Industry cannot criticise college graduates as “half-baked” if it has not contributed to “baking” them in the first place, any more than a professional cook can blame others for the poor quality of a dish that has been fully prepared as they watch from the sidelines. Thus, industry players must intentionally invest in universities—build modern labs, offer industrial attachments and internships without circuitous bureaucratic procedures, and help reshape curricula, for this is a key part of their collective responsibility in ensuring adequate and relevant skills development among their aspirational workforce of the future.

Teaching—the art of effectively transferring knowledge and skills—must reclaim its rightful top position in the skills development and proficiency chain, which progresses from learning, practising, to teaching. Unfortunately, the practising stage is usually the weakest link, even among teachers, making their delivery on application-oriented and creative spheres sub-optimal.

Need for Pracademics—these are professionals who possess both industry experience and high academic qualifications, hence qualified to teach at university. They should volunteer and be incentivised through robust co-training models to co-teach at Kenyan universities, especially in STEM fields such as engineering, where practical exposure is vital for adaptability to the dynamic global technology marketplace.

The Inaugural Nyanza International Investment Conference (NIIC), held from 6–8 February 2025 in Kisumu, Kenya, lived up to its bespoke tagline: “Nyanza Rising – Towards Economic Transformation for Socioeconomic Growth and Development.” I had the distinct privilege of contributing to the Youth Convention from the conceptual stage all the way to its actual delivery—culminating in a vibrant panel discussion on education, skills development and mentorship.

Setting the Stage: Youth Convention and Panel Discussion

Moderated by the CEO of the Youth Enterprise Development Fund, the track on education, skills development and mentorship saw me participate alongside three other contributors: Philip Pande, Ruth Bolo, and Theresa Oduol.

In a spirited discourse, we delved into the extreme need to equip Kenyan youth with skills for a fast-changing world of work. A central theme was the importance of structured mentorship to bridge the gap between classroom learning and real-world application.

The Crux of the Skills Deficit

During the panel, I presented findings from a nationwide study I conducted in 2021, sponsored by the African Centre for Career Enhancement and Skills Support (ACCESS). This research interviewed 437 youth aged 18–35 across Kenya, revealing telling statistics about their readiness for the job market:

• 79% of high school graduates would opt for TVET (Technical and Vocational Education and Training) institutions, even when they qualify to join universities directly, mainly because TVETs promise practical skills and faster job prospects.
• Only 24% of young people in Kenya feel confident they have acquired work-ready skills from school. The remaining majority require additional retraining to function effectively in the very fields they studied.
• 18% credited industrial attachment opportunities for better equipping them for the job market—highlighting the role of on-the-job training.
• Despite the critical role of mentorship, 70% of the respondents confessed they did not know of any structured mentorship programme they could access.

Key Takeaways and Overarching Themes

1. Kenya’s Youthful Demographic: A Ticking Time Bomb

With a median age of barely 20, Kenya’s population is startlingly young. As the country tests the new Competency-Based Curriculum (CBC) without adequate structures and funding, urgent efforts are required to repurpose and retool both systems and trainers. The goal should be to foster what I call “adaptitude”—the aptitude to adapt to rapid changes in the world of work, which emphasises the importance of being flexible and resourceful in a dynamic environment and the critical role of career coaches for the future of work.

• Citizen TV’s “Explainer” on 11^th February 2025 echoed the lack of preparedness for skilling the growing number of young learners, referring to the so-called “CBC Divide” and pointing to the urgent need to equip trainers and training centres adequately to do justice to the goals of Kenya’s new competency-based curriculum and the education system in its entirety.

• Universities, for example, must now prepare adequately to receive a new generation of students who have passed through the talent- and career-focused CBC system, unlike the old 8-4-4 system.

1. The Growing Relevance of TVETs

TVET programmes are a key pillar in Kenya’s economic future, given that approximately 80% of the youth transitioning from high school to tertiary education are better served by practical, skill-based training, unlike the minority who make it directly to public universities. However, TVETs require more capital investment due to their demand for hands-on practice, modern equipment, and well-trained instructors.

• Government-led partnerships are necessary to build and equip more TVET institutions.

• Structured mentorship and targeted support for vulnerable groups, especially those without formal education, must accompany the capacity-building efforts to ensure inclusivity.

1. Industry as a Co-Trainer and Key Stakeholder in Skilling the Youth

The panel stressed the need for industry to view educational institutions as partners in training the next generation of workers. Co-creation of curricula, joint research, and shared infrastructure can help produce graduates aligned with market demands. I specifically pressed on the following points:

• Need for Pracademics—these are professionals who possess both industry experience and high academic qualifications, hence qualified to teach at university. They should volunteer and be incentivised through robust co-training models to co-teach at Kenyan universities, especially in STEM fields such as engineering, where practical exposure is vital for adaptability to the dynamic global technology marketplace.

• Criticizing graduates as “half-baked” is counterproductive if the industry has not contributed to “baking” them in the first place. This is a misplaced attack and a disingenuous neglect of collective duty by the industry. Intentional investments in modern labs for universities and co-training in a robust model of university-industry collaboration, offering industrial attachments and internships, and shaping curricula are effective ways through which industry can ensure skills relevance and resilience among young graduates, who are their critical resources as the future workforce to employ.

A Call to Action: Teaching at the Apex

Reflecting on the debates and my conviction as a youth mentor, I can only underscore the urgent and compelling challenge we face: a growing share of Kenyan youth lack sufficient industry-related practical skills and digital fluency. At the same time, teaching—the art of effectively transferring knowledge and skills—must reclaim its rightful top position in the skills development and proficiency chain, which progresses from learning, practising, to teaching. Unfortunately, practising is usually the weakest link, even among teachers, making their delivery on application-oriented and creative spheres sub-optimal. In essence, we need:

• Quality training for educators to empower them to integrate theoretical knowledge with industry exposure.
• Larger-scale, better-funded practice-oriented programmes to keep pace with rapid technological changes.
• Comprehensive, structured mentorship for youth, bridging the gaps between academics and real-world work environments.

The Inaugural Nyanza International Investment Conference proved a resourceful platform to voice these priorities, signalling that “Nyanza Rising” is not just a theme, but a call for transformative action. If we commit to robust collaborations between government, TVETs, universities, and industries—supported by informed mentorship initiatives—the results should be revolutionary for our youth and, by extension, our nation’s socioeconomic development.

Ultimately, it is the strength and vision with which we approach education, skills development, and mentorship that will determine how effectively Kenya leverages the youthful population, thereby averting a ticking time bomb and steering confidently towards inclusive and sustainable growth and development.

By Dr. Nashon Adero

#IBD Series