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Barriers to Accreditation of Online Learning Programs in Kenyan TVET Institutions: A Study of Policy, Infrastructure, and Institutional Readiness.
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Abstract
Kenya has over 2,000 Technical and Vocational Education and Training (TVET) institutions, but only one is officially accredited to offer online learning programs. This situation limits equal access to flexible, modern skills training and slows down national development goals. This study explores the key barriers that prevent the accreditation of online learning in Kenyan TVET institutions. Using a mixed methods approach, data was collected through surveys and open-ended questions from 190 staff members working in different TVET institutions. The participants included trainers, administrators, and managers. The data was analyzed using basic statistics and a theme-based review of written responses. The study also includes views from key stakeholders such as TVET institution leaders, government officials (TVETA), and private sector partners. Their input helps explain the policy gaps, resource challenges, and leadership issues affecting online learning accreditation. The study compares Kenya’s policies with international frameworks like UNESCO’s ODeL guidelines and the Commonwealth of Learning standards. Findings show that many institutions face problems like poor internet, lack of digital tools, untrained staff, unclear policies, and no dedicated funding. This paper provides clear suggestions to help government agencies, accreditation bodies, and TVET institutions work together to improve online learning and increase the number of accredited programs in Kenya.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 6628
Subjects: Open Learning; Policy; E-learning; Accreditation; Barriers; Online Learning; Institutional; Readiness; Odel
Country
Kenya
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)