The Kiambu National Polytechnic has brought together researchers, trainers, students, industry practitioners and policymakers for a three day international conference seeking to strengthen technical training, promote innovation and prepare graduates for the changing demands of the labour market.
The sixth International Research Conference, Skills Competitions and Expo 2026, running from October 14 to 16, is focusing on how Technical and Vocational Education and Training (TVET) institutions can produce a new generation of skilled, innovative and entrepreneurial graduates capable of driving economic growth and sustainable development.
Held under the theme “TVET Excellence: Nurturing Skilled, Innovative and Entrepreneurial Graduates for Sustainable Development,” the conference provides a platform for participants to present research findings, showcase practical innovations and explore solutions to challenges affecting skills development and employment.
Discussions are centred on entrepreneurship, industry partnerships, work based learning, artificial intelligence (AI), digital literacy, environmental sustainability, agribusiness, food security and the participation of women in technical courses.
The gathering comes amid growing demands for training institutions to equip young people with practical competencies, digital capabilities and entrepreneurial skills that can help them secure employment or establish their own businesses.
In his message to delegates, Kiambu National Polytechnic chief principal and Governing Council secretary CPA Sammy Waititu said TVET institutions had a critical responsibility to prepare graduates for an increasingly competitive and technologically driven economy.
Waititu said technical competence alone was no longer sufficient, noting that graduates also needed creativity, adaptability, problem solving abilities, digital skills and an entrepreneurial mindset.
He said the conference would strengthen collaboration between training institutions, industry, government and other stakeholders to ensure that curricula, instruction and assessment reflected the changing requirements of the workplace.
“The conference theme speaks directly to our collective responsibility to strengthen TVET excellence and position our graduates as drivers of innovation, productivity, employment creation and sustainable development,” Waititu said.
He urged participants to use the forum to identify practical approaches to youth empowerment, strengthen partnerships and develop solutions that would improve the relevance of technical training.
The integration of artificial intelligence into technical training is among the key issues being examined by researchers at the conference.
A paper by Susan Suchi of the Kiambu National Polytechnic and Eusebiah Nanzala of Zetech University explores the opportunities and challenges associated with AI adoption in TVET institutions, proposing a framework for preparing institutions and trainees for emerging technologies.
The researchers argue that AI powered learning platforms, intelligent tutoring systems, simulations and automated competency assessments could improve instruction, identify gaps in learners’ skills and strengthen the alignment between training and labour market needs.
However, they caution that the benefits could remain limited without adequate digital infrastructure, trained instructors, sufficient funding and clear policies addressing ethical and other implementation concerns.
Their proposed five stage AI readiness framework covers the establishment of digital foundations, trainer capacity development, AI supported teaching and simulation, data driven competency assessment, and continuous improvement through industry integration.
The paper highlights the need for institutions to adopt emerging technologies in a structured manner rather than introducing digital tools without the capacity to use them effectively.
A separate study by Gideon Nzioka and Jessy Kitusa of Wote Technical Training Institute examines how trainers’ competence in using AI influences the design and delivery of Competency-Based Education and Training (CBET), particularly in institutions in Northern Kenya.
The study surveyed 96 trainers and interviewed 10 others, examining their ability to apply AI in instructional planning and delivery.
Its findings indicate that 79 per cent of the trainers had acquired AI skills informally, pointing to the need for more structured professional development programmes.
The researchers also identified infrastructure limitations, gaps in staff training, and cultural and linguistic barriers as factors affecting the effective application of AI in teaching.
They recommend targeted capacity building programmes, increased investment in digital infrastructure and the development of AI tools that accommodate the linguistic needs of learners and trainers in different regions.
The findings underscore the importance of ensuring that technological advances do not widen existing inequalities between institutions with different levels of resources.
Environmental sustainability is another major area of research, with a study by Miriam Njeri Stanley of the Kiambu National Polytechnic examining the integration of green building design skills into Kenya’s TVET curriculum.
The study focuses on the environmental impact of the construction industry, including energy consumption, greenhouse gas emissions, depletion of natural resources and waste generation.
Using mathematical modelling, the researcher investigated how adopting green building practices could help reduce emissions and improve the sustainability of construction activities.
The study also assessed the extent to which green building competencies had been incorporated into technical training through surveys, interviews, curriculum analysis and institutional observations.
The findings showed moderate integration of green building content into the curriculum, with an average rating of 2.8 out of five. Instructor preparedness scored 2.5, while the adequacy of training facilities scored 2.3.
The results point to gaps that could affect the ability of training institutions to produce graduates equipped to support environmentally responsible construction.
The researcher recommends strengthening curricula, improving instructors’ capacity, upgrading practical training facilities and expanding collaboration between colleges and industry.
The study further argues that combining mathematical modelling with practical green building instruction could help learners understand the environmental consequences of construction decisions and develop solutions that support Kenya’s transition towards a green economy.
The research reflects the conference’s broader emphasis on aligning technical education with emerging economic opportunities while addressing environmental challenges.
Gender inclusion in technical education also features prominently in the research presentations, with studies examining the experiences of female trainees pursuing science, technology, engineering and mathematics (STEM) courses.
Monicah Kajuju Kaberia of Meru National Polytechnic examined the challenges facing women enrolled in engineering programmes in TVET institutions.
Drawing on data from 200 female students in selected institutions, the study found that although female enrolment had been increasing, disparities between men and women in science, engineering and technology courses persisted.
The challenges identified included a shortage of female role models, discouragement from fellow students and negative attitudes from some male students and lecturers.
The study recommends improving training materials and facilities, creating a more supportive learning environment and sustaining affirmative action measures to encourage more women to pursue engineering courses.
It also highlights the importance of addressing attitudes and institutional practices that may discourage female trainees from completing technical programmes or pursuing careers in traditionally male dominated fields.
A related study by Lyna Nkatha Muthomi of Kabete National Polytechnic examines the relationship between institutional social support and the psychological and social adjustment of female trainees pursuing STEM courses.
The research involved 330 trainees drawn from a target population of 900, alongside 10 TVET counsellors and eight gender desk officers.
Its findings identify peer mentorship, guidance and counselling, and support from teaching staff as important factors influencing students’ sense of belonging and academic resilience.
However, inadequate funding for gender support programmes, persistent stereotypes and limited training of support personnel were identified as institutional challenges.
The study recommends stronger support systems to improve the experiences of female trainees, strengthen their participation in technical courses and support their retention.
The findings suggest that expanding access to technical education must go hand in hand with efforts to ensure that learners receive the support needed to complete their training successfully.
Beyond the presentation of academic papers, the conference’s skills competitions and exhibition are expected to provide an opportunity for trainees and institutions to demonstrate practical competencies, technological innovations and entrepreneurial ideas.
The combination of research, competitions and exhibitions is intended to bridge the gap between theoretical knowledge and workplace application by bringing researchers, trainers, students and industry representatives into a shared forum.
In his message to participants, Deputy Principal for Administration, Planning and Finance Isaac N. Mokaya said research and innovation were essential to institutional excellence, evidence based decision making and sustainable development.
He called on participants to translate their findings into practical interventions that could improve skills development, employability, entrepreneurship and innovation.
Mokaya also commended the research and innovation committee, authors, presenters, students, industry partners and other stakeholders for their contributions to the event.
Deputy Principal for Academics and Quality Assurance Phena Owiye said TVET institutions needed to continuously adapt to technological advances, changing labour market requirements and emerging economic opportunities.
She emphasised the importance of collaboration between training institutions, industry, government and communities in ensuring that research and training addressed real world challenges.
Owiye urged participants to use the conference to interrogate existing practices, identify emerging opportunities and develop actionable strategies for improving the quality and relevance of technical education.
Head of Research and Innovations Peter Kirui said the conference offered an opportunity for institutions to exchange experiences, establish professional networks and showcase innovations emerging from the TVET sector.
He said the inclusion of skills competitions and an expo would complement academic discussions by demonstrating the practical abilities and entrepreneurial potential of trainees.
The conference’s other thematic areas include work based learning, employability skills, agribusiness, food security, value addition and sustainable development.
These areas reflect the need for TVET institutions to respond not only to technological changes but also to the country’s demand for skilled workers in agriculture, manufacturing, construction and other productive sectors.
As the conference continues, participants are expected to explore ways of strengthening partnerships, improving training infrastructure, supporting instructors and ensuring that research findings inform institutional practice.
For the Kiambu National Polytechnic, the gathering is part of a broader commitment to strengthening training, research, innovation and community engagement.
The central challenge, however, remains translating research findings and conference recommendations into practical changes in classrooms, workshops and workplaces.
The effectiveness of such initiatives will ultimately depend on the ability of training institutions and their partners to invest in emerging technologies, improve teaching capacity, provide adequate learning facilities and ensure that graduates acquire skills relevant to a changing economy.
By bringing together research, practical demonstrations and industry engagement, the conference seeks to reinforce the role of TVET as a pathway to employment, entrepreneurship, technological innovation and sustainable development in Kenya.
