Proposed CBE Framework Set to Transform University Education in Kenya Ahead of 2029 Intake

Proposed CBE Framework for University Education in Kenya

Kenyan Universities Prepare for Major Curriculum and Assessment Reforms

Kenyan universities could soon undergo a major transformation in the way students are taught, assessed and prepared for the job market following the unveiling of a draft Competency-Based Framework for University Education (CBFUE).

The proposed framework seeks to align university education with the Competency-Based Education (CBE) system that is already being implemented at the basic education level. If adopted, the new model will introduce significant changes in curriculum development, teaching methods, assessment, quality assurance, governance, technology integration and collaboration with industry.

The draft framework was presented to vice chancellors from universities across Kenya during a consultative conference held at the United States International University-Africa (USIU-Africa). The discussions focused on how institutions of higher learning can prepare for the first cohort of CBE-trained learners, who are expected to join universities in 2029.

Under the proposed reforms, universities may be required to redesign their programmes, strengthen practical learning, reduce unnecessary repetition of content and place greater emphasis on the competencies that students can demonstrate.

Focus Shifts From Content to Practical Competence

One of the biggest changes proposed under the framework is a move away from the traditional content-heavy model of teaching and examinations.

For many years, university students have largely been assessed through written examinations that test how much information they can recall and explain. Under the proposed CBE university framework, greater attention would be given to whether learners can apply their knowledge to solve real-life and professional problems.

Commission for University Education (CUE) Chief Executive Officer Prof Mike Kuria said the future of university education will require institutions to focus more on practical and demonstrable skills.

The proposed model would therefore encourage universities to use assessment approaches that test what students are capable of doing. Depending on the programme, this could include practical projects, presentations, simulations, research-based assignments, portfolios, workplace experiences and other forms of continuous assessment.

Industry players could also play a bigger role in evaluating whether graduates possess the skills required in the workplace.

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This approach is expected to strengthen the connection between university education and the changing demands of employers and society.

Universities to Review Curricula and Eliminate Repetition

Another key proposal is the review of existing university curricula to ensure students are not repeatedly taught competencies they have already acquired during their earlier education.

Prof Kuria noted that learners joining universities under the CBE system will already have developed specific knowledge, skills and competencies throughout junior and senior school.

Universities will therefore need to identify the competencies students have already achieved and build on them rather than starting from the beginning.

This could result in a major restructuring of degree and diploma programmes across Kenyan universities.

Curriculum developers may also be required to work more closely with employers, professional bodies and other stakeholders to ensure that university programmes remain relevant to the modern labour market.

The proposed reforms could help reduce the gap between academic qualifications and practical workplace requirements, which has remained a major concern among employers and graduates.

AI Concerns Driving New Assessment Methods

The growing use of artificial intelligence in education has also strengthened the case for more practical and competency-based assessment methods.

With AI tools now capable of generating essays, reports, assignments and other academic content, universities face increasing challenges in determining whether submitted work genuinely reflects a student’s abilities.

Prof Kuria said a good academic grade alone may become less meaningful if graduates cannot demonstrate the knowledge and skills represented by their qualifications.

Employers are increasingly interested in what graduates can actually do, rather than simply the class of degree they obtained.

The proposed competency-based assessment model could therefore require students to demonstrate their abilities through practical tasks, problem-solving activities and real-world applications of knowledge.

However, universities will also need to teach students how to use artificial intelligence responsibly. AI is expected to remain an important part of education and the workplace, meaning institutions may need to focus on promoting ethical AI use, digital literacy and academic integrity rather than simply attempting to eliminate technology from learning.

Lecturers to Undergo Retooling

The successful implementation of the proposed university CBE framework will largely depend on the preparedness of lecturers and other academic staff.

Many university lecturers have traditionally been trained to operate within a lecture-based and content-oriented education system. Moving towards competency-based learning will require them to adopt new teaching, mentoring and assessment approaches.

Lecturers may therefore need extensive training in areas such as learner-centred instruction, competency-based assessment, digital learning, practical evaluation and the use of technology in teaching.

Universities will also have to invest in professional development programmes to ensure academic staff are ready to handle the changing needs of CBE learners.

The first group of students trained under the new CBE system is expected to enter university in 2029, giving institutions a limited period to prepare their staff, curricula and learning environments.

Smaller Classes and Better ICT Infrastructure May Be Needed

The implementation of competency-based university education could also require significant investment in infrastructure and staffing.

Unlike traditional lecture-based learning, practical and learner-centred teaching often requires closer interaction between students and lecturers. This may create pressure on universities to reduce class sizes and recruit additional academic staff.

Institutions may also need to expand laboratories, workshops, libraries, digital learning platforms and other facilities.

Strong ICT infrastructure will be particularly important as universities increasingly integrate online learning, digital assessment and emerging technologies into their programmes.

Reliable internet access and modern learning systems could become essential for institutions seeking to successfully implement the proposed framework.

While these changes may require substantial financial investment, they could also improve the quality and relevance of higher education in Kenya.

Graduates Expected to Gain Wider Skills

According to the draft framework, every university qualification could be expected to incorporate a set of broad graduate capabilities regardless of the student’s discipline, institution or mode of study.

These capabilities include effective communication, critical and analytical thinking, creativity, digital and information literacy and entrepreneurship.

The broader goal is to produce graduates who can adapt to a rapidly changing world.

Higher Education Secretary Dr Carol Hunja said universities must prepare learners to navigate challenges created by technological change, climate change, shifting demographics and the evolving nature of work.

Graduates will increasingly need the ability to solve complex problems, work collaboratively, communicate effectively, use technology responsibly and continue learning throughout their lives.

This means university education may increasingly focus on developing the whole learner rather than concentrating only on academic knowledge.

Global Models to Guide Kenya’s University CBE Reforms

The draft Competency-Based Framework for University Education has been benchmarked against higher education systems in countries including the United Kingdom, the Netherlands, Finland and Australia.

The consultative process is expected to help shape a framework that responds to Kenya’s unique education needs while drawing lessons from international best practices.

Dr Hunja said the challenges involved in implementing the reforms should not prevent universities from preparing for the transition.

Instead, institutions will need a realistic and properly supported implementation strategy that addresses issues such as funding, staffing, infrastructure and curriculum development.

If successfully implemented, the proposed CBE framework could significantly change the future of higher education in Kenya.

Universities will not only be expected to award academic qualifications but also ensure that graduates leave campus with the competence, confidence, character and practical skills needed to contribute meaningfully to society and compete in an increasingly demanding global economy.

As Kenya prepares for the first CBE-trained university students in 2029, the decisions made in the coming years will play a critical role in determining whether higher education institutions are ready for one of the most significant transformations in the country’s education sector.

Proposed CBE Framework for University Education in Kenya.