Skills Activated: How CBE is sparking a new generation of Kenyan innovators

Competency-Based Education (CBE) is steadily reshaping learning in Kenya, and its effects are increasingly visible beyond the classroom. Unlike the old exam-centred system, CBE shifts the focus from rote memorisation to practical skills, problem-solving, and real-life application. In villages and towns where opportunities are limited, this approach is nurturing a generation that thinks differently—viewing challenges not as dead ends but as problems waiting for solutions.

One of the clearest signs of this transformation is the story of Edwin, a self-taught innovator from Bukalama village in Busia County. He recently sparked nationwide conversation after successfully generating electricity and lighting up more than five homes using an unconventional source—a pit latrine. With limited resources but exceptional ingenuity, Edwin designed and built the system himself using oil and acid, grounding it through an earth wire drawn from the latrine. His work exemplifies the creativity, experimentation, and problem-solving mindset that CBE seeks to cultivate among learners.

The rise of such innovators is one of the most striking effects of CBE. Unlike the 8-4-4 system, which heavily rewarded memorisation, CBE encourages learners to explore, question, investigate, and apply knowledge. It fosters curiosity and builds confidence, even in resource-limited environments. Learners begin to see education not only as a path to exams but as a tool to create solutions—learning to innovate, improvise, and build with what they have.

In many rural communities, learners grow up surrounded by challenges: lack of electricity, unsafe water, poor infrastructure, unemployment, and poverty. Under exam-driven systems, many students passively endured these realities while dreaming of white-collar jobs. CBE, however, grounds learning in real life. By teaching learners to identify problems, think critically, and propose solutions, it transforms communities into spaces of possibility. Edwin’s electricity project is a perfect example—turning a common household problem into a hands-on experiment that benefits his community.

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Beyond fostering creativity, CBE instils the value of practical skills. Learners are encouraged to acquire abilities that can be applied immediately—skills such as digital literacy, collaboration, problem-solving, and entrepreneurship. A learner trained to use their mind, hands, and environment effectively is more resilient in the face of hardship, capable of improvisation, and able to generate income from innovative ideas. This self-reliance is increasingly evident in young Kenyans who, like Edwin, teach themselves new skills and build practical solutions without waiting for formal instruction.

CBE also builds confidence. Assessment in the new system focuses on what learners can do, not just what they can write. Students who may struggle in exams can excel in projects, practical tasks, and creative thinking. Communities are beginning to recognise talent beyond grades, appreciating skill, ingenuity, and resourcefulness. Edwin’s project, though unconventional, demonstrates how confidence combined with knowledge can produce tangible solutions—even in the absence of sophisticated tools.

However, these successes also highlight the gaps CBE exposes. Innovation needs mentorship, safety standards, and proper materials. Edwin, constrained by financial limitations, currently uses barbed wire instead of aluminium cables to transmit electricity to neighbouring homes—an unsafe improvisation. While CBE fosters creativity, it also underscores the urgent need for support systems that ensure innovations are safe, scalable, and sustainable.

This brings another important effect of CBE: the necessity of partnerships between schools, communities, and institutions. For hands-on learning to thrive, learners need access to workshops, labs, digital tools, and mentorship. Yet many schools, especially in rural areas, lack these facilities. Teachers are expected to deliver practical learning without resources, and learners are expected to innovate without support. Addressing these gaps is crucial if Kenya’s CBE system is to produce meaningful, safe, and sustainable innovations.

CBE is also reshaping attitudes toward entrepreneurship. Instead of seeing success solely as securing formal employment, learners are encouraged to identify problems, create solutions, test them, and turn ideas into opportunities. Edwin’s energy project could, with proper guidance and funding, evolve into a safe, income-generating model for other households. This entrepreneurial mindset is a direct effect of competency-based learning, equipping young Kenyans to create rather than just seek opportunities.

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Moreover, CBE promotes community-based learning. By encouraging learners to study agriculture, business, science, and technology through local contexts and daily experiences, education becomes relevant and connected to community development. Learners gain practical skills while appreciating local knowledge and resources, creating solutions that directly benefit their surroundings.

Yet, CBE faces challenges that may slow its transformative impact. Many teachers trained under the old system struggle to adapt to new pedagogies. Parents may not understand competency-based assessment, still measuring success by exam results. Schools face pressure to deliver results without adequate training, time, or resources. If these challenges persist, the benefits of CBE risk being uneven, advantaging learners in well-resourced areas while leaving others behind.

Despite these hurdles, the culture of practical problem-solving and innovation is evident. Learners are becoming curious, resilient, and solution-oriented. Whether designing water-harvesting systems, developing small business projects, acquiring digital skills, or experimenting with local energy generation, the shift from “what do you know?” to “what can you do with what you know?” is clear.

Edwin’s story, though risky and unconventional, epitomises the potential of CBE. It demonstrates that talent exists in every corner of Kenya, that innovation can emerge from poverty, and that young minds can drive change when nurtured and supported. The responsibility now lies with stakeholders—government, communities, teachers, parents, and development partners—to provide mentorship, funding, materials, and safety guidance, ensuring that creativity transforms into structured, beneficial innovation.

Ultimately, the true measure of Competency-Based Education will not be grades alone but the type of citizens it produces: citizens capable of solving problems, creating opportunities, and uplifting society. If supported effectively, CBE has the potential to transform Kenya from a nation of job seekers into a nation of innovators, builders, and problem solvers—starting with young visionaries like Edwin.

By Hillary Muhalya