In a notification, the Ministry of Education invited consultants who will be tasked with helping to develop a system of university competency-based education and training within the framework of a new project supported by the African Development Fund. The consulting services will be aimed at creating a CBE structure capable of changing approaches to the design, teaching, and assessment of university programmes.
According to the ministry, the work will be carried out as part of the second phase of the «Support for Higher Education, Science and Technology» project, which is funded by the African Development Fund. «The Government of the Republic of Kenya has received funding from the African Development Fund (ADF) to implement the second phase of the Support for Higher Education, Science and Technology (HEST) project and intends to use part of the agreed amount of this loan to pay for a contract to provide consulting services for the development of a system of university competence‑based education and training», the notification states.
The services included in this project are aimed at supporting the University Education Commission in reviewing, verifying, developing, implementing, and launching a university competency‑based education (CBE) system in Kenya, which enhances the quality, relevance, employability, innovative potential, and alignment of university education with industry demands.
Universities will review their methods of teaching students within the framework of the CBE system. The selected consultant will assess the current model of university education and prepare a structure for the implementation of CBE and teaching.
The ministry has reported that, as part of this task, it will be necessary to analyze the existing curriculum and teaching system, identify gaps, and outline the weaknesses of the current model. The consultant will also be tasked with determining how university education and personnel training can be aligned with the principles of the competency‑based approach.
Within the framework of the proposed structure, universities may face changes in several key areas, including curriculum development, teaching methods, the assessment system, and approaches to learning. The Ministry also expects recommendations on how universities can enhance teaching and the learning process through competency‑based solutions.
The bulk of the planned reforms will be aimed at aligning university programs with the demands of the labour market and national development priorities. The consultant will need to assess the relevance of existing programs and propose how academic courses can be better aligned with the skills required by employers and the changing economy.
The task will also involve analyzing the gap between the competencies that graduates acquire at universities and the skills in demand in the labour market. Among the expected outcomes is the development of strategies for implementing competency‑based education in universities.
The ministry also wants the consultant to propose a monitoring and evaluation system that will make it possible to track the progress of the new approach. The planned structure may also change the student assessment system itself at universities.
In addition, the ministry intends to instruct the consultant to review the existing assessment practices and prepare recommendations that align with the principles of competency‑based education. This may shift the focus towards the practical application of knowledge and skills alongside traditional academic training.
In addition, the consultant will review university curricula and propose changes that will support competency‑based learning. Other areas to be analysed include the use of technology, innovation, and new trends in higher education.
The ministry stated that the new structure should also promote inclusivity, quality assurance, and academic mobility. The planned changes may directly affect universities, teachers, and students if the competency‑based model is approved. Universities may be required to revise their existing programs and teaching methods so that they are more closely aligned with the skills that students should acquire.
Teachers, in turn, may need additional training to support the implementation of the new system. The consultant will also need to identify capacity‑building measures required by universities and other stakeholders to implement this framework.
The ministry is also seeking recommendations on the institutional and financial mechanisms that will be needed to ensure the sustainable adoption and implementation of the new model.
The consulting project is scheduled to last 12 months. During this period, the selected consultant will work with the Commission on University Education (CUE) and other stakeholders to develop the framework. The work will include consultations with the participants in the process, as well as the preparation of an implementation strategy and a plan to strengthen capacity. It is expected that the CBE structure will serve as a guide for developing curricula, teaching and learning, assessment, quality assurance, and the use of technology in university education.
The Ministry of Education has invited interested consultants to submit their applications. The Commission on University Education (CUE) is leading the development of the University Competency‑Based Education Framework (UCBEF), which is expected to serve as a reference point for universities in preparing to admit the first group of CBE students transitioning to the higher education system in 2029.
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