In 2029, a new kind of learner will walk into Kenya’s universities.
They will not be waiting to be lectured for hours. They will expect to question, to collaborate, to experiment, and to solve real problems. They will arrive having been defined by the University
Competency-Based Curriculum Framework (UCBEF) system, grounded in skills, values, and practical learning.
The question now occupying policymakers, regulators, and education experts is simple but urgent: Are universities ready? That question was at the centre of the recently concluded high-level conversations convened by the Commission for University Education (CUE) at Lake Naivasha Resort from 25 th to–27 th February 2026.
CUE is spearheading the development of the University Competency-Based Education Framework (UCBEF), which is expected to guide universities as they prepare for the first
Competency-Based Education (CBE) cohort transitioning to higher education in 2029.
Delegates and experts convened at Lake Naivasha Resort from 25th to 27th February 2026 for the University Competency-Based Education Framework (UCBEF) development workshop.
Envisioning the 2029 Learner
Picture a student who has spent years learning through projects, group work, community engagement, and experiential tasks. A learner assessed not just on memorization, but on communication, collaboration, critical thinking, and creativity.
By the time this learner reaches university, career pathways will not be an afterthought. They will expect clear links between their degree and the world of work. They will value practical exposure, industry attachment, and community-based research.
“We are trying to move. These students are coming to the universities,” said Prof. James Onyango Awino, Chair of the CUE Board. He emphasized that universities must retool urgently. “Resources, and I mean huge resources, will be required,” he noted, adding that partnerships, including support from institutions like the World Bank, African Population and Health Research Centre(APHRC )will be critical.
Commission Board Chairman, Prof. James Onyango Awino, delivering his remarks during the workshop on the development of the University Competency-Based Framework held at Lake Naivasha Resort from 25th to 27th February 2026
Lessons From Around the World
Globally, Competency-Based Education (CBE) has taken root in different forms.
Countries such as Singapore and Mauritius have aligned higher education with national development goals, focusing on industry-responsive skills, innovation, and adaptability.
In parts of Europe and North America, universities have adopted outcome-based models where progression is tied to mastery rather than time spent in class.
The Kenyan model, stakeholders say, must draw lessons but remain locally grounded.
Dr. Moses Ngware, speaking on behalf of the African Population and Health Research Center (APHRC), reminded participants that Africa’s realities must define the framework. APHRC works in over 34 African countries, strengthening research and development ecosystems.
“We are heavy on health, but we are committed to walk with CUE until the end of the UCBEF framework,” he said. He stressed that research must inform the reforms and address real societal challenges, including the persistent skills mismatch that leaves many graduates unemployed.
Dr. Moses Ngware (pictured left), APHRC official, addressing delegates during the workshop on the development of the University Competency-Based Framework at Lake Naivasha Resort, 25–27 February 2026.
Employers have consistently raised concerns that graduates lack practical competencies. “How can this framework help us address this?” he posed, suggesting Mauritius as a possible benchmark for alignment between education and industry.
Assessment and Grading: A Fundamental Shift
The discussions highlighted that one of the most delicate issues revolves around assessment. If universities adopt CBE principles, grading systems may need to move beyond traditional high-stakes examinations. Continuous assessment, portfolios, project-based evaluations, and demonstrated mastery of skills could become central.
Kenya National Examination Council (KNEC) CEO, Dr. David Njengere challenged institutions to rethink purpose. “Why do we offer university education? Why do we invest 27 percent of our budget in education?” he asked. He argued that training must not be restricted to theory but must respond directly to community problems.
Kenya National Examinations Council (KNEC) CEO, Dr. David Njengere, addressing delegates during the development of the University Competency-Based Education Framework (UCBEF) at Lake Naivasha Resort, 25–27 February 2026.
Under a CBE model, assessment would measure whether students can apply knowledge to solve real-world challenges, not merely reproduce information in an exam room.
Curriculum Transformation: Content, Pedagogy, and Values
The reforms are not about minor syllabus adjustments. They point to a fundamental redesign.
Prof. Mike Kuria, CEO of CUE, has consistently underscored the regulator’s role in facilitating the transition and ensuring the legitimacy of reforms. The Commission is positioning itself as the coordinating anchor bringing together agencies such as Kenya Universities and Colleges Central Placement Service (KUCCPS) and Teachers Service Commission (TSC), alongside curriculum developers and quality assurance bodies to ensure coherence across the system.
Commission Secretary/CEO Prof. Mike Kuria (pictured left) addressing the delegates.
A central question emerging from the discussions is whether universities should develop a framework equivalent to the Basic Education Curriculum Framework.
If so, what essentials must it contain to ensure global competitiveness?
Prof. Charles Ong’ondo, CEO of Kenya Institute of Curriculum Development (KICD), outlined four tenets that could inform university-level CBE: nurturing learner interest and potential, experiential learning, strong values, and utility.
“Every learner’s potential must be nurtured,” he said. He emphasized experiential learning ensuring students have access to resources that allow them to engage practically with content.
Values, he warned, must not be sidelined. Issues of ethics, integrity, and social responsibility should be embedded in curricula. Utility is equally central: graduates must leave university able to earn an income and contribute meaningfully to national development.
He also highlighted a cultural shift in pedagogy. “The day when you would do your assignment quietly in a covered book is gone,” he said. Instead, learners must collaborate, communicate, and solve problems in context.
Retooling Universities: The Cost Question
Transitioning to CBE at university level will not be cheap.
Mr. Darius Ogutu, Director of Higher Education at the Ministry of Education, cautioned that the UCBEF will likely be more costly than the current model. Resources such as laboratories, assistive technologies, learning materials, and staff retraining must be factored in.
“Government will be reaching out to agencies and organizations such as the World Bank and APHRC to provide data to help make informed decisions,” he said. He assured stakeholders of state support but urged realism about the financial implications.
Dr. Lynett Ong’era, CEO of Kenya Institute of Special Education (KISE), added another layer to the resource debate: inclusion. Disability support - braille machines, wheelchairs, mobility and assistive devices is costly. Posting teachers trained in special needs education also requires sustained funding.
If CBE is to be truly learner-centered, inclusion cannot be optional.
What Kind of Graduate?
At the core of the discussions lies a philosophical question: What kind of graduate does Kenya want in 2035 and beyond?
Dr. Roberta Malee Bassett, the Global Lead for Tertiary Education at the World Bank, contributing to the deliberations, framed reforms not as an academic exercise but as economic necessities.
“Reforms are not an end in themselves. They respond to the needs of the economy, workforce cohesion, and the ability to adapt to a fast-changing world,” she said.
Dr. Roberta Malee Bassett, the Global Lead for Tertiary Education at the World Bank.
The workforce is evolving rapidly. Some jobs that exist today may disappear within five years.
CBE, stakeholders argue, must equip learners with adaptability, resilience, and lifelong learning skills.
Career pathways will therefore need to be clearer and more flexible. Universities may have to integrate industry certifications, entrepreneurship modules, communityproblem-solving labs, and interdisciplinary programmes.
Ensuring Legitimacy and Coherence
CUE’s role, as repeatedly emphasized during the workshop, will be to facilitate, coordinate, and ensure legitimacy.
“Let’s take advantage of the rich expertise we have in this room,” participants were urged. The presence of experts from KUCCPS, TSC, KICD, KNEC, APHRC, World Bank, Quality Assurance agencies, and Research Institutions reflects recognition that university reform cannot happen in isolation.
If basic education has a structured curriculum framework, many argue that higher education must develop a similarly coherent guide one that defines competencies, learning outcomes, assessment standards, quality benchmarks, and pathways to global competitiveness.
The Road to 2029
The 2029 cohort is no longer a distant concept. They are currently in the system, moving steadily toward university gates.
When they arrive, they will expect learning that reflects how they have been socialized: collaborative, inquiry-driven, practical, and values-based.
Kenya’s higher education sector now faces a defining moment. The conversations underway signal not just readiness for change, but recognition that the old model may not serve the future.
If the UCBEF succeeds, the Kenyan university of 2029 may look very different more industry-linked, more inclusive, more research-driven, and more anchored in competencies that speak to both local realities and global standards.
Work has begun. The clock is ticking.
By Evelyn Okewo
Ag. Deputy Director, Corporate Communications and PR