Q&A: How to bridge Africa’s EV skills gap

From the newsletter

A survey by the Strathmore Energy Research Centre recently revealed that over 80% of Kenyan technicians lack formal training in electric vehicle (EV) technology. We explore this fact in an interview with Pius Musyimi Wathome, an e-mobility adviser specialising in Technical and Vocational Education and Training (TVET) at GIZ Kenya, a key player in Africa’s green transition. 

• Pius highlighted a shortage of professionals to analyse energy use and system inefficiencies, stressing the need for more energy auditors and skills in engineering, distribution, and R&D to support e-mobility growth.

• “Cost, not interest, is the main barrier,” Pius said, noting that many struggle to access proper e-mobility training, with programmes like Advanced Mobility’s five-day course priced at around $310 which is beyond the reach of most young people.

More details

What would you say is the biggest EV skill gap right now in Kenya? Is it the mechanics, the drivers, or the engineers?

Pius: The gap goes far beyond the vehicle itself. While mechanics and drivers are part of it, the entire value chain—from energy generation to storage, efficiency, grid integration, and even financing—has significant skill shortages. One major area is energy storage technology, especially as we work with both grid-level and battery-level storage. We’re also seeing a huge need for energy auditors, renewable energy managers, and project managers who can bridge consumption and production efficiently.

Kenya has over 95% renewable energy and a capacity of 3,300 MW. Why are we still concerned about energy in relation to EVs?

Pius: Great point. It’s not just about how much we generate, but how we manage, store, and consume that energy. For example, when solar is unavailable at night or wind doesn’t blow, how do we maintain grid stability? That’s where the intermittency issue comes in. We don’t have enough skilled professionals to handle grid balancing, battery storage systems, or analyze energy efficiency in homes and businesses.

Is the challenge then more about access to training or the quality of that training?

Pius: It’s mainly access to proper training. Many people are eager to learn—especially in the informal sector like the Jua Kali mechanics—but lack resources or don’t know where to go. The cost of some programs, like Advanced Mobility, is $310 for five days, which is simply out of reach for many. So the issue isn’t resistance to change—it’s finance and access.

What unique challenges does the informal sector face when trying to upskill in EV technology?

Pius: Informal sector workers are often very talented, especially in electronics and wiring, but EVs are like smartphones on wheels. The voltages involved are much higher—up to 320V for four-wheelers—and the tools are much more expensive. They also lack exposure to formal training environments. This transition from ICE to EV requires specialized knowledge in safety, diagnostics, and battery handling, which they don’t have easy access to.

Are there any active efforts by the government or partners like GIZ to address these skill gaps?

Pius: Yes. Just this week, we held a stakeholder consultative forum to identify skill needs in the e-mobility space. The insights will be submitted to the Ministry of Education, which will then guide the development of a formal curriculum to be implemented in TVET institutions. We’re also pushing for dual training models—where students spend half their time in school and half in industry—to better match real-world needs.

How is Kenya’s education system adapting to these needs—especially in terms of TVET and universities?

Pius: The 8-4-4 system has been phased out in favor of CBET (Competency-Based Education and Training), which now includes TVET and higher education. Many Kenyan universities—like Kenyatta University and Technical University of Mombasa—are already integrating TVET units. This blend allows students to get both academic knowledge and hands-on skills for industry readiness. We are slowly but surely moving toward more practical, tech-aligned education.

What needs to happen next to make EV-related training more accessible and impactful?

Pius: Two big things: First, equipping institutions with proper labs, tools, and learning materials. Teaching battery tech with chalkboard diagrams won’t cut it—we need real battery cells, EV parts, and smart diagnostic equipment. Second, we need to upskill trainers themselves, many of whom are engineers that still need guidance on how to effectively teach these complex systems.