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The writer contends that Competency-Based Education (CBE) teacher training has shifted from occasional workshops to a continuous online learning model delivered through KNEC’s CBALMS platform.
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The programme equips teachers with skills in learner-centred teaching, competency-based assessment, and continuous learner evaluation to support practical, skills-focused education.
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Teachers complete self-paced modules, assessments, and assignments online, with progress tracked digitally and certification awarded upon successful completion.
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The initiative is a key part of Kenya’s education reforms aimed at moving from exam-oriented learning to a system that emphasizes competence, creativity, and real-world skills.
The new Competency-Based Education (CBE) online training for teachers represents a decisive shift in how educators are prepared to deliver CBE curriculum, which is now firmly embedded across the education system.
Unlike the earlier model of occasional face-to-face workshops, the current approach is digital, structured, and continuous—allowing teachers to learn, practice, and be assessed through an online platform that is accessible anytime.
At the centre of this transformation is the Kenya National Examinations Council (KNEC) through its Competency-Based Assessment Learning Management System (CBALMS). This platform serves as the national digital hub for teacher training, examiner preparation, and competency-based assessment development.
It is designed not only to transmit knowledge but to fundamentally reshape classroom practice so that learning becomes more practical, learner-centred, and focused on real-life application of skills.
The training is structured into interactive modules that guide teachers through the core principles of CBE. These include curriculum interpretation, competency-based assessment design, learner-centred teaching strategies, and continuous assessment approaches.
Rather than relying on memorisation, the system pushes teachers to develop learners’ abilities in problem-solving, creativity, communication, and collaboration.
Within the learning process, teachers are introduced to how to design meaningful assessments that go beyond written exams. They learn how to develop performance-based tasks such as projects, experiments, presentations, and practical activities that reflect what learners can actually do.
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They are also trained on how to track learner progress over time, interpret performance data, and provide feedback that supports improvement.
A major feature of the system is its focus on shifting the teacher’s role from a knowledge transmitter to a learning facilitator. In this model, learners are expected to actively participate in constructing knowledge while progressing at their own pace, mastering competencies before moving to the next level.
The system also trains teachers on continuous assessment and reporting, which has replaced the heavy reliance on final examinations. Teachers are guided on how to consistently evaluate learner progress and apply the CBE grading bands such as Exceeding Expectations (EE), Meeting Expectations (ME), Approaching Expectations (AE), and Below Expectations (BE). This ensures that learning is captured as a process rather than a one-time exam event.
How the CBE online training works and how to register
The training is delivered entirely online through CBALMS and operates like a digital classroom for teachers. Once a teacher registers, they are placed in structured learning modules that they complete at their own pace. Each module contains reading materials, videos, quizzes, and practical assignments. After each stage, teachers must complete assessments before progressing further, ensuring mastery of each competency area.
To register, a teacher begins by visiting the CBALMS platform and creating an account using personal and professional details such as name, TSC number, school, and contact information. After submission, the system may require verification through email or phone authentication.
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Once the account is activated, the teacher logs in and selects a course based on their teaching level—whether primary, junior secondary, or senior school.
After enrollment, the teacher immediately gains access to the learning materials and begins the self-paced training. Progress is automatically tracked by the system, and completion is recorded digitally. Successful completion of all modules and assessments leads to certification, which may also support eligibility for roles such as national examiners or assessors under KNEC.
In essence, the system works as a structured digital ecosystem where teachers are not only trained but continuously upgraded to match the evolving demands of Competency-Based Education. It ensures that learning is ongoing, measurable, and directly connected to classroom practice.
This transformation marks a major departure from traditional teacher training methods and signals Kenya’s broader education reform agenda—moving from exam-driven learning to a skills-based system that prioritizes competence, creativity, and real-world application.
By Hillary Muhalya
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