Varsities begin race to align with CBE ahead of 2029 intake

CuE chairman Prof James Awino speaking at the education policy leaders and stakeholders forum, February 26, 2026./VICTOR IMBOTO

Universities have begun aligning their programmes with the Competency-Based Education (CBE) reforms as the first cohort of learners under the new system prepares to join institutions of higher learning in 2029.

The Commission for University Education (CUE) is leading national stakeholders in discussions aimed at preparing universities for what officials describe as a fundamental shift in curriculum, teaching and assessment.

CUE Chief Executive Prof Mike Kuria said universities must urgently confront critical questions about the transition. Among them is how different it is from the current 8-4-4 system. He said the framework has to look into how the learners will be assessed and graded.

Kuria added that the review has to consider the implications it will have on varsity entry-level criteria. The CUE CEO said institutions must determine how deeply the transformation will go, that is, whether it will affect only content or extend to pedagogy, assessment and faculty retraining.

“These questions should be part and parcel of the discussions as we prepare for the first cohort of learners in 2029,” Prof. Kuria said.

Dr Moses Ngware, head of education at the African Population and Health Research Center, challenged stakeholders to ensure the reforms address national development needs and industry demands.

“Is the framework solving national development issues? Does it meet industry demands?” he asked.

He cited studies showing that 60 per cent of employers struggle to fill vacancies due to skills mismatch. The World Bank has backed the transition, saying the reforms are necessary to equip youth with skills for a changing global workforce. They were represented by Roberta Malee Bassett, the bank’s Global Lead for Tertiary Education.

“The workforce is changing. Some jobs that will not exist in five years. CBE should be able to address that.”

However, officials acknowledged that implementing CBE at the university level will require substantial resources. CUE Board Chairman Prof James Onyango Awino described the transition as a sign of how the education sector is at the precipice.

“The methodology must change to suit the CBE learners. Course material will change. We need more tools for universities.” He added that practical applications and learner-centred pedagogy will demand significant investment.

At the curriculum level, KICD CEO Prof Charles Ong’ondo said universities must build on competencies already acquired at senior school. KNEC CEO Dr David Njengere urged universities to rethink the purpose of higher education.

Stakeholders also warned that the transition could generate debate and resistance. With just three years to go before the first CBE cohort arrives at university gates, institutions now face a race against time to realign programmes, retrain faculty and secure the resources needed for the next phase of the country’s education reform.