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UNLOCKING THE POTENTIAL OF EDUCATION AND SKILLSFOR SUPPORTING YOUTH EMPLOYMENT IN KENYA
African Technology Policy Studies Network (ATPS)TECHNOPOLICY BRIEF NO. 65
Nicholas OzortĞŶƚůĂŶĚDƵŚĂƟĂŚ
Alfred Nyambane
Sheila Wanjeri

UNLOCKING THE POTENTIAL OFEDUCATION AND SKILLS FORSUPPORTING YOUTH EMPLOYMENTIN KENYA

Nicholas Ozor
Wentland Muhatiah
Alfred Nyambane
Sheila Wanjeri
African Technology Policy Studies Network (ATPS)AFR IC

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The African Technology Policy Studies Network (ATPS) is atransdisciplinary network of researchers, policymakers, private
sector actors and the civil society promoting the generation,dissemination, use and mastery of Science, Technology andInnovations (STI) for African development, environmental
sustainability and global inclusion. In collaboration with likeminded institutions, ATPS provides platforms for regional andinternational research and knowledge sharing in order tobuild Africa’s capabilities in STI policy research, policymaking
and implementation for sustainable development.

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Published by the African Technology
Policy Studies Network (ATPS)
P. O. Box 10081, 00100- GPO,
Nairobi, Kenya©2024
ISBN: 978-9966-124-71-5

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

Table of Contents
About the Project ......................................................................... iv
About Africa Technology Policy Studies Network (ATPS).............. v
Acknowledgement........................................................................ vi
Key Messages............................................................................... vii
1. Introduction ............................................................................ 1
2. Rationale for STI application in Youth Employment ................ 2
3. Methodology .......................................................................... 3
4. Key Findings............................................................................. 4
5. Conclusion............................................................................... 23
6. Policy Recommendations........................................................ 24
References............................................................................... 27
ATPS TechnoPolicy Briefs Series............................................... 28

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenyaiii

About the ProjectThis project was launched amid Africa’s burgeoning youth population,offering immense potential for productivity and inclusive economic
growth. However, a significant portion of this demographic faces
unemployment challenges exacerbated by the COVID-19 pandemic,
necessitating sustainable solutions through effective policy
interventions and institutional strengthening. Focusing on Ethiopia,
Ghana, Kenya, Nigeria, Rwanda, Senegal, Uganda, and Zimbabwe, theinitiative reviews Science, Technology, and Innovation (STI) policies
to understand the current landscape, identify successes and failures,and provide evidence-based insights for decision-making in criticalsectors for youth employment and wealth creation. Aligned with
continental strategies such as the Agenda 2063 and initiatives
such as the Mastercard Foundation’s Young Africa Works
strategy and the Afreximbank’s campaign for young people’s
participation in the implementation of the African Continental Free
Trade Area (AfCFTA) and youth mainstreaming in policy
engagements and cross-regional dialogues among others, theproject aims to inform policymaking and foster stronger linkages
among stakeholders to address youth unemployment, skills
development, and entrepreneurship. Through rigorous researchand stakeholder engagements, the project is catalyzing
evidence-based policy discussions and contributing to theformulation of effective strategies for job creation and youth
empowerment across Africa.

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Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

About Africa Technology Policy Studies
Network (ATPS)
The African Technology Policy Studies Network (ATPS) is atransdisciplinary network of researchers, policymakers, private sector
actors and civil society promoting the generation, dissemination, use
and mastery of Science, Technology and Innovations (STI) for African
development,
environmental
sustainability
andglobalinclusion. ATPS has over 5,000 members and 3,000 stakeholdersin over 51 countries in 5 continents with institutional partnerships
worldwide. We implement our programs through members innational chapters established in 30 countries (27 in Africa and 3
Diaspora chapters in Australia, the United States of America, andthe United Kingdom). In collaboration with like-minded institutions,
ATPS provides platforms for regional and international researchand knowledge sharing in order to build Africa’s capabilities in STI
policy research, policymaking and implementation for sustainable
development.

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenyav

Acknowledgement
The African Technology Policy Studies Network (ATPS) takes
this special opportunity to thank the Mastercard Foundation,
Afreximbank and other national partners for partnering with us andsupporting this study. The ATPS and partners also wish to appreciate
all the respondents led by the ATPS National Chapter Coordinator for
Kenya for their contributions in this study.

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Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

Key Messages• The Kenyan government acknowledges the pivotal role of Science,
Technology, and Innovation (STI) in both driving economic growthand cultivating the essential human resources needed for theshift towards a knowledge-driven economy. Consequently, it
has implemented a series of policies aimed at promoting STI
development, along with establishing institutions, plans, andprograms within key sectors. These initiatives not only foster youth
employment but also contribute significantly to job creation andbolstering economic growth.
• Previous policies and frameworks, including those within the STI
sector and Vision 2030, have yielded remarkable achievements in
Kenya’s STI landscape. These initiatives have not only propelled
the nation toward its goals of technological advancement andlong-term development but have also played a significant role injob creation and fostering youth employment. The heightened
focus on STI has led to the cultivation of a dynamic ecosystem that
nurtures young innovators and paves the way for startup ventures.
Moreover, the prioritization of Science, Technology, Engineering,and Mathematics (STEM) education has equipped young
individuals with pertinent skills, positioning them for success in anever-evolving job market. However, despite these advancements,
there remains a pressing need to address the skills development
gap and expand opportunities further for the youth.
• In Kenya’s STI landscape, both youth and women possess a rangeof strengths and weaknesses that impact job creation and youth
employment. The youth bring valuable technological acumen to
the table, introducing fresh perspectives and innovative ideas
into the field. However, their limited experience, networks,
and resources may hinder their progress in this regard. In
contrast, women contribute diverse perspectives, resilience, andUnlocking the potential of Education and Skills for Supporting Youth Employment in Kenyavii

collaborative skills to the STI sector. Nevertheless, they contend
with gender inequality, underrepresentation in leadership roles,
and the challenges of balancing work and societal expectations,which can affect their involvement in job creation and youth
employment. Recognizing these advantages and disadvantages isvital for fostering an inclusive and supportive STI landscape that canharness the potential of youth and women. Kenya can maximize
their contributions by providing equal opportunities, mentorship,
resources, and supportive policies, thereby driving all-inclusive
innovation, entrepreneurship, and sustainable development
throughout the country.
• Kenya has made significant strides in acknowledging competencies
and skills through the implementation of the Recognition for Prior
Learning (RPL) Policy framework, which has a direct impact on
job creation and youth employment. This achievement is further
strengthened by the government’s commitment to establishinga platform for recognizing and certifying a substantial portionof its population, primarily the youth. Many of these young
individuals have acquired a diverse set of competencies throughtheir experiences and have made substantial contributions to thecountry’s economy, particularly within the informal sector known
as “Jua Kali.” The policy not only acknowledges their skills but also
provides young people in the informal sector with opportunities
to access formal education and training institutions, should theychoose to enhance their skills, which further supports job creationand youth employment.

viii Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

1. Introduction
The Kenyan government places a strong emphasis on Science,
Technology, and Innovations (STI) to drive job creation and youth
employment opportunities. Kenya’s Vision 2030, a long-term
development plan, aims to transform the country into a newly
industrialized, middle-income nation, offering a high quality of life
to all citizens in a clean and secure environment (Government of
Kenya [GoK], 2008). Vision 2030 prioritizes the application of STI toboost productivity and employability among youth. Consequently,
the government is actively implementing the STI policy frameworkto acquire, disseminate, and apply relevant STI knowledge acrossall sectors of the economy. Key sectors, including agriculture,energy, industry and enterprise development, digital economy,
and healthcare, are heavily influenced by STI and technologicalinnovation, with a specific focus on enhancing skills development,
youth employment, and entrepreneurship in Kenya.
To achieve these goals, key stakeholders such as government
ministries, departments, and agencies (MDAs), research institutions,the private sector, non-governmental organizations (NGOs), civilsociety organizations (CSOs), and media entities collaborate
extensively. Together, they work toward the overarching objective ofcreating sustainable job opportunities and fostering entrepreneurship,particularly among the youth and marginalized communities.

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

12. Rationale for STI application in 		
		 Youth Employment
STI play a pivotal role in Kenya’s industrialization, economic growth,and the long-term sustainable development of the nation. Kenya’s
ability to excel in the global marketplace is intricately linked to its
capacity to foster and effectively manage STI, particularly in theapplication of cutting-edge technologies across various industries
and sectors (GoK, 2021). This is particularly significant in the context
of empowering youth through job creation and employment
opportunities. On the international front, Sustainable Development
Goal 9, as outlined in the United Nations Sustainable Development
Goals, underscores the imperative of amplifying investments
in science and technology. This investment aims to harness thepotential of innovation to tackle not only economic challenges but
also environmental concerns.
Furthermore, Kenya aligns with the principles of the African Union’s
Agenda 2063, wherein a commitment to promoting Science,
Technology, Research, and Innovation stands out. This commitment
serves the dual purpose of enhancing the human capital of thenation’s youth, igniting innovation-driven entrepreneurship, andultimately paving the way for the creation of more job opportunities,
particularly aimed at the youth demographic. In essence, STI holds
the potential to be Kenya’s transformative catalyst, unlocking a
multitude of employment avenues for its youth, all while upholding
the nation’s international commitments and obligations.

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3. Methodology
This policy brief was developed from a comprehensive study thatdelved into STI policies, institutions, stakeholder mapping, and ananalysis of youth employment within the realm of technologicalinnovation, skill enhancement, and entrepreneurship development.
The study was conducted across seven Sub-Saharan African (SSA)
countries, namely Ethiopia, Ghana, Kenya, Nigeria, Rwanda, Senegal,and Uganda. The study adopted a mixed-methods approach,which enabled the collection of both qualitative and quantitative
data. The data-gathering process commenced with thorough deskstudies of existing literature and secondary data. Subsequently, key
informant interviews (KIIs) were conducted, involving 20 carefully
selected respondents, to obtain primary data that encompassed
both qualitative and quantitative aspects. To further enrich thedataset and cross-verify information obtained through othermethods, focus group discussions (FGD) were carried out. The study
engaged participants from a diverse range of stakeholder categories,
including government officials and policymakers, representatives
from the private sector and industry, members of civil society andnon-governmental organizations (NGOs), researchers, development
partners, and individuals from the media. Special attention wasgiven to ensuring inclusivity and gender balance in the selection of
respondents, with a particular focus on representing the voices ofyouth and other marginalized groups.

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

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4. Major Findings
This section highlights the key policies, programmes, and institutions,
opportunities, and challenges that Kenya faces in supporting youth
employment.
4.1 STI Policies and Programmes Contributing to Youth Employment
in Kenya
Kenya has made significant strides in recent years toward developing
technological innovations in order to increase employability,
entrepreneurialism, and job creation. Kenya’s STI Policy and Vision
2030 have made significant efforts to engage young people andalign strategies with their goals in education, training, industry,
and innovation. The emphasis in education and training has beenon promoting STEM education, improving technical and vocational
training, and encouraging entrepreneurship. This approach
recognises the significance of providing young Kenyans with theskills and knowledge required to thrive in a rapidly changing global
economy.
By emphasising these areas, the policies recognise and reflect theaspirations of young people seeking relevant and practical education,
as well as opportunities for self-employment and innovation.
Furthermore, the strategies implemented in industry and innovationreflect young people’s aspirations. The creation of incubation centers,
innovation hubs, and funding mechanisms in Kenya has significantly
boosted the number of entrepreneurs and innovators in the
country. For instance, over the past decade, the number of startups
in Kenya has more than doubled, with approximately 600 active
startups currently operating in various sectors, including technology,
agriculture, and healthcare. Additionally, the availability of funding
and support from organizations such as the Kenya National Innovation
Agency (KeNIA) has played a pivotal role. KeNIA alone has supported
over 300 startups with funding and mentorship, contributing to the4

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

growth of entrepreneurship and innovation in Kenya. Moreover,innovation hubs like the iHub in Nairobi have incubated and mentored
thousands of young entrepreneurs, fostering a culture of innovationand problem-solving. These figures highlight the tangible impact ofthese initiatives in promoting entrepreneurship and innovation in
Kenya.
Collaboration and partnerships among industry, academia, and young
innovators do increase their potential and contribute to the overall
growth of the country’s industrial and innovative sectors. Collectively,
these efforts in education, training, industry, and innovation affirm
young people’s engagement and demonstrate a commitment
to realising their dreams within the context of STI policies and
Kenya’s Vision 2030. The STI Act of 2013 being the legal frameworkthat facilitates the promotion, coordination, and regulation of theprocess of ST&I has contributed to laying the groundwork for Kenya
to capitalize on STEM skills to help address the ticking time bomb ofhigh youth unemployment. Investment in R&D is up to 0.78% of thecountry’s GDP thereby paving the way for innovation developmentin Kenya.
STEM enrolment in Kenya’s institutes of higher learning has been
increasing in recent years. In 2018, there were 127,000 students
enrolled in STEM programs at Kenyan universities and colleges, up
from 97,000 in 2014. This represents an increase of 30% over four
years (UNESCO, 2021). The high enrolment could be attributed tothe increased funding that has been allocated to the Ministry of
Education. Again, in the 2022/23 financial year budget, the Ministryof Education got an enormous budget of KES 544.4 billion. Fromthe hefty budget, 121.9 billion which was 22.4% of the total budget
allocated to the ministry was dedicated to research and development
for the youth through programs such as Youth Employment andVocational Training, capitation of Technical Vocational Education
and Training (TVET) students, TVETs and Entrepreneurship etc.1
1 https://kenyanwallstreet.com/the-allocations-and-efficiency-in-spending-on-education-has-been-increased-to-improve-outcomes-asa-result-access-to-education-at-all-levels-has-improved-remarkably-as-evidenced-by-increased-enrolme/

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

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The integration of effective STI related policies, substantial R&D
investments, and the promotion of STEM education are key drivers ofyouth employment and employability in Kenya. This comprehensive
approach underscores the critical role of ST&I in addressing the issueof youth unemployment while simultaneously fostering economic
growth and sustainable development. Table 1 highlights key STIrelated policies and programs that support youth skill development
and employment. The STI system in Kenya includes several
components that are important in addressing issues concerning
youth and employment.
The business sector, encompassing multinational corporations andlocal enterprises, drives STI development in Kenya by fosteringresearch, innovation, and technology adoption, thereby contributing
to youth employability and job creation, particularly within the thriving
MSMEs, start-ups, and entrepreneurial ecosystem. Kenya’s education
and research systems are critical for providing young people with
the necessary skills. Universities, TVET institutions, national research
centres, private training centres, national Research and Education
Networks, and informal training and apprenticeship programmes,
are all part of this system. Universities and TVET institutions provide
academic and technical education, while research centres contributeto the creation and dissemination of knowledge. Private training
facilities and informal programmes offer additional opportunities
for skill development. Collaboration and synergy between theseeducational entities have been critical in ensuring that the skills
taught in the institutions are aligned with the demands of the job
market, thereby increasing the employability of young people.
The universities and TVET institutions equip young people withacademic and technical skills, making them better prepared for a wide
range of career opportunities. National research centres contributeto knowledge creation, fostering innovation and entrepreneurship,
which in turn leads to job creation. Private training centres andinformal programmes provide specialized training that enhances
6

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

specific skills, addressing specific job market needs. The synergy
between these entities ensures that the skills acquired are in linewith industry requirements, making young people more employable
and contributing to reduced youth unemployment.
Finally, Kenya’s STI sector is overseen by the Ministry of Education
through its agencies including the National Commission for Science,
Technology, and Innovation (NACOSTI), the National Research Fund(NRF), and the Kenya National Innovation Agency (KENIA). The
Ministry of Education sets policy, while NACOSTI and the NRF fundand provide oversights for research and innovation initiatives in the
country. KENIA is dedicated to fostering innovation and assisting
young entrepreneurs. Effective governance and coordination among
these entities are critical for creating an enabling environmentthat encourages young people to participate and improves theiremployability prospects in the STI sector.
4.2 STI Institutional Frameworks Supporting Youth Employment in
Kenya
Several institutions have been established in Kenya to improveyouth employability, entrepreneurship, and job creation. NACOSTI is
mandated to regulate and assure quality in the research and STI sector
and advise the Government in matters related thereto. The Agency
has been instrumental in offering scholarships extended to young
people, especially women for higher skills in STEM. For instance,
in 2021 NACOSTI awarded 2,031 scholarships to Kenyan youth andwomen. Of these, 1,415 (70%) were awarded to women and 616 (30%)
were awarded to men2. The Agency’s work is complemented by the
NRF which facilitates research for the advancement of STI throughresearch and innovation funding and KENIA which coordinates,
promotes, and regulates the National Innovation System promoting
entrepreneurship and innovation across all economic sectors. The
scholarships from these agencies not only provide financial support
for students pursuing higher education in ST&I related fields but
2 https://www.nacosti.go.ke

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya7also equip them with specialized skills highly sought after in the job
market, enabling access to quality education. These scholarships
often require recipients to actively engage in research projects andinnovative initiatives, fostering a culture of hands-on exploration andinnovation. This approach not only prepares students as job seekers
but empowers them to become job creators through their researchcontributions. Together, they have ensured that youth programsaligned with national priority sectors are funded in collaboration withline agencies. The National Youth Service (NYS) has also been at theforefront of skilling youth and providing employment opportunities
where they can apply the gained skills. Since its inception in 1964,
NYS has managed to train over a million youth and employed over
300,000 (GoK, 2019). However, since the new administration took
office in 2022, efforts have been made to increase the intake from10,000 to 20,000 youths annually3. This will have a compounding
effect that will result in an increased number of youths being
employed. Additionally, the Kenya Private Sector Alliance (KEPSA),
the umbrella body for private institutions in the country has actively
been engaging the government, development partners, and otherrelevant stakeholders on appropriate policy issues that favour
innovation and economic development. It has also developed
programs that have supported youth-led ventures by establishingbusiness hubs across the country to accelerate innovative ideas toscale. Table 2 highlights some key institutions that support youth skill
development and employment in Kenya.
4.3 Challenges and Opportunities for Youth Employment in Kenya
Kenya’s youth unemployment crisis is exacerbated by a widespreadlack of skills among this demographic group. Approximately 500,000
to 800,000 youths are estimated to enter the Kenyan job market
each year. A 2015 World Bank report on unemployment in Kenya
highlighted the need for the country to generate 900,000 new jobs
annually between 2015 and 2025 to accommodate the substantial
3 https://www.the-star.co.ke/news/realtime/2023-03-03-ruto-to-double-nys-recruits-from-next-year/

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Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

influx of youth job seekers. Unfortunately, according to the Kenya
Social Protection and Job Programmes Public Expenditure Review
in 2018, the nation had not kept pace with job creation relative tothe number of new entrants into the labour market. The review
disclosed that only 826,600 jobs were established yearly from 2013
to 2017, falling short of the goal of generating 6.5 million jobs duringthat period, as outlined in the Third Medium Term Plan of 2018.
Furthermore, over 80% of the newly created jobs were found in theinformal sector, indicating that despite relatively robust economic
growth, the creation of high-quality employment opportunities
lagged (Onsomu et al., 2022). Most of the young job seekers are
ill-equipped to meet the demands of the modern job market due
to a lack of access to quality education and training programmes.
The education system frequently fails to provide practical, jobrelated skills, leaving graduates with theoretical knowledge but
little practical experience. This misalignment between acquired
skills and those required by employers creates a significant barrier
to youth employment. Furthermore, the rapid pace of technologicaladvancement necessitates ongoing upskilling, which many young
people find difficult to achieve due to limited resources andopportunities. As a result, the youth’s lack of skills significantly limits
their employability, perpetuating Kenya’s cycle of unemployment
and economic stagnation.
Despite the numerous successes such as promotion of innovation,alignment with Vision 2030, improved access to finance for youths
and skills development that STI Act 2013 and related programmessuch as Uwezo Fund and Youth Development Fund have had since
their inception, they have also had their fair share of challenges.
For instance, the government has struggled to recoup loan losses,
which have resulted in high default rates. This could be attributed
to recipients of the loan, such as Uwezo Fund, believing it was freemoney that they were not required to repay. The application process
has also been perceived as onerous for applicants, limiting the interestof the demographic targeted for the loans. Inadequate support andUnlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

9training services have also been a problem for recipients, as the fundhas not provided young entrepreneurs with adequate assistance indeveloping the knowledge and skills required to run and expand theirbusinesses. Furthermore, long periods of unemployment among
the youth have been attributed to a mismatch between academic
programs and labour market needs (Munene, 2021).
Despite the presence of institutional frameworks supporting youth
employment in Kenya, they have been marred by some challenges
that have hindered their efficiency. For instance, many young
innovators are unaware of Kenya Industrial Property Institute (KIPI)
existence. An Agency whose mandate is to implement and oversee
intellectual property rights related to industrial property in the
country. Their mandate revolves around the protection, promotion,
and administration of industrial property rights, including patents,
trademarks, industrial designs, and utility models. KIPI has failed topronounce itself by creating awareness of what it does and being
in Nairobi alone limits reach by people living in other regions far
from the capital city. Although we now live in a digitally savvy world,
getting appropriate feedback from the Agency has remained to be achallenge, and this has made it difficult for young people to benefit
from their services.
The combination of limited job market capacity and a rapidly growing
youth population creates intense competition for scarce employment
positions. The informal sector, where a large proportion of the youth
work, frequently lacks job security, fair wages, and access to social
benefits. Furthermore, the formal job market favours experienced
candidates over entry-level candidates, denying many young people
the opportunity to gain valuable work experience. Systemic factors
such as nepotism and corruption in the hiring process also limit
youth opportunities. The lack of adequate mentorship programmes
and support networks also impedes career advancements among
the youth. This finding was consistent with sentiments from youth
voices in the Youth Employment Kenya report (Citi Foundation,
10 Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

2021). As a result, the lack of opportunities exacerbates Kenya’s
youth unemployment crisis, impeding both individual and national
economic development.
In Kenya, the alignment between labour market trends and thedemand for skills has emerged as a prominent challenge in crafting
effective policy and program development. The evolving dynamics ofthe job market, driven by technological advancements and shifting
economic landscapes, underscore the need for a responsive andforward-thinking approach. However, a gap persists in harnessing
data and insights to inform these crucial decisions. As a key informant
on this matter aptly noted, “Our policies often feel like they areplaying catch-up with the job market. We have a wealth of untapped
potential in our workforce, but without an accurate map of where
the labour market is headed, we risk leaving our youth ill-preparedfor emerging opportunities.” This challenge stems from a lack ofcomprehensive and real-time labour market intelligence. Without aclear understanding of which skills are in demand, where they areneeded, and how they are evolving, policy formulation and program
development can easily become misaligned with the present andfuture needs of the job market. However, in recognizing this challenge
lies a remarkable opportunity. Kenya can leverage technology anddata analytics to bridge this information gap, allowing policymakers tomake informed decisions that cater to the ever-changing job market
landscape. By forging partnerships between the public and private
sectors, research institutions, and civil society, Kenya can build arobust labour market intelligence system. This system would provide
timely data on skill demand, job trends, and emerging industries,
ultimately guiding policies and programs to equip the youth with theskills they need to thrive in a rapidly evolving job market.
4.4 Best Practices and Impacts of unlocking education and skills foryouth employment in Kenya
Kenya has made a strong start in recognizing competencies and skills byimplementing the Recognition of Prior Learning (RPL) Policy framework
Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

11

(2021) as a result of the implementation of the Kenya National
Qualifications Act No. 22 of 2014. The government’s commitment toproviding a platform for the recognition and certification of a large
segment of its population, primarily youth, who have acquired various
competencies through experience and have significantly contributed
to the country’s economy through the informal sector, colloquiallyknown as "Jua Kali". Due to a lack of appropriate qualifications, thisgroup of people has been disadvantaged in obtaining decent jobs,
migrating to other regions, and pursuing further education despite
possessing the necessary competencies. The RPL will help suchpeople obtain formal qualifications that match their knowledge andskills, allowing them to find work, improve their labour mobility, andpromote lifelong learning, social inclusion, and self-esteem. Kenya
has also attempted to reverse gender disparities by promoting
economic empowerment programs that promote gender equity.
For example, the Kenya Commercial Bank (KCB) has created a 5-year
program called Female-Led and Made Enterprises (FLME) that aims to
fan the flame of their vision and empower them to break the glassceiling. Among the services provided by KCB to women are tailoredfinancing, asset acquisition, trade facilitation, and business scaling. If
taken up by other private-sector stakeholders, such an intervention
has the potential to change the fortunes of women, thereby creating
additional employment opportunities for women and youth in the
country.
Kenya’s emphasis on TVET and STEM courses serves as a bestpractice that can be emulated across Africa. By promoting TVET
and STEM education, young people are equipped with relevant andpractical skills that are in high demand in today’s job market. Thisapproach not only enhances youth employability but also fosters
entrepreneurship and job creation, as individuals are empowered tostart their own businesses and contribute to economic growth. Also,
the Digital Masterplan (2022-2032) exemplifies best practices thatare highly relevant for young people. The Policy focuses onleveraging technology to drive economic growth and development. By
12 Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenyaprioritizing digital innovation and infrastructure, Kenya is creating an
enabling environment for youth engagement and entrepreneurship inthe digital sector. Emulating this approach can unlock the potential ofyoung people, as they are at the forefront of embracing digitaltechnologies and can contribute significantly to job creation andeconomic transformation.
The KENIA’s work in producing the Kenya Innovation Outlook can be
duplicated across African countries. The Innovation Outlook
Strategy (2022) demystifies the innovation system, by defining who thesystem is made up of and their roles. Secondly, it outlines thechallenges facing the system, thirdly and most importantly it gives a setof actionable recommendations. The strategy will be beneficial toyoung people in a variety of ways. First, it provides an integrated
framework for effective innovation governance. Surveillance tool for
detecting strategic investment and economic growth opportunities; A
framework for learning and feedback that identifies innovation
potential, gaps, and obstacles. A tool for profiling Kenya’s finest
innovation practices, particularly those in the informal sector,
which is sometimes disregarded by more broad global frameworks, aswell as a step toward boosting Kenya’s position in regional and global
STI dialogues and funding mobilization. KENIA’s initiatives include
encouraging innovation and assisting young entrepreneurs. It allows
young people to identify areas of potential growth and build
innovative solutions by giving a comprehensive view of theinnovation landscape, including new trends and possibilities. This
strategy promotes youth-led entrepreneurship, fosters an innovative
culture, and contributes to job creation and economic development.
Partnership-based initiatives have been very instrumental in bringing
together expertise, resources, and networks to create significant
impacts on rural youth. The partnership between TechnoServe,
and t h e Mastercard Foundation in Kenya led to the developmentof the Strengthening Rural Youth Development through Enterprise(STRYDE) programme. The programme recognizes the importance
Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

13

of agriculture in Kenya’s economy and its potential for sustainable
employment and income generation. STRYDE focuses on equipping
young individuals with crucial entrepreneurship and life skills,
harnessing their energy and innovation to drive economic growth.
TechnoServe and t h e Mastercard Foundation aim to makeagricultural employment more attractive and empower rural
youth to seize economic opportunities, fostering their active
participation and financial independence. These partnerships can tap
into the untapped potential and create a pathway for rural youth to
thrive.
Numerous opportunities emerge that Kenyan youth can seize toenhance their employment. For instance, the rapid growth of thedigital economy presents a significant opportunity for increasing
employment prospects among Kenyan youth, especially given thewidespread lack of required skills for traditional jobs. The digital
economy includes a wide range of industries, including information
technology, e-commerce, digital marketing, software development,
and remote work, all of which are often more accessible to young
people with little formal education or specialised training. The
proliferation of mobile technology and the high rate of internet
connectivity have significantly reduced the barriers to entry into
the digital space, allowing the youth to leverage their creativity,
resourcefulness, and innate digital fluency. Furthermore, the digital
economy provides a variety of flexible work arrangements, such as
freelancing and remote work, which can allow young people to gain
valuable experience, develop new skills, and establish a professional
network. To fully realise the potential of the digital economy,
investment in digital literacy programmes, vocational training, andyouth-focused entrepreneurship initiatives is critical. Kenya canempower its young population with accessible employment avenues
by capitalising on the growth of the digital economy, fostering
economic growth, and lowering youth unemployment rates.
The expansion of Kenya’s informal sector presents a potential
opportunity to increase employment opportunities for the youth.
14 Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

The informal sector includes a wide range of activities, such as
street vending, small-scale agriculture, and microenterprises, which
frequently have low entry barriers and few formal qualifications.
This flexibility enables young people who may lack the necessary
skills or experience for formal employment to engage in economic
activities and earn money. Through the elimination of intermediaries
and direct interaction with customers, the informal sector has
the potential to offer better wages to the youth. By eliminating
middlemen, young entrepreneurs can keep a larger portion of theirearnings. Furthermore, the informal sector has the advantage ofbeing more resilient during economic downturns, thereby providing
some degree of protection and job security for the youth.

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

15

16 Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya- An effective monitoringand evaluation mechanism
to track progress in skills
development and youth
employment should beestablished.
- More attention should beaccorded to emerging sectors
such as ICT, tourism, andmanufacturing that can offer
decent jobs to youth.

- Prioritized investment in educationand skills development, increasing
the number of tertiary education
institutions and technical training
centres across the country. For
instance, currently, there are 70
universities and 2301 TVETs.
- Promoted the establishment ofSpecial Economic Zones and thedevelopment of infrastructure suchas roads, railways, and ports whichhave attracted investment andcreated job opportunities for young
people.
- Created a conducive environment
for innovation and research, which
has led to the development of newtechnologies and the improvementof existing ones.
- Encouraged collaboration between
universities, research institutions,- Aims to create
employment
opportunities for young
people through various
strategies such as the
expansion of the informal
sector, the promotionof entrepreneurshipand innovation, and thecreation of employment
opportunities inemerging sectors suchas ICT, tourism, andmanufacturing.

Vision 2030

Science, Technol- - Enables the creation of
job opportunities forogy and Innovayoung people through thetion Act of 2013
promotion of innovationand the development of
new industries.

- More investment shouldbe put in infrastructurethat promotes access totechnology, particularly inrural areas, to ensure thatyouth have the tools theyneed to develop the skills
required in the job market.

Remarks

Roles in skills development Impact on skills development andyouth employment
and youth employment

STI Policies andProgrammes

Table 1: A summary of key STI Policies, their roles and impact on skills development and youth employment in Kenya

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

17

The Big Four
Agenda- Creates opportunities
for skills development,
particularly in technicaland vocational fields.
- Creates employment
opportunities for young
people in the four key
sectors, which can help toreduce unemployment andimprove livelihoods.

- Aids the developmentof skills needed in thejob market through thesupport of research anddevelopment activities.
- Enables improvementof the competitivenessof Kenyan businesses
by promoting the use oftechnology and innovation
which has helped create
new markets and increase
the demand for skilledworkers.
- Prioritized the developmentof skills and the creation of
job opportunities for young
people in the manufacturingsector, particularly through thedevelopment of the Special
Economic Zones (SEZs) and theestablishment of the Kenya
Industrial Transformation
Programme.

and the private sector, which has
led to the transfer of knowledge
and skills from academia to
industry.

- More investment shouldbe put towards quality
education, particularly intechnical and vocational
fields that align with theneeds of the job market.

- The enactment of the STI
Policy should be hastened.

18 Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya- Calls for the developmentof innovative and accessible
training programs that caterto the needs of different
groups of young people.
- Creates an enabling
environment that promotes
the growth of businesses
and industries that can
provide job opportunities
for youth by encouraging
entrepreneurship and selfemployment.

- Created job opportunities
for youth in the informal
sector.
-Facilitated the developmentof skills among young

Kenya Youth
Development
Policy of 2019

Micro and SmallEnterprise Act of2012- Established the Micro andSmall Enterprise Fund (MSEF)
to provide financial support tomicro and small enterprises,
particularly those owned
by young people. The MSEF

- Prioritized skills development in
the healthcare sector, particularly
through the expansion of training
opportunities for healthcare
workers.
- Created over 100,000 new jobs.
- Prioritizes the promotion ofentrepreneurship among young
people, particularly through theestablishment of the YEDF which
has disbursed over Ksh 1 billion.
- Over 69,000 job opportunities
created for young people throughinitiatives such as the National
Industrial Training Authority(NITA) apprenticeship and KYEOP.

- Improve access to markets
for micro and small
enterprises, including
through the establishmentof market linkages and thedevelopment of e-commerce
platforms.

- Create more job
opportunities and provide
training and mentorship foryoung people.
- More investment ininfrastructure such as
roads, electricity, andinternet connectivity need
to be revamped to create
an environment that is
conducive to businessgrowth and job creation.

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

19

Access toGovernment
Procurement
Opportunities(AGPO)

Uwezo Fundenabling them to start andgrow their own businesses. For
instance, YEDF has provided over
USD 100 million to over 500,000
youth-owned enterprises since its
inception in 2006.
- Over 500,000 young people havebenefitted from its training andmentorship programmes, while the
MSEF has disbursed over Ksh 20 billion
to support the establishment andgrowth of youth-owned businesses.
- Business development 		
service centres should
be well-equipped andstaffed with qualified
personnel to provide
effective support.

- Better monitoring and evaluation- Provides interest-free loans, - Approximately 1.7 million young
mechanisms to ensure thatpeople and women have benefitted
to women and youth.
the funds are being usedfrom the fund’s training andappropriately and effectively.
mentorship programmes, and over - Provide a more comprehensive
capacity building and mentorshipKsh 11.6 billion has been disbursed
to the beneficiaries to enhance
to support the establishment andtheir business skills and increase
growth of youth-owned businesses.
their chances of success.
- Support and train the target- Has made it mandatory for - Over Ksh 90 billion worth ofgroups to enhance their skills andgovernment contracts have been
30% of government tenders
capacity to participate effectively
awarded to youth and womenbe set aside for youth,in government procurement.
owned businesses since the policy’s
women, and persons with
- Swiftly address the issue of
inception.
disabilities.
delayed payments for SMEs
participating in government
tenders.

entrepreneurs by providing
training and advisory
services, which has enabled
them to improve thequality of their products
and services and compete
effectively in the market.

20 Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya- Funds research and innovation projects
that have the potential to address
challenges facing the country.

- Promotes innovation and entrepreneurship through developing
innovative ideas and technologies that have the potential to create
jobs and improve the country’s economy.
- Through the provision of grants, many youths have been
supported to start and grow their businesses.
- Provides accreditation to 22 institutions of higher learning offeringcourses in STI. This ensures youth are properly skilled in line withthe labour market.

Kenya Industrial - Encourages young people to invest in
research, development, and innovation - Provides SMEs with access to technical resources that can
Property
help them to protect their intellectual property and grow theirby providing services such as patent,
Institute (KIPI)
trademark, and copyright registration tobusinesses.

National
Commission
for Science,
Technology& Innovation(NACOSTI)

Table 2: Summary of key institutions, their roles and impact on youth employment in Kenya
Impacts on skills development and youth employment
STI Institutions STI Institutions Roles in skills development
and youth employment
Government: Ministries, Agencies and Departments (MDAs)
Ministry of- Contributed to the improvement in the quality of education in the- Create policies and programs that
Education
country.
facilitate the development of an- Promoted vocational and tertiary education and training by licencing
education system that produces
and chartering institutions that have applied. Currently, Kenyacompetent, skilled, and knowledgeable
graduates who can succeed in the global boasts of 70 universities and 2301 TVETs.
- Collaborated with other government agencies, private sector
job market.
organizations, and development partners to create job opportunities
for young people. This has been achieved through initiatives suchas the Youth Enterprise Development Fund and the National Youth
Service. For instance, NYS has trained over 1 million young people
and employed over 300,000 youth since its inception in 1964.

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

21- Numerous partnerships and collaborations withvarious stakeholders have opened doors to young
people to obtain access to various resources suchas financing, training, and mentorship, which canhelp them to start and grow successful businesses.
For instance, through Kenya Youth Employment &Entrepreneurship Accelerator Program 1 million jobs
and entrepreneurship opportunities for youth andwomen in the private sector between 2023-2027 willbe created.
- Conducts research in areas such as agriculture,
health, and education, among others, to develop
innovative solutions that can address social andeconomic challenges facing Africa.

- Provides training, mentorship, andnetworking opportunities to young
entrepreneurs to enhance their business
management skills and expand their
networks.
- Advocate for policies and reforms that
promote youth employment.
- Works closely with the government to
identify policy gaps that hinder private
sector growth and job creation.

- Provides training and mentorshipprograms for young people intechnology-related fields.
- Offers incubation and acceleration
programs to support young
entrepreneurs and innovators indeveloping and scaling their businesses.

Kenya Private
Sector Alliance(KEPSA)

ILab Africa

Private Sector

trademark, and copyright registration to
innovators, entrepreneurs, and creative
artists.
- Provides information, training, andsupport to entrepreneurs, especially
young people, on how to protect theirintellectual property and commercialize
their ideas.

22 Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya- Provides education on green technologies,
renewable energy, and climate-smart
agriculture to equip young people withthe skills needed to develop innovative
solutions to climate change challenges.
- Offers incubation and acceleration
programs to support young entrepreneurs
and innovators in developing and scaling
their businesses.

Kenya Climate
Innovation
Centre (KCIC)

United Nations
Educational,
Scientificand Cultural
Organization(UNESCO)- Contributes to the building of a cultureof peace, the eradication of poverty,
sustainable development and interculturaldialogue through education, the sciences,
culture, communication, and information.

Development Partners- Provision of training and mentorshipprograms in environmental conservationand sustainable development.
- Works closely with local communities
to identify and address social andeconomic challenges through sustainable
environmental practices

Green Belt
Movement- Through the Youth Mobile Initiative, some youth
have been trained and mentored on mobile
application development.
- Works with the Kenyan government and otherstakeholders to improve the quality and relevanceof TVET programs, and to ensure that young people
have access to the skills training they need tosucceed in the labour market.

- Works with government agencies, civil society
organizations, and the private sector to promoteclimate innovation and entrepreneurship.

- Works with government agencies, civil society
organizations, and the private sector to promote
environmental conservation and sustainable
development by providing various resources suchas financing, training, and mentorship.

Civil Society Organizations (CSO’s)/ Non-Governmental Organisation (NGOs)

5. Conclusion
Kenya has STI policies such as the STI Act 2013, Vision 2030, Big Four
Agenda etc (Table 1) and institutions that have promoted innovation
development to enhance employability, entrepreneurship, and job
creation. Whereas many best practices have emerged from the policies
and institutions in place, some challenges have also come up thathave negatively impacted youth employment and entrepreneurship
opportunities in the country. To address the challenges, some policy
recommendations have been suggested in the section below.

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

23

6. Policy Recommendations
To enhance skills development, youth employment, andentrepreneurship in Kenya, the following policy recommendations
are proffered.
Recommendation 1: Learning institutions should apply a holistic
approach in their pedagogy to enhance skills development among
youth: The Ministry of Education, in collaboration with learning
institutions’ leadership, should adopt a comprehensive approachto skills development. This entails broadening the curriculum
focus to include essential soft skills like entrepreneurship, effective
communication, problem-solving, relationship-building, andtime management in TVET and tertiary education programs. The
rebalancing of curricula to emphasize both technical and soft skills
will reduce barriers to employment. To achieve this, partnerships
with the private sector, NGOs, development partners, and individuals
should be fostered to provide training and mentorship in these vital
skills. This holistic strategy will better equip youth for the job market,
promoting job creation and improving their employability.
Recommendation 2: The Recognition of Prior Learning Policy
Framework across the country should be aggrandized topromote its awareness and uptake: There is currently insufficient
national awareness of the RPL Policy Framework, its processes,
and methodologies, particularly among those with limited formal
education. To maximize the intended impact, the government should
launch a serious campaign to promote RPL in all 47 counties in Kenya.
While doing so, it would be beneficial if the government could reduce
the high costs associated with obtaining RPL, particularly among
young people working in the Juakali sector. Civil societies can also pulltheir weight by organizing public events, workshops, and information
sessions targeting both individuals and employers to raise awarenessabout the value and benefits of RPL. Additionally, they can also
24 Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

collaborate with educational institutions and employers to develop
and implement RPL policies and practices that recognize and validate
prior learning. Addressing the high cost will immediately improve thefortunes of many young people who are currently unemployed or are
being paid far too little for their abilities due to a lack of recognizedcertification.
Recommendation 3: Conduct regular in-depth research on Kenyan
labour market trends and demand for skills to guide policy
formulation and program development: Research institutions,NGOs, and Think tanks can play a major role in contributing to thedevelopment of policies and programmes that can help mitigate
the high youth unemployment by providing the required evidence.
These institutions can evaluate the effectiveness of existing youth
employment initiatives, identify gaps, and recommend evidencebased strategies for creating more jobs, especially for the youth.
These studies can be supported by the development partners up to
the end of the value chain by providing resources for sub-granting
youth who are very innovative or have Proof of Concepts. Sharing
research findings with relevant stakeholders such as government,
private sector, and development partners will contribute to informed
decision-making such as giving development partners a clear path ofwhere to prioritize their investments, especially in sectors with highyouth employment potential, such as agriculture, renewable energy,
and information technology. The government through its MDAs candirect curriculum changes that can accommodate the findings ofregular research. The Ministry of Trade, Investments and Industry
can use the research findings to develop appropriate policies that
support the growth of emerging industries and sectors.
Recommendation 4: Need to invest in the modernization of TVET
infrastructure: Investing in the modernization of TVET infrastructurein Kenya is crucial for addressing the country’s obsolete infrastructureand supporting relevant skills training. Development partners andthe private sector can support the government in upgrading TVET
Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

25

facilities. This will support the goal of meeting the demand for skilled
labour, bridge the gap between theoretical and practical knowledge,
foster innovation, and entrepreneurship, and improve the sector’s
reputation. Modernized infrastructure will provide young people
with up-to-date technical skills, enhance their employability, andcontribute to economic growth by providing industries with a skilledworkforce. State-of-the-art facilities will offer hands-on training,
experiential learning, and access to cutting-edge technology,
preparing students for real-world work environments and encouraging
innovation and entrepreneurial initiatives. Priority should be given
to TVET infrastructure modernization as a pathway to empowering
youth, promoting national development, and securing a prosperous
future.

26 Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

References
Citi Foundation. (2021). Youth Voices in youth employment: A
Roadmap in promoting meaningful youth engagement in youth
employment programs.
Kenya National Qualifications Authority [KNQA]. (2020). Recognitionof Prior Learning (RPL) Policy Framework in Kenya. 1st Edition.
Ministry of Education.
Munene, I. (2021). Universities and Labor Market Mismatch in Kenya.
Africa Focus, (108). https://doi.org/10.36197/IHE.2021.108.08
Government of Kenya [GoK] (2021). Science, Technology, andInnovations Ecosystem in Kenya. The National Treasury andPlanning, State Department for Planning.
GoK. (2008). Kenya Vision 2030. The National Treasury and Planning,
State Department for Economic Planning.
Onsomu, E., Munga, B., Nyabaro, V., & Munene, B. (2022). Bringing
Rigour and Evidence to Economic Policy Making in Africa
Employment Creation Potential for Youth in the Kenyan Economy.
United Nations Educational, Scientific and Cultural Organization[UNESCO]. (2021). Unlocking the Potential of Girls in STEM in
Kenya: An Assessment Report on the Impact of the UNESCO/GoK STEM Mentorship Programme. UNON, Publishing Services
Section/Nairobi, ISO 14001:2004-Certified.

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

27

ATPS TechnoPolicy Briefs Series• Harnessing Science and Technological Innovation for Youth
Employment and Skill Acquisition in Ghana (ATPS TechnoPolicy
Brief No. 64)• Is Ethiopia’s Science, Technology, and Innovation Policy Landscape
Effectively Creating Jobs and Fostering Skills for the Youth? (ATPSTechnoPolicy Brief No. 63)• University-Led Ecosystems for Sustained Innovation and
Entrepreneurship Development in Kenya (ATPS TechnoPolicy Brief
No. 62)• Eco-innovation Policies for Sustainable Development in Africa(ATPS TechnoPolicy Brief No. 61)• Institutional Landscape for Eco-innovation Development in Africa(ATPS TechnoPolicy Brief No. 60)• Policy and Institutional Framework for Ecological Organic
Agriculture in Benin (ATPS TechnoPolicy Brief No. 59)• Institutional Framework for Ecological Organic Agriculture in Kenya(ATPS TechnoPolicy Brief No. 58)• Policy and Institutional Framework for Ecological Organic
Agriculture in Senegal (ATPS TechnoPolicy Brief No. 57)• Advancing Ecological Organic Agriculture in Nigeria (ATPSTechnoPolicy Brief No. 56)• Policy and Institutional Framework for Ecological Organic
Agriculture in Rwanda (ATPS TechnoPolicy Brief No. 55)• Bridging Climate Information Gaps to Strengthen Capacities for
Climate Informed Decision (ATPS TechnoPolicy Brief No. 54)• Embracing Open Contracting in Africa (ATPS TechnoPolicy Brief
No. 53)• The Digital Revolution, Open Science, and Innovation for OpenScience Development in Sub-Saharan Africa (ATPS TechnoPolicy
Brief No. 52)• Nouvelles approaches de fi nancement de la recherché et deL’innovation en Afrique (ATPS TechnoPolicy Brief No. 51)
28 Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya• New Approaches for Funding Research and Innovation in Africa(ATPS TechnoPolicy Brief No. 50)• Towards Effective Public-Private Partnerships in Research andInnovation: A Perspective for African Science Granting Councils(ATPS TechnoPolicy Brief No. 49)• Innovative Practices and Policies for Promoting Biodiversity
Informatics in Sub-Saharan Africa (ATPS TechnoPolicy Brief No. 48)• Improving the Relevance of University Training to Labour Market
Demands in Africa (ATPS TechnoPolicy Brief No. 47)• Developing Policies for Biodiversity Informatics in sub-SaharanAfrica (ATPS TechnoPolicy Brief No. 46)• ICTs role in Agricultural Development: Prospects of Land Potential
Knowledge System (LandPKS) (ATPS TechnoPolicy Brief No. 45)• Mainstreaming Gender in the National Science, Technology andInnovation (STI) Policy of Kenya (ATPS TechnoPolicy Brief No. 44)• Social Innovation: An Untapped Resource for Inclusive Green
Growth (ATPS TechnoPolicy Brief No. 43)• Policy Axes that Can Uphold Agricultural Innovations for Climate
Change Adaptation and Food Security in Central Africa: Case of
Cameroon, Equatorial Guinea and Central African Republic (ATPSTechnoPolicy Brief No. 42)• Frameworks for Intellectual Property Protection of Traditional
Knowledge in Tanzania (ATPS TechnoPolicy Brief No. 41)• Assessment of Possible Intellectual Property Protection Options of
Traditional Knowledge System in Ethiopia (ATPS TechnoPolicy Brief
No. 40)• Towards influencing National Legislation, Policies, Strategies andProgrammes for appropriate Protection and Benefit-Sharing ofTraditional Knowledge (TK) with and by Traditional Herbalists in
Uganda. (ATPS TechnoPolicy Brief No. 39)• Traditional Healers and their Provision of Mental Health Services
in Cosmopolitan Informal Settlements in Nairobi, Kenya. (ATPSTechnoPolicy Brief No. 38)

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

29

• Policy Implications for Intellectual Property Systems for Traditional
Healers in Lesotho. (ATPS TechnoPolicy Brief No. 37)• Incidence of Indigenous and Innovative Climate Change
Adaptation Practices for Smallholder Framers’ Livelihood Security
in Chikhwawa District, Southern Malawi. (ATPS TechnoPolicy Brief
No. 36)• Machobane Farming System and its Relevance to Climate Change
Policy in Lesotho. (ATPS TechnoPolicy Brief No. 35)

30 Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

Unlocking the potential of Education and Skills for Supporting Youth Employment in Kenya

31

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