ALLEVIATING POVERTY THROUGH EDUCATION : CASES FROM KENYA

BY PROF. GENEVIEVE WANJALA , PhD.

INTRODUCTION

• Theme of conference an opportunity to assess performance of educational institutions (TIVET sub-sector)

• Dominant model of the Demand for Education based on Human Capital Theory in which education is social investment ; hence a public good (with benefits)

THEORETICAL FRAMEWORK

• CONCEPT OF HUMAN CAPITAL competencies , knowledge , social and

personality attitudes as well as creativity embodied in the ability to perform so as to produce economic value.

Investment in human capital development = Education – justification for government funding

POLICY FRAMEWORK

• Getting the economy going is important for alleviating poverty ;

• Sustainable micro and macro economic policies• Create a conducive environment for technology

adaptation and innovation as well as addressing educational objectives

• Education and training are expected to play a key role in the attainment of VISION 2030.

THE TIVET SECTOR

• VISION 2030 has placed special demands on it • social and geographical inequalities in access

to TIVET services which is worsened by the high levels of poverty.

• conference as a research forum so that we learn lessons from them as to what is right and what is not in our schools and colleges.

CASE STUDIES

• Listen to the testimonies of the invited participants

• learn lessons from them as to what is right and what is not in our schools and colleges.

• Analysis of data that can then be used to formulate appropriate intervention strategies which can then be used to improve the effectiveness and efficiency of our education and training systems.

CONCLUSION

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