In recent years, Kenya’s higher education landscape has increasingly recognised the need to bridge the gap between theoretical knowledge and practical skills.

As universities and Technical and Vocational Education and Training (TVET) institutions seek to better prepare students for the job market, two models have emerged as critical in this endeavour: industrial attachment and dual training.

While both aim to enhance the employability of graduates by offering hands-on experience, they differ significantly in their structure, implementation, and outcomes. Understanding these differences is essential for the Kenyan public, especially as the country continues to refine its education system.

Industrial attachment is a familiar concept in Kenyan education, where students are placed in real-world work environments to gain practical experience in their field of study. This period, typically lasting three to six months, usually occurs during or after the completion of academic coursework. The main objective is to help students apply theoretical knowledge in a practical setting, thus bridging the gap between education and industry practices.

Dual training, on the other hand, presents a more integrated approach. This model combines classroom learning with practical training in a workplace setting, allowing students to alternate between periods of study and hands-on experience throughout their educational programme. This is typically seen in vocational education and apprenticeship programmes, where the practical and theoretical components are interwoven.

Dual training spans the entire duration of the educational programme, ensuring that students develop both academic knowledge and practical skills simultaneously. This model relies on strong collaboration between educational institutions, industry, and regulatory bodies, with all parties sharing responsibility for the student’s development. The benefits of dual training are clear: it offers a more holistic learning experience, reduces the gap between education and employment, and aligns training with market needs.

Countries with well-established dual training systems, particularly in Europe, often report lower youth unemployment rates.

Graduates from these programmes enter the job market already familiar with workplace demands, increasing their employment prospects. However, implementing dual training in Kenya comes with challenges like establishing and maintaining strong industry collaborations, and students struggle to balance academic and practical responsibilities.

Kenya has made significant strides in reforming its TVET sector, as outlined in the TVET Act 2013. These reforms aim to enhance the quality and relevance of training by introducing Competency-Based Education and Training (CBET), which focuses on practical skills and flexibility in training modalities. Given the rapid pace of technological advancement and the capacity limitations of educational institutions, industry participation in curriculum development, assessment, and training has become increasingly crucial.

The Kenyan government is committed to providing quality and relevant TVET, guided by various policies. These include the Sustainable Development Goals (SDGs), Agenda 2063, the Continental Education Strategy for Africa, and Kenya’s Vision 2030.

These policies emphasize the importance of equipping students with the skills needed for employment, economic growth, and sustainable development. Additionally, the Sessional Paper No. 1 of 2019 and the CBET Policy of 2018 underscore the need for competency-based training and increased industry involvement in education.

Both industrial attachment and dual training play essential roles in equipping students with the practical experience needed to thrive in their chosen fields. Whereas industrial attachment serves as a gateway to professional experience, dual training serves to integrate theory and practice throughout the educational journey.

— The writer is a Professor of physical chemistry at the University of Eldoret