actif report of textile and clothing training institutions in esa region_dr e. nguku_nov 2012

5/26/2018 ACTIF Report of Textile and Clothing Training Institutions in ESA Region_D...

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ANALYSISOFTEXTILE&CLOTHINGTRAININGINSTITUTIONSIN

THEEASTSOUTHERNAFRICA

DatePrepared:November2012Preparedby:Dr.EverlyneNguku

Consultant

CommercialInsectsProgramme

icipe AfricanInsectScienceforFoodandHealthEmail:[email protected]/[email protected]

WithSupportfrom:


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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



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 .......................................................................................... 547.3 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



LIST OF TABLES

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

TABLE 2: KENYAN UNIVERSITIES AND UNIVERSITY COLLEGES WITH T&ARELATED

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

TABLE 3: KENYAN TIVET INSTITUTIONS AND PMLCS OFFERING CTA RELATED

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

TABLE 4. ESAREGION INSTITUTIONS OFFERING CTARELATED 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



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



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

NGOs 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 textilemachines, 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 asessential 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 marketdynamics affecting the entire CTA industry and identify human resource related

needs.

Develop sound strategies for promotion of University-Industry Linkages and

Partnerships



CHAPTER ONE

1.0 INTRODUCTION

1.1 AN OVERVIEW OF THE COTTON AND TEXTILE INDUSTRYMany 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



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 improvingthe 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:



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 levelof 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.



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 FashionBuruBuru Institute of Fine Arts

Vera Beauty and Fashion College

Fashion Design Department.

Technology Development Centre

Nkabune 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



Uganda Busitema University

Department of Textile & Ginning Engineering

Kyambogo University

Zimbabwe National University of Science And TechnologyFaculty of Industrial Technology

Department of Textile Technology

Bulawayo Polytechnic



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.



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

S.NO. INSTITUTION PROGRAMMES

1 Moi University


Bachelor of Engineering in Industrial andTextile Engineering

Master of Science in Textile Engineering PhD in

2 Egerton University

Department of Applied Community

Development Studies

Bachelor of Science in Clothing, Textiles andInterior 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 andMarketing

Master of Science in Fashion Design andMarketing

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 Specializationin Textiles & Apparel Design

PhD in Clothing and Textiles

6 Kenya Polytechnic University College

Department of Fashion and Textile

[Constituent College of NairobiUniversity]

Certificate in Fashion Design and GarmentMaking

Diploma of Technology in Fashion Design

Diploma in Clothing Technology

Diploma in Fashion design and GarmentMaking

7 South Eastern University College(SEUCO)

Department of Industrial, Manufacturingand Energy Engineering

[Constituent College of NairobiUniversity]

Certificate in Clothing Technology

8 Machakos University College

[Constituent College of KenyattaUniversity]

(Former Machakos Technical TrainingInstitute)


Craft Certificate in Garment Making (ClothingTechnology)

Artisan Certificate Course



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 inproviding 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, inaddition to general education, the study of technologies and related sciences, and the

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



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 TeachersColleges, 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 industrialtraining 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.



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 Diplomalevels

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 Nkabune Technical Training Institute Craft, Artisan, Certificate and Diploma in ClothingTechnology

8 Nairobi Technical Training Institute Certificate in Fashion Design


9 Gusii Institute of Technology Certificate in Garment Making


10 Rift Valley Institute of Science andTechnology


11 Mombasa Technical Training Institute Diploma in Clothing Technology

12 Meru Technical Training Institute Diploma in Clothing Technology

13 Ramogi Institute of AdvancedTechnology

Certificate in Garment Making


14 Nyeri Technical Training Institute Diploma in Clothing Technology

15 Moi Institute of Technology Certificate in Garment Making


16 Sang'alo Institute of Science &Technology

Certificate in Garment making

Certificate and Diploma in Clothing Technology

17 North Eastern Province TechnicalTraining Institute.

Craft Certificate and Artisan courses in GarmentMaking



18 Keroka Technical Training Institute Diploma in Clothing Technology

Craft in Fashion Design and Garment MakingTechnology

Artisan course

19 Rwika Institute of Technology Diploma in Clothing Technology

Certificate in Fashion Design

Certificate in Interior Design and Decoration

20 Kenya Industrial Training Institute Certificate and Diploma in Clothing Technology

21 Shamberere Technical TrainingInstitute

Certificate and Diploma in Clothing Technology

Diploma in Textile Design

22 National Youth Service EngineeringInstitute


23 Karen Technical Training Institute forThe 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 inFashion 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 inArt and Design,

Short courses with a duration of 6 weeks

29 Nairobi Art Academy Diploma in Textile Design



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 PMLCs 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 hadenrolled 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

Universities

48%

UniveristyColleges

13%

PMLCs21%

TIVET

18%



CHAPTER THREE

3.0 TRAINING INSTITUTIONS ACROSS THE ESA REGION

3.1 OverviewThere 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 (NGOs) 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



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 offeringcourses 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 ofTechnology,

Department of Fashion

National Diploma: Fashion

Baccalaureus Technologiae: Fashion

Magister Technologiae: Fashion

Doctor Technologiae: Fashion

Cape Peninsula University ofTechnology

Faculty of Engineering

Department of Clothing & TextileTechnology

National Certificate Clothing Management,

National Diploma Clothing Management B-TechClothing Management

The Design School Southern Bachelor degree program in Fashion Design.



Africa

Durban University of TechnologyDepartment of Fashion & Textiles

National Diploma in Fashion

Bachelor of Technology in Fashion

Master of Technology in Fashion

Cape Town College of Fashion

Design

Diploma in Fashion Design

Part-time Courses:

Garment Technology Foundation

Garment Technology - PatternmakingAdvanced

Garment Technology - GarmentConstruction Advanced

Fashion Design

Digital Fashion Illustration

Elizabeth Galloway Academy ofFashion Design

Diploma in 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 andTechnology

B.Sc. in Textile Engineering

B.Sc. in Textile Design and Technology

6 UGANDA Busitema University Faculty ofEngineering

Diploma in Ginning Engineering

Bachelor of Science in Textile Engineering



Department of Textile Engineering

Kyambogo University

Chemistry Department

Diploma in Textile Design and Technology

Bachelor of Science in Textile and ClothingTechnology

7 ZIMBABWE Department of Textile Technology

National University of Science andTechnology

Bachelor of Textile Technology (Honours) Degree -

Textile Technology

Bulawayo Polytechnic

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 Athne Saint JosephAntsirabe(ASJA),

Textiles and Apparel Department

MSc Textile Technology

MSc Textile Technology with specialization inProduction and Manufacturing

9 ZAMBIA Riverside Farm Institute Tailoring Course

10 MALAWI University of Malawi

Bunda College of Agriculture

Department of HomeEconomics/Human Nutrition

Home Economics

11 RWANDA Kigali Institute of Science andTechnology (KIST)


Bachelor of Science in Creative Design

12 MOZAMBIQUE Mozambique Institute for Cotton General promotion of cotton development through

policies, strategies and legislation, research extensionand marketing promotion

13 LESOTHO Limkokwing University of CreativeTechnology, Maseru Campus

P.O. Box 8971, Maseru 100,Lesotho.

Tel: +266 2231 9779/9787

Associate Degree in Fashion and Apparel Design



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 studentenrollment 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

University

88%

Polytechnic

6%TIVET

6%



CHAPTER FOUR

4.0 CURRICULA ANALYSIS

4.1 Curricula Analysis OverviewCurricula 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



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 essentialcomponent 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 ManagementFashion/ 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



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



{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



CHAPTER FIVE

5.0 CURRICULUM DEVELOPMENT AND REVIEW

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

development usually emerges from a concern about a major issueor 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 individualcourses, 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 PMLCs, small changes were made to the curriculum at

irregular intervals when there was critical need.



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 changingtrends 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



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.



This procedure can broadly be illustrated as seen inFig 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, inUganda, 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

Conductneedsassement

Develop/Designprogramme

ForwardtoSchoolBoard

DepartmentCommittee

Recommends

ammendments/or

ForwardtoSchool

Committee

SchoolBoards

Recommendsammendments/

or

ForwardtoUniversitysenate

DeansCommittee

Recommendsammendments/

or

Approves

UniversitySenate



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 ofeconomic 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 highlightedthat 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.



Fig 5. Curriculum Development Process Model

5.3.1 Design Component:

This component basically included all the preliminary foundation laying. It involved theconceptualization of the curriculum by the faculty; as such ensuringa degree ofrelevance

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



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.



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.



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 thisregard, 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 motherinstitution 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



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 toindustry.

In a stakeholders meeting held on 26thOctober 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 relevantindustries. 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



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-makingand 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.



Fig 6. Department Organization structure and Placement of the IndustrialLiaison 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

AcademicAffairsOfficer

CurriculumDevelopment

Board

Industrial

InternshipBoard

ExchangeProgrammes

Board

ExternalLinkages

ExaminationsOfficer

ICT OfficerQuality

ManagementOfficer

WelfareOfficer

Secretary

(Support Staff)

Industrial Liaison

Office



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

Department of Applied Community

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

Mauritius University of Mauritius

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



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 inKenya

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 University Colleges

TVET PMLC

%I

ndustryparticipation

Low

Moderate

High



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 traininginstitutions 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.

5/26/2018 ACT

actif report of textile and clothing training institutions in esa region_dr e. nguku_nov 2012

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