Unemployment: Kenyan MP Urges Universities and TVET Institutions to Integrate IT into All Programmes

A Kenyan lawmaker has urged education authorities and university administrators to undertake a comprehensive review of academic programmes offered at institutions of higher learning and technical training centres.

The appeal comes as concerns mount over the mismatch between graduate skills and evolving employment opportunities shaped by rapid technological advancement and artificial intelligence. According to reports by Kenyans.co.ke and other local media outlets on April 19, Nyeri Town Member of Parliament Duncan Maina raised the issue during a public address on April 18.

The MP warned that many programmes, particularly in universities located in the Mount Kenya region, risk producing graduates who are inadequately equipped for the demands of the modern labour market. Maina specifically called on institutions to move away from offering standalone academic courses and instead embed information technology components across disciplines. He argued that this integration would better prepare students for opportunities emerging in a digitising economy.

The legislator drew comparisons between universities in different parts of the country to highlight perceived disparities in curriculum design. He contrasted programmes at Dedan Kimathi University of Technology, Karatina University and Kirinyaga University with those at Maseno University and Tom Mboya University in the Nyanza region.

While the former institutions largely provide traditional standalone degrees, the latter have incorporated IT elements into fields such as education, engineering and medicine. “Maseno offers Bachelor of Education with IT, Engineering with IT,” Maina stated, adding that graduates from such integrated programmes appear more competitive in the job market.

The MP expressed worry that political considerations in some regions have overshadowed necessary discussions on educational reform and youth employability. “This pursuit of politics has been neglecting one aspect in terms of the positioning of our young people in the labour market,” he remarked.

His comments reflect broader anxieties about the readiness of Kenya’s higher education system to adapt to global trends in technology and automation. Data from the Ministry of Education indicates that approximately 50,000 students graduate from universities annually, yet less than 40 percent secure formal employment shortly after completion of their studies. This leaves a significant majority of young graduates navigating prolonged periods of joblessness or underemployment.

Employers frequently cite deficiencies in practical experience, digital literacy and adaptable soft skills as key gaps in the workforce. The timing of Maina’s intervention coincides with the ongoing application window for placement of the 2025 Kenya Certificate of Secondary Education candidates into universities and colleges.

The Kenya Universities and Colleges Central Placement Service (KUCCPS) opened its portal on April 7 and will accept applications until May 6, 2026. Officials have encouraged prospective students to prioritise courses with strong market relevance during this period.

Technical and Vocational Education and Training (TVET) institutions have also come under scrutiny in the debate. Advocates for reform argue that these centres, intended to provide practical skills, similarly require updating to incorporate digital tools and emerging technologies. Failure to do so could limit their contribution to addressing youth unemployment and supporting national development goals.

Education stakeholders have long highlighted the need for curriculum alignment with industry requirements. In sectors ranging from agriculture and healthcare to manufacturing and services, proficiency in data analysis, coding, cybersecurity and artificial intelligence is increasingly viewed as essential rather than optional. Standalone degrees in traditional fields may no longer suffice without complementary technological competencies.

Maina’s remarks have sparked discussions on regional equity in higher education quality. Institutions in the Mount Kenya area, which host several public universities, are seen by some observers as lagging in curriculum innovation compared to counterparts elsewhere. However, university administrators have not yet issued detailed responses to the specific claims.

The Commission for University Education and the Ministry of Education are responsible for oversight of academic programmes and quality assurance. Past attempts at curriculum reform have included efforts to introduce competency-based approaches, yet implementation challenges persist, including resource constraints and resistance to change within established academic structures. Youth unemployment remains a pressing socioeconomic issue in Kenya. With hundreds of thousands of young people entering the labour market each year, the formal sector’s capacity to absorb them is limited.

Programmes such as Ajira Digital and public service internships aim to bridge some gaps, but structural reforms in education are widely regarded as necessary for long-term solutions. Proponents of IT integration argue that embedding technology across disciplines would not only enhance employability but also foster innovation and entrepreneurship among graduates.

For instance, a teacher trained with digital tools could better prepare students for a technology-driven classroom, while engineers equipped with IT skills might contribute more effectively to infrastructure projects. Critics of the current system point to the proliferation of degree programmes that emphasise theoretical knowledge over hands-on application.

This approach, they contend, contributes to the skills mismatch that leaves many graduates competing for a shrinking pool of traditional white-collar positions. As the KUCCPS placement process continues, students and parents are being advised to consider future job prospects when selecting courses. Fields with growing demand, including information and communication technology, renewable energy, healthcare technology and agribusiness, are expected to offer better opportunities.

Maina’s call adds to a growing chorus of voices from parliament, industry and civil society pushing for modernisation of Kenya’s education sector. Similar sentiments have been expressed in recent years regarding the need to strengthen linkages between universities, TVET institutions and the private sector through internships, apprenticeships and joint research initiatives. The debate also touches on funding and infrastructure.

Integrating IT across programmes would require investment in computer laboratories, reliable internet connectivity, faculty training and updated learning materials – areas where many public institutions face shortages. Nevertheless, the legislator maintained that the long-term benefits of such reforms would outweigh the costs by producing a workforce better positioned to drive economic growth and reduce dependency on informal employment.