- MoE has invited consultants to develop a University Competency-Based Education and Training Framework under the ADF-funded HEST Phase II Project.
- CUE has been tasked with reviewing, validating and implementing the framework ahead of the first CBE cohort reaching universities in 2029.
- The gov’t has advertised a separate six-month consultancy to assess university lecturers’ readiness and digital skills for the transition to competency-based learning.
The Government is preparing to introduce Competency-Based Education (CBE) Training in Kenyan universities as part of efforts to make higher education more relevant to labour market needs and national development priorities.
The Ministry of Education has invited consultants to develop a University Competency-Based Education and Training Framework under the Support to Higher Education, Science and Technology (HEST) Phase II Project, financed by the African Development Fund.
According to the notice, the Government has received financing from the African Development Fund towards implementation of the project and intends to apply part of the funds to consultancy services aimed at developing the framework.
The services under the assignment are meant to support the Commission for University Education (CUE) in reviewing, validating, developing, implementing and operationalising a University CBE Framework that enhances quality, relevance, employability, innovation capacity and industry responsiveness in university education.
The consultancy, expected to run for 12 months, will task the successful bidder with assessing the existing university education and training system to identify gaps and challenges that could hinder the adoption of competency-based learning. The consultant will also review current university curricula and recommend changes to ensure academic programmes equip students with practical skills and competencies demanded by employers and the changing economy.
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Part of the assignment will involve examining the gap between skills acquired by university graduates and those required in the labour market, with the consultant expected to recommend ways of improving the relevance, quality and employability of graduates. The consultant will further develop recommendations on competency-based teaching and learning approaches, including how universities can strengthen instruction, incorporate technology and innovation, and adopt emerging trends in higher education.
The review will also cover existing assessment methods, with the consultant expected to recommend approaches that measure students’ ability to apply knowledge and skills rather than relying heavily on traditional academic examinations. Additionally, the consultant will develop implementation strategies for CBE across universities and propose a monitoring and evaluation framework to track progress.
The assignment will involve consultations with universities, lecturers, students, industry players and other stakeholders, whose input will help shape an implementation strategy and identify capacity-building requirements for institutions and teaching staff. The framework will also address quality assurance, inclusivity and academic mobility, while proposing institutional and financial arrangements necessary for sustainable implementation.
CUE is spearheading development of the framework, which is expected to guide universities as they prepare for the first CBE cohort transitioning into higher education in 2029. If adopted, the framework could significantly change how university programmes are designed, taught and assessed, with greater emphasis placed on practical competencies, employability, innovation and industry responsiveness.
The assignment is expected to run for 12 months, meaning the framework could extend beyond 2026. This differs from an earlier indication by Higher Education Secretary Carol Hunja that the rollout would be completed by the end of this year.
Under the proposed approach, universities will be required to place greater emphasis on what students can demonstrate and apply, rather than relying mainly on traditional academic assessments, with academic programmes reviewed against the skills required by employers, professional bodies and the country’s development priorities.
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Universities will also undergo readiness assessments to establish whether they have the infrastructure, resources and capacity required to adopt CBE, and to identify areas that may require additional support. The Government is also seeking to establish the preparedness of lecturers for the transition, with a separate six-month consultancy advertised to assess lecturers’ teaching abilities, digital skills and understanding of competency-based learning.
The two consultancies form part of the Government’s wider preparations to extend competency-based learning from basic education into universities. Interested consultants have until September 7 to submit their expressions of interest for the assignments.
By Bernard Magada and Jonathan Mwinzi
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