FINAL DRAFT STRATEGIC PLAN OMIRO POLYTECHNIC.pdf

OMIRO VTC STRATEGIC DEVELOPME NT PLAN 2025 - 2030
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OMIRO VOCATIONAL TRAINING CENTRE STRATEGIC PLAN
(2025-2030)

Omiro Vocational Training Centre
P. O. Box 435-40222 Oyugis
Phone no: 0702 257 623 / 0729 267 462
Email: [email protected]

PHYSICAL LOCATION OF THE INSTITUTION:
County: Homabay
Physical Location: Basa South,
Bongu – Omiro Technical Road, Off Sondu – Oyugis Road
Plot No: Kasipul /Kakelo Kamroth /456/101/6/201

REGISTRATION DETAILS
Registration Date: 7/21/2021
Expiry Date: 7/20/2026
Registration No: TVETA/PUBLIC/VTC/0072/2021

Prepared by:
Richard O. Bonyo
B.Ed. (Arts)Hons, KU; MAPPM, UoN; PhD WiP, UoN; Cert. Gender & Development, WBI-Washington DC
Chairman, Board of Management - Omiro Vocational Training Centre
Project Planning, Design & Implementation Consultant
Progeny International (PI)
Grenville Hotel, Oyugis – Kisumu Road
Tel: +254 729 267 462 / +254 748 901 556
Email: [email protected]

©August 2025

OMIRO VTC STRATEGIC DEVELOPME NT PLAN 2025 - 2030
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COPYRIGHT PAGE
All rights reserved. No part of this Strategic Plan may be reproduced, distributed, or transmitted in
any form or by any means, including photocopying, recording, or other electronic or mechanical
methods, without the prior written permission of the Board of Management of Omiro Vocational
Training Centre, except in the case of brief quotations embodied in critical reviews and certain other
non-commercial uses permitted by copyright law.

Permission Requests
To request permission to use or reproduce any part of this plan, please contact:
The Chairman,
Board of Management
Omiro Vocational Training Centre
P.O. Box 435-40222, Oyugis, Kenya
Phone: +254 702 257 623 / +254 729 267 462
Email: [email protected]

Disclaimer
While every effort has been made to ensure the accuracy and completeness of the information
contained in this plan, the Board of Management of Omiro Vocational Training Centre makes no
warranty, express or implied, regarding the accuracy or completeness of the information.

Copyright Notice
(c) 2025 Omiro Vocational Training Centre. All rights reserved.

OMIRO VTC STRATEGIC DEVELOPME NT PLAN 2025 - 2030
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TABLE OF CONTENTS
CHAPTER ONE .................................................................................................................................................................................. 8
INTRODUCTION .............................................................................................................................................................................. 8
1.1. Historical Background of Omiro Vocational Training Centre ................................................................................ 8
1.2. Our Target Population ...................................................................................................................................................... 9
1.3. Problem Statement ........................................................................................................................................................... 10
1.4. Justification of the Strategic Plan ................................................................................................................................... 10
1.5. Key Planning Issues ........................................................................................................................................................... 11
1.5.1. Critical Planning Precedent Activities Table .............................................................................................................. 11
1.5.2. Next Steps and Recommendations .............................................................................................................................. 12
1.6. Statements of Strategic Intent ....................................................................................................................................... 12
1.6.1. Vision Statement ............................................................................................................................................................... 12
1.6.2. Mission Statement ............................................................................................................................................................ 12
1.6.3. Overall Goal ....................................................................................................................................................................... 13
1.6.4. Specific Objectives ............................................................................................................................................................ 13
1.6.5. Strategic Initiatives ............................................................................................................................................................ 13
1.7. Proposed Organogram & Role Specification for Omiro Vocational Training Centre .................................... 13
CHAPTER TWO .............................................................................................................................................................................. 16
POLICIES, LEGAL AND INSTITUTIONAL FRAMEWORKS ANALYSIS FOR PLAN DESIGN AND
DEVELOPMENT ............................................................................................................................................................... 16
2.1. Introduction ....................................................................................................................................................................... 16
2.2. Global Frameworks .......................................................................................................................................................... 16
2.2.1. Sustainable Development Goals (SDGs): ................................................................................................................... 16
2.2.1.1. Relevant SDGs ................................................................................................................................................................... 16
2.2.1.2. Relevant Indicators ........................................................................................................................................................... 16
2.2.2. United Nations Youth Strategy (Youth 2030): ......................................................................................................... 17
2.2.2.1. Key Sections and Provisions of the Strategy Relevant to the Plan ...................................................................... 17
2.2.2.2. Impact of the Strategy on Plan Design and Implementation .................................................................................. 17
2.2.2.3. Influence of the Strategy on Plan Design and Implementation Considerations ................................................ 18
2.2.3. UNESCO Strategy for TVET (2022-2029) ................................................................................................................. 18
2.2.3.1. Key Sections and Provisions of the UNESCO Strategy Relevant to the Plan .................................................. 18
2.2.3.2. Impact of the UNESCO Strategy on Plan Design .................................................................................................... 19
2.2.3.3. Influence of UNESCO Strategy on Planning Objective Formulation .................................................................. 19
2.2.3.4. Contribution of the UNESCO Strategy to Resource Mobilisation Approach Adopted in this Plan .......... 19
2.2.3.5. How the UNESCO Strategy Influences the Plan Implementation ....................................................................... 20
2.3. Regional and National Policies ...................................................................................................................................... 20
2.3.1. Ministry of Youth Empowerment, Development, and Vocational Training (Zimbabwe) .............................. 20
2.3.1.1. Influence of Zimbabwe’s TVET Policy Framework to Kenya’s TVET Planning & Development ................. 20
2.3.1.2. Potential Areas of Collaboration between Kenya and Zimbabwe ....................................................................... 21
2.3.1.3. Lessons in Empowering Youth through Vocational Training from Zimbabwe ................................................. 22
2.3.1.4. Lessons for Other Countries ........................................................................................................................................ 23

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2.3.2. Youth Development Strategy 2020-2025 (Islamic Development Bank) ............................................................. 23
2.3.2.1. Key Focus Areas ............................................................................................................................................................... 23
2.4. Continental Frameworks for TVET, Youth Development & Empowerment ................................................... 24
2.4.1.1. African Union's Agenda 2063 ........................................................................................................................................ 24
2.4.1.2. Alignment of Agenda 2063 with TVET Development in Africa ............................................................................ 24
2.4.1.3. The African Continental TVET Strategy 2025 – 2034 and TVET Development in Africa ............................ 24
2.4.1.4. Implementation and Impact of Agenda 2063 and the African Continental TVET Strategy 2025-2034 ...... 25
2.4.1.5. Application of Agenda 2063 and the African Continental TVET Strategy 2025-2034 to Local TVET
Planning Context .............................................................................................................................................................. 25
2.4.1.6. IGAD Youth Policy and Development of TVETs in the Region ........................................................................... 25
2.4.1.7. Key Objectives of IGAD Youth Policy relevant to the Plan .................................................................................. 26
2.4.2. TVET Development in the IGAD Region ................................................................................................................... 26
2.4.3. Benefits of the IGAD Youth Policy and TVET Development ............................................................................... 26
2.4.4. IGAD Youth Policy Alignment with National and Sub-National Youth Development Frameworks .......... 26
2.4.4.1. Alignment of the IGAD Youth Policy with the Kenya Vision 2030 ..................................................................... 26
2.4.4.2. Alignment of IGAD Youth Policy with the Kenya National Youth Policy ......................................................... 27
2.4.4.3. The IGAD Youth Policy Contributions to Sub-national Youth Development and Empowerment
Strategies ............................................................................................................................................................................. 27
2.4.4.4. Key Objectives of IGAD Youth Policy Relevant to TVET Planning .................................................................... 28
2.4.4.5. Benefits of the IGAD Youth Policy for Kenya’s TVET Development Agenda .................................................. 28
2.4.4.6. Synergies and Benefits Accruable from Aligning the Plan with the IGAD Youth Policy ................................ 28
2.4.5. EAC Vision 2030 and the Plan Imperatives for Successful TVET Planning in Kenya ....................................... 28
2.4.5.1. Introduction ....................................................................................................................................................................... 28
2.4.5.2. Industry Collaboration .................................................................................................................................................... 29
2.4.5.3. Adapting to Labour Market Changes .......................................................................................................................... 29
2.4.5.4. Sustainability in TVET in the EAC Region .................................................................................................................. 29
2.4.6. Challenges and Attitudes Affecting TVET Development in the EAC Region ................................................... 29
2.5. Alignment of the Plan with Kenya Vision 2030: ........................................................................................................ 30
2.5.1. Aligning the Plan to the Objectives of Kenya Vision 2030 ..................................................................................... 30
2.5.2. Specific Alignments of the Plan with Kenya Vision 2030 ........................................................................................ 30
2.5.3. Youth Training and Skills Development ...................................................................................................................... 30
2.5.4. Industry-Enterprise Linkage Provision ......................................................................................................................... 31
2.6. Plan Alignment with Kenya National Youth Policy (KNYP) .................................................................................. 31
2.6.1. Key Policy Provisions Relevant to the Plan ................................................................................................................ 31
2.6.2. Specific Kenya National Youth Policy Objectives relevant to the Plan .............................................................. 31
2.7. County Government’s Frameworks for TVET Development and Youth Empowerment in Kenya ........... 32
2.7.1. Introduction ....................................................................................................................................................................... 32
2.7.2. County TVET Policy Framework ................................................................................................................................. 32
2.7.3. Policies on Youth Empowerment Programmes at the County-Level ................................................................. 33
2.7.4. Homa Bay County TVET Institutes .............................................................................................................................. 33
2.7.5. Apprenticeship Programs ............................................................................................................................................... 34
2.7.6. TVET Curriculum Development ................................................................................................................................... 34

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2.7.7. TVET Development Financing Challenges in Homa Bay County ......................................................................... 35
2.7.8. Relevant Documents and Policies for TVET Planning and Development in Homa Bay County .................. 35
2.7.9. TVET Budgetary Limitations in the Homa Bay County’s Annual Development Plans and Budgets (2022 –
2025) .................................................................................................................................................................................... 36
2.8. Potential Limitations to TVET Development in Homa Bay County .................................................................... 36
2.9. Institutional Frameworks for TVET Plan Implementation in Homa Bay County, Kenya ............................... 36
2.9.1. Introduction ....................................................................................................................................................................... 36
2.9.2. TVET Development in Homa Bay County ................................................................................................................. 36
2.9.3. Youth Empowerment in Homa Bay County .............................................................................................................. 37
2.9.4. Challenges and Opportunities for Youth in TVETs in Homa Bay County ........................................................ 37
2.10. Conclusion .......................................................................................................................................................................... 37
CHAPTER THREE ............................................................................................................................................................................ 39
ENVIRONMENTAL SCANNING ................................................................................................................................................ 39
3.1. Introduction ....................................................................................................................................................................... 39
3.2. Plan Implementation Policy & Legal Environmental Scan ....................................................................................... 39
3.3. Omiro Vocational Training Centre PESTEL Analysis (2025-2030) ...................................................................... 40
3.4. SWOT Analysis for Omiro Vocational Training Centre ........................................................................................ 41
CHAPTER FOUR .............................................................................................................................................................................. 43
PLAN IMPLEMENTATION, PERFORMANCE MANAGEMENT, MONITORING AND EVALUATION MATRIX
............................................................................................................................................................................................... 43
4.1. Indicator Tracking and Performance Output Mapping ........................................................................................... 43
4.1.1. Overall Goal ....................................................................................................................................................................... 43
4.1.2. Specific Objectives ............................................................................................................................................................ 43
4.1.3. Corresponding Activities, Inputs Required, Outputs, and Outcomes ................................................................ 43
4.1.3.1. Objective 1: Improve Infrastructure ............................................................................................................................ 43
4.1.3.2. Objective 2: Expand Course Offerings to meet job marketing offerings ........................................................... 44
4.1.3.3. Objective 3: Increase Access ......................................................................................................................................... 44
4.1.3.4. Objective 4: Enhance Quality ........................................................................................................................................ 45
4.1.4. Impact Statement .............................................................................................................................................................. 45
4.1.5. Underlying Assumptions and Risk Factors ................................................................................................................. 45
4.1.6. Risk Mitigation Measures ................................................................................................................................................ 45
4.2. Detailed Programming and Project Formulation Objectives for Omiro Vocational Training Centre's Five-
Year Plan ............................................................................................................................................................................. 46
4.2.1. Improve Quality and Relevance of TVET Programs ................................................................................................ 46
4.2.2. Increase Access and Equity ............................................................................................................................................ 46
4.2.3. Strengthen Institutional Capacity .................................................................................................................................. 46
4.2.4. Promote Entrepreneurship and Job Creation ........................................................................................................... 46
4.2.5. Human Resource Development Objectives .............................................................................................................. 46
4.2.5.1. Human Resource Development Activities ................................................................................................................. 47
4.2.5.2. Human Resource Development Milestones .............................................................................................................. 47
4.2.5.3. Human Resource Development Indicators ................................................................................................................ 47
4.2.6. Additional Objectives ...................................................................................................................................................... 47

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4.3. Milestones and Measurable Indicators ........................................................................................................................ 48
4.4. Measurable indicators include: ...................................................................................................................................... 48
4.5. Funding Strategy ................................................................................................................................................................ 48
4.6. Key Performance Indicators (KPIs) .............................................................................................................................. 49
4.7. Overall Plan Implementation Budget ........................................................................................................................... 49
4.8. Plan Implementation Timeline ....................................................................................................................................... 49
4.9. Plan Monitoring and Evaluation ..................................................................................................................................... 49
4.9.1. Data Collection ................................................................................................................................................................. 49
4.9.2. Plan Implementation Levels ............................................................................................................................................ 50
4.9.3. Data-Driven Decision Making ....................................................................................................................................... 50
CHAPTER FIVE ................................................................................................................................................................................. 51
PLAN IMPLEMENTATION FRAMEWORK .............................................................................................................................. 51
5.1. Introduction ....................................................................................................................................................................... 51
5.2. Plan Implementation Stakeholders ............................................................................................................................... 51
5.2.1. Interest and Influence Analysis ...................................................................................................................................... 52
5.2.2. Role and Expectations Analysis ..................................................................................................................................... 52
5.3. Kenya Competency-Based Education and Training Curriculum for Vocational Education Courses .......... 53
5.3.1. Tailoring & Dressmaking ................................................................................................................................................. 53
5.3.2. Plumbing .............................................................................................................................................................................. 53
5.3.3. Welding & Metal Fabrication ......................................................................................................................................... 54
5.3.4. Food and Beverage Technology .................................................................................................................................... 55
5.3.5. Hairdressing & Beauty Therapy .................................................................................................................................... 55
5.3.6. Electrical Installation & Wireman ................................................................................................................................. 56
5.3.7. Carpentry & Joinery ......................................................................................................................................................... 56
5.3.8. Masonry & Building Technology.................................................................................................................................... 57
5.3.9. Agriculture .......................................................................................................................................................................... 57
5.3.10. ICT ........................................................................................................................................................................................ 58
5.4. Basic Assumptions for Successful Curriculum Implementation at Omiro VTC ............................................... 58
5.5. Underlying Assumptions for a Successful Strategic Plan Implementation .......................................................... 59
5.6. Fundraising and Resource Mobilisation Avenues for Plan Implementation ....................................................... 60
5.6.1. Training Tools and Equipment Donors ....................................................................................................................... 60
5.6.2. Staff Training and Capacity-Building ............................................................................................................................. 60
5.6.3. Technical Assistance Providers ..................................................................................................................................... 61
5.6.4. Trainees' Tuition Support Providers ........................................................................................................................... 61
5.6.5. Additional Partners .......................................................................................................................................................... 62
5.6.6. Eligibility Criteria............................................................................................................................................................... 62
5.6.6.1. Application Process .......................................................................................................................................................... 63
5.6.6.2. Other Organisations Supporting TVET Institutions ................................................................................................ 63
5.6.7. Conditions Necessary to Attract Support ................................................................................................................. 63
CHAPTER SIX ................................................................................................................................................................................... 64
PLAN IMPLEMENTATION MONITORING, EVALUATION AND KNOWLEDGE MANAGEMENT .................... 64

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6.1. Introduction ....................................................................................................................................................................... 64
6.2. Plan Implementation Matrix with Indicators .............................................................................................................. 64
6.2.1. Impact Level ....................................................................................................................................................................... 64
6.2.2. Outcome Level .................................................................................................................................................................. 64
6.2.3. Output Level ...................................................................................................................................................................... 64
6.2.4. Key Performance Indicators (KPIs) .............................................................................................................................. 65
6.3. Plan Implementation Logical Framework ................................................................................................................... 65
6.4. Plan Implementation Workplan .................................................................................................................................... 66
6.5. Milestones: .......................................................................................................................................................................... 66
6.6. Critical Path: ....................................................................................................................................................................... 67
6.7. Plan Implementation Budget .......................................................................................................................................... 67
6.7.1. Detailed Budget Breakdown .......................................................................................................................................... 67
6.7.2. Total Budget Calculation ................................................................................................................................................ 67
EXECUTIVE SUMMARY ................................................................................................................................................................. 70

LIST OF TABLES
Table 1: Stakeholders Analysis Table ........................................................................................................................................... 51
Table 2: Detailed Tabulated and Itemised Budget .................................................................................................................... 68

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CHAPTER ONE
INTRODUCTION
1.1. Historical Background of Omiro Vocational Training Centre
Omiro Youth Polytechnic was founded in 1977 by the late Rev. Fr. Peter Adhiambo Kogongo, with the
support of Mzee Peterlis Nyasala, to provide vocational training to local youth. The institution's early
development was made possible through donations of tools and equipment from the Norwegian
Catholics, including key machinery such as tile-making and block-making machines. This gesture marked
the beginning of a long-standing partnership between the institution and international organisations that
would play a significant role in shaping its history.
In 1986, the Norwegian Government, through NORAD, further supported the institution by developing
workshops for metalwork, tailoring, and carpentry. The organisation also posted volunteer trainers,
including Mr. Haken Edehalt and Mr. Dystein Olsen, who contributed to the institution's growth and
development. The construction of a self-contained Manager's residence, initiated by Mr. Olsen, remains
an unfinished project, a testament to the challenges and opportunities that the institution has faced over
the years.
The institution's leadership has played a crucial role in its development. Mr. Anditi, the first Manager,
oversaw the formative stages of the institution from 1977 to 1979. He was succeeded by Mr. Johnson
Ayany, who was posted by the Government of Kenya in May 1980. Other notable leaders include Mr.
Benjamin Andeko Owino, who joined the institution in 1989 and left in 1994, and Mr. Mathews Awuor
Dimo, who held the position of Training Manager from 1994 to 2012. Under Mr. Dimo's leadership, the
institution recorded remarkable improvements, including the renovation of the NORAD-constructed
block, fencing of the institution, and purchase of training tools and equipment.
Mr. Dimo's tenure also saw the registration of the institution with the Ministry of Youth Affairs and
Sports in 2009, paving the way for the institution to benefit from the Subsidised Youth Polytechnic
Training (SYPT) Grant Fund from the Government of Kenya. This grant has been instrumental in
supporting the institution's growth and development. In 2012, Mr. James Okal Agwenge succeeded Mr.
Dimo as the Training Manager, and under his leadership, the institution has continued to grow, with
notable achievements including increased enrolment, construction of a new masonry workshop, and
appointment of a competent Board of Management team.
The Board of Management, chaired by Mr. Leonard Achila Osewe, has played a crucial role in developing
and managing the institution. The Board's composition reflects the institution's commitment to
inclusivity and community representation, with members drawn from various backgrounds and expertise.
The institution's staff, including instructors posted by the County Government of Homa Bay, have also
contributed to its growth and development.

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The institution's infrastructure has undergone significant development over the years. The Baseline
Survey on the Status of the Youth Polytechnics in Kabondo Kasipul Sub-County, commissioned by the
office of the Sub-County Youth Training Officer in December 2014, highlighted the institution's existing
infrastructure, including three classrooms, a shallow well, and pit latrines. Recent developments include
the construction of a new classroom/office, which was later converted into a Ward ICT Hub, and the
installation of a 10,000-litre water tank to boost rainwater harvesting and storage.
The institution's commitment to providing quality training is evident in its efforts to address
infrastructure gaps and upgrade its facilities. The Rural Electrification Authority's connection of the
institution to single-phase electricity in 2014 marked a significant milestone, although the electrification
process remains incomplete. The institution continues to require a three-phase power connection to
enable effective provision of courses such as welding and metal fabrication, automotive mechanics, and
food and beverage production technology.
Today, Omiro Vocational Training Centre, under the able leadership of Mrs. Molly Achieng Ochanda
(Training Manager) and Mr. Richard Ochieng Bonyo (Chairman of the Board of Management), continues
to provide technical, vocational, and entrepreneurial training to young people, empowering them with
skills for employment and self-reliance. The institution offers a range of courses, including carpentry and
joinery, fashion design and garment making technology, motor vehicle mechanics, and building
construction technology. Despite challenges, including infrastructure gaps and staffing imbalances, the
institution remains committed to its mandate and continues to strive for excellence.
In conclusion, Omiro Vocational Training Centre's rich history reflects its commitment to providing
quality training and empowering young people with skills for employment and self-reliance. From its
humble beginnings to its current status, the institution has remained dedicated to its mandate, and its
growth and development are a testament to the power of partnerships and community support. As the
institution looks to the future, it remains poised to continue playing a critical role in shaping the lives of
young people in the region.
1.2. Our Target Population
The Omiro Youth Polytechnic (YP) provides technical, vocational, industrial, and entrepreneurial and
life skills training to young people aged between 15 and 35 in order to increase employment
opportunities, reduce dependency levels and increase self-reliance among the youth – main target group.
The vocational training center offers craft, artisan and certificate courses in carpentry and joinery;
Fashion design and garment making technology; Motor Vehicle Mechanics; Building Construction
Technology; Communication Skills; Entrepreneurship; Information Communication Technology; Hair
dressing and beauty therapy; Electrical and electronics technology; Metal processing technology ; Leather
work technology; Refrigeration and air conditioning; Agro-business development; Food and beverage
processing technology; General education (mathematics, biology, communication skills,

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entrepreneurship, life skills, physics, chemistry, ICT and technical drawing); and Tailoring and Dress
Making.
1.3. Problem Statement
Omiro Vocational Training Centre faces significant challenges that hinder its ability to provide quality
Technical and Vocational Education and Training (TVET) to youth, including:
1. Dilapidated infrastructure: Outdated and inadequate facilities, workshops, and equipment
limit the institution's capacity to deliver effective training.
2. Inadequate staffing: Insufficient qualified and experienced instructors compromise the quality
of training and mentorship.
3. Limited resources: Inadequate funding, equipment, and materials constrain the institution's
ability to expand programs, improve infrastructure, and enhance training quality.
4. Low enrolment and retention rates: Limited capacity, outdated programs, and inadequate
support services may deter potential students and hinder their success.
5. Disconnection from industry needs: Training programs may not align with current industry
demands, limiting graduates' employability and entrepreneurship opportunities.
These challenges threaten the institution's relevance, effectiveness, and sustainability, necessitating a
strategic plan to revitalise and transform Omiro Vocational Training Centre into a premier TVET
institution.
1.4. Justification of the Strategic Plan
The strategic plan for Omiro Vocational Training Centre is justified by the following reasons:
1. Alignment with National Development Goals: The plan aligns with Kenya's development
agenda, including Vision 2030, the Bottom-Up Economic Transformation Agenda (BETA), and
the Constitution of Kenya, which emphasize the importance of education and skills development
in driving economic growth and social transformation.
2. Addressing Youth Unemployment: The plan addresses the pressing issue of youth
unemployment by providing relevant skills training, entrepreneurship development, and
employment opportunities, thereby contributing to the reduction of poverty and social
instability.
3. Improving Quality and Relevance of TVET: The plan focuses on improving the quality and
relevance of TVET programs, ensuring that graduates are equipped with skills that meet industry
demands, and enhancing their employability and entrepreneurship prospects.

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4. Enhancing Institutional Capacity: The plan strengthens the institution's capacity to deliver
quality training through infrastructure development, staff development, and resource
mobilisation, ensuring sustainability and effectiveness.
5. Community and Stakeholder Engagement: The plan fosters partnerships with local
industries, stakeholders, and communities, ensuring that the institution remains responsive to
their needs and expectations.
6. Promoting Inclusivity and Equity: The plan promotes inclusivity and equity in access to
TVET, addressing the needs of diverse learners, including those with disabilities, and contributing
to social justice and equality.
By addressing these critical areas, the strategic plan will enable Omiro Vocational Training Centre to
play a pivotal role in shaping the future of youth in the region, driving economic growth, and contributing
to national development.
1.5. Key Planning Issues
1.5.1. Critical Planning Precedent Activities Table
Activity Finished Today Want to Start
1. Introduction of new training
programs (Food and
Beverage Production
Technology, Hair Dressing
and Beauty Therapy,
Automotive Mechanics,
Plumbing, ICT and
Agriculture)
Basic Equipment for
Food and Beverage,
Hairdressing and
Beauty Therapy, and 7
Desktop Computers
for ICT received
Trainees are already
enrolled on F & B,
Hairdressing and
Beauty Therapy.
Ongoing with good
uptake
Yes
2. Establishment of a New
Board of Management
Finished
Board to be in office
until 2027
No
3. Development of
institutional site plan and
infrastructure
Finished (Plans and
Bills of Quantities) for
key infrastructure:
School Master Site
Plan, Male/Female
Gate Repair and
Branding done
courtesy of the
County Government
of Homa Bay
Pending funding to
implement the
proposed
infrastructure

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Activity Finished Today Want to Start
Dormitory, F & B
Twin Workshop,
Masonry & Building
Technology
Workshop, and
Perimeter Walling
Plan developed
development
projects
4. Alignment with
Competency-Based
Curriculum

Ongoing
Need technical
inputs from KICD
1.5.2. Next Steps and Recommendations
1. Secure Funding: Pursue funding from development partners, the State Department for
Vocational Training, and the County Government of Homa Bay.
2. Curriculum Alignment: Work with KICD to obtain technical and professional input for
finalising the curriculum alignment.
3. Infrastructure Development: Commence infrastructure development upon securing funding.
4. Program Evaluation: Continuously evaluate new training programs for effectiveness and
areas of improvement.
This revised table highlights key activities, their status, and next steps, providing a clear roadmap for
planning and implementation.
1.6. Statements of Strategic Intent
1.6.1. Vision Statement
"To be a leading Vocational Training Centre in Kenya, providing high-quality, industry-relevant training
that empowers youth to achieve economic independence, drive innovation, and contribute to national
development."
1.6.2. Mission Statement
Empower youth through quality vocational training, equipping them with skills for sustainable
development and economic growth.

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1.6.3. Overall Goal
"Revitalise and transform Omiro Vocational Training Centre into a premier institution for Technical and
Vocational Education and Training (TVET), empowering youth with skills, knowledge, and competencies
for sustainable livelihoods and national development."
1.6.4. Specific Objectives
1. Revitalise Infrastructure: Modernise existing facilities and construct new workshops,
dormitories, and a perimeter wall.
2. Expand Program Offerings: Introduce new trade areas in high demand, such as Hair
Dressing and Beauty Therapy, Automotive Mechanics, and ICT.
3. Enhance Staffing: Recruit qualified, competent, and experienced trainers and instructors.
4. Increase Access and Equity: Expand enrolment capacity and promote inclusivity in TVET.
5. Improve Quality and Relevance: Ensure training aligns with industry needs and standards.
1.6.5. Strategic Initiatives
1. Resource Mobilisation: Engage stakeholders, government agencies, and development
partners to secure funding and support.
2. Capacity Building: Train staff and management to enhance institutional effectiveness.
3. Community Engagement: Foster partnerships with local industries, stakeholders, and alumni
to promote the institution's growth.
4. Monitoring and Evaluation: Establish a system to track progress, identify areas for
improvement, and inform strategic decisions.
1.7. Proposed Organogram & Role Specification for Omiro Vocational Training Centre
Board of Management
• Chairman
• Secretary (The Centre Manager/Head of Institution)
• Treasurer
• 4 other Members
Administration
• The Centre Manager/Head of Institution

OMIRO VTC STRATEGIC DEVELOPME NT PLAN 2025 - 2030 14
o Oversees overall strategy and direction
Academic Department
• Training Manager (Deputy to the Centre Manager/Head of Institution)
o Reports to The Centre Manager/Head of Institution
o Oversees academic programs
• Heads of Departments
o Fashion Design and Garment Making
o Carpentry and Joinery
o Electrical Installation & Wireman
o Metal Fabrication & Welding
o Food & Beverage Technology
o Hairdressing & Beauty Therapy
o ICT*
o Plumbing*
o Entrepreneurship*
o Automotive Mechanics*
1
• Instructors
o Report to Heads of Departments
o Deliver training programs
Support Staff
• Administrative Officer
o Handles administrative tasks
• Accountant
o Manages financial matters
• Librarian/Resource Officer

1
* Proposed training programs

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o Supports learning resources
• Other Support Staff
o Maintenance, security, stores, etc.
Student Representation
• Student Leaders/Government
o Represents student interests
o Provides feedback to the administration
This proposed organogram illustrates a more structured and hierarchical organisation, with well-defined
lines of reporting and responsibility. The Training Manager reports to the Centre Manager/Head of
Institution, and the Heads of Departments report to the Training Manager. Instructors report to their
respective Heads of Departments, while Support Staff report to the Administrative Officer or Deputy
Head of Institution.
The inclusion of Student Representation ensures that student voices are heard and valued, providing a
channel for feedback and suggestions to improve the training experience.
This structure is intended to support the development aspirations outlined in the plan, promoting
effective management, quality training, and student success while maintaining a close-knit stakeholder
relationship that is healthy for the success of the institution.

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CHAPTER TWO
POLICIES, LEGAL AND INSTITUTIONAL FRAMEWORKS ANALYSIS FOR PLAN
DESIGN AND DEVELOPMENT
2.1. Introduction
Omiro Vocational Training Centre’s Plan (2025 – 2030) can benefit from various global, continental,
regional, national and sub-national youth development policies, legal and institutional frameworks. Here
are some selected ones that are fundamental to the success of this Plan:
2.2. Global Frameworks
2.2.1. Sustainable Development Goals (SDGs):
The Omiro Vocational Training Centre's strategic plan aligns with several Sustainable Development
Goals (SDGs) and indicators. Here are some relevant SDGs and indicators:
2.2.1.1. Relevant SDGs
• SDG 4: Quality Education - Ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all. This goal is particularly relevant to the plan's focus on
providing technical and vocational training to youth.
• SDG 8: Decent Work and Economic Growth - Promote sustained, inclusive and
sustainable economic growth, full and productive employment and decent work for all. The
plan's emphasis on skills development and entrepreneurship aligns with this goal.
• SDG 1: No Poverty - End poverty in all its forms everywhere. By providing vocational training
and promoting employability, the plan contributes to reducing poverty and improving living
standards.
2.2.1.2. Relevant Indicators
❖ 4.4 Proportion of youth and adults with information and communications
technology (ICT) skills, by type of skill - This indicator is relevant to the plan's focus on
providing ICT training and promoting digital literacy.
❖ 8.6 Proportion of youth (aged 15-24 years) not in education, employment or
training - This indicator highlights the importance of providing vocational training and
employment opportunities to youth, aligning with the plan's objectives.

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❖ 1.2 Proportion of population living below the national poverty line, by sex and age -
By promoting employability and entrepreneurship, the plan contributes to reducing poverty and
improving living standards, aligning with this indicator.
United Nations' Agenda 2030: Emphasises inclusive and equitable quality education, aligning with
the plan's focus on TVET and skills development.
2.2.2. United Nations Youth Strategy (Youth 2030):
This strategy aims to empower young people to realise their full potential and participate in
implementing the 2030 Agenda for Sustainable Development. It focuses on adolescent development,
participation, and protection.
The United Nations Youth Strategy (Youth 2030) has several key sections and provisions critical to
Omiro Vocational Training Centre's Plan:
2.2.2.1. Key Sections and Provisions of the Strategy Relevant to the Plan
1. Empowering Young People: Youth 2030 emphasise empowering young people to realise
their full potential and participate in implementing the 2030 Agenda for Sustainable Development.
This aligns with Omiro's goal of empowering youth through vocational training.
2. Education and Skills Development: The strategy highlights the importance of education and
skills development for young people, particularly in areas such as technical and vocational
training, entrepreneurship, and digital literacy. Omiro's focus on vocational training and skills
development aligns with this provision.
3. Participation and Leadership: Youth 2030 encourage young people's participation and
leadership in decision-making processes, which can inform Omiro's approach to involving youth
in the design and implementation of its programs.
4. Protection and Well-being: The strategy emphasises the importance of protecting young
people's rights and promoting their well-being, particularly in areas such as mental health, safety,
and security. Omiro's plan should consider these aspects to ensure a supportive learning
environment.
2.2.2.2. Impact of the Strategy on Plan Design and Implementation
1. Inclusive and Responsive Programming: Omiro's plan should be designed to be inclusive
and responsive to the diverse needs of young people, taking into account their different
backgrounds, abilities, and experiences.

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2. Partnerships and Collaborations: The strategy encourages partnerships and Collaborations
between governments, UN agencies, civil society, and young people. Omiro can leverage these
partnerships to enhance its programs and reach more youth.
3. Focus on Sustainable Development: Youth 2030 emphasise the importance of sustainable
development, which can inform Omiro's approach to integrating sustainable practices and
environmental awareness into its vocational training programs.
4. Monitoring and Evaluation: The strategy highlights the importance of monitoring and
evaluating progress, which can inform Omiro's approach to tracking its program's effectiveness
and making data-driven decisions.
2.2.2.3. Influence of the Strategy on Plan Design and Implementation Considerations
1. Conduct a needs assessment: Conduct a needs assessment to identify the specific needs and
interests of the youth Omiro serves.
2. Develop inclusive programs: Develop programs that are inclusive and responsive to the
diverse needs of young people.
3. Foster partnerships: Foster partnerships with local organisations, industries, and government
agencies to enhance program relevance and effectiveness.
4. Integrate sustainable practices: Integrate sustainable practices and environmental
awareness into vocational training programs.
5. Establish a monitoring and evaluation framework: Establish a monitoring and evaluation
framework to track program effectiveness and make data-driven decisions.
2.2.3. UNESCO Strategy for TVET (2022-2029)
This strategy supports member states in enhancing the relevance of their Technical and Vocational
Education and Training (TVET) systems, equipping youth and adults with skills for employment, decent
work, entrepreneurship, and lifelong learning. The UNESCO Strategy for TVET (2022-2029) has several
key sections and provisions critical to Omiro Vocational Training Centre's Planning and Plan
Implementation process:
2.2.3.1. Key Sections and Provisions of the UNESCO Strategy Relevant to the Plan
1. Relevance and Quality: The strategy emphasises the importance of ensuring TVET programs
are relevant to labour market needs and of high quality. Omiro's plan should prioritise
developing programs that align with industry needs and maintain high standards.

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2. Inclusivity and Equity: The strategy highlights the need for TVET systems to be inclusive and
equitable, providing opportunities for all individuals, particularly vulnerable groups. Omiro's plan
should consider strategies to promote inclusivity and equity in its programs.
3. Digitalisation and Innovation: The strategy encourages TVET institutions to leverage digital
technologies and innovative approaches to enhance teaching and learning. Omiro's plan can
benefit from incorporating digital tools and innovative methods to improve program delivery.
4. Partnerships and Collaboration: The strategy emphasise the importance of partnerships
and Collaboration between TVET institutions, industries, and other stakeholders. Omiro's plan
should consider building partnerships to enhance program relevance and effectiveness.
2.2.3.2. Impact of the UNESCO Strategy on Plan Design
1. Labour Market Alignment: Omiro's plan should prioritise developing programs that align
with labour market needs, ensuring graduates are equipped with relevant skills.
2. Inclusive Program Design: Omiro's plan should consider strategies to promote inclusivity
and equity in its programs, such as flexible delivery modes and support services for vulnerable
groups.
3. Digitalisation and Innovation: Omiro's plan can benefit from incorporating digital tools and
innovative methods to improve program delivery, such as online learning platforms and
simulation-based training.
2.2.3.3. Influence of UNESCO Strategy on Planning Objective Formulation
1. Relevant Skills Development: Omiro's objectives should focus on developing relevant skills
that align with labour market needs.
2. Inclusive and Equitable Access: Omiro's objectives should prioritise promoting inclusive
and equitable access to TVET programs.
3. Innovative Program Delivery: Omiro's objectives can include leveraging digital technologies
and innovative approaches to enhance program delivery.
2.2.3.4. Contribution of the UNESCO Strategy to Resource Mobilisation Approach
Adopted in this Plan
1. Partnerships and Collaborations: Omiro can leverage partnerships with industries,
government agencies, and other stakeholders to access resources, expertise, and funding.
2. Funding Opportunities: Omiro can explore funding opportunities from government agencies,
international organisations, and private sector partners to support its programs.

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3. Resource Sharing: Omiro can consider resource-sharing arrangements with other TVET
institutions or industries to access equipment, facilities, and expertise.
2.2.3.5. How the UNESCO Strategy Influences the Plan Implementation
1. Industry Engagement: Omiro should engage with industries to ensure program relevance
and effectiveness.
2. Staff Development: Omiro should prioritise staff development to ensure instructors are
equipped with the necessary skills and knowledge to deliver high-quality programs.
3. Monitoring and Evaluation: Omiro should establish a monitoring and evaluation framework
to track program effectiveness and make data-driven decisions.
By considering these key sections and provisions of the UNESCO Strategy for TVET (2022-2029),
Omiro Vocational Training Centre can develop a plan that is relevant, inclusive, and effective in preparing
youth for the world of work.
2.3. Regional and National Policies
This section highlights some of the regional policies relevant to local TVET development planning and
training service delivery. These are presented as follows: -
2.3.1. Ministry of Youth Empowerment , Development, and Vocational Training
(Zimbabwe)
The first regional policy case study is the Ministry of Youth Empowerment, Development and Vocational
Training of the Republic of Zimbabwe. The Strategic Plan has singled out this critical Zimbabwean State
Ministry as being relevant to design thinking process for this Plan for the following reasons: -
2.3.1.1. Influence of Zimbabwe’s TVET Policy Framework to Kenya’s TVET Planning &
Development
This ministry supports youth entrepreneurship, vocational training, and skills development through
policy creation, funding management, and business incubation. The Ministry of Youth Empowerment,
Development, and Vocational Training in Zimbabwe can influence planning for TVET development in
Kenya in several ways, including, but not limited to.
• Sharing Best Practices: Zimbabwe's ministry has implemented various initiatives, such as the
Presidential Youth Empowerment Scheme and youth entrepreneurship programs, which Kenya
can learn from and adapt to its context.

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• Policy Frameworks: Kenya can draw inspiration from Zimbabwe's TVET policy review, which
highlights strategic priority areas like reviewing policy and institutional structures, engaging
employers and industries, and transforming TVET for equitable access.
• Capacity Building: Collaboration between the two countries can facilitate capacity building
for TVET instructors and policymakers, enhancing the quality of TVET programs in Kenya.
• Regional Cooperation: As both countries are part of regional organisations, they can leverage
these platforms to share knowledge, resources, and expertise in TVET development.
2.3.1.2. Potential Areas of Collaboration between Kenya and Zimbabwe
Some potential areas of Collaboration between Kenya and Zimbabwe could include:
(a) Youth Entrepreneurship: Kenya can learn from Zimbabwe's approach to supporting youth
entrepreneurship through policy creation, funding management, and business incubation. Kenya can
significantly enhance its youth entrepreneurship landscape by learning from Zimbabwe's approach,
particularly in policy creation, funding management, and business incubation. Zimbabwe's strategies
emphasise comprehensive support systems that could address the shortcomings observed in Kenya's
Youth Enterprise Development Fund (YEDF).
(b) Policy Creation: - Zimbabwe has implemented policies that foster an entrepreneurial culture,
focusing on education and skill development tailored to youth needs. In contrast, Kenya's YEDF has
faced criticism for narrow frameworks and a lack of supportive structures, leading to limited
effectiveness.
(c) Funding Management: Zimbabwe's funding mechanisms prioritise transparency and
accountability, ensuring that resources are effectively utilised to support young entrepreneurs. The
YEDF, however, has been plagued by mismanagement and corruption, which undermines its
potential impact.
(d) Business Incubation: - Zimbabwe promotes business incubation programs that provide
mentorship and networking opportunities, crucial for young entrepreneurs. In Kenya, the lack of
social networks and mentorship has been identified as a barrier to youth participation in
entrepreneurship initiatives. While Zimbabwe's model offers valuable insights, it is essential to
recognise that each country's unique context may require tailored adaptations of these strategies
to ensure successful implementation in Kenya.
(e) Vocational Training: Kenya can benefit from Zimbabwe's experience in providing vocational
training and skills development programs that prioritise employability and self-sufficiency. Kenya
stands to gain significantly from Zimbabwe's experience in vocational training and skills development
programs that emphasise employability and self-sufficiency. By adopting vocational training programs
similar to those in Zimbabwe, Kenya can enhance its workforce's skills, leading to improved

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employment rates and economic growth. Furthermore, implementing effective skills development
initiatives tailored to the local economy can increase productivity and competitiveness in the job
market. Employability enhancement strategies that prioritise practical skills and entrepreneurship
are essential for ensuring that graduates can secure jobs or create their own opportunities.
Additionally, self-sufficiency training models can empower individuals to reduce their dependence
on formal employment, fostering innovation and entrepreneurship. Finally, aligning vocational
education policy with these strategies will ensure that training programs remain relevant and
effective in meeting the needs of Kenya's economy and society.
(f) Industry Partnerships: Kenya can significantly enhance its Technical and Vocational Education and
Training (TVET) programs by fostering partnerships with industries, drawing valuable lessons from
Zimbabwe's Ministry of Youth Empowerment, Development, and Vocational Training. Effective
Collaboration between TVET institutions and industries is crucial for ensuring that training aligns
with labour market needs, as evidenced by studies highlighting the importance of industrial
attachment programs in Kenya. These partnerships can facilitate the transfer of relevant skills,
thereby addressing challenges such as program fragmentation and weak labour market integration.
Moreover, adopting a competency-based and demand-driven approach, as well as establishing
national skills standards, can further enhance the quality and relevance of TVET offerings. By learning
from Zimbabwe's experiences, Kenya can develop strategies that not only improve employability
but also elevate public perceptions of TVET as a viable pathway to economic advancement.
2.3.1.3. Lessons in Empowering Youth through Vocational Training from Zimbabwe
• Practical Skills Development: The ministry provides vocational training in various fields like
metal fabrication, motor mechanics, carpentry, and agriculture, equipping youth with practical
skills to improve employability and self-sufficiency.
• Entrepreneurship Development: The ministry supports youth entrepreneurship through
policy creation, funding management, business incubation, and creating economic opportunities,
enabling young people to start their businesses.
• Holistic Approach to Youth Development
a) Youth Service: The ministry encourages national identity and civic responsibility among
youth through career guidance, training programs, and public-private partnerships,
facilitating placements in government and education.
b) Inclusivity and Accessibility: The ministry has initiated programs to reach out to
vulnerable youth, including those with disabilities, and those in rural areas, promoting
inclusivity and accessibility.
• Partnerships and Collaborations

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a) Public-Private Partnerships: The ministry collaborates with private sector partners to
provide vocational training, business incubation, and job opportunities, leveraging resources
and expertise.
b) International Organisations: The ministry has received support from international
organisations like the International Labour Organisation (ILO), enhancing its capacity to
develop youth empowerment programs.
• Innovative Initiatives
a) Heritage-Based Education 5.0: The ministry's approach is informed by the Heritage-
Based Education 5.0 philosophy, which emphasises practical skills development and
entrepreneurship.
b) Climate-Smart Agriculture: The ministry has initiated programs to mainstream youth
into climate-smart agriculture, climate change mitigation, and adaptation programs,
promoting sustainable development.
2.3.1.4. Lessons for Other Countries
a) Contextualised Approach: The ministry's approach is tailored to Zimbabwe's specific
needs and context, highlighting the importance of contextualising youth development
programs.
b) Government Commitment : The ministry's establishment and initiatives demonstrate
the government's commitment to youth empowerment, underscoring the critical role of
government support in driving youth development programs.
2.3.2. Youth Development Strategy 2020-2025 (Islamic Development Bank)
This strategy allocates grant resources for youth development interventions, technical assistance, and
capacity building in member countries ⁴ ⁵ ⁶.
2.3.2.1. Key Focus Areas
• Vocational Training and Skills Development: Providing youth with technical and
entrepreneurial skills to improve employability and self-sufficiency.
• Youth Entrepreneurship: Supporting youth entrepreneurship through policy creation,
funding management, and business incubation.
• Industry Partnerships: Fostering partnerships between vocational training institutions and
industries to ensure relevant skills development.

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• Inclusive and Equitable Quality Education: Ensuring equal access to quality education and
vocational training for all, particularly vulnerable groups.
2.4. Continental Frameworks for TVET, Youth Development & Empowerment
The Plan is keenly guided by a specific continental policy framework for TVET and Youth
Development in Africa. Key among these policy instruments include the following: -
2.4.1.1. African Union's Agenda 2063
The Plan aligns with aspirations for a prosperous Africa, driven by inclusive growth, sustainable
development, and human-centred development. The African Union's Agenda 2063 is a strategic
framework for Africa's development, focusing on inclusive growth, sustainable development, and
continental integration. It has a significant impact on Technical and Vocational Education and
Training (TVET) development in Africa.
2.4.1.2. Alignment of Agenda 2063 with TVET Development in Africa
Agenda 2063 aligns with TVET development through its emphasis on:
• Skills Development: Agenda 2063 prioritizes human capital development, recognising the
importance of skills training in driving economic growth and development.
• Youth Empowerment: The agenda focuses on empowering youth with skills, knowledge, and
opportunities for personal and national development, which is a key objective of TVET.
• Industrialisation and Economic Growth: Agenda 2063 aims to promote industrialisation
and economic growth, which can be achieved through TVET programs that provide relevant
skills training.
2.4.1.3. The African Continental TVET Strategy 2025 – 2034 and TVET Development in
Africa
The African Continental TVET Strategy 2025-2034, developed in line with Agenda 2063,
contributes to TVET development by:
• Fostering a Vocational Education System: The strategy aims to create a vocational
education system that prioritises job creation over job seeking, promoting entrepreneurship
and self-employment.
• Aligning with Labour Market Demands: The strategy focuses on aligning TVET systems
with labour market demands, ensuring that graduates have relevant skills for the job market.

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• Promoting Inclusive Growth: The strategy promotes inclusive growth by targeting
vulnerable groups, such as women, migrants, and people with disabilities, and empowering them
with skills for economic participation.
2.4.1.4. Implementation and Impact of Agenda 2063 and the African Continental
TVET Strategy 2025-2034
The implementation of Agenda 2063 and the African Continental TVET Strategy 2025-2034 is
expected to have a significant impact on TVET development in Africa, including:
• Improved Skills Development: The strategies aim to improve skills development, making
African youth more employable and competitive in the job market.
• Increased Economic Growth: By promoting industrialisation and economic growth, the
strategies can contribute to increased economic opportunities and improved living standards.
• Enhanced Regional Integration: The strategies promote regional integration, facilitating the
movement of goods, services, and people across borders.
2.4.1.5. Application of Agenda 2063 and the African Continental TVET Strategy
2025-2034 to Local TVET Planning Context
Examples of application include:
• Pan-African Initiative for Digital Transformation of TVET: The African Union and
UNESCO launched an initiative to digitalise TVET systems, providing training for policymakers
and promoting the use of ICT in TVET.
• Platform for Mutualisation of Vocational Training Tools and Resources: The West
African Economic and Monetary Union (UEMOA) countries have established a platform to share
vocational training resources, promoting regional cooperation and skills development.
• TVET Programs: Many African countries have implemented TVET programs aligned with
Agenda 2063, focusing on skills development, entrepreneurship, and job creation.
2.4.1.6. IGAD Youth Policy and Development of TVETs in the Region
The Intergovernmental Authority on Development (IGAD) Youth Policy aims to empower youth in the
region, which includes Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Sudan, and Uganda. This
policy aligns with the development of Technical and Vocational Education and Training (TVET) programs,
crucial for addressing youth unemployment and promoting economic growth.

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2.4.1.7. Key Objectives of IGAD Youth Policy relevant to the Plan
• Empower Youth: Foster an environment that enables young people to realise their potential and
participate in societal transformation.
• Meaningful Participation: Ensure youth involvement in political processes and decision-making.
• Comprehensive Framework: Provide a policy guide for IGAD member states to design and
implement effective youth development strategies.
2.4.2. TVET Development in the IGAD Region
IGAD has taken steps to promote TVET development, including:
• Regional TVET Workshop: Conducted a workshop on skills development, focusing on refugees,
migrants, and returnees in Kenya, Somalia, and South Sudan.
• Skills Assessment: Conducted a comprehensive skills assessment to inform the development of
a regional TVET strategy.
• Partnerships: Collaborated with organisations like the German Federal Ministry for Economic
Cooperation and Development (BMZ) and the Deutsche Gesellschaft für Internationale
Zusammenarbeit (GIZ) to support TVET initiatives.
2.4.3. Benefits of the IGAD Youth Policy and TVET Development
• Economic Growth: TVET programs can bridge the gap between education and labour market
needs, promoting economic growth and development.
• Youth Empowerment: Empower young people with skills, knowledge, and opportunities for
personal and national development.
• Regional Integration: Foster regional cooperation and integration, enhancing peace, security, and
stability in the IGAD region.
2.4.4. IGAD Youth Policy Alignment with National and Sub-National Youth Development
Frameworks
The IGAD Youth Policy aligns with the Kenya Vision 2030 and Kenya National Youth Policy in several
ways:
2.4.4.1. Alignment of the IGAD Youth Policy with the Kenya Vision 2030
• Youth Empowerment: Both the IGAD Youth Policy and Kenya Vision 2030 prioritise youth
empowerment, recognising the crucial role young people play in driving economic growth and
development.

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• Economic Growth: The IGAD Youth Policy's focus on promoting entrepreneurship, job creation,
and skills development aligns with Kenya Vision 2030's objective of transforming Kenya into a newly
industrialising, middle-income country.
• Human Capital Development: Both frameworks emphasise the importance of investing in human
capital, particularly in education, skills training, and healthcare, to enhance productivity and
competitiveness.
2.4.4.2. Alignment of IGAD Youth Policy with the Kenya National Youth Policy
• Youth Development: The IGAD Youth Policy's objectives, such as promoting youth development,
empowerment, and participation, align with the Kenya National Youth Policy's goals.
• Skills Development: Both policies prioritise skills development and training to equip young people
with relevant skills for the job market.
• Youth-Friendly Policies: The IGAD Youth Policy's emphasis on creating youth-friendly policies
and programs resonates with the Kenya National Youth Policy's focus on addressing youth concerns
and promoting youth empowerment.
2.4.4.3. The IGAD Youth Policy Contributions to Sub-national Youth Development
and Empowerment Strategies
The IGAD Youth Policy contributes to sub-national/county-level youth development and empowerment
strategies in several ways:
• Guiding Framework: The policy serves as a guiding framework for IGAD member states,
including Kenya, to design and implement effective youth development programs at the national
and sub-national levels.
• Youth Empowerment: It prioritises youth empowerment, aiming to cultivate young people's
capacities and foster an environment that enables them to fully realise their potential.
• Inclusive Participation: The policy promotes inclusive participation of young people in decision-
making processes, ensuring their meaningful engagement in political, social, and economic activities.
• Capacity Building: It emphasises capacity building for young people, providing them with relevant
skills and knowledge to address challenges and capitalise on opportunities.
• Regional Cooperation: The policy fosters regional cooperation and integration, enabling IGAD
member states to share best practices and expertise in youth development.

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2.4.4.4. Key Objectives of IGAD Youth Policy Relevant to TVET Planning
• Adoption and Implementation: Adoption of the IGAD Youth Policy by member states and
development of a comprehensive roadmap and action plan for its implementation.
• Youth-Led Initiatives: Support for youth-led initiatives and organisations, promoting youth
participation in decision-making processes.
• Capacity Development: Capacity development for young people, focusing on skills development,
entrepreneurship, and leadership.
2.4.4.5. Benefits of the IGAD Youth Policy for Kenya’s TVET Development Agenda
• Alignment with National Policies: The IGAD Youth Policy aligns with Kenya's national youth
policies and strategies, enhancing consistency and coherence in youth development efforts.
• Sub-National Level Impact: The policy's implementation can positively impact youth
development at the sub-national level, particularly in counties, by providing a framework for youth
empowerment and participation.
• Regional Collaboration: Kenya's participation in the IGAD Youth Policy framework can facilitate
regional Collaboration and knowledge sharing, benefiting the country's youth development initiatives.
2.4.4.6. Synergies and Benefits Accruable from Aligning the Plan with the IGAD
Youth Policy
• Comprehensive Approach: The alignment of the IGAD Youth Policy with the Kenya Vision 2030
and Kenya National Youth Policy ensures a comprehensive approach to youth development,
addressing multiple aspects of youth empowerment.
• Increased Impact: By working together, these frameworks can amplify their impact, leading to
more effective youth development initiatives and programs.
• Regional and National Coordination: The alignment promotes regional and national
coordination, enabling governments, development partners, and stakeholders to work together
towards common goals.
2.4.5. EAC Vision 2030 and the Plan Imperatives for Successful TVET Planning in Kenya
2.4.5.1. Introduction
Supports the East African Community's goal of achieving socio-economic transformation and improving
living standards through skills development and TVET. The East African Community (EAC) Vision 2030
emphasises the importance of Technical and Vocational Education and Training (TVET) in achieving
economic growth and sustainable development in Kenya. Successful TVET planning is crucial for aligning

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educational outcomes with labour market needs, fostering partnerships with industry, and promoting
sustainable practices. The following sections outline the key imperatives for effective TVET planning in
Kenya.
2.4.5.2. Industry Collaboration
• Strengthening partnerships between TVET institutions and the private sector is essential for providing
relevant skills that meet industrial demands.
• Collaborative efforts can enhance the practical training of students, ensuring they are better prepared
for the workforce.
2.4.5.3. Adapting to Labour Market Changes
• TVET planning must anticipate labour market trends and adapt curricula accordingly to equip
individuals with the necessary skills and competencies.
• Continuous professional development for trainers is vital to keep pace with evolving industry
requirements.
2.4.5.4. Sustainability in TVET in the EAC Region
• Integrating sustainable practices into TVET programs is crucial for addressing environmental
challenges while meeting labour market needs.
• Developing a workforce that is both technically skilled and environmentally conscious can contribute
to a greener economy.
2.4.6. Challenges and Attitudes Affecting TVET Development in the EAC Region
• Negative perceptions towards TVET and informal employment hinder youth participation, leading
to high unemployment rates among graduates.
• A shift in attitudes and improved incentives are necessary to enhance the attractiveness and
effectiveness of TVET.
While the focus on TVET is critical for achieving Vision 2030, challenges such as fragmentation in
governance and negative societal attitudes towards vocational training must be addressed to realise its
full potential.

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2.5. Alignment of the Plan with Kenya Vision 2030:
2.5.1. Aligning the Plan to the Objectives of Kenya Vision 2030
Aligns with objectives to create a globally competitive and prosperous nation by developing a skilled
workforce. The Omiro Vocational Training Centre's strategic plan aligns with Kenya Vision 2030 in the
following ways:
1. Economic Pillar: The plan's focus on skills development and TVET aligns with the Economic
Pillar's objective to create a globally competitive and prosperous nation by developing a skilled
workforce.
2. Social Pillar: The plan's emphasis on empowering youth and promoting employability aligns
with the Social Pillar's objective to build a cohesive, equitable, and just society.
3. Foundations: The plan's focus on strengthening institutional capacity and governance aligns
with the Foundations' objective to provide an enabling environment for economic growth and
development.
2.5.2. Specific Alignments of the Plan with Kenya Vision 2030
The plan aligns with the following specific aspects of Kenya Vision 2030:
1. Skills Development: Developing a skilled workforce to drive economic growth and
competitiveness.
2. Youth Empowerment: Empowering youth with skills, knowledge, and opportunities for
personal and national development.
3. Economic Growth: Contributing to economic growth and development by providing relevant
skills training and promoting entrepreneurship.
By aligning with Kenya Vision 2030, the Omiro Vocational Training Centre's strategic plan demonstrates
its commitment to contributing to national development and economic growth. Kenya Vision 2030
addresses the needs of youth training, skills development, and industry-enterprise linkage provision
through several initiatives:
2.5.3. Youth Training and Skills Development
• Youth Development Centres: Establishment of centres offering mentorship, nation-building,
value-building opportunities, vocational and entrepreneurial skills development.
• Youth Polytechnics: Construction, rehabilitation, and equipping of youth polytechnics to provide
relevant skills training.

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• National Vocational Certificate in Education and Training (NVCET): Review of NVCET
curriculum to ensure relevance and quality.
• Regional Centre of Excellence: Establishment of a Regional Centre of Excellence for Driver
Training and a Maritime Training Institution.
2.5.4. Industry-Enterprise Linkage Provision
• Youth Enterprise Development Fund: A state corporation providing financial and business
development support services to youth-owned enterprises, promoting entrepreneurship and job
creation.
• Biashara Kenya Enterprise Parks: Establishment of enterprise parks with job opportunities for
youth, fostering entrepreneurship and economic growth.
• Incentive Framework: Development of an incentive framework for employers who hire fresh
graduates and have internship programs for college students, promoting industry-enterprise linkage.
2.6. Plan Alignment with Kenya National Youth Policy (KNYP)
2.6.1. Key Policy Provisions Relevant to the Plan
The Omiro Vocational Training Centre's strategic plan aligns with the Kenya National Youth Policy
(KNYP) in the following ways:
1) Skills Development: The plan's focus on TVET and skills development aligns with the KNYP's
objective to empower youth with relevant skills for employment and entrepreneurship.
2) Employment and Entrepreneurship: The plan's emphasis on promoting employability and
entrepreneurship among youth aligns with the KNYP's goal to support youth in accessing decent
work and entrepreneurship opportunities.
3) Youth Empowerment: The plan's focus on empowering youth through education and skills
development aligns with the KNYP's objective to promote youth empowerment and participation
in national development.
4) Inclusivity and Equity: The plan's commitment to promoting inclusivity and equity in access to
TVET aligns with the KNYP's emphasis on addressing the needs of marginalised and vulnerable
youth.
2.6.2. Specific Kenya National Youth Policy Objectives relevant to the Plan
The plan aligns with the following specific policy objectives of the KNYP:

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• Objective 4.1: Enhance youth access to relevant education and training that equips them with
skills for employment and entrepreneurship.
• Objective 4.2: Promote entrepreneurship and self-employment among youth.
• Objective 5.1: Enhance youth employment opportunities through skills development and job
creation.
By aligning with the KNYP, the Omiro Vocational Training Centre's strategic plan demonstrates its
commitment to supporting the development and empowerment of Kenyan youth.
2.7. County Government’s Frameworks for TVET Development and Youth
Empowerment in Kenya
2.7.1. Introduction
The Kenya County Government has established a comprehensive framework for Technical and
Vocational Education and Training (TVET) development, which is pivotal for youth empowerment. The
TVET Policy Framework outlines strategies to enhance the quality and accessibility of TVET programs,
thereby equipping young people with essential skills for the labour market. Complementing this, Youth
Empowerment Programmes are designed to provide the necessary support and knowledge to address
youth unemployment and foster economic growth.
County TVET Institutes play a crucial role by offering diverse training programs tailored to market needs,
ensuring that youth are prepared for employment and entrepreneurship. Additionally, Apprenticeship
Programs bridge the gap between education and practical work experience, further enhancing job
readiness.
Finally, the ongoing TVET Curriculum Development process in Kenya ensures that educational offerings
remain relevant and effective in meeting labour market demands. Together, these initiatives form a
robust framework for empowering Kenya's youth through skill development.
The statement highlights the comprehensive framework established by the Kenya County Government
for Technical and Vocational Education and Training (TVET) development, which is crucial for youth
empowerment. Here's a breakdown of the key components:
2.7.2. County TVET Policy Framework
• Quality Enhancement: The framework outlines strategies to improve the quality of TVET
programs, ensuring they meet industry standards and labour market needs.
• Accessibility: The framework aims to increase access to TVET programs, making them more
inclusive and equitable for all youth.

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2.7.3. Policies on Youth Empowerment Programmes at the County-Level
• Addressing Unemployment: These programs provide support and knowledge to address
youth unemployment and foster economic growth.
• Skill Development: They equip young people with essential skills, enhancing their
employability and entrepreneurship potential.
2.7.4. Homa Bay County TVET Institutes
• Diverse Training Programs: These institutes offer a range of training programs tailored to
market needs, preparing youth for employment and entrepreneurship. Chief among training
programs common in most of these TVETs include: Tailoring and Dress-making, Hairdressing
and Beauty Therapy, Electrical Installation and Wireman, Welding and Metal Fabrication,
Masonry and Building Technology, Carpentry and Joinery, Food and Beverage Technology,
Automotive Mechanics, Information and Communication technology (ICT), Plumbing and
Drainage Technology, Cobler, Knitting and Seamstress, Agriculture, Entrepreneurship, among
other trades
• Market-Relevant Skills: The programs focus on developing skills that are in demand in the
labour market, increasing the employability of youth.
• It's worth noting that Homa Bay County has several TVET institutions, including but not limited
to the following:
1) Homabay Youth Polytechnic
2) Omiro Vocational Training Centre
3) Jwelu Youth Polytechnic
4) Kabuoch Vocational Training Centre
5) Lambwe Vocational Training Centre
6) Oriwo Youth Polytechnic
7) Mboga Vocational Training Centre
8) Mfangano Vocational Training Centre
9) Ndiru Vocational Training Centre
10) Nyagwethe Vocational Training Centre
11) Paul Mboya Vocational Training Centre
12) Rukongo Vocational Training Centre

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13) Sero Vocational Training Centre
14) Sikri Technical & Vocational College for the Blind and Deaf
15) Sindo Vocational Training Centre
16) St. Anne Mawego Youth Polytechnic
17) Waiga Vocational Training Centre
18) Wakiaga Vocational Training Centre
19) Waondo Vocational Training Centre
20) Mawego TTI
21) Omuga TTI
For more detailed information on budget allocations and total number of existing and functional TVETs
in Homa Bay County, a further analysis of official records held by the County Government of Homa Bay
or posted on its website is recommended.
2.7.5. Apprenticeship Programs
• Practical Work Experience: These programs provide hands-on experience, bridging the gap
between education and work. It is a requirement that every training enrolled and undertaking
both or either NITA or KNEC based curriculum proceeds for a mandatory industrial internship
or attachment program. These programs are assessed and examined as a pre-condition for an
award of a certificate in a respective Trade.
• Job Readiness: Apprenticeships enhance job readiness, making youth more attractive to
potential employers. However, due to limited capitation of these programs, sometimes field
assessments and trainee support while on attachment/internship becomes a challenge,
compromising the quality of assessments required for all trainees at this critical stage.
2.7.6. TVET Curriculum Development
• Relevance and Effectiveness: Ongoing curriculum development ensures that educational
offerings remain relevant and effective in meeting labour market demands.
• Industry Partnerships: This process often involves industry partnerships, guaranteeing that
TVET programs are aligned with industry needs.
By combining these initiatives, the Kenya County Government has created a robust framework for
empowering youth through skill development, ultimately contributing to economic growth and
development.

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2.7.7. TVET Development Financing Challenges in Homa Bay County
TVET development in Homa Bay County is anchored on two major County-Level Planning and Resource
Allocation documents as follows:
1) Homa Bay County Integrated Development Plan (CIDP) 2023-2027: Aligns with priorities
for infrastructure development, economic growth, and resource mobilisation, focusing on
transforming Homa Bay County through innovative development frameworks.
2) Homa Bay County Annual Development Plans: Support strategic priorities for county
government spending, aligning with national and international commitments like Agenda 2063 and
SDGs.
3) Annual County Budget (2022/2023, 2024/2025 and 2025/2026): To find provisions for TVET
development in Homa Bay County's annual county budget for 2022/2023, 2024/2025, and 2025/2026,
we can look at various documents and reports.
1) 2022/2023 Budget: The County Annual Development Plan 2022/2023 highlights strategic
priorities, programs, and projects for the county government. Although specific budget
allocations for TVET development are not detailed, the plan emphasises youth empowerment
and infrastructure development, which may include TVET initiatives.
2) 2024/2025 Budget: The County Budget Implementation Review Report for Quarter 2 of FY
2024/2025 provides insights into budget execution and potential areas of focus for TVET
development. However, specific allocations for TVET are not specified in the available
information.
3) 2025/2026 Budget: The Medium-Term Expenditure Framework Draft Budget Estimates for
FY 2025/2026 outline projected expenditures for various sectors. While specific details on
TVET funding are not provided, the document suggests a focus on development programs that
could include vocational training. This calls for stakeholder involvement and participation in
budget formulation that ensures a tangible allocation of both recurrent and development
budgets for TVETs in Homa Bay County, Kenya.
2.7.8. Relevant Documents and Policies for TVET Planning and Development in Homa
Bay County
Homa Bay County Fiscal Strategy Paper 2023: This document outlines priority programs for
FY 2023/2024 and the MTEF period, emphasising economic development, revenue collection, and
infrastructure development. TVET development might be supported through these initiatives.
Homa Bay County Annual Development Plan FY 2025/2026: This plan outlines strategic
priorities and budget allocations for the fiscal year, potentially including provisions for TVET
development.

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2.7.9. TVET Budgetary Limitations in the Homa Bay County’s Annual Development Plans
and Budgets (2022 – 2025)
Unfortunately, the specific amounts allocated to TVET in Homa Bay County's budgets for
2022/2023, 2024/2025, and 2025/2026 are not publicly available. However, some context on the
county's budget allocations can be adduced as follows:
Homa Bay County's budgetary limitations for Technical and Vocational Education and Training
(TVET) development are not explicitly stated in the available documents. However, the county's
annual development plans and budgets provide some insights into potential challenges and
limitations.
2.8. Potential Limitations to TVET Development in Homa Bay County
• Insufficient Funding: TVET programs may face funding constraints due to limited county
resources and competing priorities.
• Lack of Transparency: The county's budget documents may not provide detailed information
on TVET funding, making it challenging to track allocations and expenditures.
• Inefficient Budget Execution: The county's budget implementation review reports may
highlight issues with budget execution, which could impact TVET program delivery.
To better understand the budgetary limitations for TVET in Homa Bay County, it would be helpful to
review the county's budget documents and annual development plans in more detail, particularly the
sections related to education and TVET. Additionally, consulting with county officials or stakeholders
may provide further insights into the challenges and opportunities facing TVET programs in the county.
2.9. Institutional Frameworks for TVET Plan Implementation in Homa Bay County,
Kenya
2.9.1. Introduction
Homa Bay County has implemented various frameworks for Technical and Vocational Education and
Training (TVET) development and youth empowerment. Here are some key initiatives:
2.9.2. TVET Development in Homa Bay County
• Department of Education, Human Capital Development, and Vocational Training:
The county government has a dedicated department for education, human capital development,
and vocational training, which focuses on early years education, vocational training, and
village/youth polytechnics.

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• Vocational Training Programs: The department offers vocational training programs to
equip youth with practical skills, enhancing their employability and self-sufficiency.
• Infrastructure Improvement: The county government plans to improve infrastructure in
TVET institutions, enhancing the learning environment and increasing access to quality education.
2.9.3. Youth Empowerment in Homa Bay County
• Digital Economy for Youth: The county government aims to establish youth-led innovation
hubs to provide digital skills, enabling youth to access online job opportunities and participate
in value chains.
• Talent Academy: Homa Bay County plans to establish a talent academy to nurture creative
talent among youth, including musicians, thespians, sportspeople, and graphic artists.
• Youth Entrepreneurship: The county government supports youth entrepreneurship by
providing access to capital, training, and markets, enabling them to start and grow their
businesses.
2.9.4. Challenges and Opportunities for Youth in TVETs in Homa Bay County
• Youth Unemployment: Despite these initiatives, youth unemployment remains a significant
challenge in Homa Bay County, highlighting the need for sustained efforts to support youth
empowerment and employment.
• Partnerships and Collaborations: The county government can leverage partnerships with
organisations like SHOFCO and KCB Foundation (Fundi Mang’ula Program) to enhance youth
empowerment programs and create more opportunities for young people.
2.10. Conclusion
Homa Bay County's frameworks for TVET development and youth empowerment demonstrate a
commitment to supporting the growth and development of young people. By building on these initiatives
and addressing challenges, the county can create a brighter future for its youth and contribute to the
region's socio-economic development. In conclusion, this Plan has ensured that;
• Technical and Vocational Education and Training Authority (TVETA): The Plan aligns
with TVETA's mandate to regulate and promote TVET programs in Kenya, adopting key TVETA
policy and strategic planning priorities to inform the subsequent Plan Implementation, Monitoring
and Evaluation Framework in the subsequent Chapter of this Plan.
• Ministry of Education’s State Department of Technical and Vocational Training:
Complies with policies and guidelines for TVET programs, ensuring quality and relevance in skills
development.

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By aligning with these frameworks, the Omiro Vocational Training Centre's strategic plan demonstrates
its commitment to contributing to national development, promoting economic growth, and improving
the lives of Kenyan youth, particularly in Homa Bay County.

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CHAPTER THREE
ENVIRONMENTAL SCANNING
3.1. Introduction
TIVET is a critical strategy for developing a skilled workforce in Kenya, particularly for youth aged 15-
35. It emphasises competency-based, industry-aligned training.
3.2. Plan Implementation Policy & Legal Environmental Scan
• Policy and Legislative Framework: The Government of Kenya has since 2010 undertaken the
development of policy and legislative frameworks for education and training to realign human capital
development needs with the Constitution 2010, Kenya Vision 2030 and the Bottom-Up Economic
Transformation Agenda (BETA) (2022 – 2027) Policy Frameworks.
• Public-Private Partnerships: Fostering strong public-private partnerships to promote skills
development and industry-enterprise linkage.
• Medium-Term Plans: Implementation of the Vision through five-year Medium-Term Plans (MTPs),
with the third phase (MTP III) focusing on specific flagship projects and programs.
• State Department for Youth Affairs: The State Department for Youth Affairs and the Creative
Economy play a crucial role in implementing youth-focused initiatives, including Youth
Empowerment Centres.
• Bottom-Up Economic Transformation Agenda (BETA):
Emphasises economic growth, job creation, and poverty reduction through TVET and
entrepreneurship development.
• Technical and Vocational Education and Training (TVET) Act:
The Plan is crafted to conform and comply with provisions for promoting quality and relevance in
TVET programs. The Technical and Vocational Education and Training (TVET) Act of 2013 has
several provisions relevant to the Omiro Vocational Training Centre's Strategic Plan:
1) Accreditation: The Act requires all technical or vocational training institutions to seek
accreditation from the TVET Authority within two years of the Act's commencement. This
ensures that institutions meet specific standards, maintaining quality and integrity in TVET
programs.
2) Quality Assurance: The TVET Authority is mandated to assure and ensure quality in the TVET
sector by establishing a training system that meets the needs of both formal and informal sectors.

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This provision aligns with the plan's objective to improve the quality and relevance of TVET
programs.
3) Governance and Compliance: The Act defines roles and responsibilities, fostering
accountability and clear oversight in TVET institutions. This provision supports the plan's goal of
strengthening institutional capacity and governance.
4) Alignment with Industry Needs: A compelling TVET Act should align with current and future
industry needs, fostering strong public-private partnerships. This provision is relevant to the
plan's objective of promoting employability and entrepreneurship among youth.
5) Accessibility and Inclusivity: The Act prioritises accessibility and inclusivity, enabling all
segments of the population to benefit from vocational education. This provision aligns with the
plan's goal of promoting equity and inclusivity in access to TVET.
3.3. Omiro Vocational Training Centre PESTEL Analysis (2025-2030)
Political Factors
• Government Support: The Technical and Vocational Education and Training Authority
(TVETA) regulates vocational training centres in Kenya, providing a framework for Omiro
Vocational Training Centre to operate within. Government initiatives and funding for vocational
training can positively impact the centre's growth.
• Policy Frameworks: Kenya's government has implemented policies to promote Technical and
Vocational Education and Training (TVET), which can benefit Omiro Vocational Training Centre
in terms of funding and resources.
Economic Factors
• Market Growth: The global technical and vocational education market is projected to grow
at a CAGR of 10.0% from 2025 to 2030, reaching USD 1,432.9 billion. This growth can create
opportunities for Omiro Vocational Training Centre to expand its services.
• Funding and Grants: Government funding and grants for vocational training can support
Omiro Vocational Training Centre's operations and expansion plans.
Social Factors
• Demographic Trends: Kenya's youth population is growing, creating a demand for vocational
training programs that cater to their needs. Omiro Vocational Training Centre can benefit from
this trend by offering relevant and in-demand courses.

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• Industry Partnerships: Collaborations with industries can provide Omiro Vocational Training
Centre with insights into labour market needs and opportunities for student placements and
job opportunities.

Technological Factors
• Digitalisation: The integration of digital technologies in vocational training can enhance the
learning experience and improve accessibility. Omiro Vocational Training Centre can leverage
online learning platforms and digital tools to reach a wider audience.
• Emerging Technologies: The growing demand for skills in emerging technologies like AI, big
data, and cybersecurity can create opportunities for Omiro Vocational Training Centre to
develop new courses and programs.
Environmental Factors
• Sustainability: Vocational training programs can incorporate sustainability and environmental
awareness, aligning with global trends and industry requirements. Omiro Vocational Training
Centre can explore opportunities to develop courses and programs focused on sustainable
practices.
• Green Technology: The growth of green technology and renewable energy can create new
job opportunities and training needs, which Omiro Vocational Training Centre can cater to.
Legal Factors
• Regulatory Compliance: Omiro Vocational Training Centre must comply with TVETA
regulations and standards to maintain its registration and accreditation.
• Labour Laws: Compliance with labour laws and regulations is essential to ensure the centre's
operations are lawful and attractive to potential students and industry partners.
3.4. SWOT Analysis for Omiro Vocational Training Centre
Strengths
• Registered and Licensed: Omiro Vocational Training Centre is registered and licensed by
TVETA, ensuring compliance with national standards.
• Public Vocational Training Centre: As a public institution, it has access to government
funding and support.
• Strategic Location: Located in Homabay County, it serves a large catchment area, including
Kakelo Kokwanyo, Kojwach, and East Kamagak Wards.

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• Courses Offered: Provides relevant trade tests in Fashion Design and Garment Making, and
Carpentry and Joinery.
Weaknesses
• Limited Course Offerings: Currently offers only two trade tests, limiting student choices.
• Inadequate Infrastructure: Existing infrastructure may not be sufficient to support growing
student numbers or new courses.
• Limited Funding: Dependence on government funding and potential lack of resources for
modern equipment and technology.
• Staff Capacity: Potential limitations in staff capacity and expertise to deliver high-quality
training.
Opportunities
• Government Support: Potential for increased government funding and support for TVET
development in Homabay County.
• Industry Partnerships: Opportunities for partnerships with local industries to enhance
training relevance and job placement.
• Growing Demand: Increasing demand for skilled workers in the region, driven by economic
growth and development projects.
• New Technologies: Potential to introduce new technologies and courses to enhance training
offerings.
Threats
• Funding Constraints: Potential reduction in government funding or delayed disbursements.
• Competition: Increasing competition from private TVET providers or other public institutions.
• Regulatory Changes: Changes in TVET policies or regulations that may impact funding or
operations.
• Economic Downturn: Economic instability or downturns that may impact student enrolment
or job placement.
This SWOT analysis highlights the strengths and weaknesses of Omiro Vocational Training Centre, as
well as opportunities and threats that may impact its operations. By leveraging its strengths and addres
sing weaknesses, the centre can capitalise on opportunities and mitigate threats to achieve its goals.

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CHAPTER FOUR
PLAN IMPLEMENTATION, PERFORMANCE MANAGEMENT, MONITORING AND
EVALUATION MATRIX
4.1. Indicator Tracking and Performance Output Mapping
4.1.1. Overall Goal
Empower youth through skills development and vocational training, enhancing employability and
contributing to socio-economic growth in Homa Bay County.
4.1.2. Specific Objectives
1. Improve Infrastructure: Enhance existing infrastructure and construct new facilities to
support quality training.
2. Expand Course Offerings: Introduce new courses aligned with market demands and industry
needs.
3. Increase Access: Expand enrolment capacity and improve accessibility to TVET training.
4. Enhance Quality: Ensure quality training through competent staff and a relevant curriculum.
4.1.3. Corresponding Activities, Inputs Required, Outputs, and Outcomes
4.1.3.1. Objective 1: Improve Infrastructure
• Activities: Refurbish existing infrastructure, construct dormitories, Food and Beverage Lecture
Hall/Cafeteria, Twin Workshop, and Perimeter Wall.
• Inputs Required: Kshs. 23,061,805, construction materials, labour, and equipment.
• Outputs:
o Refurbished Infrastructure: Existing facilities renovated.
o New Facilities: Dormitories, Lecture Hall/Cafeteria, Twin Workshop, and Perimeter
Wall constructed.
• Outcomes:
o Improved Learning Environment: Enhanced infrastructure supports quality training.
o Increased Access: New facilities expand enrolment capacity.
• Objectively Verifiable Indicators:

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o Number of facilities renovated and constructed.
o Increased enrolment capacity.
4.1.3.2. Objective 2: Expand Course Offerings to meet job marketing offerings
• Activities: Introduce new courses in Hair Dressing and Beauty Therapy, Automotive
Mechanics and Driving, Plumbing Technology, ICT, Agriculture, and Food and Beverage
Technology.
• Inputs Required: Curriculum development, training equipment, and qualified instructors.
• Outputs:
o New Courses: Courses developed and approved.
o Trained Instructors: Instructors trained on the new curriculum.
• Outcomes:
o Relevant Skills: Youth equipped with market-relevant skills.
o Increased Employability: Graduates' employability is enhanced.
• Objectively Verifiable Indicators:
o Number of new courses introduced.
o Graduate employment rates.
4.1.3.3. Objective 3: Increase Access
• Activities: Expand enrolment capacity, improve accessibility, and promote TVET training.
• Inputs Required: Scholarships, bursaries, regular disbursement of budgeted funds from the
county capitation fund, marketing materials, and outreach programs.
• Outputs:
o Increased Enrolment: More students enrolled in TVET programs.
o Improved Accessibility: Accessibility features implemented.
• Outcomes:
o Increased Participation: More youth participate in TVET training.
o Diverse Student Body: Increased diversity in student population.
• Objectively Verifiable Indicators:

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o Enrolment numbers per Trade/Course per annum.
o Student diversity metrics.
4.1.3.4. Objective 4: Enhance Quality
• Activities: Train instructors, develop relevant curriculum, and ensure quality assurance.
• Inputs Required: Training programs, curriculum development resources, and quality
assurance frameworks.
• Outputs:
o Trained Instructors: Instructors trained on quality assurance and curriculum.
o Relevant Curriculum: Curriculum developed and approved.
• Outcomes:
o Quality Training: High-quality training provided.
o Competent Graduates: Graduates equipped with relevant skills.
• Objectively Verifiable Indicators:
o Instructor certification rates.
o Graduate competency assessments.
4.1.4. Impact Statement
Empowered youth contribute to socio-economic growth in Homa Bay County through increased
employability and entrepreneurship.
4.1.5. Underlying Assumptions and Risk Factors
• Funding: Availability of funds for infrastructure development and program expansion.
• Market Demand: Alignment of course offerings with market demands.
• Staffing: Availability of qualified instructors.
4.1.6. Risk Mitigation Measures
• Diversify Funding Sources: Explore government grants, private partnerships, and community
fundraising.
• Market Research: Conduct regular market research to inform course offerings.
• Staff Development: Invest in instructor training and development programs.

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4.2. Detailed Programming and Project Formulation Objectives for Omiro Vocational
Training Centre's Five-Year Plan
4.2.1. Improve Quality and Relevance of TVET Programs
• Enhance Curriculum: Review and develop TVET curricula to align with industry needs and
promote employability.
• Trainer Capacity Building: Provide capacity-building programs for trainers to enhance their
skills and knowledge.
• Industry Partnerships: Establish partnerships with industry partners to promote work-based
learning and job placement.
4.2.2. Increase Access and Equity
• Increase Enrolment: Increase the number of students enrolled in TVET programs by 20%
annually.
• Target Disadvantaged Groups: Increase access to TVET programs for disadvantaged groups,
promoting equity in access to education and training.
4.2.3. Strengthen Institutional Capacity
• Infrastructure Development: Develop and upgrade infrastructure to support high-quality
TVET programs.
• Accreditation and Certification: Achieve accreditation and certification for TVET programs.
4.2.4. Promote Entrepreneurship and Job Creation
• Entrepreneurship Training: Provide entrepreneurship training and support to promote job
creation and self-employment.
• Job Placement: Achieve a job placement rate of 80% or higher for TVET graduates.
4.2.5. Human Resource Development Objectives
1. Enhance Trainer Capacity: Enhance the capacity of trainers to deliver high-quality TVET
programs.
2. Develop Support Staff: Develop the skills and knowledge of support staff to provide effective
support services.
3. Attract and Retain Qualified Staff: Attract and retain qualified staff to support the growth
and development of the institution.

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4.2.5.1. Human Resource Development Activities
1. Trainer Capacity Building: Provide capacity-building programs for trainers to enhance their
skills and knowledge.
2. Staff Training and Development: Provide training and development opportunities for
support staff to enhance their skills and knowledge.
3. Recruitment and Retention: Develop and implement strategies to attract and retain qualified
staff.
4.2.5.2. Human Resource Development Milestones
1. Year 1: Develop a human resource development plan, initiate trainer capacity building programs,
and develop recruitment strategies.
2. Year 2: Implement staff training and development programs, and establish a mentorship
program for new staff.
3. Year 3: Evaluate the effectiveness of human resource development programs and refine
strategies as needed.
4. Year 4: Expand trainer capacity building programs to include industry experts and international
partnerships.
5. Year 5: Achieve a staff retention rate of 90% or higher, and establish a staff development fund
to support ongoing professional development.
4.2.5.3. Human Resource Development Indicators
1. Trainer Qualification Rate: Achieve a trainer qualification rate of 90% or higher.
2. Staff Satisfaction Rate: Achieve a staff satisfaction rate of 85% or higher.
3. Staff Retention Rate: Achieve a staff retention rate of 90% or higher.
4. Professional Development Participation: Achieve a participation rate of 80% or higher in
professional development programs.
5. Industry Partnerships: Establish partnerships with at least 5 industry partners to support
trainer capacity building and staff development [1].
4.2.6. Additional Objectives
• Improve Employability: Enhance the employability skills of graduates to meet industry needs.
• Foster Innovation: Encourage innovation and creativity in TVET programs.

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• Strengthen Industry Linkages: Strengthen linkages with industry partners to promote
collaboration and support.
4.3. Milestones and Measurable Indicators
• Year 1: Review and develop TVET curricula, establish industry partnerships, and initiate
infrastructure development.
• Year 2: Implement new TVET curricula, provide trainer capacity building programs, and
establish entrepreneurship training programs.
• Year 3: Upgrade infrastructure, establish job placement programs, and promote
entrepreneurship and job creation.
• Year 4: Evaluate the impact of TVET programs, refine curricula and training programs, and
expand industry partnerships.
• Year 5: Achieve accreditation and certification for TVET programs, establish a sustainable
funding model, and promote regional collaboration.
4.4. Measurable indicators include:
• Graduation Rate: Achieve a graduation rate of 90% or higher for TVET programs.
• Job Placement Rate: Achieve a job placement rate of 80% or higher for TVET graduates.
• Entrepreneurship Startups: Support the establishment of 50 new entrepreneurship startups
annually.
4.5. Funding Strategy
1. Government Grants: Pursue funding from national and county governments for
infrastructure development and staffing.
2. Development Partners: Engage with organisations like the Japan Government's Grant
Assistance for Grassroots Human Security Projects (GGP) and the Kenya Diaspora Alliance
(KDA).
3. Community Fundraising: Organise harambees and other fundraising events to support
renovations and infrastructure improvements.
4. Corporate Partnerships: Establish partnerships with local businesses to support training
programs and resource mobilisation.

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4.6. Key Performance Indicators (KPIs)
1. Enrolment Growth: Increase student enrolment by 300% within the next 3 years.
2. Infrastructure Development: Complete construction of new workshops, dormitories, and
perimeter wall within 2 years.
3. Staffing: Recruit and retain qualified staff in each trade area within the next year.
4. Graduate Employability: Achieve a minimum of 80% graduate employability rate within 6
months of graduation.
4.7. Overall Plan Implementation Budget
Estimated Capital Investment: KSHS. 23,061,805
4.8. Plan Implementation Timeline
2025-2030: Implement strategic plan, focusing on infrastructure development, staffing, and program
expansion.
2025-2027: Complete infrastructure projects and recruit staff.
2028-2030: Evaluate progress, refine programs, and explore new partnerships.
4.9. Plan Monitoring and Evaluation
Here's an in-depth explanation of the plan implementation levels of data collection and analysis for
Omiro Vocational Training Centre:
4.9.1. Data Collection
• Types of Data: The centre will collect both quantitative and qualitative data, including:
o Quantitative Data: Enrolment numbers, graduate employment rates, instructor
certification rates, and funding amounts.
o Qualitative Data: Student feedback, instructor evaluations, and stakeholder
perceptions.
• Data Sources: Data will be collected from various sources, including:
o Student Records: Enrolment data, academic performance, and graduate outcomes.
o Instructor Evaluations: Feedback from instructors on curriculum, training, and
resources.
o Stakeholder Feedback: Input from industry partners, employers, and community
leaders.

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50
o Financial Records: Funding amounts, expenditures, and budget tracking.
3. Data Analysis
• Descriptive Analysis: The centre will use descriptive statistics to summarise and describe the
data, including means, medians, and standard deviations.
• Inferential Analysis: The centre will use inferential statistics to make inferences about the
population based on sample data, including regression analysis and hypothesis testing.
• Qualitative Analysis: The centre will use qualitative analysis techniques, such as thematic
analysis and content analysis, to analyse qualitative data.
4.9.2. Plan Implementation Levels
1. Baseline Assessment: Conduct a baseline assessment to establish current conditions,
including infrastructure, course offerings, enrolment numbers, and graduate outcomes.
2. Progress Monitoring: Regularly monitor progress towards objectives, including tracking
enrolment numbers, graduate employment rates, and funding amounts.
3. Mid-Term Evaluation: Conduct a mid-term evaluation to assess progress, identify challenges,
and make adjustments to the plan.
4. Final Evaluation: Conduct a final evaluation to assess the overall impact and effectiveness of
the plan.
4.9.3. Data-Driven Decision Making
• Using Data to Inform Decisions: The centre will use data to inform decisions about program
development, resource allocation, and strategic planning.
• Data-Driven Decision-Making Tools: The centre will use data visualisation tools, such as
dashboards and reports, to facilitate data-driven decision-making.
By following this plan implementation strategy, Omiro Vocational Training Centre can ensure that data
collection and analysis are integrated into the plan, enabling informed decision-making and continuous
improvement.

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51
CHAPTER FIVE
PLAN IMPLEMENTATION FRAMEWORK
5.1. Introduction
This chapter presents a stakeholders analysis table that identifies pertinent stakeholders who shall be
instrumental and influential in the actual implementation of the Plan. The chapter also builds an understanding
of the Kenya Competency-Based Education and Training Curriculum for Vocational Education Courses in
Kenya, especially that that are offered and or planned to be offered at Omiro VTC. The Chapter also discusses
the various fundraising and resources mobilisation avenues likely to support the Plan implementation, with
criteria for obtaining support from each singled-out Partner elaborated.
5.2. Plan Implementation Stakeholders
Table 1: Stakeholders Analysis Table
Stakeholder Interest Influence Role Expectations
Potential
Impact
National
Government
Promote TVET
development,
economic growth,
and youth
empowerment
High
Policy maker,
funder
Support TVET
development, provide
funding and contribute
to policy development
High
Subnational
Governments
(County
Governments)
Implement national
policies, provide
funding and support
to TVET institutions
High
Implementer,
funder
Support TVET
development, provide
resources and
infrastructure
High
TVET Institutions
(Omiro
Vocational
Training Centre)
Provide quality TVET
programs, equip
students with skills
and knowledge
High
Service
provider,
implementer
Deliver quality
programs, engage with
industry partners, and
provide relevant
training
High
Industry Partners
Provide expertise,
resources, and
support to enhance
TVET programs
Medium
Collaborator,
advisor
Offer industry insights,
provide training
opportunities, and
support curriculum
development
Medium
Students and
Parents
Participate in TVET
programs, provide
feedback, and
contribute to the
centre's growth
Medium
Beneficiary,
feedback
provider
Engage with the
centre, provide
feedback, and support
the centre's
development
Medium

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Stakeholder Interest Influence Role Expectations
Potential
Impact
Donors and
Funding Agencies
Provide financial
support and
resources to
implement the plan
Medium
Funder,
supporter
Provide funding,
resources, and
expertise to support
plan implementation
Medium
Community and
Local Leaders
Promote the centre,
provide support, and
advocate for its
importance
Low
Promoter,
supporter
Promote the centre,
engage with the
community, and
support the centre's
development
Low
Employees
(Instructors and
Staff)
Implement the plan,
provide training and
support to students
High
Implementer,
service
provider
Deliver quality
programs, engage with
students, and
contribute to the
centre's success
High
5.2.1. Interest and Influence Analysis
• High Interest and High Influence: National Government, Subnational Governments, TVET
Institutions, and Employees (Instructors and Staff)
• Medium Interest and Medium Influence: Industry Partners, Students and Parents, and Donors
and Funding Agencies
• Low Interest and Low Influence: Community and Local Leaders
5.2.2. Role and Expectations Analysis
• Policy Makers: National Government and Subnational Governments are expected to provide policy
guidance and support.
• Service Providers: TVET Institutions and Employees (Instructors and Staff) are expected to deliver
quality programs and support students.
• Collaborators: Industry Partners are expected to provide expertise, resources, and support to
enhance TVET programs.
• Beneficiaries: Students and Parents are expected to participate in TVET programs and provide
feedback.
• Funders: Donors and Funding Agencies are expected to provide financial support and resources.
By understanding the interests, influence, roles, and expectations of each stakeholder, Omiro Vocational
Training Centre can develop effective strategies to engage with stakeholders and ensure the successful
implementation of its plan.

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5.3. Kenya Competency-Based Education and Training Curriculum for Vocational Education
Courses
5.3.1. Tailoring & Dressmaking
Topics/Subtopics Grade 3. Grade 2 Grade 1
Garment
Construction
Basic garment construction
Pattern making and
alteration
Advanced garment construction
techniques
Textile Science
Introduction to fabrics and
textiles
Properties and care of
fabrics
Textile selection and utilization
Fashion Design
Basic fashion design
principles
Creating patterns and
designs
Advanced fashion design techniques
Learning
Activities
Grade 3. Grade 2 Grade 1
Creating simple
garments
Pattern making and
alteration
Designing and creating complex
garments
Learning
Outcomes
Grade 3. Grade 2 Grade 1
Construct simple
garments
Create patterns and alter
garments
Design and create complex
garments
Training
Materials
Grade 3. Grade 2 Grade 1
Sewing Machines 50 basic sewing machines 50 industrial sewing machines
50 advanced industrial sewing
machines
Fabrics
Basic fabrics (cotton,
polyester)
Variety of fabrics (silk, wool,
etc.)
Specialty fabrics (stretch, knit, etc.)
5.3.2. Plumbing
Topics/Subtopics Grade 3. Grade 2 Grade 1
Pipe Installation Basic pipe installation
Pipe sizing and material
selection
Advanced pipe installation
techniques
Fixtures and
Appliances
Introduction to plumbing
fixtures
Installation and maintenance
of fixtures
Advanced fixture installation
and repair

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Learning
Activities
Grade 3. Grade 2 Grade 1
Installing basic plumbing
fixtures
Sizing and installing
pipes
Troubleshooting and repairing plumbing
systems
Learning
Outcomes
Grade 3. Grade 2 Grade 1
Install basic plumbing
fixtures
Size and install
pipes
Troubleshoot and repair plumbing
systems
Training Materials Grade 3. Grade 2 Grade 1
Pipes and Fittings Basic pipes and fittings Variety of pipes and fittings Advanced pipes and fittings
Tools Basic plumbing tools Specialized plumbing tools Advanced plumbing tools
5.3.3. Welding & Metal Fabrication
Topics/Subtopics Grade 3. Grade 2 Grade 1
Shielded Metal Arc
Welding
Basic welding techniques
Advanced welding
techniques
Specialized welding
techniques
Metal Safety
Introduction to metal
safety
Advanced metal safety
protocols
Metal safety procedures
Learning
Activities
Grade 3. Grade 2 Grade 1
Practicing basic welding
techniques
Creating simple metal
projects
Fabricating complex metal
projects
Learning
Outcomes
Grade 3. Grade 2 Grade 1
Apply basic welding
techniques
Create simple metal
projects
Fabricate complex metal
projects
Training
Materials
Grade 3. Grade 2 Grade 1
Welding Machines
50 basic welding
machines
50 advanced welding
machines
50 specialized welding
machines
Safety Gear Basic safety gear Advanced safety gear Specialized safety gear

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5.3.4. Food and Beverage Technology
Topics/Subtopics Grade 3. Grade 2 Grade 1
Food Safety
Introduction to food
safety
Advanced food safety
protocols
Food safety procedures
Meal Preparation Basic meal preparation
Advanced meal preparation
techniques
Specialized meal preparation
techniques
Learning Activities Grade 3. Grade 2 Grade 1

Preparing simple meals Preparing complex meals Creating specialty meals
Learning Outcomes Grade 3. Grade 2 Grade 1

Prepare simple meals Prepare complex meals Create specialty meals
Training Materials Grade 3. Grade 2 Grade 1
Cooking Equipment 50 basic cooking ranges 50 advanced cooking ranges 50 commercial cooking ranges
Ingredients Basic ingredients Variety of ingredients Specialty ingredients
5.3.5. Hairdressing & Beauty Therapy
Topics/Subtopics Grade 3. Grade 2 Grade 1
Haircutting Basic haircutting techniques
Advanced haircutting
techniques
Specialised haircutting
techniques
Skincare Introduction to skincare
Advanced skincare
protocols
Skincare procedures
Learning
Activities
Grade 3. Grade 2 Grade 1
Practising basic haircutting
techniques
Creating complex
hairstyles
Providing advanced skincare
services
Learning
Outcomes
Grade 3. Grade 2 Grade 1

Apply basic haircutting techniques
Create complex
hairstyles
Provide advanced skincare
services
Training Materials Grade 3. Grade 2 Grade 1
Haircutting Tools 50 basic haircutting tools 50 advanced haircutting tools 50 specialised haircutting tools
Skincare Products Basic skincare products A variety of skincare products Speciality skincare products

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5.3.6. Electrical Installation & Wireman
Topics/Subtopics Grade 3. Grade 2 Grade 1
Electrical Circuits Basic electrical circuits Advanced electrical circuits
Specialised electrical
circuits
Safety Protocols
Introduction to electrical
safety
Advanced electrical safety
protocols
Electrical safety
procedures
Learning
Activities
Grade 3. Grade 2 Grade 1
Creating basic electrical
circuits
Installing complex electrical
systems
Troubleshooting electrical
systems
Learning
Outcomes
Grade 3. Grade 2 Grade 1
Create basic electrical
circuits
Install complex electrical
systems
Troubleshoot electrical
systems
Training
Materials
Grade 3. Grade 2 Grade 1
Electrical
Equipment
50 basic electrical kits 50 advanced electrical kits 50 commercial electrical kits
Safety Gear Basic safety gear Advanced safety gear Specialised safety gear
5.3.7. Carpentry & Joinery
Topics/Subtopics Grade 3. Grade 2 Grade 1
Woodworking Basic woodworking techniques
Advanced woodworking
techniques
Specialised woodworking
techniques
Cabinetmaking Introduction to cabinetmaking
Advanced cabinetmaking
techniques
Cabinetmaking procedures
Learning
Activities
Grade 3. Grade 2 Grade 1

Creating simple wood projects
Building complex wood
projects
Creating custom
cabinets
Learning
Outcomes
Grade 3. Grade 2 Grade 1

Create simple wood projects Build complex wood projects Create custom cabinets
Training
Materials
Grade 3. Grade 2 Grade 1
Woodworking
Tools
50 basic woodworking tools
50 advanced woodworking
tools
50 specialised woodworking
tools

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Training
Materials
Grade 3. Grade 2 Grade 1
Lumber Basic lumber A variety of lumber Specialty lumber
5.3.8. Masonry & Building Technology
Topics/Subtopics Grade 3. Grade 2 Grade 1
Bricklaying Basic bricklaying techniques
Advanced bricklaying
techniques
Specialised bricklaying
techniques
Building Safety
Introduction to building
safety
Advanced building safety
protocols
Building safety procedures
Learning
Activities
Grade 3. Grade 2 Grade 1
Laying basic brick
patterns
Building complex brick
structures
Creating custom masonry
projects
Learning
Outcomes
Grade 3. Grade 2 Grade 1

Lay basic brick patterns
Build complex brick
structures
Create custom masonry
projects
Training Materials Grade 3. Grade 2 Grade 1
Masonry Tools 50 basic masonry tools 50 advanced masonry tools 50 specialised masonry tools
Bricks and Blocks Basic bricks and blocks A variety of bricks and blocks Speciality bricks and blocks
5.3.9. Agriculture
Topics/Subtopics Grade 3. Grade 2 Grade 1
Crop Production
Basic crop production
techniques
Advanced crop production
techniques
Specialised crop production
techniques
Farm Safety Introduction to farm safety
Advanced farm safety
protocols
Farm safety procedures
Learning Activities Grade 3. Grade 2 Grade 1

Planting basic crops Managing complex crop systems Creating custom farm plans
Learning Outcomes Grade 3. Grade 2 Grade 1

Plant basic crops Manage complex crop systems Create custom farm plans
Training
Materials
Grade 3. Grade 2 Grade 1
Farming Equipment 50 basic farming tools 50 advanced farming tools
50 specialised farming
tools

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Training
Materials
Grade 3. Grade 2 Grade 1
Seeds and
Fertilisers
Basic seeds and
fertilisers
A variety of seeds and
fertilisers
Speciality seeds and
fertilisers
5.3.10. ICT
Topics/Subtopics Grade 3. Grade 2 Grade 1
Computer
Hardware
Basic computer hardware
Advanced computer
hardware
Specialised computer
hardware
Software
Applications
Introduction to software
applications
Advanced software
applications
Specialised software
applications
Learning
Activities
Grade 3. Grade 2 Grade 1
Assembling basic
computers
Installing complex
software systems
Creating custom software
applications
Learning
Outcomes
Grade 3. Grade 2 Grade 1
Assemble basic
computers
Install complex software
systems
Create custom software
applications
Training Materials Grade 3. Grade 2 Grade 1
Computers and Laptops 50 basic computers 50 advanced computers 50 specialised computers
Software Basic software A variety of software Specialty software
5.4. Basic Assumptions for Successful Curriculum Implementation at Omiro VTC
For a successful curriculum implementation at Omiro Vocational Training Centre, the following basic
assumptions shall be held to be constant:
• Learnability: The curriculum is designed to be learnable, with content that's understandable and
engaging for students.
• Worth Learning: The curriculum content is worth learning, providing students with valuable
knowledge and skills that align with industry needs and societal expectations.
• Prioritisation: The curriculum prioritises the most important things students should know, focusing
on essential skills and knowledge that improve their employability, self-reliance and dynamism and
quality of life.
• Positive Impact: The curriculum implementation will positively impact students' lives, enabling them
to apply learned skills and knowledge in real-world settings.

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Additionally, other key factors to be considered shall include:
• Instructors/Tutors Buy-in: Instructors/Tutors are crucial to successful curriculum implementation.
It is envisaged that the Board of Management shall provide ongoing support, in-service training, and
requisite resources to ensure they're comfortable with the new CBET curriculum.
• Clear Vision: The Centre Management shall establish a clear vision for instruction, ensuring all
stakeholders understand the curriculum's goals and objectives.
• Flexibility: The Centre Management shall balance fidelity to the curriculum with flexibility, allowing
teachers to adapt instruction to meet students' diverse needs.
• Assessment and Evaluation: The Centre Management shall regularly assess and evaluate student
progress, using data to inform instruction and improve curriculum effectiveness.
• Stakeholder Engagement: The Centre Management shall engage with stakeholders, including
teachers, students, industry partners, and the community, to ensure the curriculum remains relevant
and effective.
• Continuous Improvement: The Centre Management shall commit to fostering a culture of
continuous improvement, encouraging feedback and innovation in curriculum design and delivery.
• Availability of Training Materials: For 50 trainees per course, as projected in this Plan, the training
materials and equipment listed above should be multiplied accordingly.
• Course-Specific Resource Allocation: Additionally, during Plan implementation, the Centre
Manager shall have to consider the specific requirements for each course and the Kenya Competency-
Based Education and Training Curriculum implementation guideline to ensure that effective teaching,
training, learning and skills development occur.

By assuming these factors, Omiro Vocational Training Centre can create a supportive learning environment
that promotes student success and prepares them for the workforce.
5.5. Underlying Assumptions for a Successful Strategic Plan Implementation
Basic assumptions for the successful implementation of Omiro Vocational Training Centre's Strategic Plan
2025-2030 include:
• Stable Funding: Securing sufficient funding from government and development partners to support
infrastructure development and program implementation.
• Strong Stakeholder Engagement: Collaboration with industries, government agencies, and local
communities to ensure the relevance and effectiveness of training programs.
• Effective Governance: Establishing a functional Board of Management that provides strategic
guidance and oversight.
• Quality Assurance: Implementing robust quality assurance mechanisms to maintain high standards
in training delivery and assessment.

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• Alignment with National Priorities: Ensuring the strategic plan aligns with national policies and
priorities, such as the Competency-Based Curriculum and TVET Act 2013.
• Competent Human Resource: Availability of qualified instructors and staff to deliver high-quality
training and support services.
• Infrastructure and Resources: Access to adequate infrastructure, equipment, and materials to
support effective training delivery.
• Partnerships and Collaborations: Fostering partnerships with industries, organisations, and other
educational institutions to enhance training opportunities and job placement.
• Monitoring and Evaluation: Regular monitoring and evaluation of the strategic plan's progress to
identify areas for improvement and ensure achievement of objectives.
These assumptions are crucial for Omiro Vocational Training Centre to achieve its strategic objectives and
provide high-quality training to its students.
5.6. Fundraising and Resource Mobilisation Avenues for Plan Implementation
Here are some key national and international development partners and donors that could support Omiro
Vocational Training Centre's plan implementation:
5.6.1. Training Tools and Equipment Donors
• Inter-American Development Bank (IDB): Provides financing for projects, including technical
and vocational training, through its Single Donor Trust Funds and Multi-Donor Thematic Funds.
• Global Partnership for Education (GPE): Offers grants for education system transformation,
including infrastructure development and equipment procurement. Funding ceilings vary, but GPE has
provided grants ranging from $1 million to $100 million.
• World Bank: Provides financing for education projects, including vocational training and
infrastructure development. Funding ceilings vary, but World Bank loans can range from $5 million to
$500 million.
5.6.2. Staff Training and Capacity-Building
❖ United Nations Development Programme (UNDP) : Offers technical assistance and capacity-
building support for development projects. Funding ceilings vary, but UNDP typically allocates
$500,000 to $2 million for capacity-building projects.
❖ International Labour Organisation (ILO): Provides technical assistance and training programs for
vocational education and skills development. Funding ceilings vary, but ILO typically allocates $200,000
to $1 million for training programs.

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❖ Jacobs Foundation: Invests in education and youth development initiatives, including capacity-
building programs for educators and trainers.
5.6.3. Technical Assistance Providers
❖ Asian Development Bank (ADB): Provides technical assistance and financing for development
projects. Funding ceilings vary, but ADB typically allocates $500,000 to $5 million for technical
assistance projects.
❖ World Bank: Offers technical assistance and advisory services for education projects. Funding ceilings
vary, but the World Bank typically allocates $200,000 to $1 million for technical assistance projects.
❖ Global Partnership for Education (GPE): Provides technical assistance and support for education
system transformation, including policy development and capacity-building.
5.6.4. Trainees' Tuition Support Providers
❖ Global Fund for Children: Invests in community-based organisations that support children's
education and development. Funding ceilings vary, but Global Fund for Children typically allocates
$50,000 to $200,000 for education projects.
❖ Zawadi Africa Education Fund: Offers scholarships to academically gifted girls from disadvantaged
backgrounds. Funding ceilings vary, but Zawadi Africa typically provides scholarships covering full
tuition fees.
❖ OPEC Fund for International Development: Provides financing for education projects, including
scholarships and capacity-building programs.
❖ Kenya Universities and Colleges Central Placement Service (KUCCPS): Offers government
sponsorship to students enrolling in TVET colleges, covering up to 50% of tuition fees for needy
students.
❖ Higher Education Loans Board (HELB): Provides loans and bursaries to students pursuing
certificate and diploma courses in TVET institutions, with funding ranging from 32% to 70% of tuition
fees based on the student's level of need.
❖ Mastercard Foundation: Partners with educational institutions to provide skills training and support
youth employment in Africa.
❖ Aga Khan Foundation: Supports education and development projects, including TVET programs, in
East Africa.
❖ Safaricom Foundation: Offers funding and support for education initiatives, including TVET
programs, in Kenya.

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❖ KCB Foundation: Provides vocational training scholarships under the 2Jiajiri Programme to
empower Kenyan youth with marketable skills.
❖ Equity Group Foundation: Supports education initiatives, including TVET programs, to promote
socio-economic development in Kenya.
❖ Zawadi Africa Education Fund: Offers scholarships to academically gifted girls from disadvantaged
backgrounds to pursue higher education.
❖ KCB Foundation's 2Jiajiri Programme: Offers vocational training scholarships to empower
Kenyan youth with marketable skills and entrepreneurship training.
❖ NITA Fully Funded Scholarship: Offers fully funded training for young people and existing workers
who wish to gain formal technical qualifications, improve their job prospects, and contribute to Kenya's
industrial and economic transformation. The program covers tuition, exam, and certification fees.
❖ KeNHA TVET Scholarship: Provides scholarships to eligible youths, covering tuition fees, material
requirements, and a monthly subsistence allowance.
❖ County Government Capitation Funds: County governments in Kenya offer Capitation and
Scholarships to students pursuing TVET courses, targeting students from financially disadvantaged
backgrounds.
❖ TVET Institutions' Scholarships: Many TVET institutions offer their own scholarships and financial
aid programs to support students.
5.6.5. Additional Partners
❖ U.S. Department of Transportation (USDOT): Offers funding and technical assistance for
transportation projects in rural areas. Funding ceilings vary, but USDOT typically allocates $1 million
to $10 million for transportation projects.
❖ U.S. Economic Development Administration (EDA): Provides funding for economic
development projects, including infrastructure development and job creation. Funding ceilings vary, but
EDA typically allocates $500,000 to $5 million for economic development projects.
❖ Administration for Children and Families (ACF): Offers grants for projects that promote the
economic and social well-being of children, families, and communities. Funding ceilings vary, but ACF
typically allocates $100,000 to $1 million for grant projects.
5.6.6. Eligibility Criteria
• Age: Most programs require applicants to be between 18 and 35 years old.
• KCSE Certificate: A valid KCSE certificate is often required for admission to TVET programs.
• Financial Need: Many programs prioritise students from financially disadvantaged backgrounds.

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• Academic Performance: Some programs require a minimum grade or academic achievement.
5.6.6.1. Application Process
• KUCCPS: Apply through the KUCCPS website and submit required documents, including admission
letters and national ID cards.
• HELB: Register on the HELB website, fill out the TVET Loan Application Form, and submit required
documents.
• NITA Scholarship: Apply online through the NITA website, submitting required documents and
meeting eligibility criteria.
5.6.6.2. Other Organisations Supporting TVET Institutions
• Skills Initiative for Africa (SIFA): A program supported by the German Government, providing
funding for skills development projects in eight African countries, including Kenya.
• African Wildlife Foundation (AWF): While primarily focused on conservation, AWF may support
education initiatives, including TVET programs, in Africa.
• Kenya Community Development Foundation (KCDF) : Supports community-driven
development projects, including education and vocational training initiatives ³ ¹.
These organisations provide various forms of support, including funding, technical assistance, and capacity-
building programs, to TVET institutions and students in Africa and Kenya.
5.6.7. Conditions Necessary to Attract Support
• Clear project proposal and budget: Develop a well-structured project proposal with a detailed
budget and clear objectives.
• Alignment with donor priorities: Ensure that the project aligns with the donor's priorities and
objectives.
• Strong project management and implementation capacity: Demonstrates the ability to
manage and implement the project effectively.
• Monitoring and evaluation framework: Establish a robust monitoring and evaluation framework
to track project progress and outcomes.
• Partnership and collaboration: Foster partnerships and collaboration with other stakeholders,
including government agencies, industry partners, and community organisations.

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CHAPTER SIX
PLAN IMPLEMENTATION MONITORING, EVALUATION AND KNOWLEDGE
MANAGEMENT
6.1. Introduction
This chapter will be instrumental in ensuring value for money through effective Plan monitoring, evaluation
and knowledge management. Among areas highlighted are the Plan implementation matrix with indicators,
looking at impact-level, outcome-level and output–level indicators and underlying assumptions.
6.2. Plan Implementation Matrix with Indicators
6.2.1. Impact Level
• Long-term Impact Indicators:
o Increased employability and income levels of graduates
o Contribution to the local economy through a skilled workforce
• Underlying Assumptions:
o Strong labour market demand for vocational skills
o Effective industry partnerships and job placement support
6.2.2. Outcome Level
• Outcome Indicators:
o Number of graduates securing employment in their trade
o Increased customer satisfaction with training services
o Improved job readiness and skills of trainees
• Underlying Assumptions:
o Relevant and high-quality training programs
o Effective training delivery and assessment methods
6.2.3. Output Level
• Output Indicators:
o Number of new training programs developed and implemented
o Number of students enrolled and completing training programs

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o Quality of training infrastructure and resources
• Underlying Assumptions:
o Adequate funding and resource allocation
o Competent and motivated instructors and staff
6.2.4. Key Performance Indicators (KPIs)
• Training Attendance Rate: Number of learners who completed training divided by the total
number scheduled to attend
• Course Completion Rate: Number of students completing training programs
• Learner Satisfaction Rate: Feedback and ratings from students on training quality
• Job Performance Impact: Metrics showing the impact of training on job performance and
productivity
• Return on Investment (ROI): Monetary benefits achieved compared to investment in training
programs
6.3. Plan Implementation Logical Framework
Impact
Statement
Outcomes Outputs Inputs Activities KPIs Assumptions
Improved
employability
and socio-
economic well-
being
Increased
employability, job
readiness
New training
programs,
infrastructure
development
Funding,
instructors,
resources
Develop and
implement training
programs and
infrastructure
development
Number of
graduates
employed,
customer
satisfaction
Labour market
demand,
Effective industry
partnerships
Enhanced
quality of
vocational
training
Improved training
quality, learner
satisfaction
Quality training
infrastructure,
competent
instructors
Funding for
infrastructure,
instructor
training
Develop and
implement quality
training
infrastructure,
instructor training
Learner
satisfaction
rate,
course
completion
rate
Adequate
funding,
competent
instructors
Increased
access to
vocational
training
Increased
enrolment rates
Marketing and
outreach
programs
Funding for
marketing,
outreach staff
Develop and
implement
marketing and
outreach
strategies
Enrolment
rates,
student
satisfaction
Effective
marketing,
stakeholder
engagement

OMIRO VTC STRATEGIC DEVELOPME NT PLAN 2025 - 2030
66
6.4. Plan Implementation Workplan
Objective Activity
Start
Date
End
Date
Duration Responsible
Improve
Infrastructure
Refurbish existing
infrastructure
Jan
2025
Mar
2025
3
months
Centre Manager, Contractors

Construct new facilities
(dormitories, lecture
hall/cafeteria, twin
workshop)
Jan
2026
Dec
2026
12
months
Centre Manager, Contractors
Expand Course
Offerings
Develop new courses (Hair
Dressing and Beauty
Therapy, Automotive
Mechanics, etc.)
Jan
2025
Aug
2026
21
months
Instructors, Curriculum
Developers
Board of Management

Train instructors on the new
CBET curriculum
implementation, assessment
and evaluation
Jul
2026
Sept
2026
3
months
Instructors, Trainers of Trainers
(ToTs)
Increase Access
Expand enrolment capacity
from the current 119 to 600
trainees by the end of the
Plan period
Jan
2025
Dec
2027
36
months
Centre Manager, Marketing Team

Improve accessibility features
Sept
2025
Sep
2026
12
months
Centre Manager, Contractors
Enhance Quality
Train instructors on quality
assurance
Jan
2026
Mar
2026
3
months
Instructors, Trainers

Develop a relevant
curriculum within the
Course Load adopted by the
VTC
Apr
2026
Jun
2026
3
months
Curriculum Developers, TTIs &
Centre Management
Promote
Entrepreneurship and
Job Creation
Provide entrepreneurship
training
Jul
2025
Dec
2030
60
months
Instructors, Guest Lecturers,
Business & Enterprise Leaders
and Technology & Innovation
Centres/Research Institutions
Establish job placement
programs
Jan
2026
Jun
2026
6
months
Centre Manager, Industry
Partners
6.5. Milestones:
1. Completion of infrastructure development (Dec 2026)
2. Launch of new courses (Aug 2026)
3. Increased enrolment capacity (Dec 2025)
4. Improved accessibility features (Sep 2026)
5. Enhanced quality assurance mechanisms (Jun 2026)

OMIRO VTC STRATEGIC DEVELOPME NT PLAN 2025 - 2030
67
6.6. Critical Path:
The critical path for this plan is the infrastructure development and course development activities, which are
dependent on each other and have a significant impact on the overall plan implementation.
This Gantt chart provides a visual representation of the plan implementation timeline, highlighting key activities,
milestones, and responsible personnel. It will help the centre manager and team track progress and ensure the
timely completion of objectives.
6.7. Plan Implementation Budget
6.7.1. Detailed Budget Breakdown
1. Trainers'/Tutors' Salaries Vote-head
• Number of staff: 10
• Monthly salary per staff: KES 15,000
• Total monthly salary: KES 150,000 (10 staff x KES 15,000)
• Total for 60 months: KES 9,000,000 (KES 150,000 x 60 months)
2. Electricity, Water, and Conservancy Expenditure/Vote-head
• Monthly expenditure: KES 50,000
• Total for 60 months: KES 3,000,000 (KES 50,000 x 60 months)
3. Training/Tuition Materials Vote-head
• Monthly expenditure: KES 100,000
• Total for 60 months: KES 6,000,000 (KES 100,000 x 60 months)
4. Training Equipment and Tools Vote-head
• One-time expenditure in 2026: KES 2,500,000
5. Administration Vote-head
• Monthly expenditure: KES 15,000
• Total for 60 months: KES 900,000 (KES 15,000 x 60 months)
6. Sports, Games, and Athletics Equipment Vote-head
• One-time expenditure in June 2026: KES 300,000
6.7.2. Total Budget Calculation
1. Infrastructure Development: KES 18,000,000
2. Course Development and Training: KES 2,000,000
3. Access and Equity: KES 2,500,000
4. Quality Assurance: KES 1,500,000

OMIRO VTC STRATEGIC DEVELOPME NT PLAN 2025 - 2030
68
5. Entrepreneurship and Job Creation: KES 2,000,000
6. Trainers'/Tutors' Salaries: KES 9,000,000
7. Electricity, Water, and Conservancy: KES 3,000,000
8. Training/Tuition Materials: KES 6,000,000
9. Purchase of Training Equipment and Tools: KES 2,500,000
10. Administration Vote-head: KES 900,000
11. Sports, Games, and Athletics Equipment: KES 300,000
Table 2: Detailed Tabulated and Itemised Budget
Outcome Area Outputs Activities Budget Item Cost (KES)
Improve Infrastructure
Refurbished infrastructure,
new facilities
Refurbish existing
infrastructure, construct new
facilities
Construction materials 10,000,000

Labour costs 5,000,000

Equipment and
furniture
3,000,000
Expand Course
Offerings
New courses developed and
implemented
Develop new courses, train
instructors
Curriculum
development
1,000,000

Instructor training 500,000

Course materials 500,000
Increase Access
Increased enrolment capacity,
improved accessibility
Expand enrolment capacity,
improve accessibility features
Marketing materials
and marketing
campaigns
500,000

Accessibility
modifications
2,000,000
Enhance Quality
Quality assurance
mechanisms implemented
Train instructors on quality
assurance, and develop a
relevant curriculum
Instructor training 500,000

Curriculum
development
1,000,000
Promote
Entrepreneurship and
Job Creation
Entrepreneurship training
provided, job placement
programs established
Provide entrepreneurship
training, establish job
placement programs
Training materials 500,000

Guest lecturers 500,000

Job placement
software
1,000,000
Staffing Remuneration
Vote
Trainers/Tutors' salaries Pay staff salaries
Trainers'/Tutors'
salaries
9,000,000

OMIRO VTC STRATEGIC DEVELOPME NT PLAN 2025 - 2030
69
Outcome Area Outputs Activities Budget Item Cost (KES)
Utilities Vote
Electricity, water, and
conservancy
Pay utility bills
Electricity, water, and
conservancy
3,000,000
Training Materials Vote Training/tuition materials Purchase training materials
Training/tuition
materials
6,000,000
Equipment and Tools
Vote
Training equipment and tools
Purchase equipment and
tools
Training equipment
and tools
2,500,000
Administration Vote Administration costs Administration vote head Administration costs 900,000
Sports and Athletics
Vote
Sports, games, and athletic
equipment
Purchase sports equipment Sports equipment 300,000
Total Budget: KES 47,700,000

OMIRO VTC STRATEGIC DEVELOPME NT PLAN 2025 - 2030
70
EXECUTIVE SUMMARY
The Omiro Vocational Training Centre's Strategic Plan (2025-2030) aims to revitalise and transform the
institution into a premier provider of Technical and Vocational Education and Training (TVET) in Kenya. The
plan focuses on improving infrastructure, expanding course offerings, enhancing staffing, increasing access and
equity, and improving quality and relevance.
Key Objectives:
1. Revitalise infrastructure and construct new facilities to support quality training.
2. Expand course offerings to meet market demands and industry needs.
3. Enhance staffing with qualified and competent instructors.
4. Increase access and equity by promoting inclusivity and diversity.
5. Improve quality and relevance through robust quality assurance mechanisms.

Implementation Strategy:
1. Secure funding through government grants, private partnerships, and community fundraising.
2. Develop and implement new courses aligned with industry needs and market demands.
3. Provide training and capacity-building programs for instructors and staff.
4. Establish partnerships with industry partners, employers, and community organisations.
5. Monitor and evaluate progress regularly to inform decision-making.

Expected Outcomes:
1. Increased employability and income levels of graduates.
2. Improved job readiness and skills of trainees.
3. Increased customer satisfaction with training services.
4. Enhanced quality and relevance of TVET programs.

Benefits:
1. Improved economic growth and development in Homa Bay County in general and Kokwanyo
Kakelo Ward in particular.
2. Increased access to quality education and youth training.
3. Enhanced employability and entrepreneurship opportunities for graduates.
4. Strengthened partnerships between the centre and industry partners.

Cost of Implementing the Plan:

By implementing this strategic plan, Omiro Vocational Training Centre aims to provide high-quality TVET
programs that equip youth with skills and knowledge for employment, entrepreneurship, and sustainable
livelihoods. Successful Plan implementation will cost a Total Budget: KES 47,700,000.

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