Universities in the country have been challenged to adequately prepare for the entry of Competency-Based Education first cohort in 2029.
The National Association of Private Universities in Kenya (NAPUK) Secretary General Dr Vincent Gaitho says that the anticipated transition of the CBE cohort into universities around 2029 presents both a challenge and an opportunity for higher education institutions in Kenya.
Dr. Gaitho who spoke during the Kenya Association of Private Universities (KAPU) reiterated that the learners will arrive with different educational experiences, expectations, and skill sets shaped by a curriculum that emphasizes competencies, creativity, problem-solving, and practical application of knowledge. “Universities must begin preparing now,” he pointed out.
“Traditional teaching models that rely heavily on passive learning and examination-driven assessment may not fully align with the learner profile emerging from the CBE system. Curriculum redesign, pedagogical innovation, and investment in experiential learning environments will be essential to ensure a smooth transition,” Dr Gaitho said.
He noted that equally, it is imperative for universities to ensure infrastructure and policy readiness noting that the institutions must evaluate whether their admission systems, academic pathways, and support structures are sufficiently flexible to accommodate diverse competencies rather than solely academic scores.
“Faculty development will also be critical, ensuring that lecturers can effectively engage students whose learning styles prioritize collaboration, innovation, and real-world application,” Dr Gaitho quipped.
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He reiterated that the 2029 cohort represents a generational shift that could redefine university education in Kenya. Institutions that proactively embrace this transition will not only remain relevant but will position themselves as leaders shaping the future of higher education.
“Those that delay adaptation risk misalignment with the very learners they are meant to serve,” he averred.
He at the same time maintained that the future of higher education in Kenya will not be shaped by numbers alone, but by courage, collaboration, and relevance adding that Universities stand at a defining moment one where tradition meets transformation, and where survival depends on the ability to innovate, adapt, and lead.
“Institutions that place students at the center, prioritize impactful research, embrace data responsibility, and prepare intentionally for emerging educational realities will shape the next chapter of national development,” he said.
Dr Gaitho added that private and public universities alike must see themselves not as competitors in isolation, but as partners in building a knowledge-driven society
“By fostering collaboration, nurturing innovation ecosystems, and aligning learning with societal needs, universities can become engines of economic growth and social transformation,” he quipped,”
Dr Gaitho added, “As the 2029 CBE cohort approaches and the world becomes increasingly interconnected and data-driven, the mandate is clear: universities must evolve from centers of instruction to hubs of innovation, service, and leadership. Their ultimate legacy will not be measured by campus size or enrollment statistics, but by the lives transformed, the communities empowered, and the future they help build.”
Meanwhile, the scholar also challenged higher learning institutions to uphold collaboration with specialists and experts across diverse fields so as to drive research and innovations agenda a notch higher.
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“Universities are meant to be hubs of answers. Yet no single institution can break the glass ceiling alone. Progress demands intentional collaboration with specialists and experts across diverse fields. Vice-Chancellors working in consortiums create synergies that can drive unparalleled collaboration. Now is the time to take stock: student and faculty exchanges, sabbaticals, joint research, incubated innovations, and commercialized products must move from aspiration to reality,” he said.
Private universities must define clear areas of collaboration, craft joint policies for graduate supervision and external examinations, and ensure that every partnership delivers value not just to their clientele, but to society at large Collaboration beyond the academics Collaboration between universities and industry is not optional—it is imperative.
Dr Gaitho reiterated that universities, as the engines of human capital development, must move in sync with the industries that ultimately absorb their graduates. Training and education programs should not only prepare students for the job market but also serve as platforms for solving realworld industry challenges, driving innovation beyond the research labs.
“A deliberate partnership with industry unlocks opportunities to incubate and commercialize patents that would otherwise remain trapped in bureaucracy, secrecy, and mistrust. By opening their doors to industry collaboration, universities enhance the relevance of their programs, foster trust, and create dynamic partnerships for curriculum development and review,” he noted.
He added, “In short, universities must evolve from being centers of knowledge to becoming catalysts of innovation—bridging academia and industry to shape a future where education directly fuels progress.”
By John Kamau
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