TU-K Sets Blueprint towards Vision 2030 through Teaching and Learning

TU-K Sets Blueprint towards Vision 2030 through Teaching and Learning

TU-K has kept her promise of training for the real world. This is recognized as one of the enablers in achievement of the industrialization vision. TU-K conducts the training of her students with a difference; aiming to impact the industry by empowering students with hands on skills that adapt the graduates to the work place environment on day one. Our students are trained through sustained partnership with industry in a variety of ways. For one, industry stakeholders are given opportunity to participate in the development and review of curricula. This strategy assures the university that content delivered to students are current with respect to industry needs. The university encourages participation of industry experts in the classroom teaching. We draw our sessional lecturers from a pool of industry experts with long years of experience. The university give Industry Based Learning (IBL) for both students and faculties very great importance.

Through sessions of IBL students and faculties come to relate theory to practical and identify issues that should be interrogated for increasing knowledge development. The Steering Committee on the upgrading of National Polytechnics to Degree awarding institutions, developed syllabuses for Diploma in Technology (3 years) and Bachelor of Technology (2 years) for Electrical Engineering. The Bachelor of Technology was conceived as a composite degree with a (3 years) Diploma as the foundation. The first Principal of Kenya Polytechnic University College, presently the Vice-Chancellor of the Technical University of Kenya, Prof. Dr.- Ing. Francis Aduol implemented the government’s policy with zeal and has exceeded expectations. Within the first three years of Prof. Aduol’s leadership at the institution, the university college developed 36 degree programmes which started admitting students in January 2009 through the Joint Admissions Board (JAB). The number of students admitted by JAB rose sharply from 130 in 2009 to 1,780 in 2013. Alongside the JAB admissions, the University College launched two year Bachelor of Technology in Engineering and Bachelor of Philosophy in Engineering Technology programmes to upgrade diploma and higher diploma holders respectively to bachelor’s degree qualification. The latter group of students were the first to graduate with Bachelors qualification. The number of students graduating with bachelor’s qualification is set to increase several folds both in numbers and fields of specialization. Employers are advised to liaise with the Office of Convocation and Alumni Relations to initiate recruitment of engineers and graduates in various fields. When our graduates excel, return them to us for postgraduate training and return on your investment will be assured.

We are forever grateful to our stakeholders in supporting the realization of our motto of education and training for the real world. ACADEMIC PROGRAMMES AT TU-K TU-K has positioned herself as a center of excellence where theoretical knowledge meets practice to incubate innovation. We believe in fostering skills in technological innovation to catapult Kenya into the industrialization edge. Innovation demands heavy research and development capital for the many hours spent towards realization of new products and the multi skills required of the innovators. Some sectors have tried to contain the cost of innovation through open innovation where ideas are collated from within and outside the institution.

At TU-K, we believe that the environment in which students are trained help shape their thinking and orientation. TU-K has developed curricula in many disciplines partly to create an environment that is conducive for collaboration towards knowledge development and innovation. We have launched 67 degree programmes distributed in engineering, science and social sciences. Faculty members regularly assess the ever changing directions and interests of industry and identify new programmes that suit technologies. Long before oil exploration in Kenya had started giving hope for commercial exploitation, TU-K had seen the need and initiated the process of developing appropriate programmes to equip Kenyans with skills in the area. The programme was launched in 2013 when it admitted the first 24 students. It is clear that many changes are expected in societies as part of the changes accompanying wealth re-distribution and work habits. We found it necessary to introduce programmes in science and social sciences to address pertinent issues. As we always reach out to our stakeholders in developing programmes, we invite sectors that believe we can partner with us in developing new programmes. On our part, we are now developing curricula for postgraduate studies to continue furthering knowledge of our graduates and at the same time improve productivity in the industries.