ACTIF Report of Textile and Clothing Training Institutions in ESA Region - DR E. Nguku - Nov 2012

ANALYSIS OF TEXTILE & CLOTHING TRAINING INSTITUTIONS IN
THE EASTSOUTHERN AFRICA

DatePrepared:November2012
Preparedby:
Dr.EverlyneNguku
Consultant
CommercialInsectsProgramme
icipeAfricanInsectScienceforFoodandHealth
Email:enguku@icipe.org/nguku@yahoo.com
WithSupportfrom:

TABLE OF CONTENTS
LIST OF TABLES ................................................................................................... 4
LIST OF FIGURES ................................................................................................. 5
LIST OF ACRONYMS AND ABBREVIATIONS ................................................. 6
EXECUTIVE SUMMARY ...................................................................................... 7
CHAPTER ONE ..................................................................................................... 9
1.0 INTRODUCTION ............................................................................................ 9
1.1 AN OVERVIEW OF THE COTTON AND TEXTILE INDUSTRY ..................... 9
1.1.2 Textiles and Clothing Industry ................................................................................................ 9
1.1.3 Training in Textiles and Clothing ......................................................................................... 10
1.2 OBJECTIVES .......................................................................................................... 10
1.2.1 General Objective ................................................................................................................... 10
1.2.2 Specific Objectives .................................................................................................................. 10
1.3 APPROACH AND METHODOLOGY ADOPTED ............................................... 11
CHAPTER TWO .................................................................................................... 14
2.0 KENYAN TRAINING INSTITUTIONS ....................................................... 14
2.1 Universities and University Colleges offering T&C related Courses ....................... 14
2.2 Middle-Level Colleges ............................................................................................. 16
2.3 Technical, Industrial, Vocational and Entrepreneurship Training (TIVET)
Institutions .................................................................................................................... 16
2.4 Student enrolment distribution in universities and other training institutions in
Kenyan offering courses related to the cotton value chain ........................................... 20
CHAPTER THREE ............................................................................................... 21
3.0 TRAINING INSTITUTIONS ACROSS THE ESA REGION....................... 21
3.1 Overview ................................................................................................................... 21
3.2 Regional universities and other training institutions offering courses related to the
cotton value chain .......................................................................................................... 21
3.3 Student enrolment distribution in regional universities and other training
institutions offering courses related to the cotton value chain ..................................... 25
CHAPTER FOUR .................................................................................................. 26
4.0 CURRICULA ANALYSIS................................................................................. 26
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4.1 Curricula Analysis Overview .................................................................................... 26
4.2 Analysis of the Curricula Offered in the ESA Institutions ....................................... 26
4.2.1 Textile Science & Technology .............................................................................................. 27
4.2.2 Fashion/ Textile Design and Management ........................................................................ 27
4.2.3 Textile Engineering................................................................................................................. 28
4.2.4 Ginning Technology ............................................................................................................... 29
CHAPTER FIVE .................................................................................................... 30
5.0 CURRICULUM DEVELOPMENT AND REVIEW ...................................... 30
5.1 Overview ................................................................................................................... 30
5.2 Curriculum Development and Review in the Institutions ....................................... 30
5.2.1 Curriculum Development in Kenyan Universities ............................................................ 31
5.2.2 Curriculum Development in Universities within ESA Region ........................................ 33
5.2.3 Curriculum Development in Technical Institutions in Kenya ........................................ 33
5.3 Curriculum Development and Review Procedure ................................................... 34
5.3.1 Design Component: ............................................................................................................... 35
5.3.2 Development Component: .................................................................................................... 36
5.3.3 Implementation Component ................................................................................................ 36
5.3.4 Monitoring Component: ........................................................................................................ 36
5.3.5 Evaluation Component: ......................................................................................................... 37
5.3.6 Review Component: ............................................................................................................... 37
CHAPTER SIX ....................................................................................................... 38
6.0 LINKAGES BETWEEN TRAINING INSTITUTIONS AND INDUSTRY
IN KENYA ............................................................................................................. 38
6.1 Overview ................................................................................................................... 38
6.1.1 Linkages and Partnerships Support Systems in Institutions ............................................ 38
6.1.2 Departments Organization Structure: Curriculum Development and Industrial
Internship Programmes ................................................................................................................... 39
6.2 Industry Involvement in Curriculum Development Process ................................... 41
6.2.1 Level and Quality of Industry Involvement in Curriculum Development .................... 41
6.3 Industry Involvement in Students Industrial Attachment Programmes ................ 44
6.3.1 Objectives of Industrial Internship Programme ................................................................ 44
6.3.2 Level of Industry Involvement in Industrial Attachment ................................................ 46
6.4 Perceptions of the Industry on Quality of Training ................................................ 47
6.5 Perceptions of Graduates on Quality of Training .................................................... 50
6.5.1 Tracking graduates to validate quality of education .......................................................... 50
6.5.2 Graduate Tracking System (GTS) ........................................................................................ 50
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CHAPTER SEVEN ................................................................................................ 51
7.0 COURSE ANALYSIS, GAPS IDENTIFICATION AND BENCHMARKING
................................................................................................................................. 51
7.1 Overview ................................................................................................................... 51
7.2 Benchmarking Process ............................................................................................ 51
7.2.1 Selection of best practice institutions .................................................................................. 51
7.2.2 Overview of the best practice institutions .......................................................................... 53
7.2.2.1 University of Manchester ................................................................................................................ 53
7.2.2.2 The University of Leeds .................................................................................................................. 53
7.2.2.3 London College of Fashion ............................................................................................................ 53
7.2.2.4 Donghua University ......................................................................................................................... 53
7.2.2.5 Jiangnan University, School of Textiles and Clothing ............................................................... 54
7.2.2.6 D.K.T.E. Society's Textile & Engineering Institute ................................................................... 54
7.2.2.7 TEKO - Design and Business School .......................................................................................... 54
7.3 Gap Analysis Overview ............................................................................................ 55
7.3.1 Gaps Analysis Based on the Courses Offered ....................................................... 55
CHAPTER EIGHT ................................................................................................ 65
8.0 CONCLUSION ................................................................................................ 65
9.0 REFERENCES ................................................................................................. 67
ANNEX 1 Database of Kenyan Universities and University Colleges offering CTA
related courses ........................................................................................................ 69
ANNEX 2 Database of Kenyan PMLCs and TIVET offering CTA related courses
................................................................................................................................. 71
ANNEX 3 Database of ESA region institutions offering CTA related courses..... 76
ANNEX 4 Sample Curriculum Development Processes in Selected Kenyan
Institutions .............................................................................................................. 82
ANNEX 5 Sample Curriculum Development Processes in Selected ESA
Institutions .............................................................................................................. 85
ANNEX 6 CATALOGUE OF INDUSTRIES ASSOCIATED WITH THE
TRAINING INSTITUTIONS ............................................................................... 87
ANNEX 7 ACTIVITY LOGFRAME: TRAINING INSTITUTIONS AND
INDUSTRIES ........................................................................................................ 92

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LIST OF TABLES

TABLE 1: TRAINING INSTITUTIONS THAT RESPONDED TO THE QUESTIONNAIRE ........... 12
TABLE 2: KENYAN UNIVERSITIES AND UNIVERSITY COLLEGES WITH T&A RELATED
COURSES ............................................................................................................................... 15
TABLE 3: KENYAN TIVET INSTITUTIONS AND PMLCS OFFERING CTA RELATED
COURSES ............................................................................................................................... 18
TABLE 4. ESA REGION INSTITUTIONS OFFERING CTA RELATED COURSES ....................... 22
TABLE 5. LEVEL OF INDUSTRY INVOLVEMENT IN CURRICULUM DEVELOPMENT ............ 42
TABLE 6: OBJECTIVES OF INDUSTRIAL ATTACHMENT PROGRAMME .................................. 45
TABLE 7 PERCEPTIONS OF THE INDUSTRY ON TRAINING IN KENYA ................................. 48
TABLE 8. COURSE EMPHASIS LEVELS ....................................................................................... 49
TABLE 9: SELECTION OF BEST PRACTICE INSTITUTIONS BASED ON WEBOMETRICS
RANKING SYSTEMS ............................................................................................................. 52
TABLE 10: ANALYSIS OF THE COURSES OFFERED, GAP ANALYSIS AND BENCHMARKING . 57
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LIST OF FIGURES
FIG 1: STUDENT ENROLLMENT DISTRIBUTION SAMPLE IN TRAINING INSTITUTIONS IN
KENYA ................................................................................................................................. 20
FIG 2: STUDENT ENROLLMENT IN TRAINING INSTITUTIONS IN THE REGION .................... 25
FIG 3. VARIABLES IN CURRICULUM DEVELOPMENT AND REVIEW ....................................... 31
FIG 4. KENYAN UNIVERSITIES CURRICULUM DEVELOPMENT FLOW CHART ....................... 33
FIG 5. CURRICULUM DEVELOPMENT PROCESS MODEL ........................................................ 35
FIG 6. DEPARTMENT ORGANIZATION STRUCTURE AND PLACEMENT OF THE INDUSTRIAL
LIAISON OFFICE ................................................................................................................. 41
FIG 7. GENERAL INDUSTRY INVOLVEMENT IN CURRICULUM DEVELOPMENT PROCESS IN
KENYA ................................................................................................................................. 43
TABLE 6: OBJECTIVES OF INDUSTRIAL ATTACHMENT PROGRAMME .................................. 45
TABLE 7 PERCEPTIONS OF THE INDUSTRY ON TRAINING IN KENYA ................................. 48
FIG 8. GENERAL PERCEPTIONS OF THE INDUSTRY ON T&A TRAINING ............................ 48

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LIST OF ACRONYMS AND ABBREVIATIONS
AGOA African Growth and Opportunity Act
BIFA Buruburu Institute of Fine Art
CHE Commission for Higher Education
COMESA Common Markets for Eastern and Southern Africa
CTA Cotton, Textile and Apparel
DHU Donghua University
DIT Directorate of Industrial Training
EPZ Export Processing Zone
ESA East-Southern Africa
GTS Graduate Tracking System
JAB Joint Admissions Board
KIE Kenya Institute of Education
KIST Kigali Institute of Science and Technology
KNEC Kenya National Examination Council
MLC Middle Level Colleges
NCHE National Council for Higher Education
NITA National Industrial Training Authority
NGOs Non Governmental Organisations
PMLCs Private Middle Level Colleges
T&C Textile and Clothing
TIVET Technical, Industrial, Vocational and Entrepreneurship Training
TVET Technical and Vocational Education and Training
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EXECUTIVE SUMMARY
The textiles industry has continued to expand, creating new inventions and end-uses, as
well as providing economic opportunities and new technological applications which
include both design and fabric construction. Apparel design concerns with fashion. The
world of fashion is fascinating as it is exciting. It has a personal meaning and describes a
life style. Fashion is what we are, how we think, and what image we want to project. This
is achieved through the wearing of apparel. The combined producers of fabrics and
fashion of apparel represent the largest commercial employers in the world. Textiles and
apparel design, therefore, draws its information from related disciplines that include the
sciences, arts, mathematics and humanities.

This study therefore entailed conducting a review of the existing training institutions in
the ESA region with Cotton, Textile and Apparel (CTA) courses and makes broad
recommendations for curriculum improvement. Twenty-two (22) (universities, colleges
and vocational training centers) from 9 countries responded to a questionnaire that sort
to establish the CTA related courses offered, the curriculum review development and
review processes engaged, level of industry linkages among other.

The curricula offered by the universities and training institutions in East-Southern Africa
was defined, analyzed and grouped broadly into four main representative categories
(specialties):
Textile Science and Technology (textile and clothing technology; and textile
science
Fashion/ Textile Design and Management (This encompasses courses in fashion
design, fashion marketing, garment making, fashion technology, clothing
management, textile design among others.
Textile Engineering (The courses that involve the use of various engineering
principles and scientific methodologies for processing and production of textile
fabric and yarns from textile fibres).
Ginning Engineering
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The curriculum development and review processes employed by the institutions were
analysed and a homogenous trend identified. The curriculum review was undertaken by
respective institutions with input from selected industry partners and stakeholders.
Further the development process incorporated six major components, which included
designing, developing, implementing, monitoring, evaluating and reviewing of curricula.

For the purposes of benchmarking the courses offered by institutions in the ESA region,
University of Manchester, University of Leeds, London College of Fashion, Donghua
University, School of Textiles and Clothing, Jiangnan University, D.K.T.E. Society's
Textile & Engineering Institute and the TEKO Design and Business School were
selected based on 2012 webometric ranking. The following gaps key issues among others
were noted; the institutions do not provide sufficient training specific to the textile
machines, there are no specialized clothing/textile industrial engineering programmes,
nor any undergraduate or post graduate degrees in clothing and textile management
focusing on operational performance and production organization and insufficient cross-
functional knowledge leading to inefficient soft skills to manage shop floor people.

In conclusion, interventions are, therefore, recommended in order to cement the
importance of innovation-driven textile programmes, research and development as
essential elements for the CTA industry.
Review and develop curriculum that addresses the emerging needs of the industry;
Introduce adequate, relevant contents and curriculum delivery modes to cater for
new and emerging job performance trends;
Need for harmonization and rationalization of TIVET curricula.
Improve links between educational institutions and the industry.
Need for comprehensive data to adequately understand the labour market
dynamics affecting the entire CTA industry and identify human resource related
needs.
Develop sound strategies for promotion of University-Industry Linkages and
Partnerships

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CHAPTER ONE
1.0 INTRODUCTION
1.1 AN OVERVIEW OF THE COTTON AND TEXTILE INDUSTRY
Many of today's developed countries can be said to have built their industrial strength by
developing the textile, and particularly cotton textile industry. After pioneering, England
extensively developing the industry on the European continent in the early eighteenth
century, the newly developing U.S.A. imported it by 1790. Come the nineteenth century
and the cotton textile industry had firmly moved to countries such as the USSR, Japan
and China. Evidently, the cotton textile industry helped industrialization in Europe,
moved to America then to Asia. Perhaps it should now move on to Africa.

The demand for cotton cloth is widespread even in poor economies given that, the need
for clothing is as prime a necessity as other basic needs such as food and shelter. The
production of cotton goods within national boundaries becomes advantageous in many
respects including the issue of saving foreign currency on imports. The various processes
involved in the machine production of cotton cloth are comparatively simple, and even
workers without previous industrial experience can acquire the necessary skills fairly
rapidly.

1.1.2 Textiles and Clothing Industry
The textile and clothing (T&C) sub-sectors have played, and continue to play, a major
role in the economy the developing countries and especially ESA. In addition to
providing one of the most important consumer goods for the population, these sub-
sectors create significant employment opportunities.

Textiles and clothing have, over time, provided an opportunity for some African
countries to diversify their exports while clothing production is labour intensive, easily
offering opportunity for employment in producing countries. The T&C sub-sectors
consist of three components: production and ginning of cotton, transformation of lint
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into yarn and fabric, and the conversion of fabric and yarn into garments. In this study,
attention will be focused on two of these components, transformation of lint into yarn
and fabric, and the conversion of fabric and yarn into garments, which with some other
sub-sectors form the hub of technologically dynamic exports from the ESA's
manufacturing sector.

1.1.3 Training in Textiles and Clothing
Elmer (2010) conducted a study and noted that the skill gap in the area of textile
engineering and technology; technical, fashion and design skills as well as middle-
management skills were particularly high in the T&C sector. This study will establish if
ESA has similar trends in the T&C sector. Presently middle management, supervisory as
well as technical and engineering jobs are widely held by expatriates especially in Kenya.
Today's textile and clothing industry offers exciting and rewarding career opportunities
with ever-increasing demands for skilled professionals. Although the ESA fashion and
textile industry has been facing a number of challenges due to globalisation (such as
cheaper imports from the East), there is still a bright future for properly qualified
graduates who wish to have a career in the clothing and textile industry. The clothing and
fashion industry itself continues to be an extremely dynamic and important sector of the
economy, providing enormous scope for well-qualified graduates to make their mark.

1.2 OBJECTIVES
1.2.1 General Objective
The goal of the review was to establish baseline information and data by conducting an
assessment of the existing regional training institutions in order to develop
recommendations for improvement and a network framework for cooperation and
linkages with the overall objective of enhancing the regional value chain and improving
the competitiveness of human resource and technology level for Cotton Textile Apparel
(CTA) sector institutions.
1.2.2 Specific Objectives
The study was guided by the following specific objectives:
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Conduct research and analysis of the Kenyan universities and other training institutions
offering CTA related courses;
Develop a database of universities and other training institutions offering courses related
to the cotton value chain across the region;
Analyze the curriculums offered in each institutions and group them according the level
of specialty;
Analyze the process of curriculum development and review in each institution;
Conduct analysis of the courses offered benchmarking with leading international
institutions at each level of the value chain;
Analyze key CTA sector industries to understand their relationships with the existing
training institutions and their human resource requirements;
Conduct a gaps analysis based on the courses offered in the regional institutions with
international institutions, with particular focus on:
o Relationship between training institutions and industry
Develop broad recommendations on how to improve the existing regional training
institutions and a possible network / linkage framework of regional institutions,
international institutions and industry.

1.3 APPROACH AND METHODOLOGY ADOPTED
The study relied on both primary and secondary data. Primary data was collected through
questionnaire administration, questionnaire schedules, telephone and in-person
interviews, which were administered. The study had purposively selected 15 countries
and proposed 25 institutions that would be involved in the activity. Twenty-two (22)
training institutions (universities, colleges and vocational training centers) from 9
countries responded to the questionnaire (Table 1). The questionnaire included both
closed and open-ended types of items. Structured questions were used in order to elicit
information in an unconstrained manner and in several instances, complemented with
informal interviews with key contact people to improve understanding of the issues.
Every question was relevant to one or more aspects of the study. Secondary data used
for additional information was obtained from published and unpublished literature
sourced from books, journals, papers and the internet. The literature used is not that on
Kenya alone but other countries in the region and overseas, for comparative reasons.
The actual sample sizes are reported in the relevant sections in the report.

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Table 1: Training Institutions that Responded to the Questionnaire
Country Institution
Kenya Moi University
School of Engineering
Kenyatta University
Department of Fashion Design and Marketing
Egerton University
Department of Applied Community Development Studies
Kenya Polytechnic University College
Fashion and Textile Department
South Eastern University College
Department of Industrial, Manufacturing and Energy Engineering
Machakos University College
Department of Clothing Technology
Mcensal School of Fashion
BuruBuru Institute of Fine Arts
Vera Beauty and Fashion College
Fashion Design Department.
Technology Development Centre
Nkabune Technical Training Institute
Rift Valley Institute of Science and Technology

Ethiopia Bahir Dar University
Institute of Technology for Textile, Garment and Fashion Design

Mauritius University of Mauritius
Department Of Textile Technology,

Rwanda Kigali Institute of Science and Technology
Department of Creative Design

South Africa Cape Peninsula University of Technology
Department of Clothing and Textile Technology

Swaziland University of Swaziland
Consumer Science Department

Tanzania University of Dar es Salaam
Department of Mechanical and Industrial Engineering
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Uganda Busitema University
Department of Textile & Ginning Engineering
Kyambogo University

Zimbabwe National University of Science And Technology
Faculty of Industrial Technology
Department of Textile Technology
Bulawayo Polytechnic
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CHAPTER TWO
2.0 KENYAN TRAINING INSTITUTIONS

2.1 Universities and University Colleges offering T&C related Courses
The Kenyan Universities have expanded in the recent past and their number now
exceeds thirty. There are seven public universities that include University of Nairobi,
Kenyatta University, Jomo Kenyatta University of Agricultural Technology, Maseno
University, Egerton University, Moi University and Masinde Muliro University. Five of
these universities, Kenyatta, Moi, Nairobi, Egerton and Maseno, were identified to offer
T&C related courses. However the design programme at Nairobi University only has a
few elements of textile design. The seven public universities have a total of thirteen
constituent colleges of which three, Kenya Polytechnic University College and South
Eastern University College, constituent colleges of Nairobi University; and Machakos
University College, constituent college of Kenyatta University, offer T&C related courses
(Table 2). Out of the above-identified institutions that have T&C courses, 3 universities
and 3 University Colleges responded to the questionnaire that was administered.

Admission to Kenyan Universities is done by the Joint Admissions Board (JAB), which
meets regularly each year. JAB is made up of admission officials and vice chancellors of
all the public universities. Due to limited chances available through the government-
sponsored programs, the higher education sector was liberalized in 1998 when the
University of Nairobi admitted its first set of self sponsored students. Some students also
prefer to enroll in the parallel programs if they have not been admitted to their preferred
course of study.

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Table 2: Kenyan Universities and University Colleges with T&A related courses
S.NO. INSTITUTION PROGRAMMES
1 Moi University

Bachelor of Engineering in Industrial and
Textile Engineering
Master of Science in Textile Engineering
PhD in
2 Egerton University
Department of Applied Community
Development Studies
Bachelor of Science in Clothing, Textiles and
Interior Design

3 Nairobi University
School of Design
B.A. (Design)
Master of Arts In Design
Doctor of Philosophy in Design
4. Kenyatta University
Department of Fashion, Design &
Marketing

Bachelor of Science in Fashion Design and
Marketing
Master of Science in Fashion Design and
Marketing
PhD in Fashion Design and Marketing
5. Maseno University
Department of Design
Diploma in Textile Design
Bachelor of Arts in Textile, Apparel Design
& Fashion Merchandising
Master of Arts in Textile with a Specialization
in Textiles & Apparel Design
PhD in Clothing and Textiles
6 Kenya Polytechnic University College
Department of Fashion and Textile
[Constituent College of Nairobi
University]
Certificate in Fashion Design and Garment
Making
Diploma of Technology in Fashion Design
Diploma in Clothing Technology
Diploma in Fashion design and Garment
Making
7 South Eastern University College
(SEUCO)
Department of Industrial, Manufacturing
and Energy Engineering
[Constituent College of Nairobi
University]
Certificate in Clothing Technology
8 Machakos University College
[Constituent College of Kenyatta
University]
(Former Machakos Technical Training
Institute)

Craft Certificate in Garment Making (Clothing
Technology)
Artisan Certificate Course

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2.2 Middle-Level Colleges
Middle-level colleges (MLCs) are two or three-year post secondary school institutions
also termed colleges. They cater to a variety of post-secondary career courses leading to
certificates, diplomas and higher national diplomas after successful completion of
relevant courses. The Private Middle Level Colleges (PMLCs) play a significant role in
providing tertiary education in Kenya. They compliment the government owned middle
level colleges in providing career focused education and training programmes to the post
secondary clientele. PMLCs bridge the gap between supply and demand of tertiary
education in Kenya, which is created by the inability of the public institutions to meet the
demand. The demand of tertiary education has led to the establishment of numerous
PMLCs especially in Nairobi.

Five PMLCs were identified that offer T&C related courses. The PMLCs include Evelyn
College of Design, Vera Beauty and Fashion College, Buruburu Institute of Fine Art
(BIFA), Mcensal School of Fashion Design and Nairobi Art Academy (Table 3). The
courses offered in these institutions mainly revolve around Fashion Design and Garment
Making and Clothing. Of the five identified, three responded to the questionnaire
administered.

2.3 Technical, Industrial, Vocational and Entrepreneurship Training (TIVET)
Institutions
Technical, Industrial, Vocational and Entrepreneurship Training (TIVET) is the Kenyan
version of the internationally known TVET (Technical and Vocational Education and
Training). It is an all-inclusive term referring to pragmatically important components of a
national training system that entails those aspects of educational process involving, in
addition to general education, the study of technologies and related sciences, and the
acquisition of knowledge, practical skills, and attitudes relating to occupations in various
sectors of economic and social life (UNESCO, 2001).

The TIVET training programmes are expected to provide opportunities for individuals
to learn the practical, social and personal skills that will enable them to function at
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workplaces and promote self-reliance. The programmes also provide for progress within
their occupational area and serve as avenues to further education and training.

The TIVET institutions in Kenya include National Polytechnics, Technical Teachers
Colleges, Institutes of Technology, Technical Training Institutes, Industrial Training
Centres, Youth Polytechnics, Vocational Training Centres and other Private Commercial
Colleges. The Directorate of Technical Education under the Ministry of Higher
Education, Science and the National Industrial Training Authority (NITA) in the
Ministry of Labour oversees the Institutes of Technology, the Technical Training
Institutes, and National Polytechnics. The National Industrial Training Authority (NITA)
is a state corporation in the Ministry of Labour. It recently transformed from the
Directorate of Industrial Training (DIT) and its mandate is to spearhead industrial
training for persons engaged in the industry.

There are five major areas of training in TIVET institutions which include Engineering,
Health and Applied Sciences, Business Studies, Institutional management and
Information Technology /Computer Science. Although these are the major areas of
training, there are over 60 other courses offered in TIVET institutions (Hooker,
Mwiyeria, Waweru, Ocharo, Bassi, Palmer and Clarke, 2011).

A total of two Polytechnics and twenty seven Technical Training Colleges and PMLCs
among others were identified as having CTA related courses (Table 3). A database of
some of the PMLCs and TIVET institutions was developed (Annex 2). Three CTA
related courses were evidently common in all the TIVET institutions identified. They
include diploma and certificate courses in Clothing and Textile Technology, Fashion
Design and Garment Making.

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Table 3: Kenyan TIVET institutions and PMLCs offering CTA related courses
S.NO. INSTITUTION COURSES
1 Eldoret Polytechnic Certificate in Clothing Technology
2 Kisumu Polytechnic Diploma in Clothing Technology
3 Kenya Textile Training Institute

Spinning
Weaving
Processing and
Clothing Technology at Craft and Diploma
levels
4 Mathenge Technical Training Institute

Certificate in Garment Making
5 Kirinyaga Technical Institute Diploma in Clothing Technology
6 Michuki Technical Training Institute

Certificate and Diploma in Clothing Technology
7 Nkabune Technical Training Institute Craft, Artisan, Certificate and Diploma in Clothing
Technology
8 Nairobi Technical Training Institute

Certificate in Fashion Design
9 Gusii Institute of Technology

10 Rift Valley Institute of Science and
Technology
11 Mombasa Technical Training Institute Diploma in Clothing Technology
12 Meru Technical Training Institute Diploma in Clothing Technology
13 Ramogi Institute of Advanced
Technology
14 Nyeri Technical Training Institute Diploma in Clothing Technology
15 Moi Institute of Technology

16 Sang'alo Institute of Science &
Technology
Certificate in Garment making
17 North Eastern Province Technical
Training Institute.
Craft Certificate and Artisan courses in Garment
Making
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18 Keroka Technical Training Institute

Craft in Fashion Design and Garment Making
Technology
Artisan course
19 Rwika Institute of Technology

Certificate in Interior Design and Decoration
20 Kenya Industrial Training Institute Certificate and Diploma in Clothing Technology
21 Shamberere Technical Training
Institute
22 National Youth Service Engineering
Institute
23 Karen Technical Training Institute for
The Deaf,

Diploma in Clothing and Textile Technology
Clothing and Textile Technology Craft Level
24 Technology Development Centre

Machine Operator course
DIT Grade 3, 2 and 1 in dressmaking and tailoring
Diploma in Fashion design
25 Evelyn College of Design

BTEC Higher National Certificate and Diploma in
Fashion and Textiles
Short courses in Clothing Construction and Textile
Design
26 Vera Beauty and Fashion College

Diploma in Fashion Design
Diploma in Interior Design in Soft furnishing
Certificate in Fabric Decoration
27 Buruburu Institute of Fine Art (BIFA)

Certificate and Diploma in Fashion Design
Certificate and Diploma in Interior Design
28 Mcensal School of Fashion Design

Edexel BTECH Level 3 Award, Diploma in Fashion
and Clothing,
Edexel BTECH level 5 Higher National Diploma in
Art and Design,
Short courses with a duration of 6 weeks
29 Nairobi Art Academy Diploma in Textile Design
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2.4 Student enrolment distribution in universities and other training institutions
in Kenyan offering courses related to the cotton value chain
A total of 3 universities, 3 university colleges, 3 PMLCs and 3 TIVET institutions,
responded to the questionnaire, and it was noted that a total 1,020 students are currently
enrolled to the 6 institutions. It was noted that from this sample, the universities had
enrolled about half the total number of students (48%), while the others were distributed
among the other institutions. These institutions play a significant role in providing
tertiary education in Kenya and supplement the universities in providing career focused
education and training programmes to the post secondary clientele. This has also led to a
demand for tertiary education [Fig 1]. However a thorough study of all the institutions
with CTA related courses in the country will give the accurate enrollment distribution
among the various institutions.
Fig 1: Student enrollment distribution sample in training institutions in Kenya
Universities
48%
Univeristy
Colleges
13%
PMLCs21%
TIVET
18%
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CHAPTER THREE
3.0 TRAINING INSTITUTIONS ACROSS THE ESA REGION
3.1 Overview
There is clear evidence that regional universities, campuses and training institutions play
a significant role in advancing and sustaining the economic, cultural and social well-being
of the communities they serve (PhillipsKPA, 2009). Regional engagement of higher
education refers to a number of dimensions, including knowledge creation in the region
through research; human capital formation and knowledge transfer and cultural and
community development (OECD, 2007).
Regional universities can also play a key role in joining up a wide range of national and
state policies at the regional level. In their research, teaching and community service they
act as a focal point for policies concerned with, for example, regional infrastructure,
agriculture, science and technology, industry, education and skills, health, culture and
sport, environmental sustainability and social inclusion (OECD, 2007).

3.2 Regional universities and other training institutions offering courses related to
the cotton value chain
Twenty-four institutions were identified from thirteen countries, out of the targeted
fourteen countries in ESA (Table 4). Institutions with T&C related courses were not
identified in Eritrea. An earlier report on the T&C training situation in Eritrea indicated
that specific training at institutional level in textiles is not available. T&A related skills are
provided through apprenticeship and on the job training by the respective industries. On
the other hand cloth making and tailoring is taught by small traditional private schools;
Non Governmental Organisations (NGOs) and church organizations (Eritrea Report,
2003).

Thirteen universities and eleven colleges were identified in the thirteen countries. The
training levels range from degree to certificate (part-time) courses. The main courses
identified can be classified as Textile/Garment Engineering and Textile/Fashion Design
and Management. Two institutions, Busitema University in Uganda and Midlands State
Page | 22

University in South Africa have Ginning Engineering and Fashion Merchandising
courses respectively, which are the only ones of their kind in the institutions identified.

In addition, a database of some universities and other training institutions offering
courses related to the cotton value chain across the region was developed (Annex 3).
Table 4. ESA region institutions offering CTA related courses
NO. COUNTRY INSTITUTION PROGRAMMES
1 ETHIOPIA Bahir Dar University,
Institute of Technology for Textile,
Garment and Fashion Design
(iOTEX)

(i)Undergraduate degree programmes (B.Sc)
Textile Engineering
Garment Engineering
Fashion Design
TVET in Textile Engineering
TVET in Garment Engineering
(ii) Postgraduate programmes
Textile Technology (M. Tech)
PhD programme
Sandwich programme with a German University
(degree issued by Bahir Dar University)
2

MAURITIUS University of Mauritius
Faculty of Engineering,
B.Sc. in Textile and Fashion Design
B.Sc. in Fashion Technology

Fashion & Design Institute
BTEC Higher National Diploma in Textiles Design
BA (Hons) Fashion Design and Technology
3 SOUTH AFRICA Tshwane University of
Technology,
Department of Fashion
National Diploma: Fashion
Baccalaureus Technologiae: Fashion
Magister Technologiae: Fashion
Doctor Technologiae: Fashion
Cape Peninsula University of
Technology
Faculty of Engineering
Department of Clothing & Textile
Technology
National Certificate Clothing Management,
National Diploma Clothing Management B-Tech
Clothing Management
The Design School Southern Bachelor degree program in Fashion Design.
Page | 23

Africa
Durban University of Technology
Department of Fashion & Textiles

National Diploma in Fashion
Bachelor of Technology in Fashion
Master of Technology in Fashion
Cape Town College of Fashion
Design

Part-time Courses:
Garment Technology Foundation
Garment Technology - Patternmaking
Advanced
Garment Technology - Garment
Construction Advanced
Fashion Design
Digital Fashion Illustration
Elizabeth Galloway Academy of
Fashion Design

Part-time Course:
Introduction to Fashion Design course
Linea Academy of Fashion BA Degree in Fashion Design
Lisof Fashion School

Bachelor of Arts in Fashion
Bachelor of Arts (Honours) in Fashion
Diploma in Fashion
Part-Time Short Courses in:
Fashion Design
Garment construction (sewing)
Patternmaking
Make-up 01
Make-up 02
Higher certificate:
Higher certificate in Fashion (night school)
Distance Learning
Short Course in Fashion Design
Short Course in Patternmaking
4 SWAZILAND University of Swaziland
Faculty of Agriculture
Department of Consumer Sciences
B.Sc. Textiles, Apparel Design and Management
5 TANZANIA University of Dar es Salaam
College of Engineering and
Technology
B.Sc. in Textile Engineering
B.Sc. in Textile Design and Technology
6 UGANDA Busitema University Faculty of
Engineering
Diploma in Ginning Engineering
Bachelor of Science in Textile Engineering
Page | 24

Department of Textile Engineering
Kyambogo University
Chemistry Department
Diploma in Textile Design and Technology
Bachelor of Science in Textile and Clothing
Technology
7 ZIMBABWE Department of Textile Technology
National University of Science and
Technology
Bachelor of Textile Technology (Honours) Degree -
Textile Technology
Institute of Art & Design

National Certificate (NC)
Fashion Design
Industrial Clothing Design and Construction
Textile Design
National Diploma (ND)
Textile Design
Fashion Design
Industrial Clothing Design and Construction
Higher National Diploma (ND)
Textile Design
Fashion Design
Midlands State University (MSU) Bachelor in Fashion Merchandising
8 MADAGASCAR Athne Saint Joseph
Antsirabe(ASJA),
Textiles and Apparel Department
MSc Textile Technology
MSc Textile Technology with specialization in
Production and Manufacturing
9 ZAMBIA Riverside Farm Institute Tailoring Course
10 MALAWI

University of Malawi
Bunda College of Agriculture
Department of Home
Economics/Human Nutrition
Home Economics
11 RWANDA Kigali Institute of Science and
Technology (KIST)
Bachelor of Science in Creative Design

12 MOZAMBIQUE Mozambique Institute for Cotton

General promotion of cotton development through
policies, strategies and legislation, research extension
and marketing promotion
13 LESOTHO Limkokwing University of Creative
Technology, Maseru Campus
P.O. Box 8971, Maseru 100,
Lesotho.
Tel: +266 2231 9779/9787
Associate Degree in Fashion and Apparel Design
Page | 25

3.3 Student enrolment distribution in regional universities and other training
institutions offering courses related to the cotton value chain
The student enrollment in 8 universities and 2 TVET/ polytechnic institutions that
responded to the questionnaire is tabulated in [Fig 2]. Within the ESA region, the
institutions identified were mainly universities and hence the results reflect a high student
enrollment of 88%, in the universities. It was noted that Rwanda has a one-university
policy as thus the CTA related course is offered only in Kigali Institute of Science and
Technology (KIST).

Fig 2: Student enrollment in training institutions in the region

University
88%
Polytechnic
6%
TIVET
6%
Page | 26

CHAPTER FOUR
4.0 CURRICULA ANALYSIS
4.1 Curricula Analysis Overview
Curricula analysis mainly involves describing and isolating a particular set of content in a
curriculum and then analyzing the performance expectations, or cognitive demand, that
describe what students are to know and do with the content. Content, on the other hand
is the subject matter targeted by a curriculum. Performance expectations are generally the
level at which a student is expected to know and employ the content as a result of the
instructional activities and assessments conducted in the curriculum. Through systematic
analysis of curricula, educators can begin to compare and contrast various aspects across
multiple curricula (Curricula Analysis Whitepaper, 2008).

4.2 Analysis of the Curricula Offered in the ESA Institutions
It was apparent that the curricula of similar academic programs, in the 22 training
institutions that were sampled were homogeneous, centering on those processes involved
in converting fibres into finished textile products. Most universities and colleges had
programs in Textile Engineering, Fashion Design, Textile Technology and Garment
Engineering..
In this regard, the curricula offered by the universities and training institutions in ESA
was defined, analyzed and grouped broadly into four main representative categories
(specialties):
Textile Science and Technology
Fashion/ Textile Design and Management
Textile Engineering
Ginning Engineering
Page | 27

4.2.1 Textile Science & Technology
The courses grouped under this category included textile technology; clothing technology
and textile science. The continuing evolution of the textile industry provides exciting
opportunities embracing both the high-performance technical textiles sector and the
traditional apparel market, hence making textile science and technology an essential
component in training.

The National University of Science and Technology in Zimbabwe, University of
Mauritius, and Bahir Dar University in Ethiopia have undergraduate and post graduate
degrees in this category. The degrees include Bachelor of Textile Technology and BSc.
Fashion Technology; and a postgraduate degree Masters in Technology-Textile
Technology respectively.
{
4.2.2 Fashion/ Textile Design and Management
Fashion/ Textile Design and Management encompasses fashion design, fashion
marketing, garment making, fashion technology, clothing management, textile design and
other related courses. It basically includes courses that provide students with in-depth
knowledge and understanding of the principles of design, fashion and management,
together with the skills necessary to succeed as leaders in the vibrant and diverse textile
and clothing industry. The related courses grouped in this specialization aim to develop
creativity, self-reliance and motivation and have a mix of arts and science subjects.

Most universities including Bahir Dar, Mauritius, Kenyatta, Egerton, Maseno and Dar es
Salaam have degree programmes in Fashion Design, Textile Design, Apparel Design,
Textile and Clothing, Fashion Merchandising and Interior Design among others that fall
under Textile Design, Fashion and Management category. Most of the TIVET
Textile Science and Technology
B. Engineering in Textile Technology
B. Sc in Fashion Technology
Diploma of Technology in Fashion Design
Diploma/Certificate in Textile Science
Page | 28

institutions in Kenya have diploma and certificate courses in Clothing Technology,
whose content is encompassed in Fashion/ Textile Design. The courses include units in
textile science, garment cutting and industrial production among others.

{

4.2.3 Textile Engineering
Textile Engineering deals with engineering problems, which occur in the process of
manufacturing fibres, yarns and fabrics. It also includes the steps necessary to make
fabrics useful, such as the manufacture and applications of dyestuffs, chemical
auxiliaries and finishing processes. The course is aimed at producing qualified engineers
who would not only take-up maintenance and operational functions of a textile mill but
would cover other aspects related to the industry such as parts manufacture, machinery
development and quality assurance.

Of the institutions identified in ESA, five universities offer Textile Engineering degree
courses. They include Moi University in Kenya, National University of Science and
Technology in Zimbabwe, Bahir Dar University in Ethiopia, University of Dar es Salaam
in Tanzania and Busitema University in Uganda. This is a very specialized programme
that requires advanced infrastructure. It is imperative to note that in Kenya, the
department of Textile Engineering in Moi University is the only one of its kind in the
country offering training in textile engineering at degree level.
B. Sc in Textile and Fashion Design
B. Sc in Fashion Design and Marketing
B. Sc Textiles, Apparel Design and Management
B. Sc Clothing, Textiles and Interior Design
BA Textile and Apparel Design
BA in Fashion Merchandising
B. Sc Interior Design
Diploma/Certificate in Fashion Design
Diploma/Certificate in Garment Making
Diploma/Certificate in Pattern Drafting
Diploma /Certificate in Clothing Technology
Textile Design, Fashion and
Management
Page | 29

{
4.2.4 Ginning Technology
Ginning is the bridge between seed cotton production and textile manufacturing.
Busitema University in Uganda was the only sampled institution with this specialization.
The programme is aimed at producing technicians who are capable of adding value to
cotton products for the local market and for export and thus improve on the
competitiveness of the cotton sector on the international market.
{

Textile Engineering
B. Engineering in Industrial and Textile
Engineering
B. Sc in Textile Engineering
B. Sc in Garment Engineering
Ginning Engineering
Diploma in Ginning engineering
Page | 30

CHAPTER FIVE
5.0 CURRICULUM DEVELOPMENT AND REVIEW
5.1 Overview
Curriculum development is both a technical and social process; and the need for its
development usually emerges from a concern about a major issue or problem of one or
more target audience (Otunga and Nyandusi 2001). Comprehensive and collaborative
curriculum requires a full examination of how academics conceive their role and how
the curriculum itself is defined, analyzed, and changed in the process of curriculum
review (Toombs and Tierney, 1991).

Curriculum development models advocate procedures and strategies that are presumably
most effective in developing curriculum. However, curriculum development models
appropriate for one situation may be impractical in another. This is because the
curriculum is a social construct and diverse societies do not hold universal views
(Hopkins, 2001). It is therefore important to consider context when developing
curriculum. On the other hand, when looking at curricular revision, it is important to
note the difference between making small changes to curriculum and engaging in
comprehensive curriculum reform (Cobb, 1990).

5.2 Curriculum Development and Review in the Institutions
The relationship between the textile industry and the textile programs that focus on the
science, engineering, and technology of the industry has grown in importance and stature
and this was evident in the various institutions sampled. It was noted that within the
samples 22 institutions, especially all the universities, they regularly made curriculum
reviews, which typically involved members of the faculty making changes to individual
courses, teaching methods or revising the whole programme. On the other hand it was
evident that curriculum review in the PMLCs and TIVET institutions in Kenya, was not
a regular exercise, while in the PMLCs, small changes were made to the curriculum at
irregular intervals when there was critical need.

Page | 31

In any curriculum review or development process, there are various variables that
determine the need for review of a curriculum or the development of a new one. On
evaluating the curriculum development and review processes in the 22 institutions
sampled, offering T&C related courses it was noted that there were similar variables that
were engaged in the process. Various factors including external environment changing
trends and technology; internal environment infrastructure; learners; and the industry,
are crucial in the process as they determined what course content needed to be reviewed
or which programmes need to be developed, as illustrated in the model [Fig 3].

Fig 3. Variables in curriculum development and review

This model succinctly ties development and implementation of curriculum within
learning institutions and illustrates appropriately the interconnections between the
curriculum development processes. It is an ideal strategy for systematizing the
implementation and evaluation process.

5.2.1 Curriculum Development in Kenyan Universities
In Kenya, the Commission for Higher Education (CHE) has indicated that it will be
reviewing the curriculum of Universities every four years. However, there is a drawback

Page | 32

in such a plan as only the Private Universities appear to have been targeted. The CHE
argue that the Public Universities can self regulate and it is only the Private Universities
that need an external vetting. Thus it is currently overseeing the curricula and
programmes offered at private universities.

Presently, Kenyan public universities develop and implement their own curricula in the
disciplines they offer. The curriculum development process in the public universities is
similar and goes through the following broad-spectrum procedure and committees for
approval.
The Department Faculty/Curriculum sub-committees in the teaching
departments:
o Identify programmes that require revision or development by collecting
and collating input from stakeholders regarding current programmes, and
the changing trends in academic innovations.
o Develop curriculum: Design specific courses, or make revisions to
existing courses in line with suggestions by stakeholders, professional
requirements and current trends in the area of specialization. (Through
workshops, which include resource people and representatives of
stakeholders).
o Once finalized the document is forwarded to the School.
The School further processes the programme as follows;
o The School Curriculum sub- committee evaluates the developed or
reviewed programme and may recommend amendments for the relevant
department to consider.
o The School Board further assesses the programme and may recommend
amendments.
o Once finalized it is submitted Deans Committee
The Deans Committee vets the programme, recommends amendments/ or
forward to Senate for approval.
The Senate recommends amendments to the draft curricula or course revisions/
or approves as bona fide university curricula to be run by the relevant
department.
Page | 33

This procedure can broadly be illustrated as seen in Fig 4. In addition, Annex 4 illustrates
sample curriculum development processes employed by selected Kenyan institutions.
Fig 4. Kenyan universities curriculum development flow chart

5.2.2 Curriculum Development in Universities within ESA Region
The respective institutions and universities within the ESA region undertake the
curriculum review process with input from selected industry partners. However, in
Uganda, approved national bodies endorse the developed curricula; for example, the
National Council for Higher Education (NCHE) approves programmes developed by
the various universities in Uganda, which include Busitema University. Annex 5
demonstrates sample curriculum development processes employed by selected
institutions in the ESA region.

5.2.3 Curriculum Development in Technical Institutions in Kenya
The Curriculum Development section within NITA is based at the headquarters in
Nairobi and its key roles are to co-ordinate development and revision of curricula for
Apprenticeship programmes and Trade test syllabi as well as coordinate the training
programmes in the centres.

The Kenya Institute of Education (KIE) on the other hand does curriculum
development for the technical institutions. The Institute also develops curriculum for
post-secondary institutions as well as professional and competency-based curriculum for
organizations. This is mainly done through consultancy based under TIVET. TIVET is
a division within the Curriculum and Research Department in Kenya Institute of
Education (KIE), which develops curriculum for specialized organizations in need of
training. Being the only established curriculum developer in Kenya, TIVET develops a
Conductneeds
assement
Develop/Design
programme
ForwardtoSchool
Board
Department
Committee
Recommends
ammendments/
or
Forwardto
School
Committee
School
Boards
Recommends
ammendments/
or
Forwardto
Universitysenate
Deans
Committee
Recommends
ammendments/
or
Approves
University
Senate
Page | 34

curriculum that fills the gap in the society and responds to Industry demands. The aim of
KIE is to further develop pragmatically important components of a national training
system that entails those aspects of educational process involving, in addition to general
education, the study of technologies and related sciences, and the acquisition of
knowledge, practical skills, and attitudes relating to occupations in various sectors of
economic and social life. The main functions of TIVET are to develop suitable TIVET
curriculum and curriculum support materials in response to the needs of the industry.
TIVET division develops Curriculum support materials alongside the curriculum such as
the trainers guidebooks, handbooks and trainees and learners manuals.

Currently, there exists divergence in TIVET curricula in various Technical and
Vocational Training Institutions in Kenya. The sampled TIVET institutions highlighted
that curriculum review is not undertaken regularly.

5.3 Curriculum Development and Review Procedure
The development and review of the curriculum is a continuous process of professional
learning and development, not a one-off change. The curriculum development process in
the institutions in the region had in a broad way, a comparable procedure.

The development process incorporated six major components, which included designing,
developing, implementing, monitoring, evaluating and reviewing of curricula [Fig 5]. The
model illustrates briefly, the development and implementation of curriculum and
illustrates satisfactorily the interconnections between the curriculum development
processes as employed by the institutions.

Page | 35

Fig 5. Curriculum Development Process Model

5.3.1 Design Component:
This component basically included all the preliminary foundation laying. It involved the
conceptualization of the curriculum by the faculty; as such ensuring a degree of relevance
and appropriateness. The main undertakings were to collect and collate input from
stakeholders, including staff, students, graduates, and market players regarding current
programmes, and the changing trends in academic innovations. The main focus being on
the theoretical underpinnings, goals, objectives, subject matter, learning experiences and
evaluation; all established in consultation with the relevant stakeholders.

In all the 14 universities and university colleges sampled, various stakeholders were
involved in diverse capacities, in the development process. They include industry players
in the fibre, clothing and apparel value chain, Retailing Sector, Unions, Industrial
Research and Development Institutions, the Bureau of Standards, Government
Ministries of Industrialization, Agriculture and Higher Education, Science and

Page | 36

Technology, Engineers Registration Board, among others, coupled with academics with
extensive experience in T&C, who were called upon to participate in the development
process. The industry is significant as it bridges the gap between theory and practice.
Further, the industry is in a position to propose the crucial and necessary skills graduates
should be equipped with.

5.3.2 Development Component:
In this phase, constituted committees and sub-committees in the learning institutions
undertake the actual curriculum development, which encompasses planning, construction
and the logical step-by-step procedures used to produce written documents, as well as
print and non-print resource materials. These documents may include vision statements,
goals, standards, performance benchmarks, learning activities and instructional strategies,
interdisciplinary connections, and other integration activities that guide curriculum
implementation.

5.3.3 Implementation Component:
Implementing the curriculum is the most crucial and sometimes the most difficult phase
of the curriculum development process. This is the platform in which all stakeholders
become part of the process by making their contribution in their various capacities to
operationalize the curriculum as designed and developed.

Within the training institutions sampled, it was established that the faculty and
technicians implement the curriculum, in form of course content and learning activities,
whereas the industry sector contributes in the implementation only during the students
industrial internship and practicum courses.
5.3.4 Monitoring Component:
The faculty undertakes this during the implementation process. Verification is done to
ensure that practice is consistent with the established goals and objectives of the
developed curriculum.
Page | 37

5.3.5 Evaluation Component:
The process entails comprehensive analysis of the implemented curriculum with the view
of identifying possible deficiencies and root causes that can lead to corrective action.

5.3.6 Review Component:
The review process is based on problem identification and a general needs assessment by
the institutions. The information gained from the evaluation process is used to guide
appropriate adjustments to the existing curriculum documents. Such adjustments
incorporate the strengths and address any apparent weakness of the existing or
implemented curriculum.

Page | 38

CHAPTER SIX
6.0 LINKAGES BETWEEN TRAINING INSTITUTIONS AND
INDUSTRY IN KENYA
6.1 Overview
Education has been described as the bedrock of every society and tool for nation
building. For quality education to be achieved, the training institutions and industries
must co-operatively link together. The relationship of training institutions with industries
is of paramount importance since the primary business of these institutions is to interpret
the market demand signals and prepare human resources to satisfy the manpower needs
of the industry. Industry training needs and demands can be quite extensive. In this
regard, sustainable relationships between training institutions and industries should be
established for reasons, which benefit both entities.

In this study it was established that the relationship between the Kenyan training
institutions and the industries revolves around curriculum development and the students
industrial attachment programmes. Academic members of staff, appointed by the head
of department, supervise these two activities.

6.1.1 Linkages and Partnerships Support Systems in Institutions
University and industry linkages are complex and in order to strengthen the linkage, all
the institutions identified in Kenya constitute a linkages office whose major role is to
promote collaboration and partnership with the industry and other institutions of higher
learning. The office ideally coordinates all kinds of academic linkages and offers the
platform for exploring areas of cooperation between the industry and the mother
institution or department.

During the study, it was noted that the sampled institutions recognize that establishing
partnerships with the industry is beneficial to both students and alumni. For the students,
partnerships provide professional environments during internships and exchange
Page | 39

programmes. For the alumni, these partnerships open employment opportunities. The
institutions also recognize that meaningful and relevant cooperation with industry can
support curriculum development in order to produce graduates fully exposed to the
latest trends in industry. Collaboration between universities and industries is also often
driven by the need for technology transfer between universities and from universities to
industry.

In a stakeholders meeting held on 26
th
October 2012, the members felt there is an urgent
need for institutions to develop relevant linkages and further enhance the quality of
linkages within training institutions; between institutions with T&A courses and between
institutions and industries. This will eliminate the existing disconnect between
institutions and the industry and further ensure graduates are utilized in the relevant
industries. In addition they recommended the following:
Need to formulate a regular forum for relevant stakeholders to discuss CTA related
issues.
Involvement of relevant industries in the process of curriculum development by the
institutions.
Institutions to formulate modalities of involving the industries in the expansion of the
departments thus build lasting quality linkages.

6.1.2 Departments Organization Structure: Curriculum Development and
Industrial Internship Programmes
It was established that all the 12 sampled institutions in Kenya have established
Partnerships and Linkages /Industrial Liaison Offices that coordinate linkages with
external partners. The main role of the Industry Liaison Officer is to link the training
institution to the industry for mutual benefit through memorandum of
understanding/agreement.

The institutions in Kenya have an organization structure that includes curriculum
development/ review and internship programmes boards/committees. These
committees ensure that at the departmental level, the respective activities are undertaken
Page | 40

and linkages formed. The structures further pertains to the way in which institutions
organize their departments and one of the most important roles of organizational
structure is decision-making and enhancing efficiency.

Within the respective departments, in the institutions, there were Industrial Attachment
officers who serve as the central information resource for all questions concerning
internships within the department. The head of department appoints the officer, who
liaises with the other academic members of staff and the Institutions Industry Liaison
Officer. The officer at the department level is responsible for informing the students
going for internship of their roles and responsibilities. They further address questions
and, if necessary, mediate problems and issues among the students in the experience.

The department industrial internship office is responsible for informing prospective
interns about the process and requirements of securing and participating in an
academically appropriate internship.

On the other hand, it was established that the 3 Universities and 2 University Colleges
that responded to the questionnaire had curriculum development committees that steer
the review and development of curricula in the department. These committees are
mandated to incorporate the industry during the development of review of curricula. Fig
6 illustrates the general placement of the Industrial Liaison Office vis-a-vis the industrial
internship and curriculum development committees in the department by the various
institutions sampled in Kenya.

Page | 41

Fig 6. Department Organization structure and Placement of the Industrial
Liaison Office

6.2 Industry Involvement in Curriculum Development Process
Broadly speaking, the industry partners are expected to assist the training institutions
keep the curriculum relevant to industry expectations and help identify experiential work-
based learning and mentorship opportunities for students that are consistent with
curriculum. The industry should participate in steering committees to review and /or
develop curricula, conduct evaluation on curriculum and its delivery in order to properly
assess and modify it.
6.2.1 Level and Quality of Industry Involvement in Curriculum Development
During the study, it was noted that the industry plays a marginal role in the development
and implementation of TIVET and PMLCs curricula, which exacerbates the mismatch
between formal training and requirements of employers. On the other hand, in the
universities there is a moderately strong level industry involvement during curriculum
HOD
Academic
Affairs
Officer
Curriculum
Development
Board
Industrial
Internship
Board
Exchange
Programmes
Board
External
Linkages
Examinations
Officer
ICT Officer
Quality
Management
Officer
Welfare
Officer
Secretary
(Support Staff)
Industrial Liaison
Office
Page | 42

development process [Table 5 and Fig 7]. This may be due to the fact that most
universities develop and implement their own curricula.
Table 5. Level of Industry Involvement in Curriculum Development
Level of Industry Involvement
Country Institution Curriculum
Review
Content
Development
Kenya Moi University
High High
Kenyatta University
Department of Fashion Design and Marketing
High Moderate
Egerton University
Development Studies
High Moderate
Moderate Moderate
South Eastern University College Low Low
Machakos University College Moderate Low
Mcensal School of Fashion Low Low
BuruBuru Institute of Fine Arts Moderate Low
Moderate Low
Technology Development Centre High High
Nkabune Technical Training Institute Moderate Low
Rift Valley Institute of Science and Technology Moderate Low

Institute of Technology for Textile, Garment
and Fashion Design
High High

Department Of Textile Technology
High High

Rwanda Kigali Institute of Science and Technology
Moderate Moderate

South Africa Cape Peninsula University of Technology
Department of Clothing and Textile
High High
Page | 43

Technology

Moderate Low

Department of Mechanical and Industrial
Engineering
High High

Uganda Busitema High High
Kyambogo High Moderate

Zimbabwe Bulawayo Polytechnic High Moderate
National University of Science and Technology High High

Fig 7. General industry involvement in Curriculum Development Process in
Kenya

Using industry experts to both contribute to the development of curricula and
implement it, in combination with a meaningful infusion of their own professional
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Universities University
Colleges
TVET PMLC
%

I
n
d
u
s
t
r
y

p
a
r
t
i
c
i
p
a
t
i
o
n
Low
Moderate
High
Page | 44

experience, knowledge and skills acquired must also be relevant to specific contexts or
needs of the specific learning institution. In this study, the quality of industry
involvement during their curriculum development is highlighted in Annex 5. However
most institutions that involve the industry mainly request them to only evaluate the
existing curriculum and propose areas that need to be incorporated or revised.

6.3 Industry Involvement in Students Industrial Attachment Programmes
Technologies keep on changing almost on a daily basis making it difficult for training
institutions to acquire all the necessary machines and equipment required for the training
of their students. Finch and Crunkilton (1999), acknowledge that it is difficult for
individuals and institutions to get all the highly specialized equipment needed to operate
quality programs in schools. In light of the foregoing, it is imperative for training
institutions especially those with T&C related courses to include workplace experience
components in their programs and involve the industry especially in implementation of
the curriculum where specialized techniques and equipment is required.
In Kenya, the industrial attachment/practicum programme is designed to enable students
translate theories learnt in the classroom and perform tasks in a real world environment;
instill in students the right kind of work attitude and professionalism through interaction
with people in the organizations and observation of their future roles in industry; enable
students to learn more than what is taught in class and acquire intangible attributes like
working in a team in the workplace.

6.3.1 Objectives of Industrial Internship Programme
This study established that the institutions sampled have an industrial
attachment/practicum programme that is undertaken by the students within their
learning programme. The programme is a structured, credit-bearing work experience in
a professional work setting during which the student applies and acquires knowledge and
skills. It involves the application of learned skills in an organization related to the
students major.

Page | 45

Ideally the institutions have developed the programme such that the students are able to
explore career interests, learn new skills, gain work experience, develop a professional
network and understand workplace expectations.

In the TIVET institutions in Kenya, industrial work experiences/field practicum is an
integrated part of the curriculum. Every student is required to undergo a minimum of
660 hours for industrial work as stipulated in KIE syllabus and examined by Kenya
National Examination Council (KNEC).

Table 6 summaries some of the key objectives of the industrial attachment programmes
as gathered from the 22 institutions. Ideally the intentions of the programme are to
expose students to new scientific and technological equipment and how to manipulate
them as well as enable the students reinforce theoretical instruction through the use of
applied learning facilities.
Table 6: Objectives of Industrial Attachment Programme
Institutions Objectives of Industrial Attachment Programme
Universities &
University
Colleges
To have industrial feel, identify and solve industrial problems. Some of which
results into fourth year projects or staff research.
Offer hands-on training and applying the theory learnt over a year.
Give the student an understanding and the basic skills for every stage of the
production chain, the operational function of the production processes, equipment and
production management.
Expose students to behaviour of business organizations as they strive to align
themselves to the evolving external environments which provide opportunities as well
as threats to them.
To afford students the opportunity to test their theoretical tools and constructs learnt
during their first two years of the degree programme with the realities of running
business organizations.
Page | 46

Enable the students to develop realistic expectations with the respect to the world of
work, the role of being employees and, to experience what it takes to work with
others, as well as to work within a generally structured environment in authority,
responsibility and role terms.
For the student to apply the theories learnt in class, to get hands on experience,
learn how to solve real problems in industry, appreciate in a practical manner the
processes involved in converting fibrous raw material to the final product (fabric).
PMLCs
&TVETS
Expose students to industrial/Business/Social work culture through actual
involvement in real work in real work environment.
Provide opportunities to students to apply skills acquired through formed institution
in a real work situation.
Expose students to technologies which are not available to them in the institutions.
Build confidence in technical operation, problem solving, team work and working
with professional in the world of work.

6.3.2 Level of Industry Involvement in Industrial Attachment
The study established that the industry is involved in the students industrial
attachment/internship programme. All the sampled institutions apart from 1 PMLC had
an attachment programme for the students that span a minimum of 2 months. The
assessment of students, across the board, during the internship is based on two
components. One is based on reports submitted by student to the department regarding
their workplace experiences. Lecturers of the learning institution assess these. The other
assessment component is on students work performance during the attachment period
as assessed by workplace supervisors. The host organization is required to assign a
supervisor to mentor, supervise and assess them. Through this assessment by the
workplace supervisor, the industry is able to judge the quality of education offered by the
institutions and give feedback respectively.

The key role of the industry therefore is providing supervision and feedback to the
training institutions and students. Annex 6 outlines a catalogue of industries associated
Page | 47

with the training institutions in ESA either in curriculum development or internship
programmes.

6.4 Perceptions of the Industry on Quality of Training
Fourteen CTA industry partners in Kenya that cut across the CTA value chain were
interviewed regarding their involvement with training institutions and their perceptions
on the quality of education.

The industries unanimously pointed out that the university and university college
students were very well grounded in the theory aspects of CTA, and felt the quality of
theory training was adequate. However, in contrast, they felt the students were not
competent in the practical aspects, probably as a result of inadequate training due to lack
of appropriate equipment, facilities and infrastructure, or lack of trained staff to operate
and train students on specialized equipment or techniques. As such, the supervisors in
the industry spent more time instructing students on the practical aspects, for example
pattern drafting and clothing construction as mentioned by the fashion.

On the other hand the industry partners felt that student from TIVET and PMLCs were
adequate in the practical aspects and could handle assignments with little supervision,
however they were not adequate in the theoretical elements [Table 7 and Fig 8]. They
highlighted that TIVET and PMLCs institutions place emphasis on a practical approach
as opposed to theory.

Page | 48

Table 7 Perceptions of the Industry on Training in Kenya
Universities/University
Colleges TIVET/PMLCs
Theory
Knowledge
Practical
Application
Theory
Knowledge
Practical
Application
H
i
g
h

M
o
d
e
r
a
t
e

L
o
w

H
i
g
h

M
o
d
e
r
a
t
e

L
o
w

H
i
g
h

M
o
d
e
r
a
t
e

L
o
w

H
i
g
h

M
o
d
e
r
a
t
e

L
o
w

Technology of textiles and applications in novel
textiles.
High-end technical applications
Textile processes and product development
Design management
Creative design ideas
Use of basic Computer Aided Design
Design illustration
Clothing construction skills
Drafting skills

Fig 8. General Perceptions of the Industry on T&A Training

During CTA stakeholders meetings held on 19
th
and 26
th
October 2012, members felt
that the issue of inadequacies arose from the structure of the Kenyan programmes. The
degree courses place an emphasis on theory as opposed to practical aspects while
0
2
4
6
8
10
12
14
Universities University
Colleges
TVET PMLC
I
n
d
u
s
t
r
i
e
s
Theory Adequate
Theory Insufficient
Practicals Adequate
Practicals Insufficient
Page | 49

diploma, craft and artisan courses emphasize on the practical elements. This is further
reinforced by the fact that the society expects the entry point into the job market for
graduates to be management and thus will not perform the actual production work, while
those who qualify from MLC and TIVET are expected to be absorbed in the production
sectors. Therefore diploma, craft and artisan courses have traditionally had between 40 -
90% emphasis on practical subjects [Table 8].

Table 8. Course Emphasis Levels
S. No Course Emphasis on
Theory (%)
Emphasis on
Practical (%)
1 Artisan 10 90
2 Craft 40 60
3 Diploma 60 40

The stakeholders further felt that there was an urgent need for training institutions,
especially universities to revise the way they develop their curricula. This may necessitate
a change in the policies, so that emphasis is placed on the value of the programmes as
opposed to attracting high student numbers.

It was also noted that the industry has advanced in the use of modern technology.
Unfortunately the linkages between the industry and institutions do not incorporate the
sharing of technology and equipment. As a result, when students go for their practicum,
they are not able to operate some of the equipment found in the industries. In some
other instances, as is the case at the Technology Development Centre, they have modern
equipment for CAD, which is also available in the industries, however the staff have
limited training on its operations thus they are not able to sufficiently train their students.

Page | 50

6.5 Perceptions of Graduates on Quality of Training
In the current social, political and economic environment, training institutions must be
able to demonstrate their effectiveness. Students more than ever before are investing in
programs based on the labour market success of graduates. Economic growth and
productivity in a knowledge economy depend on the availability of highly trained
workers to meet employer needs. To deal with these pressures, training institutions must
track their graduates and document labour market outcomes.

6.5.1 Tracking graduates to validate quality of education
It was established that none of the training institutions in Kenya have put in place
mechanisms to track their graduates and hence have no way of describing the post-
graduation activity of college students, assessing the labour market experience of the
graduates, measuring the graduate's perceptions of skill preparation for job market and
measuring the graduate's satisfaction with their college program and job. Addressing
these factors is crucial to any training institution in order to ensure the curriculum is
rationalized to meet labour market needs. A Graduate Tracking System (GTS) should be
designed to support this process in an efficient and effective manner.

6.5.2 Graduate Tracking System (GTS)
The GTS is a comprehensive database management system, which allows users to enter,
manipulate and retrieve data, generate graphs and reports and perform these activities in
a timely, user-friendly fashion. Ideally, the GTS System should be designed to provide
Standard Reports and create Custom Reports.
The standard reports may include graduate status, employment, employer and job title,
while the Custom reports could include:
Satisfaction with Preparation for Job
Satisfaction with Program
Satisfaction with Job

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CHAPTER SEVEN
7.0 COURSE ANALYSIS, GAPS IDENTIFICATION AND
BENCHMARKING

7.1 Overview
Benchmarking is essential in institutions of higher learning, as they need reference points
for good practice and for ways of improving their functioning. Benchmarking is intended
to provide institutions with comparative records of past success, the information needed
for improvement, and a realistic appreciation of how well they moving towards their
goals (McKinnon, Walker and Davis, 2000).

7.2 Benchmarking Process
The basic principle used was investigating the course diversity, content and framework
conditions (the factors that determine performance). By comparing individual
programmes and best practice, strengths and weaknesses are identified. It is the
combination of the two that is the strong point of a benchmark analysis; it enables
universities to further develop their strong areas and to address potential weak spots.

7.2.1 Selection of best practice institutions
For the purposes of benchmarking the courses offered by institutions in the ESA region,
seven institutions were selected. The selection of the institutions was based on the
webometrics. Ranking Web or Webometrics is the largest academic ranking of Higher
Education Institutions. Since 2004 and every six months an independent, objective, free,
open scientific exercise is performed by the Cybermetrics Lab (Spanish National
Research Council, CSIC) for the providing reliable, multidimensional, updated and useful
information about the performance of universities from all over the world based on their
web presence and impact. Web indicators are considered as proxies in the correct,
comprehensive, deep evaluation of the university global performance, taking into
account its activities and outputs and their relevance and impact.

Page | 52

The institutions selected included, University of Manchester, University of Leeds,
London College of Fashion, Donghua University, School of Textiles and Clothing,
Jiangnan University, D.K.T.E. Society's Textile & Engineering Institute and TEKO
Design and Business School were selected as they have T&A related courses and are
among the highly ranked universities in their respective countries. They were identified as
best-practice institutions selected based on national and international webometrics
ranking systems [Table 9].
Table 9: Selection of best practice institutions based on webometrics ranking
systems
S.N Institution Country Ranking 2011- 2012
Country Rank World Rank
1
University of Manchester United Kingdom 11 164
2 University of Leeds United Kingdom 8 145
3 London College of Design United Kingdom 163 6,639
4 Donghua University China 68 1,081
5 Jiangnan University China 36 736
6 D.K.T.E. Society's Textile
& Engineering Institute
India 414 13, 106
7 TEKO - Design and
Business School
Denmark

The report is based on the assumption that the institutions can learn from each other.
Further it is assumed that in a number of areas, institutions may be inspired by initiatives
carried out in best-practice institutions.

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7.2.2 Overview of the best practice institutions
7.2.2.1 University of Manchester
The University of Manchester is renowned for the Textile Engineering Courses and
Degrees. It has excellent facilities and a worldwide reputation for high-quality teaching
and research. In the first national assessment of higher education research since the
universitys founding, the 2008 Research Assessment Exercise, the University of
Manchester came third in terms of research power (after Cambridge and Oxford) and
eighth for grade point average quality when including specialist institutions. According to
the 2012 Highfliers Report, Manchester is the most targeted university by the Top 100
Graduate Employers.
7.2.2.2 The University of Leeds
The University of Leeds is another famous university for textile engineering and fashion
design. From 2006 to present, the university has consistently ranked highly in the United
Kingdom.
The School of Design has a long and distinguished history. Since its foundation in 1874,
it has established a reputation as one of the worlds leading textile institutions. The
School offers a range of degree courses in fashion design, textile design, graphic and
communication design, art and design and design and technology management. More
recent developments have seen the School expand its well-established textiles activities
to include graphic design, fashion design, contemporary art practice and design and
technology management.
7.2.2.3 London College of Fashion
London College of Fashion's rich heritage and responsiveness to changes in design
practice have positioned it as a leading global provider of fashion education, research and
consultancy. The College's work is centred on the development of ideas and use fashion
alongside historical and cultural practice to challenge social, political and ethical agendas.
This, combined with its forward-thinking business and management portfolio and its
relationship with the global fashion and lifestyle industries, is the underpinning of its
mission to "Fashion the Future".
7.2.2.4 Donghua University
Donghua University (DHU) is well known as China Textile University, which was
founded in 1951. DHU is one of the state-key universities directly under the Ministry of
Page | 54

Education of China and its two feature disciplines, such as Fashion Design & Textile
Engineering have received high reputation both nationally and abroad. Known as the
cradle for textile professionals in China, Donghua University adheres to an ethos of
"strictness, diligence, concreteness and innovation" and implements the idea that "all-
round development of students is the center of everything". DHU is the number one
university in China (Chinese mainland, Hong Kong, Taiwan & Macau) in textile
engineering. It is also well ranked in the world because of the excellent teaching team,
distinguished research activities.
7.2.2.5 Jiangnan University, School of Textiles and Clothing
The School of Textiles and Clothing of Jiangnan University, China, offers a unique range
of courses, covering Textile Engineering, Textile Chemical Engineering, Clothing Design
and Engineering for the undergraduate program. It is entitled to confer doctoral degree
in Textile Engineering and Pulp and Paper Engineering and masters degree in Textile
Engineering, Clothing Design and Engineering, Pulp and Paper Engineering. Textile
science and engineering is one of the key disciplines at Jiangnan University, supported by
the 211 project. The University has input over10 million RMB to purchase an
extensive range of advanced facilities to enhance teaching and research excellence within
the School.
7.2.2.6 D.K.T.E. Society's Textile & Engineering Institute
The Textile & Engineering Institute enjoys a unique and prominent place amongst the
institutions that are engaged in education, training, research and consultancy in various
disciplines of Engineering in India. It has been catering to the needs of the industry for
the past twenty-five years. The link of the institute with the industry has been cultivated
all these years & it has already carved a niche for itself amongst the reputed engineering
institutes in the country, emphasizing value based technical education to the aspirants
who wish to enter the area of corporate world & be on the helms in the twenty first
century.
7.2.2.7 TEKO - Design and Business School
TEKO is Scandinavia's largest design and management college within the fashion and
lifestyle industry. It offers studies in vocational or higher education within the areas of
clothing and textiles or furniture and furnishings. TEKO is has very strong connections
with the companies within fashion and lifestyle, and have for years educated the
Page | 55

manpower that international lifestyle companies need. The programmes offered are in all
areas in a company's production, whether it is design, purchasing or sales.

7.3 Gap Analysis Overview
Gap analysis ideally identifies gaps between the optimized allocation and integration of
the inputs (resources), and the current allocation level. This reveals areas that can be
improved. Gap analysis involves determining, documenting, and approving the variance
between the requirements and current capabilities. Gap analysis naturally flows from
benchmarking or other assessments. Once the general expectation of performance in the
industry is understood, it is possible to compare that expectation with the current level of
performance. This comparison becomes the gap analysis.

7.3.1 Gaps Analysis Based on the Courses Offered
The gap analysis undertaken was based on the courses offered in the learning institutions
mainly focusing on training needs assessment process; the curriculum development and
review process; and content and delivery methods.
The region is relatively competitive when compared with other institutions
internationally. This is evident especially in the Textile Engineering and Cotton
Technology programmes. In addition the curriculum and course content development
processes are fairly comparable to international institutions (Table 11). The following
were noted:

The institutions do not provide sufficient training specific to the textile machines,
which leads to a skill gap. This may be attributed to lack of adequate facilities and
equipment, as noted in the Kenyan institutions. It was also noted that in TDC
they have Gerber Computer Aided Design (CAD) system however they lack
sufficiently trained personnel in the operations of the same.
Inadequate practical knowledge of modern equipment and tools, and limited
awareness of modern production methods and machines especially in the Kenyan
institutions.
Page | 56

There are limited specialized programmes in clothing and textile management
focusing on operational performance and production organization especially in
Kenya.
Inadequate cross-functional knowledge leading to inefficient soft skills to manage
shop floor people.
A general lack of sufficient capacity building for the ginning sector across the
value chain.

Page | 57

Table 10: Analysis of the courses offered, gap analysis and benchmarking
A] TRAINING NEEDS ASSESSMENT PROCESS
Current CTA related Programmes Best Practice Options for Addressing Gaps and Improving the Current Needs
Assessment Process
Needs assessment provides limited
information on the learner
Focuses primarily on attracting
high student enrollment
No competency or skill
component
No regular strategic broad-based
needs assessment
Data not consistently used to
develop and update
courses/programmes

Student competency/skill assessment
included as part of needs assessment

Needs assessment data instrumental to
decisions about training content and
delivery methods

1. Conduct a broad-based needs assessment to redefine the
institutions role and scope
Purpose is to determine:
Extent to which the institution is providing the right combination
of courses and offerings to meet customer needs
What types of training and programmes the institutions should be
delivering and to whom
Solicit input from key stakeholders, especially CTA sector industries, related
institutions of higher learning among others on:
Competencies/skills required for CTA professionals to be
successful
Whether critical competencies/skills should be provided by the
institutions of higher learning (or could be obtained through other
sources)
Page | 58

Most effective ways to deliver training
Benefits
Determine which courses/ programmes should be retained as is,
updated, eliminated, and what new ones should be developed
Allows the institutions to focus their limited resources on those
courses/programmes most needed by the relevant industry and
other key prospective employers
2. Continue to conduct regular needs assessments
Keep a pulse on whether the institutions are meeting existing/new
needs
Conduct assessments at least every 2 3 years to be a par with
changing needs
B] COURSE DESIGN AND REVIEW
Current Course Design and Review Best Practice Options for Addressing Gaps Improving the Current Course Design
and Review
The institutions curriculum sub
committees/ developers may not
encompass all key roles*
Course development is the responsibility
of a core team made up of key roles*
1. Create course content and development teams that encompass all
key roles
Examine roles and skills of current curriculum sub committees/developers
Page | 59

Lack of consistent standards and
processes for designing and
updating courses
Some courses viewed as out-of-
date or of poor quality

*Note: Key roles include subject
matter experts, instructional design
experts, technical experts, etc

Consistent standards and
processes for designing and
updating courses

and determine gaps
Acquire new roles/skills where necessary
Provide additional training for team members
Use contractors, as needed
2. Conduct a quality review of all course materials before they are
distributed to trainees (e.g., check for typos and incorrect information)

3. Create and document a systematic process for
developing/designing courses/programmes
Apply criteria to determine delivery media
Define frequency/types of interactions for courses/programmes
4. Create and document a systematic process for reviewing/updating
courses
Timeline and schedule for course review
Review team
Automatic review notifications
Communication plan

Page | 60

C] COURSE CONTENT
Current Course Content Best Practice Options for Addressing Gaps Improving the Current Course Content
Textile Science & Technology courses
Lack of emphasis in essential textile aspects:
Technology aspects of textiles and
applications in novel textiles.
High-end technical applications
Absence of fundamental computation units
Absence of research project

Combines traditional science and
technology aspects of textiles with
innovative applications in smart textiles,
sportswear, aerospace and automotive
materials and biomedical implants.
Course is driven by the needs of the
global textile industry, which is focused
on high-end technical applications.
The first year provides a fundamental
understanding of fibre, yarn and fabric
manufacture, the nature of materials,
mathematics, physics, chemistry and
computation.
Final year research project that allows
the study of a topic in some depth and
provides an ideal opportunity to
develop analytical and personal skills.

1. Categorize content and create Foundation, Breadth and Depth
courses:
Foundation courses will provide students with the fundamental
concepts and tools to pursue their studies at the higher level.
Breadth courses will introduce students to different specialties in
the given discipline of engineering.
Depth courses offer specialization within each engineering
discipline.
Non-woven Textiles, Textile Machine Manufacturing, Textile
Information Systems Design etc.
All depth courses may integrate a substantial design component.
2. Develop and incorporate a research project
To be undertaken by final year student to assess their analytic skills
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Textile Design, Fashion and
Management courses
Lack of strong multi-disciplinary skills
in some programmes
Students lack creativity design ideas
Some courses lack application
component
Deficiency in design studios thus
modest emphasis on design projects
Fundamental textile processes not
adequate
Focus primarily on fashion design
element
Minimal design management content
Insufficient use of Computer Aided
Design

There is a strong emphasis on
developing the multi-disciplinary skills
necessary in today's competitive
marketplace, where students learn to
transfer their creative ideas successfully
into fabrics.
Emphasis on studio-based design
projects, fabric production lectures and
labs, which form the core of the
curricula.
Fundamental textile processes of fibre-
to-yarn and yarn-to-fabric conversion
as well as design management, design
processes and Computer Aided Design
are included.

1. Develop modalities to engage students in multi-disciplinary units
Approach other relevant departments if need be for students to
take units as minors
Introduce students to philosophy, culture and visual art. - It
discusses the interrelatedness of key philosophical, cultural and
artistic ideas and encourages a scholarly way of thinking.
2. Ensure provision of sufficient infrastructure support:
Evaluate current design studio status and workshops
Determine new ways to provide adequate facilities for design
projects
3. Design and incorporate essential textile processes
Computing for design and Computer Aided Design
Develop students computing skills in the areas of drawing, image
manipulation, and digital presentation.
Design Research Interactive Systems: This will furnish students
with an introduction to all interactive systems (Human Factors &
Ergonomics) that affect the design process, research and practice.
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Textile Engineering
Curriculum to incorporate adequate
groundwork of essential fundamentals
on aspects related to Mathematics,
Physics and Chemistry.
Need for well equipped class rooms and
state-of-the art labs such as garments
Technology Lab, Mechanical
Workshop, Fabric Manufacturing Lab.
Wet Processing Lab, Testing Lab and
Quality Control Lab, Physics lab,
Chemistry Lab, Electrical Circuit Lab
etc.
Creative problem-solver using latest
tools of engineering to design novel,
functional textiles and processes.
Emphasis is on process and product
development using textile materials.
The graduates will have know-how in
traditional textile manufacturing as
well as in technical textiles.
Ability to analyze structure property
relationships of textile materials, and
develop and characterize novel textiles
including woven, knitted and non-
woven structures.
1. Course Structure
Ensure curriculum is structured so as to provide adequate
groundwork of essential fundamentals on aspects in the early stages
of the course.
The students should be introduced to concurrent textile related
studies at various levels within the structure of the course in order
to integrate basic concepts with advanced aspects of textile
engineering.
This integration will culminate into specialization in diverse areas of
textile engineering.
o The course structure to be designed in order to provide a
means by which multidisciplinary skills knowledge may be
combined to design, process and manufacture textile
production
2. Ensure provision of sufficient infrastructure support:
Evaluate current laboratories status and workshops
Determine new ways to provide adequate facilities to students to
ensure they are able to deal with engineering problems which occur
in the process of manufacturing fibres, yarns and fabrics.
Page | 63

Ginning Technology
The skill gaps include production
management, marketing management,
people management, information
technology, quality management, and
ergonomics

1. Incorporate essential skills
Improvement in the knowledge and skills of the people associated
with the ginning sector will not only benefit the sector, but will also
create value enhancement in both forward and backward linkages.
Ginning sector up gradation in term of skills and technology can be
used as instruments in improving quality of cotton and cotton
products, creating employment opportunities, and increasing
earnings of the people associated with the ginning sector.
Such interventions will essentially lead to improvement in the
livelihood and poverty alleviation.
D] TRAINING DELIVERY METHODS
Current Training Delivery Methods Best Practice Options for Addressing Gaps Improving the Current Training Delivery
Methods
Engaging part time lecturers/instructors
to teach courses
Training methods not viewed as
effective:
o A blended approach
(theory/practical) in instruction
has not fully been adopted
Engage qualified lecturers/instructors
and competent visiting lecturers
More use of distance learning methods
(particularly Web) versus classroom as
the primary training delivery method
Courses delivered via multiple methods
(blended approach)
1. Ensure course teaching methods provide sufficient opportunities for
interaction
Evaluate current and past opportunities for interaction
Determine new ways to provide opportunities for interaction
during course delivery
Ensure methods for incorporating interactions are effective
Adopt a blended approach (theory/practical) in instruction with
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Opportunities for interaction during
course delivery are inadequate
Lecturers/Instructors (especially part
timers) are not always effective at
delivering training in a given medium

Innovative methods to incorporate
interactions into course learning
Qualified lecturers/ deliver courses

emphasis on practical methods.
2. Ensure lecturers/instructors have the tools and skills to teach
Engage Lecturers/ instructors with:
o Subject matter expertise
o Applied field experience
o Experience in medium of course delivery
Consider using professional speakers with subject matter experts in
seminar forums
Provide lecturers/instructors with standard guidelines for training
in a particular medium

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CHAPTER EIGHT
8.0 CONCLUSION
The textile industry is an attractive sector that is poised for growth. The industry enjoys
significant strengths and advantages, such as, availability of raw materials, labour,
domestic market and supportive government policies. Advances in technology,
combined with the ever-evolving needs skilled manpower, are having a strong impact on
the textile and clothing sector. The importance of innovation-driven textile programmes,
research and development are essential elements for the CTA industry. In this regard,
following the study, the following interventions are, therefore, recommended:
There is need to review and develop the curriculum that addresses the emerging
needs of our society in order to enable the learners to acquire and develop the
desired knowledge, skills, values and attitudes for life in the emerging knowledge
society.
Introduce adequate, relevant contents and curriculum delivery modes to cater for
new and emerging job performance trends as well as modern planning and
quality management best practices.
Need for harmonization and rationalization of TIVET curricula, examinations,
testing and certification. In order to achieve this objective, the TIVET
Curriculum Framework should be shared and owned by all stakeholders to
enhance implementation.
Improving links between educational institutions and the industry with the
prospects of offering jointly developed programs such as internships as one
approach.
The cotton and textile industry is undergoing substantial change and there is a
need for comprehensive data to adequately understand the labour market
dynamics affecting the entire industry in order to adequately develop all-inclusive
training programmes.
An in-depth survey of industry needs will further help to identify human resource
related needs and support the development of a structured industry-wide
approach to up-skilling.
Page | 66

Provide support to the industry by enabling knowledge transfer to occur that
drives human capital to create value through innovation;
o Develop tailored training programs;
o Keeping the programs short (not time-intensive); and
o Insuring that the programs are easy to manage and implement.
Strategies for Promotion of University-Industry Linkages and Partnerships
o Promote faculty and student internships and exchanges with local
and international companies. Faculty internships in local industries are,
at present, limited. An increase in faculty internships and short-term
consulting opportunities would greatly improve the quality of teaching.
Internships for most of the students would increase the quality of
graduates.
o Promote collaborative curricula development in universities. The
outcome would be curriculum that is relevant to industries operating in
Kenya and other African countries.
o Promote joint research and contract research. The joint research
could be with local SMEs as well as multinational corporations. The
outcome would be an increase in the research capacity of training
institutions, increase in number of publications and patents, and increase
in research funding by industry
Develop Graduate /Career Tracking Systems through which the learning
institutions are able to obtain first-hand information about their graduates, what
they experienced as job seekers, their strategies, and their evaluation of their
studies at the respective learning institutions.

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9.0 REFERENCES
Bennett, M and Salm, A (2011). Southern Africas Cotton, Textile and Apparel Sector: A
Value Chain Analysis. AECOM International Development
CABI (2008). Cotton Value Chain: Skill Gap Analysis in GinningSub-sector. CABI Ref.:
FR/CABI-PK/CR60010/1111
Cobb, J. B., The challenge to theological education. (1990). Retrieved June 26, 2012 from
http://www.religion-online.org/cgi-bin/relsearchd.dll/showarticle?i
Curricula Analysis Whitepaper (2008). How Do You Recognize a Rigorous and Relevant
Curriculum?: A Method for Analyzing Rigor and Relevance in Science and
Mathematics Curricula. Retrieved June 14, 2012 from
http://www.vivayic.com/whitepapers/curricula_analysis.pdf
Elmer, D. (2010). The RGM skills formation in Bangladesh: A background paper.
Background paper prepared for Bangladesh Trade Note, Dhaka, World Bank
Eritrea: Human resource for sustainable industrial development. Part 1: Situation analysis
and policy recommendations (2003).
Finch, C.R., & Crunkilton, J.R. (1999). Curriculum development in vocational and
technical education: Planning, content, and implementation (5th ed.). Boston:
Allyn & Bacon.
Hodges,N., Karpova, E., Hegland, J., ONeal g. and Kadolph, S. (2011). Collaborative
Development of Textile and Apparel Curriculum Designed to Foster Students
Global Competence Iowa State University. Family & Consumer Sciences Research
Journal, Vol. 39, No. 4, Pp 325338. DOI: 10.1111/j.1552-934.2011.02073.x
Hooker, M., Mwiyeria, E., Waweru, S., Ocharo, M., Bassi, R., Palmer, L. and Clarke, D.
(2011). TIVET ICT Baseline Survey. Report TIVET Institutions Kenya.
Developed by Ministry of Higher Education, Science and Technology in
Partnership with GESCI.
Hopkins, D. (2001) School Improvement for Real. London: Routledge Falmer.
Innes, R. (2004). Reconstructing undergraduate education: Using learning science to
design effective courses. Mahwah, NJ: Lawrence Erlbaum Associates.
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McKinnon, K. R., Walker, S. H. and Davis, D. (2000). Benchmarking. A manual for
Australian Universities. Higher Education. ISBN 0 642 23972 X (Online version
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_1_1,00.html#ES
Omolo, J. O. (2006). The Textiles and Clothing Industry in Kenya, in Hebert Jauch and
Rudolf Traub- Merz (eds). The Future of the Textile and Clothing Industry in Sub-
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in regional Australia FEASIBILITY STUDY. Charles Sturt University &
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of the ICAC in Ouagadougou, Burkina Faso
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department curriculum. ASHE-ERIC Higher Education Report No. 6. Washington,
D.C.: The George Washington University, School of Education and Human
Development.

Page | 69

ANNEX 1
Database of Kenyan Universities and University Colleges offering
CTA related courses
NO. INSTITUTION COURSES
1 Moi University
P.O. Box 3900, Eldoret 30100, Kenya
Tel: +254 53 43170
Email: deanengineering@mu.ac.ke
Bachelor of Engineering in Industrial
and Textile Engineering
Master of Science in Textile Engineering
2 Egerton University
Development Studies
P. O. Box 536 20115, Egerton, Kenya
Tel: +254 723 926 781
Bachelor of Science in Clothing, Textiles
and Interior Design

3 Kenyatta University
Department of Fashion, Design & Marketing
P.O Box: 43844-00100, Nairobi, Kenya
Tel: +254 20 8710901 Ext: 57141
Email: chairman-textile@ku.ac.ke
Web: www.ku.ac.ke
Bachelor of Science in Fashion Design
and Marketing
Master of Science in Fashion Design and
Marketing
PhD in Fashion Design and Marketing
4. MasenoUniversity
Private Bag, Maseno, Kenya
Tel: +254 - 57 - 351620/22 Ext: 3169 / 3511
Fax: +254 - 57 351221
Web: www.maseno.ac.ke
Bachelor of Arts in Textile, Apparel
Design & Fashion Merchandising
Master of Arts in Textile with a
Specialization in Textiles & Apparel
Design
PhD in Clothing and Textiles
5. Kenya Polytechnic University College
Haile Selassie Avenue
P.O. Box 52428, Nairobi, 00200
Tel: +254 20-22219690, 342425
Fax: +254 20-22219689
Email: polymis@swiftkenya.com
Certificate in Fashion Design and
Garment Making
Diploma of Technology in Fashion
Design
Page | 70

Diploma in Fashion Design and
Garment Making
6 South Eastern University College (SEUCO)
Department of Industrial, Manufacturing
and Energy Engineering
P.O. 170-9022, Kitui, Kenya
Tel: +254-20-2413859,
Cell: +254-716 962770/736 116989
E-mail: info@seuco.ac.k
7 Machakos University College
Department of Clothing Technology
P.O. BOX 136 90100, Machakos
Tel: +254 44 21604
Email: machakostechnical@yahoo.com
Website:
http://www.machakosuniversity.ac.ke

Craft Certificate in Garment Making (Clothing
Technology)
Artisan Certificate Course

Page | 71

ANNEX 2
Database of Kenyan PMLCs and TIVET offering CTA related courses
NO. INSTITUTION CATEGORY COURSES
1 Eldoret Polytechnic
Eldoret, Kenya
Tel: +254 723 010265
Email Address: Kipru@gmail.com
Website: http://www.eldopoly.ac.ke/
Polytechnic College

2 Kisumu Polytechnic
P.O. BOX 143, Kisumu, 40100, Kenya
Tel: +254 57-2020071
Email: ksmpoly@swiftkenya.com
Website: www.kisumupoly.ac.ke
Polytechnic College

3 Kenya Textile Training Institute
P. O. box 67799 00200, Nairobi
Te: +254 720 917897
+254 736 290676
Email: principallktti@gmail.com
Website: http://www.nita.go.ke
Technical
Training College

Spinning
Weaving
Processing
Clothing Technology at craft and
Diploma levels
4 Mathenge Technical Training Institute
P.O. BOX 665, Othaya
Tel: +254 20-3523664
Technical
Training College

5 Kirinyaga Technical Institute
P.O BOX 143-10300 Kerugoya
Tel: +254 20 2146750
Technical
Training College
6 Michuki Technical Training Institute
P. O. Box 4, Kangema
Tel: +254 60 56831
Website: www.michukitechnical.ac.ke
Technical
Training College
Certificate and Diploma in
Clothing Technology
7 Nkabune Technical Training Institute Technical Craft, Artisan, Certificate and
Page | 72

P.O. BOX 330, Meru
Tel: +254 064 30631
Website: http://www.nkabunetti.ac.ke
Training College Diploma in Clothing Technology

8 Nairobi Technical Training Institute
P.O. BOX 30039, Nairobi-
00100, Kenya
Tel: +254 20-6764863
Email: info@ntti.ac.ke
Website: www.ntti.ac.ke
Technical
Training College
9 Gusii Institute of Technology
P.O. BOX 222, Kisii, 20100 Kenya
Tel: +254 -58-31958
Technical
Training College
10 Rift Valley Institute of Science and
Technology
P.O. BOX 7182- 20100, Nakuru
Tel: +254 50 216205
Technical
Training College

11 Mombasa Technical Training Institute
P.O. BOX 81220, Mombasa, 80100
Kenya
Tel: +254 41-226458
Email: oj_yewa@yahoo.com
Technical
Training College

12 Meru Technical Training Institute
P.O. BOX 111 - 60200, Meru
Tel: +254 64 32837
Technical
Training College
13 Ramogi Institute of Advanced
Technology
P.O. BOX 1738-40100, Kisumu,
Tel: +254 20 2065052 / 0723 789373
Website: www.ramogiinstitute.ac.ke
Technical
Training College
14 Nyeri Technical Training Institute P.O.
BOX 465-10100 Nyeri, Kenya
Tel: +254 61 2032330
Email: nyeritti@yahoo.com
Technical
Training College

15 Moi Institute of Technology Technical
Training College
Page | 73

P.O. BOX 184 - 40404 Rongo
Tel: 059-42087
Website: www.moinstitute.ac.ke
16 Sang'alo Institute of Science &
Technology
P.O. BOX 158, Bungoma, Kenya
Tel: +254 55 30918 /20 2315495 /55
20322, 735 175295
Technical
Training College
Certificate in Garment making
Clothing Technology

17 North Eastern Province Technical
Training Institute.
P. O. Box 329 - 070100 Garissa
Tel: +254 46 2102454
Website:
http://www.neptechnical.ac.ke
Technical
Training College
Craft Certificate and Artisan
courses in Garment Making
18 Keroka Technical Training Institute
P.O. BOX 440-40202, Keroka
Tel: +254 726-588558 /728 389219
Email: info@kerokatechnical.ac.ke
Webpage: http://www.kerokatechnical.ac.ke
Technical
Training College
Craft in Fashion Design and
Garment Making Technology
Artisan course
19 Rwika Institute of Technology
P.O. BOX 1264 60100, Embu
Tel: +254 68 31100
Technical
Training College
Certificate in Interior Design and
Decoration
20 Kenya Industrial Training Institute
P.O. BOX 280, Nakuru Kenya
Tel: +254 51-2216755
Technical
Training College
Clothing Technology

21 Shamberere Technical Training
Institute
Kakamega, Kenya

Technical
Training College
Clothing Technology
22 National Youth Service Engineering
Institute
P.O. BOX 55742 00100, Nairobi
Engineering College Diploma in Clothing Technology
23 Karen Technical Training Institute for
The Deaf,
Karen Road, Off Ngong Road Nairobi
Training Institute Diploma in Clothing and Textile
Technology
Clothing and Textile Technology
Page | 74

Tel: +254 20 882872: Craft Level
24 Technology Development Centre
P.O. Box 42 00204, Athi-River
Tel: +254 20-2398429 /
+254 45 6620283
Email: tdc@labour.go.ke
Training Institute Machine Operator course
DIT Grade 3, 2 and 1 in
dressmaking and tailoring
Diploma in Fashion design
25 Evelyn College of Design
P.O. BOX 10988, Nairobi, 00400
Tel: +254 20 4348839/40; 3877708/09;
3876504
Email: administration@evelyncol.com
Website: www.evelyncol.com
Arts and
Science College

BTEC Higher National Certificate
and Diploma in Fashion and
Textiles
Short courses in Clothing
Construction and Textile Design
26 Vera Beauty and Fashion College
Emperor Plaza,
Kenyatta Avenue, opp. G.P.O
P.O. Box 12416-00100, Nairobi
Tel: +254 20 2216520 /
Cell: +254 725 923550
Email: info@verabeautycollege.com
Website: www.verabeautycollege.com
Beauty and Health
College

Diploma in Interior Design in Soft
furnishing
Certificate in Fabric Decoration
27 Buruburu Institute of Fine Art (BIFA)
P.O Box 48370 - 00100, Nairobi
Tel: +254 721-837917 (Cell) /
20 2319767
Email: info@bifa.ac.ke
Website: www.bifa.ac.ke
Arts and
Science College

Certificate and Diploma in Fashion
Design
Certificate and Diploma in Interior
Design
28 Mcensal School of Fashion Design
P. O. Box 51421-00200, Nairobi,
Kenya
Tel: +254-020-2711988
Email: fashion@msf.co.ke
Webpage: www.msf.co.ke
Diploma &
Certification
College
Edexel BTECH Level 3 Award,
Diploma in Fashion and Clothing,
Edexel BTECH level 5 Higher
National Diploma in Art and
Design,
Short courses with a duration of 6
weeks
Page | 75

29 Nairobi Art Academy
P. O. Box 21520-00505, Nairobi,
Kenya
Tel: +254 20 2183851
Cell: +254 722 153553
Email: info@nairobiartacademy.com
Website: www.nairobiartacademy.com
Arts and
Science Colleges
Certificate Courses in Fashion
Design & Garment Making
Technology

Page | 76

ANNEX 3
Database of ESA region institutions offering CTA related courses
NO. COUNTRY INSTITUTION COURSES
1 Ethiopia Bahir Dar University,
Garment and Fashion Design (iOTEX)
Tel: +251 582 266246
Mobile: +251 911 389237
Email: ashenafit@bdu.edu.et
(i)Undergraduate degree
programmes (B.Sc)
Textile Engineering
Garment Engineering
Fashion Design
TVET in Textile Engineering
TVET in Garment Engineering
(ii) Postgraduate programmes
Textile Technology (M. Tech)
PhD programme
Sandwich programme with a German
University (degree issued by Bahir Dar
University)

2

Faculty of Engineering, Department of
Textile Technology,
Mauritius
Tel: +230 4037756, +230 2527560
Undergraduate degree programmes (B.Sc)
Textile and Fashion Design
Fashion Technology

Fashion & Design Institute
Mauritius
Tel: +230 4047242
Fax +230 4664105
Email: admin@fdi.intnet.mu

BTEC Higher National Diploma in
Textiles Design
BA (Hons) Fashion Design and
Technology
3 South Africa Tshwane University of Technology,
Department of Fashion
183 Staatsartillerie Street
Pretoria 0183
National Diploma: Fashion
Baccalaureus Technologiae: Fashion
Magister Technologiae: Fashion
Doctor Technologiae: Fashion
Page | 77

South Africa
Tel: 011-27-12-086-1102, Ext. 422
Website: www.tut.ac.za
Technology
Department of Clothing & Textile
Technology
PO Box 1906, Symphony Way, Bellville,
Western Cape
7535
South Africa
Tel: +27 21 959 6466 (secretary)
+27 21 959 6062 (HoD)
Fax: +27 21 959 6497
Email: info@cput.ac.za
parenzeec@cput.ac.za (secretary)
hovgaarde@cput.ac.za (Ag HoD)
National Certificate Clothing
Management,
National Diploma Clothing
Management
B-Tech Clothing Management
The Design School Southern Africa
71 Corlett Drive, Birnam, Johannesburg
2196 (Entrance 28 Fort Street)
Tel: 011-27-11-786-7501
Website:www.designschoolsa.co.za
Bachelor degree program in Fashion Design.
Cape Town College of Fashion Design
7 Delaney Road
Plumstead 7800
South Africa
011-27-021-762-6710
Email: admin@ctfashioncollege.co.za
Webpage:www.ctfashioncollege.co.za

Part-time Courses
Garment Technology Foundation
Garment Technology - Patternmaking
Advanced
Garment Technology - Garment
Construction Advanced
Fashion Design
Digital Fashion Illustration
Department of Fashion & Textiles
P O Box 1334
Durban 4000
South Africa
Tel: 031 373 3750
Fax: 031 373 3744
Website http://www.dut.ac.za
National Diploma in Fashion
Bachelor of Technology in Fashion
Master of Technology in Fashion
Page | 78

Elizabeth Galloway Academy of Fashion
Design
26 Techno Road, Techno Park
Stellenbosch, Western Cape
South Africa 7600
Email: info@elizabethgalloway.co.za
Part-time Course
Introduction to Fashion Design course
Linea Academy of Fashion
65 Jan Smuts Ave, Mayville
Durban, Kwazulu Nata
South Africa
Tel: +27 31-2611414
Email: linea_academy@telkomsa.net

lineaacademy@lineaacademy.co.za
Website: www.mjvn.co.za/linea
BA Degree in Fashion Design
Lisof Fashion School
P. O. Box 1284
Parklands, 2121
Rosebank:
Tel: +27 (0) 86 11 54763
Tel: +27 (0) 11 788 4432 / 011 788 6617
Fax: +27 (0) 11 447 4087
Hatfield:
Tel: +27 (0) 12 362 6827
Fax: +27 (0) 12 086 695 1843
Cape Town: Tel: +27 (0) 21 423 4795
Fax: +27 (0) 11 447 4087
Email: info@lisof.co.za

Full Time
Degree:
Bachelor of arts in fashion
Bachelor of arts honours in fashion
Diploma:
Diploma in Fashion
Part-Time
Short course in fashion design; Garment
construction (sewing); Patternmaking; Make-up
01 and Make-up 02
Higher certificate in fashion (night school)
Distance Learning
Short course:
Short course in fashion design
Short Course in Patternmaking
4 Swaziland University of Swaziland
Faculty of Agriculture
Department of Consumer Sciences
Private Bag 4, Kwaluseni
M201, Swaziland
B.Sc. Textiles, Apparel Design and
Management
Page | 79

Tel: +268 2517-0000/2518-4011
+268 2518-5108
Fax: +268 2518-5276
Swaziland
Email: pezwane@agric.uniswa.sz
Webpage: www.uniswa.sz
5 TANZANIA University of Dar es Salaam
College of Engineering and Technology
P.O. Box 35131
Dar es Salaam, Tanzania
Tel: +255 22 2410753 (direct Line);
+255 22 2410500 - 08 (Ext 2800)
Fax: +255 22 2410572
Fax: +255 22 2410752 or +255 22
2410114
E-mail: principalcoet@udsm.ac.tz
B.Sc. in Textile Engineering
B.Sc. in Textile Design and Technology
6 UGANDA Department of Textile Engineering
Busitema University
P.O Box 236, Tororo, Uganda
Mob: +256-776-369920
+256-703-975963
Email: bustext@eng.busitema.ac.ug
Webpage: www.busitema.ac.ug
Diploma in Ginning Engineering
Bachelor of Science in Textile
Engineering

Chemistry Department
Kyambogo Hill Campus P.O. Box 1,
Kyambogo, Uganda
Tel: +256 - 414 - 690863
Diploma in Textile Design and Technology
Bachelor of Science in Textile and Clothing
Technology
7 ZIMBABWE Department of Textile Technology
National University of Science and
Technology
P.O. Box AC 939, Ascot, BULAWAYO
Tel: +263 - 9 - 282842
Bachelor of Textile Technology (Honours)
Degree - Textile Technology
Page | 80

Fax: +263 - 9 - 286803
E-mail:
Website: www.nust.ac.zw
Institute of Art & Design
P.O Box 1392, Bulawayo, Zimbabwe
Email: libadlodlo@yahoo.com
Tel: +263 774 745443 /712 408518
+263 885745
Website:
http://www.bulawayopoly.ac.zw

National Certificate (NC)
Fashion Design
Industrial Clothing Design and
Construction
Textile Design
National Diploma (ND)
Textile Design
Fashion Design
Industrial Clothing Design and
Construction
Higher National Diploma (ND)
Textile Design
Fashion Design
Midlands State University (MSU)
P. Box Private Bag 9055
Gweru
Zimbabwe
Zimbabwe Code +263
Gweru area code (0)54
Main Campus
260331,260337,260404,260409,260417,2
60450, 260464, 260476, 260490, 260497,
260525, 260541, 260554,260566, 260568,
260592, 260575, 260632, 260667,
260735, 260575
Webpage: www.msu.ac.zw
Bachelor in Fashion Merchandising
8 MALAWI

University of Malawi
Department of Home
Economics/Human Nutrition
P.O. Box 219, Lilongwe,
Malawi
Tel: +256 (1) 277222
9 MOZAMBIQUE Erasmus Muhate (Principal Agronomist)
Page | 81

Mozambique Institute for Cotton
I.A.M. Av. Eduardo Mondlane Nr. 2221,
1-Andar, Maputo, Mozambique
Tel: +258-1-43 10 15/60
Fax: +258-1-43 06 79
Email: iampab@zebra.uem.mz
10 MADAGASCAR Athne Saint Joseph Antsirabe(ASJA),
P. O. Box 287, Madagascar
Email: asja@dts.mg
Tel: +261 (20) 44 483 19/20
MSc Textile Technology and
MSc Textile Technology with
specialization in Production and
Manufacturing
11 ZAMBIA Riverside Farm Institute
P.O. Box 360053
Kafue Zambia
Phones: +260 211 21 24 15/ 21 50 82
+260 977 788 472
E-mail: rfi@zamnet.zm
Tailoring Course

12 RWANDA Kigali Institute of Science and
Technology (KIST)
Avenue de lArmee,
P/ O/ Box 3900, Kigali, Rwanda
Tel:+250 574696 /+250 727 111057
Fax:+250 571924
Email: info@kist.ac.rw
hcrd@kist.ac.rw
Bachelor of Science in Creative Design

13 LESOTHO Limkokwing University of Creative
Technology, Lesotho
Maseru Campus
P.O. Box 8971, Maseru 100, Lesotho.
Tel: +266 2231 9779/9787
Associate Degree in Fashion and Apparel
Design
14 ERITREA

Page | 82

ANNEX 4
Sample Curriculum Development Processes in Selected Kenyan
Institutions

A] School of Engineering, Moi University, Kenya
The Curriculum Sub- committees in the teaching Departments collects and collates input
from stakeholders, including staff, students, graduates, and market players regarding
current programmes, and the changing trends in academic innovations.
The Sub committees prepare a memorandum of suggested new curricula or revisions
to the existing curricula and submit them to the Head of the relevant Department,
herein after termed the source Department.
The Heads of Department table memoranda from the Curriculum sub- committee at
a special Departmental academic Board meeting for discussion.
The Departmental Academic Boards consider the proposals by the Curriculum sub-
committee, and task specialists to design specific courses, or make revisions to
existing courses in line with suggestions by stakeholders, professional requirements
and current trends in the area of specialization.
The specialists submit draft courses or suggested revisions to existing courses to the
Head of Department within a specified time referred to as draft one.
The Head of department distributes the draft courses or amendments to the academic
staff for study and further input.
The Head of Department then organizes a workshop to deliberate the draft courses,
programmes and revisions. The workshop may have resource people from outside the
department and representatives of stakeholders.
The workshop fin dings are submitted to the curriculum sub- committee to develop
advanced drafts.
The advanced drafts are submitted to the Head of Department
The Head of Department circulates the advanced drafts to academic staff of the
department for further input.
The Head of Department holds Departmental Academic Board meetings to discuss
the advanced drafts for further improvement.
The Head of Department submits the improved advanced drafts to the Dean of the
School for consideration by the School Curriculum Sub- committee
The School sub -committee considers the improved advanced drafts at specific
meetings and may recommend amendments for the source department to consider.
Page | 83

If satisfied with the advanced improved drafts, the School curriculum sub
committee tables the drafts at a special School Academic Board meeting for
discussion.
The School Academic Boards may propose amendments for the source department to
consider.
If satisfied with the draft curricula proposals or course revisions, the school Academic
Board authorizes the Dean of the School to submit the drafts to the Chair of the
committee of the Deans.
The Chair of the Committee of Deans tables the curricula drafts before the
committee of deans for discussion.
The Committee of Deans may recommend amendments for the source department to
consider.
If the Committee of Deans is satisfied with the proposed curricula or amendments to
existing curricula, they authorize the chair of the committee to submit them to the
Chief Academic Officer/Senate Secretariat.
The Senate Secretariat tables the draft curricula or revisions in Senate for discussion.
Senate recommends amendments to the draft curricula or course revisions for the
source department to make.
If Senate is satisfied with the draft curricula or revisions to the existing curricula the
draft is then approved and become bona fide university curricula to be run by the
source department.

Page | 84

B] South Eastern University College (SEUCO)

1. Needs assessment
- Data collection
-Report writing
-dissemination
8. Monitoring and evaluation 2.Policy formulation
-Monitoring Review of:
-Summative evaluation National goals of education
-Syllabus revision -Level objectives
-Number of subjects

7. National implementation 3. Curriculum design
-Teacher orientation - Subject general objectives
-Distribution of syllabuses - Topical content
-Implementation - Scope and sequence charts
- Curriculum design

6. Pre-testing/Piloting/Phasing in 4.(a)Syllabus Development 4.(b)Development of
Approval curriculum
- Selecting of pilot schools - Writing workshops -Production of course
-Development of instructional - Subject panel books/teacher guidelines
materials - Course panel - Development of
- Piloting - Academic board handbooks and manuals
-Monitoring the piloting - Printing and
-Revision of syllabus -Production of syllabuses
-Vetting of curriculum support materials

5. Preparation of Curriculum Implementers
-Orientation of Teachers, Education Officers
and other stakeholders
Page | 85

ANNEX 5
Sample Curriculum Development Processes in Selected ESA
Institutions

A] Institute of Technology for Textile, Garment and Fashion Design (iOTEX),
Bahir Dar University, Ethiopia
The curriculum development undergoes two phases:
Professional profile development phase.
Curriculum development phase.
Professional profile encompasses all knowledge, skills and attitude that the industry and
sectorial stakeholders need from the graduates in the field at the end of the day;
curriculum, on the other hand, is the combination and sequence of courses structured to
produce the needed professional profile demanded by the industrial sector. Professional
profile is dictated by the industrial sector and, based on the formulated professional
profile, Ethiopian and German curriculum experts in the textile, garment and fashion
profession developed the curriculum.
B] Busitema University, Uganda.
The programme was developed to address the gap of textile professionals needed by the
country having skills in all textile manufacturing processes and other related engineering
disciplines. All stakeholders in the cotton, fibre and apparel value chain coupled with
academics with extensive experience in cotton, fibre, textiles and apparel were called
upon to participate in the development process. Their input was beneficial, and when the
programme was submitted to the National Council for Higher Education (NCHE) a
body which regulates degree awarding institutions in the country, awarded it the green
light and as one of the best developed programmes.

Page | 86

C] Department of Clothing and Textile Technology, Cape Peninsula University of
Technology, South Africa
The curriculum was developed by having workshops with stakeholders from retailing
sector, clothing and textile industries, and the unions in order to get their valuable input
in what was required. Close cooperation with Natal Technikon was the convener
technikon also took place. Benchmarking against offerings elsewhere both in SA and
Europe took place.

D] Department of Mechanical and Industrial Engineering, University of Dar es
Salaam, Tanzania.
A team of experts prepared the Zero draft curricula using references in USA, UK,
India, Germany and South Africa. This was followed by a stakeholders workshop, that
included stakeholders who had earlier responded to a needs survey questionnaire. The
team of experts plus one nominated industrialist harmonized the zero draft curricula by
incorporating views from stakeholders where necessary.

Page | 87

ANNEX 6
CATALOGUE OF INDUSTRIES ASSOCIATED WITH THE TRAINING INSTITUTIONS
COUNTRY INSTITUTIONS INVOLVED IN CURRICULUM
DEVELOPMENT
CTA INDUSTRIES/ORGANIZATIONS LINKED TO
DEPARTMENTS INTERNSHIP PROGRAMMES
Kenya

Kenya Industrial Research and Development Institute (KIRDI) Rivatex (EA) Ltd
Kenya Bureau of Standards (KEBS) Thika Cloth Mills
Kenya Agricultural Research Institute: Sericulture Station, Thika Nakuru Blankets
Engineers Registration Board Spinners and Spinners
Kenya Agricultural Research Institute (KARI) Spin knit
Ministry of Higher Education, Science and Technology EA Fine Spinners
Ministry of Industrialization African Cotton Industries
Ministry of Agriculture Rivatex (EA) Ltd
Kenya Association of Manufacturers (KAM) Ken Knit Nakuru
Kenya Institute of Education (KIE) Sunflag Industries
Kenya Institute of Education (KIE) Bedi Investment
Kenya National Examinations Council (KNEC) RUPA
Directorate of Industrial Training under the Ministry of Labour Kicomi
Export Processing Zone (EPZ) Authority EPZ
Brother knit wear
Ultra ltd
Manchester outfitters
Page | 88

Fashion Houses (Kiko Romeo, Mihatchi, Rialto, Lacasa,
Samwa Fashions, Occasions n' days, African-- Heritage,
Essential Fashions, Sierra Fashions, Mirage Fashions, Jipa and
Garment Ltd, Jakari Clothing Company, Mirage Fashion Wear)

Private Design Firms (Magnet Venturers, Design Fourty,
Chege Designers, Ideal Interiors, Inexterior Ltd, House Mark
Ltd, Blue Omnibus, Studio 62 Ltd, Oshwa Prime Designers,
Jacaranda Designers, Skima Designers, Zambezi African Design,
Pee Jay Designers)
Interior firms that are relevant CTA industries ( Neo Interiors,
Bizzline Interiors, Elegance Furnitures, Odds n Ends, Planet
Interiors)

Uganda

National Council for Higher Education (NCHE) Southern Range Nyanza Ltd. Jinja (Uganda)
Uganda Industrial Research Institute (UIRI) Phenix Logistics Kampala (Uganda)
Ministry of Trade, Industry & Cooperatives Sigma Knitting Jinja (Uganda)
Uganda National Council for Science & Technology (UNCST) Rivatex E.A. Ltd. Eldoret (Kenya)
Uganda National Bureau of Standards (UNBS) Polymer Industries
Cotton Development Organization (CDO) - TIC Plastics Kampala (Uganda)
National Agricultural Research Organization (NARO) - Africa Polysacks Seeta (Uganda)
Southern Range Nyanza Ltd. (Textile Mill) Paper Industries
Phenix Logistics (Textile Mill) - Riley Packaging Mukono (Uganda)
Textile Engineering Academics from: Research Institutes
- Moi University, Department of Manufacturing, Industrial &
Textile Engineering
- Uganda Industrial Research Institute
- Dar-es-salaam University - Kawanda Agricultural Research Institute (Uganda)
- DKTE Textile & Engineering Institute, Ichalkaranji India
- Kyambogo University, Dept of Chemistry Textile Section,
Ginners
Page | 89

Ethiopia

Textile and garment industry representatives Almeda Textile Industry
Small and micro enterprises Komblocha Textile Industry
The private sector (engaged in textile business one way or the
other)
Hawassa Textile Industry
Governmental organizations (policy formulators and decision
makers
Arba Minch Textile Industry
Experts in the field of textile and garment sector Ayka Addis Textile Industry
SAYGINDIMA Textile Industry
Ambassador
Wow International
Knit to Finish
Novastar
Wossi Garment
Concept International

Mauritius

Textile Manufacturers Fabric and Garment Manufacturers
Fabric Manufacturers Knitwear, Jersey wear, Denim, Shirts Manufacturers
Local enterprises and SMEs Textile Manufacturers; dyeing, spinning
Fashion Designers Textile agencies
Secondary Teacher
Academics from the university

Rwanda

University of Nairobis School of Art & Design UTEXRWA Textile Industry
Kenya Polytechnic University College New Kigali Designers
Page | 90

Department of Art & Design, Kenyatta University
Directorate of Quality Assurance, KIST

South Africa

Natal Technikon Natal Technikon
Woolworths Woolworths
Foschini Foschini
PEP manufacturing PEP manufacturing
Rex Truform Rex Truform
Monviso Monviso
House of Monatic House of Monatic
Rotex Textile company Rotex Textile company
Nettex Textile company Nettex Textile company
Team Puma Textile company Team Puma Textile company
Hextex Textile company Hextex Textile company
Falke Textile company Falke Textile company
Clothing and Textile Workers Union.

Swaziland

Apparel firms Clothing retailing shops
Ministry of Enterprise Apparel manufacturing companies
SMEs

Tanzania

African Pride Textile Nsagali Co. Ltd-Ginner
Tanzania China Friendship Textiles Uzi Bora
21st Century Textiles Ltd -Morogoro Ilonga Agricultural Research Institute
Page | 91

A to Z Textile Mills Ltd-Arusha Ukiliguru Agricultural Research Institute
Tanzania Bureau Of Standards Tanzania Industrial Research and Development Organisation
(TIRDO)
Tanzania Industrial Research and Development, (TIRDO) African Pride Textiles
Tanzania Police Force-Bohari Kuu Karibu Textile Mills Ltd
Tanzania Prison Services Tanzania China Friendship Textile Ltd
Community Development and Relief Trust (CDRT) 21st Century Textile (TPM-1998 Ltd)
National Service-JKT A to Z textile Mills Ltd
Tanzania Peoples Defence Forces Sun Flag Ltd
University of Dar es Salaam -Students Moshi Textile Mills
University of Dar es Salaam -Staff New Musoma Textile Ltd
Presidents Office, Planning Commission New Mbeya Textile Mill Ltd
Ministry of Industry Trade and Marketing 21st Century Textile (formerly Polytex)
Tanzania Gatsby Trust Morogoro Canvas Mill (1998) Ltd
Tanzania Cotton Board New Mwanza Textile Ltd
Vocational Education Training Authority New Tabora Textile Mills
Afritex Ltd
Kilimajaro Blanket Corporation
Vocational Education and Training Authorities
Tanzania Bureau of Standards

Zimbabwe

Spinning, weaving, knitting, dyeing and finishing, clothing
manufacture
Spinning, weaving, knitting, dyeing and finishing, clothing
manufacture
Technical textiles manufacturers Technical textiles manufacturers
Standards association Standards association

Page | 92

ANNEX 7
ACTIVITY LOGFRAME: TRAINING INSTITUTIONS AND INDUSTRIES
COUNTRY INSTITUTION CONTACT
PERSON
POSITION
E
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W
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F
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TELEPHONE EMAIL
TRAINING INSTITUTIONS
Kenya

Moi University
Prof. Paul Wambua Dean X X X +254 53 43170 paulwambua@yahoo.com
Kenyatta University
Department of Fashion Design and
Marketing
Dr. Isabella Wandaka HOD X +254 20 8710901 chairman-fashion@ku.ac.ke
Egerton University
Development Studies
Dr. Lydia Nkatha HOD X X X +254 723 926 781 lydiankatha@yahoo.com
Maseno University Dr Susan Abongo Lecturer X
Mrs. Mary Nyayieka HOD X X +254 717 408772 maryeuniceatieno@yahoo.com
South Eastern University College Ms. Phoebe
Ndambuki
Technologist X X +254 728 616390 mnphoebe2002@yahoo.ca
Page | 93

University College
Former Machakos Technical Training
Institute

MS. Rose Kitheka Lecturer X X X X rose_kitheka@yahoo.com
Mcensal School of Fashion Mrs Verah Maganga Lecturer X X X
BuruBuru institute of Fine Arts Ms. Margaret. Irungu Lecturer X X 254 721 837917 margs20u@gmail.com
Mrs. Rosemary Orina Lecturer X X - - +254 020 216520 romadesigns2003@yahoo.com
Technology Development Centre Ms. Lucy Wambugu HOD X X - X +254 20-2398429 lucywambugu72@gmail.com
Nkabune Technical Training Institute
Institutional Management
Ms. Alice Ngunu HOD X X X X +254 719 186814 a_ngunu@yahoo.com
Rift Valley Institute of Science and
Technology
Ms. Abisac Limo HOD X X X - +254 722 422078 -

Garment and Fashion Design
Ashenafi T. Tesema Technology
Transfer
Officer
X X +251 911 389237 ashenafit@bdu.edu.et

Mauritius

University of Mauritius
Department Of Textile Technology,
Sabrina R. Iranah Lecturer X X +230 4037756 s.ramsamy@uom.ac.mu

Fashion and Design Institute Mrs. Sadhna
Gawaheer
HOD X X +230 4047242 admin@fdi.intnet.mu

Rwanda Kigali Institute of Science and
Technology
Arthur Joash HOD X X +250 727 11105 hcrd@kist.ac.rw

Page | 94

South Africa

Technology
Department of Clothing and Textile
Technology
Dr Elspa M
Hovgaard
Ag. HOD X X +27 21 959 6062 hovgaarde@cput.ac.za
Tswane University of Technology
- - - X
Cape Town College of Fashion
Design
Shakeera Elliot Administrative
Assistant
X X X +27 21 7626710 admin@ctfashioncollege.co.za
Lisof Fashion School X
Department of Fashion and Textiles
X

Prof. P. E. Zwane HOD X

X +268 251 70517 pezwane@uniswa.sz

Department of Mechanical and
Industrial Engineering
Dr. Leonard
Mwaikambo
Senior
Lecturer
X X +255 787 028066 lyrmwaikambo@udsm.ac.tz

Uganda

Busitema University
Department of Textile & Ginning
Engineering
Rwawiire Samson HOD X X +256 776 369920 rsammy@eng.busitema.ac.ug
Kyambogo University Mr. Muturi Lecturer X X

muturiza@yahoo.com

Zimbabwe

National University of Science And
Technology Faculty of
Industrial Technoogy
Dr. Abraham B
Nyoni
HOD X X +263 9282842 Abraham.b.nyoni@nust.ac.zw
Bulawayo Polytechnic Silibaziso Dlodlo Principal X +263 774 745443 libadlodlo@yahoo.com
Page | 95

Lecturer

Malawi University of Malawi
Orpah Kabambe Lecturer X X

X +265 888 384062 okabambe@yahoo.com

Mozambique Mozambique Institute for Cotton Mr. Maria Jose HOD X +258 1 431015/60 nmahalambre@iam.gov.mz

Madagascar Athne Saint Joseph Antsirabe
(ASJA),
Catherine STAUB

X +261 (20) 44 483 19 asja@dts.mg

Zambia Riverside Farm Institute Jones Hachombwa Director of
Education
X +260 211 212415 joneshachombwa@zamnet.zm

Lesotho Limkokwing University of Creative
Technology, Lesotho
X +266 2231 9779/
9787

Page | 96

COUNTRY INSTITUTION CONTACT
PERSON
POSITION
E
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C
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F
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W
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B
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I
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F
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TELEPHONE EMAIL
INDUSTRIES

Kenya Makueni Ginnery David Masika X +254 202 326039
Emstene Studio Sara Githua X +254 721 395434
Fine Spinners Valentine Mulupi X +254 20 556144
Chefamel Designs Juliet Ntalo X +254 735 105612
Alltex EPZ Ltd Asela X +254 734 357278
AytsoBej Caroline Nyarunda X +254 721 433352
Aphina Fashions Seraphine Otsola X +254 722 381475
Earthly Creations Betty Vanneti X +254 721 477576
Quanzza Designs Elizabeth Njoroge X +254 721 511499
Page | 97

Njembu Weavers Esther X +254 723 800504
Intrinsic Falconry Fashions Agatha Oturi X +254 722 73032
Thika Cloths Mills X +254 20 3744930
Spin Knit X +254 512 211517

AfricanCotton&TextileIndustriesFederation
P.OBox124900606,Nairobi
Tel:254725038884/733247052
Fax:+254202022531
Email:info@cottonafrica.com
Supportedby:
African Cotton &Textile Industries Federation

ACTIF Report of Textile and Clothing Training Institutions in ESA Region - DR E. Nguku - Nov 2012

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ACTIF Report of Textile and Clothing Training Institutions in ESA Region - DR E. Nguku - Nov 2012

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ANALYSIS OF TEXTILE & CLOTHING TRAINING INSTITUTIONS IN

THE EASTSOUTHERN AFRICA

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