With Swedish help, industrial education courses in wood technology, wood technology/metal technology, and power mechanics/electrical technology have been introduced into 35 Kenyan government-maintained secondary schools. The programs received Swedish assistance from 1969 to 1981. An evaluation has revealed that the aims and objectives of the programs are ambiguous; the general aims are defined as part of general education, whereas the objectives and content specific to each subject syllabus imply a prevocational type of training. All four types of workshops have expensive and relatively sophisticated equipment, but there does not appear to have been any concern for the suitability of the equipment as a prototype or for the feasibility of its wide-scale implementation. Although students, parents, and teachers tend to see the programs as prevocational, the teachers involved complain that the programs are unknown among employers. The programs enjoy a rather high status in most schools and thus do not seem to be repositories for less academically successful students. The programs' teachers use a highly didactic pedagogy and emphasize precision in the execution of tasks and procedures. This conflicts with program aims stressing the importance of creativity and teaching students to work independently. The labor market advantage of completing one of the programs is questionable, and employers appear to be more aware of the country's technical secondary schools. Neither is the high cost of the industrial education programs likely to help the courses when their long-term future is assessed. (MN)