Green Economy Marketing in Technical and Vocational Education and Training in Kenya

A Case of Technical University of Mombasa

  • Bozo Jenje Bozo Technical University of Mombasa, Kenya
  • Kennedy Mganga Chilibasi Technical University of Mombasa, Kenya
Keywords: Green Skills, Green Economy, TVET, Green Skills Learning


Green skills are relevant for Sustainable Development for the modern economy. To adapt green economy, Technical and Vocational Education and Training (TVET) are important in the contribution towards its success and training of skilled workers. With the climate change impact and emerging environmental challenges for sustainable development, businesses, industries and society are required to respond to these detrimental effects. To transit to green economy, the public and private sector should involve TVET institutions to provide green competences required by employers. The objectives of this study were to examine green economy learning for green human capital, and the readiness of TVET institutions in response to green economy and training roles; to investigate linkage between green economy education and training in curriculum; and to determine the relationship between green skills training and jobs placement. This study is based on theories of green growth and green development. The case study of Technical University of Mombasa was selected using simple random sampling technique and analyzed 7 departments with a size sample of 80 out of the population of 116 lecturers in the institution. Secondary and Primary data was collected through document analysis and questionnaires issued to respondents among a selected sample of the academic Practitioners in Technical University of Mombasa (TUM). Descriptive and inferential statistics were used to analyze the primary data. From primary data findings, the study concluded that there is a need to enhance future green skills for green economy and TVET should focus more on green skills education and trainings in Business, Science, Technology, Engineering, Mathematics (STEM) skill related courses. The study recommends that TVET curriculum development should be realigned to embrace green skills for the job market to solve the African and global job problems for sustainable development and educators should be trained on relevant green skills.

Article Views and Downloands Counter

Download data is not yet available.


ADB. (2018). Education and skills for inclusive growth, green jobs and the greening of economies in Asia, technical and vocational education and training: Issues, concerns and prospects. 27, Development Bank.

ADFK. (2015). African development fund Kenya support to technical vocational education and training for relevant development - Phase 11.

AFD. (2015). Facilitating green skills and jobs in developing countries . Paris: Agence Francaise Development.

Chen, D., Hamiliton, D., & Kamunge, J. (2004). Kenya strengthening the foundation of education and training in Kenya. Opportunities and challenges in primary and general secondary education. World Bank Report March 3, 2004.

Cronbach, L. J. (2004). My current thoughts on coefficient alpha and successor procedures. Educational and Psychological Measurement, 64, 391–418

CEDEFOP. (2010). Skills for green jobs: European Synthesis Report . CEDEFOP. Retrieved from:

GIZ. (2013). Greening TVET institutions: A guide for TVET practitioners. Academy for International Cooperation. Retrieved from:

GoK (2013). Technical and vocational education and training.

GoK (2015). Kenya green economy strategy and implementation plan, (GESIP).

GoK. (2017). Kenya Vision 2030. Retrieved April 22, 2017, from www.

Green Growth Leaders. (2011). Shaping the green growth economy. The Berkeley Roundtable on the International Economy. Retrieved from:

GIZ. (2013). TVET for green economy. Bonn: German Technical Cooperation Agency.

Hamn, T. (2010). The simple dollar. Retrieved April 22, 2017, from CS Monitor:

Hu, A. (2017). China: Innovative green development.

ILO. (2011). Skills and Occupational needs in renewable energy, Geneva. International Labour Organization.

ILO. (2017). Greening with jobs. International Labour Organization. Retreived from: greening/documents/WESO_Greening_EN _chap4_web.pdf

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities.  Educational and Psychological Measurement, 30, 607-610

Majumdar, S. (2010). Greening TVET: Connecting the dots in TVET for sustainable development. Paper presented in the 16th IVETA-CPSC International Conference on “Education for Sustainable Development in TVET” Manila, Philippines

Marope, P., Chakroun, B., & Holmes, K. (2015). Unleashing the potential: Transforming technical and vocational education and training. Paris: UNESCO

National Environment Management Authority. (2012). Green initiative in Kenya. Nairobi: NEMA.

OECD. (2011). Towards Green Growth. Paris. Organization for Economic Cooperation and Development.

OECD. (2012). Green growth and developing countries. A summary for policy makers. Paris: OECD

OECD. (2014). Greener Skills and Jobs . Organization of Economic Cooperation on Development.

OECD. (2014). OECD Green Growth Studies. Paris: Organization for Economic Cooperation and Development.

Okoh, A. S. (2014). Demystification of sustainable development. Makurdi: Bookworks Publishers.

Oso, Y. W, & Onen, D. (2011). A general guide to writing research proposal and report. Nairobi. Kenya. The Jomo Kenyatta Foundation.

PAGE. (2016). Green economy learning assessment South Africa: Critical Competencies for Driving a Green Transition.

Pavlova, M. (2011). Economic competitiveness and 'green skills' development: Issues and concerns for research. Presented at the International Conference, Green Korea 2011, Seoul.

Sen, A. (2009 ). The Iiea of justice. Boston: Harvard University Press.

Simiyu, W. J., (2010). Factors influencing the attractiveness of Technical and Vocational Education and Training Institution: A case study of a technical institute in Kenya. Eldoret: Moi University Press.

Technical University of Mombasa. (2018). TUM partners with Italian University for unique MBA program. Retrieved May 26, 2018

UNCD. (2012). The future we want. A/Conf.216/L.I *

UNEP. (2011). Towards a green economy: Pathways to sustainable development and poverty eradication. Nairobi: UNEP.

UNEP. (2014). Green economy assessment report– Kenya. UNEP

UNESCO. (2007). Education for likelihoods and civic participation in post-conflict countries: Conceptualizing holistic approach to TVET planning in Sub-SaharanAfrica. UNESCO, Bonn.

UNESCO. (2014). Shaping the future we want. UNESCO, Paris

UNESCO. (2015). World TVET database.UNESCO, Kenya. Paris.

World Bank. (2012). Inclusive green growth: The pathways to sustainable development. Washington DC: World Bank.

World Bank. (2018). The World Bank in Kenya. Retrieved May 27, 2018.
How to Cite
Bozo, B., & Chilibasi, K. (2019). Green Economy Marketing in Technical and Vocational Education and Training in Kenya. Africa Journal of Technical and Vocational Education and Training, 4(1), 2-12. Retrieved from