:
Government Printer
Republic of Kenya (2022) National Digital Master Plan, 2022-2023. Nairobi:
Government Printer
TVETA (2021) Status of Implementation of Competency Based Education and
Training Programs in Kenyan TVET Institutions. Nairobi: TVETA
UNCTAD (2021) Bridgetown Covenant. Geneva: UNCTAD
World Intellectual Property Organization (2023) Technology Transfer. Geneva:
WIPO

23 | P a g e
APPENDIX: DEFINITION OF TERMS

Data This refers to facts and statistics collected together for

reference or analysis.
Digital This refers to an integrated set of core technologies that
Platform support the composition, management, delivery and
optimization of contextualized digital experiences.

Industry This refers to a productive enterprise or organization that

produces or supplies goods, services, or sources of income.

Incubation This refers to centres where transitory and facilitative

centers assistance is given to small enterprises or start-ups.

Innovation This refers to the successful introduction of new services,

products, processes, business models and ways of working.

Intellectual This refers to creations of the mind, such as inventions;

Property literary and artistic works; designs; and symbols, names
and images used in commerce.

Knowledge This refers to information, understanding, skills, values

and attitudes acquired through learning.

Knowledge This refers to anything of value that results from people's

capital experience, skills, knowledge, and learning within an
organization.

Labour force This refers to all persons of working age who furnish the
supply of labour for the production of goods and services
during a specified time-reference period. It refers to the
sum of all persons of working age who are employed and
those who are unemployed.

Labour This refers to the system of relationships between the

Market supply of people available for employment and the
available jobs.

Labour This refers to temporary or short-term movements of

Mobility persons for employment-related purposes, particularly in
the context of the free movement of workers in regional
economic communities.

Micro This refers to a business activity whose annual turnover is

Enterprise below KShs. 1 million.

National This is an open, evolving and complex system that

Innovation encompasses relationships within and between
System organizations, institutions and socio-economic structures
which determine the rate and direction of innovation and

24 | P a g e
 competence building emanating from processes of science-
based and experience-based learning.

Patent This is an exclusive right granted for an invention.

Technology This refers to the movement of technology technology from

Transfer the person or organization that owns or holds it to another
person or organization.

Tertiary Tertiary Education (also referred to as third stage or third

Education level education, post-secondary or further education) is
formal education following the completion of secondary
education, including higher education, vocational
education and training, or other specialist post-secondary
education or training.

Small This refers to a business activity whose annual turnover

Enterprise ranges between Kshs. 1 million and KShs. 5 million and
employs between 10-50 people.

Work Based This refers to opportunities provided to achieve

Learning employment-related competencies in the workplace.
Programmes

25 | P a g e