African Journal of Education, Science and Technology, May, 2017 Vol 3, No. 3 113 Training and Workplace Requirements: Strategies for Minimizing the Mismatch Gap Paul Wanyeki School of Education, University of Eldoret, P.O.BOX 1125 Eldoret. paullwanyeki@gmail.com Kitainge Kisilu School of Education, University of Eldoret, P.O.BOX 1125 Eldoret kitainge@gmail.com Ahmed Ferej School of Education, University of Eldoret, P.O.BOX 1125 Eldoret ferejak@gmail.com ABSTRACT The need for quality training offered by Technical and Vocational Education and Training (TVET) institutions and the production of graduates who meet the needs of the workplace has been growing in Kenya, Africa and internationally. Changing technology, competition and globalization have been cited as forces putting pressure on industry to rapidly evolve to ensure survivability. This study sought to investigate factors in institutions mitigating against closing the skills gap between what TVET institutions impart and what the modern workplace requires. Data was collected through survey method from trainers in TVET institutions in 17 Counties across Kenya. Selective interviews were also conducted in these institutions. The study found that indeed a mismatch or skills gap between what TVET offered and workplace requirements exists. The skills gap was attributed to several factors including, curriculum that was not regularly updated and with the participation of all relevant stakeholders; lack of adequate and competent and up to date instructors; insufficient teaching and learning facilities; inappropriate teaching and learning facilities, poor collaboration with training providers and the workplace; poorly supervised industrial attachment and an inappropriate attitude towards lifelong learning. A strong linkage between training institutions and the workplace was indicated as critical in reducing the skills gap. TVET instructors and Principals reported minimal contact with the workplace, with industrial attachment being the only point of convergence between the two. The study recommends that the TVET institutions should work diligently towards improving linkages in order to narrow the mismatch in skills gap. Key Words: Mismatch Gap, Technical and Vocational Education and Training (TVET) INTRODUCTION The TVET Strategy Paper Vision 2030 (Republic of Kenya, 2007), and the Ministry of Education, Science and Technology recognized and pointed out that there exists a mismatch between the skills imparted to graduates from TVET Education and Training institutions and the industry. This is a problem that is not unique to Kenya as most countries, even those technologically more advanced continually grapple with this issue. For vision 2030 to be archived, a skilled human capital is inevitable. This is why this paper seeks to address training and work place requirement gaps and recommend strategies of minimizing the mismatch gap. The Kenya Vision 2030 recognizes science, technology and innovation as the foundation upon which the economic, social and political development of the country will be anchored over the next two decades in order to accelerate Kenya’s transformation into a middle income country by the year 2030 (Republic of Kenya, 2007). In this regard, education in general and Technical and Vocational Education and Training (TVET), in particular, are expected to provide the knowledge base and requisite human resource capacity to enhance national productivity. This cannot happen if there is a mismatch between what TVET institution train and what the labour market demands. The TVET system faces challenges and constraints which inhibit the process of human capital development. The current TVET curriculum is not flexible and responsive enough to meet the changing needs of the labor market (Nyerere, 2009). Therefore, there is a mismatch between the skills learned and skills demanded from industry. In addition to this, the training system lacks records of existing skills needs in the labor market and means to determine the current and future demands for skills. Furthermore, the assessment and certification does not provide an accurate measure of corresponding competencies gained and the training system lacks benchmarks for realignment with global trends in training standards (Wanyeki, 2015). In order to address the above challenges a study, “skills inventory, training needs and curriculum structure” was carried out on the TVET system in 2005. The study sought to establish a skills inventory, training needs, technology and innovation in industry. The study came up with important findings but fell short of establishing a data base of