The government has developed modules for 188 out of 250 Technical and Vocational Education and training (TVET) courses, paving the way for nationwide rollout, according to TVET principal secretary Esther Muoria.
Dr. Muoria said developing modules for lower-level programmes are complete, with levels five and six undergoing final reviews.
“We are not pausing. Everyone admitted to these institutes in May will be placed in modularized,” she said at Nyeri National Polytechnic on April 29.
The modular system breaks training into smaller skill-specific units, enabling students to acquire industry-relevant competencies progressively.
“Concerns have been raised about sending young people to work prematurely. The truth is, if you have the skills, you can work anywhere, “she said.
The revamped syllabus reduces theoretical content, shifting focus to hands-on training and practical skills.
A micro-credential system will be introduced, enabling learners to receive certification at various stages and get into the job market early.
For almost a month, subject experts from at least 60 institutions took part in a module-developing workshop at the polytechnic, covering Computer Science, Mechanical and Electrical Engineering, Agriculture, Health Sciences, Hospitality and Cosmetology and other fields.
In September 2023, the government directed TVET institutions to implement the Competency-Based Education and Training (CBET), a learner-centered approach that prioritizes practical skills and flexibility over fixed academic timelines.
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TVET Director, Bernard Isalambo, said the restructuring of the curriculum would ensure every module delivers a complete job-ready skill, adding that the approach is important for young people eager to learn quickly and get into the job market.
“We realized that our training systems were too focused on academics and not skills and the role of the ministry is to train, educate and place youth where they are needed most,” Dr. Isalambo said.
Under the approach known as Micro-Credentials, learning is broken into bite-sized, industry-aligned training modules that allow students to quickly gain, demonstrate and be certified in specific skills without necessarily completing an entire diploma or certificate course.
The training is broken into levels from level three (artisan) to six (diploma).
Every level is defined by the number of hours required, ranging from 300 to more than 2,000 and includes in-class training and hands-on experience in industry settings.
Level three, for instance, requires 300 to 599 hours and can be completed in three months.
This means one can join a TVET centre today, and is out in the field or running a business in a few months,” he said.
CBET places emphasis on practical. Theory is minimal at the lower levels. As learners progress to supervisory levels, such as five and six, they are introduced to more structured knowledge and leadership skills.
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The modular training provides a flexible exit for learners. Every trainee will be expected to start at the lowest level.
“Every student shall start at the same level, regardless of previous education, whether one is a standard eight or a high school graduate. They all begin at level three. Learners can exit the system at levels four, five or six,” Dr. Isalambo said.
The CBET will also cater for learners with disabilities, with modules being adjusted to be more accessible by reducing complex theory and focusing on skills that are easy to grasp.
“Once we finalize developing the modules, we will work with subject experts from six special-needs institutions for further develop specialized training modules for students with disabilities,” Dr. Isalambo said.
Dr. Beatrice Onsumba, the Deputy Director of the Centre for Industrial Development and Advisory Consultancy, said the development of the program is based on comprehensive and inclusive occupational standards,
“When TVET took the decision to integrate CBET, the sector agreed that the curricula being developed must align with industry standards, which were created with input from stakeholders. It will also be considered during validation. We have multiple quality assurance check points before the curricula are implemented,” she said
Kenya Association of Technical Institutes Chairman, David Mwangi said obtaining occupational standards of some professionals was problematic.
“There are professions that don’t have umbrella bodies, making it difficult to get industry standards. An example is people who make rings,” Dr. Mwangi said.
By Brian Ndigo
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