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
The Education Cabinet Secretary Hon. Julius Ogamba Migos, the Chief Guest, led the official launch of Harnessing Education Research for Impact (HERI) Africa on Thursday, 19th February 2026 in a ceremony attended by the Commission for University Education (CUE) management, Vice-Chancellors and representatives, research institutions, and development partners.
The initiative aims to transform Africa’s research industry and make it locally driven, relevant, and sustainable.
"Decisions must be based on evidence and data," said Hon. Migos. "As a government, we will support research. That is why we have established an independent State Department of research. This shows our commitment to advancing knowledge."
Left: The Cabinet Secretary Hon. Julius Ogamba Migos, cuts the ribbon to officially launch the HERI Africa office space at Kisii University.
Right: The Cabinet Secretary for Education addresses delegates during the HERI Africa launch ceremony.
Hon. Ogamba also revealed plans to increase national research funding from 0.8% to 2% and called on universities to lead in championing research initiatives.
"I particularly like the council of Kisii University, which has promised that, other than clearing debts owed by the institution, they will champion the research agenda. We do not want leadership wrangles in universities where there are more fights than productivity," he added.
Following him, Prof. Mike Kuria, CEO of CUE, highlighted the purpose of HERI Africa and the need for research to have tangible societal impact.
"We do not want research that stays on our shelves. What is that research doing in our institutions? How is it impacting society?" he asked. "Currently, only three percent of global research is led by African researchers , this is not enough. HERI Africa has been established to change that."
Commission Secretary/CEO Prof. Mike Kuria delivers his remarks during the launch of HERI Africa at Kisii University on Thursday, 19th February 2026.
Prof. Kuria explained that the initiative will be African led, locally funded, and focused on solving real societal challenges. "We are establishing research chairs in different fields, hosted by three public universities, to make this sustainable. Research must benefit Africans, for Africans, and by Africans," he said.
Prof. Nathan Ogechi, Vice-Chancellor of Kisii University, outlined the university’s role in supporting high-impact research and postgraduate scholarships.
Delegates who attended the HERI Africa launch at Kisii University on 19th February 2026.
"HERI Africa is going to go beyond transformation. We will build institutional capacity, secure sustainable funding locally, and support research chairs starting with language education, which is crucial for preserving our cultural heritage," he said.
Prof. Ogechi called on early-career researchers to engage with the initiative and make a positive societal contribution, emphasizing a commitment to aligning education with research, expanding impact beyond academic publications, and advancing support for women researchers.
The launch drew participation from Meru University of Science and Technology, Chuka University, Masai Mara University, University of Embu, Jomo Kenyatta University of Agriculture and Technology, African Nazarene University, Uzima University, MMUST, Kenyatta University as well as NACOSTI, the National Research Fund, Zizi Afrique Foundation, and ESSA. Representatives emphasized collaboration, capacity building, and local funding as essential for sustaining HERI Africa.
HERI Africa has already established three research chairs in public universities across Kenya. Kisii University will host the Research Chair in Language Education, the University of Embu will host the Research Chair in Mathematics, and Kenyatta University will host the Research Chair in Learning Skills. The long-term vision is to expand these chairs to other African universities.
The initiative also aims to generate 1,000 research outputs, build a network of over 300 research communicators, and embed research into education reforms by 2028.
"One of the tragedies of research in Africa is that it is often communicated at the top level but not translated to the ground. HERI Africa seeks to change that," Prof. Kuria said. "By 2050, we hope Africa will shape global education theory. Indigenous knowledge must inform our discourse, and research must be grounded in African realities."
By Evelyn Okewo
Ag. Deputy Director, Corporate Communications
Bomet University was formally awarded its charter on Friday, 6 February 2026, at State House, Nairobi, in a ceremony led by President William Samoei Ruto.
The elevation of Bomet University, now Kenya’s 36th fully chartered public university marks a big leap for higher education in Bomet County and the wider region.
Addressing university council, management, staff and students’ representatives, President Ruto said the milestone was both a celebration of growth and a call to purpose.
He reminded guests how the institution began as a small constituent college under Moi University almost a decade ago, and noted that its journey now puts it on equal footing with Kenya’s established universities.
President William Ruto signs the Bomet University Charter at State House, Nairobi, on Friday, 6 February 2026. He is flanked by Education Cabinet Secretary Julius Migos Ogamba (second left), Principal Secretary for Higher Education Dr. Beatrice Inyangala (far left), and senior university officials.
“This is a historic day for the academic community and the people of Bomet,” the President said. “Though rooted in the South Rift region, the mission and impact of this institution will advance far beyond geography serving the nation, the East African community, and I believe, one day, the global community.”
President Ruto told the university leadership and students that the government remains committed to supporting the institution’s growth and ensuring it has the facilities it needs to thrive.
Senior government officials, including CUE Chairman Prof. James Onyango Awino (6th from left) and CUE CEO Prof. Mike Kuria (5th from left), observe the proceedings during Bomet University’s charter award ceremony at State House on 6th February 2026
In his remarks, Education Cabinet Secretary Julius Migos Ogamba applauded the long transformation of the college into a full university.
The Cabinet Secretary highlighted how the elevation expands opportunities for youth in the region and supports national goals to widen access to tertiary education particularly for students who previously had to travel far from home for quality degrees.
“Today’s charter award reflects Kenya’s broader commitment to making university education more accessible and relevant,” Hon. Ogamba said, reminding officials that this growth aligns with national development priorities.
At the same ceremony, Prof. James Onyango Awino, the Commission Board Chairman underscored the role of the university council and CUE in safeguarding academic standards and quality as Bomet transitioned into a full university.
He emphasized that the Commission’s responsibility is to ensure strong governance, proper staffing, sound teaching, and good student welfare all of which are essential now that the institution is fully accredited.
His message highlighted that the charter is not just a formality but a commitment to uphold quality education, with CUE’s support in monitoring and guiding Bomet University as it grows.
University officials display the charter instruments, including the logo and the mace, during the charter award ceremony at State House on 6th February 2026.
Prof. John O. Shiundu, Chairman of the Bomet University Council, expressed deep pride in the achievement on behalf of the institution. He called the charter a turning point, one that strengthens the university’s governance framework and opens doors for new partnerships, research opportunities and faculty recruitment that will benefit students and communities alike.
“We now have the autonomy to deepen our academic excellence, expand research, and serve our community with greater impact,” Prof. Shiundu said.
By Evelyn Okewo, Ag. Deputy Director of Corporate Communications, CUE
His Excellency President Dr. William Ruto awarded a charter to Gretsa University on 17th November 2025 at State House, Nairobi officially elevating it into Kenya’s league of fully fledged private universities.
The ceremony was not only historic for Gretsa University but also deeply reflective for the President, who used the moment to look back at key decisions he made while serving as Minister for Higher Education in 2010.
During the ceremony, President Ruto recalled one of the defining challenges of his tenure: how to ensure high school graduates transitioned smoothly into university without long delays.
“I had to make the difficult decision to orchestrate a double intake so that high school graduates would not wait for two years to join university,” he said. “I am proud that this decision helped reduce high school dropout rates.”
His Excellency President William Ruto delivers his address at State House, Nairobi, during the charter award ceremony for Gretsa University on 17th November 2025
Another issue he revisited was the long-standing perception that technical education was only for those who ‘failed’ to qualify for university. At the time, the government funded university education but not technical colleges, a gap the President felt duty bound to close.
“Technical education was considered a course for people who are not qualified,” he said. “I had to make a decision to align technical education and ensure that students joining technical colleges also receive student loans and bursaries.”
His Excellency the President signs the Gretsa University charter. He is flanked by Education Cabinet Secretary Hon. Migos Ogamba (3rd from left), alongside the CUE and Gretsa University delegations.
He remembered scholars fiercely debating the issue in newspapers, but he remained determined to have technical training recognized, valued and supported. Today, he said, that decision has paid off.
“I’m proud that STEM in technical education has generated scientists of the future, much more practical. This has made the work of the Education Cabinet Secretary (Waziri) easier. Waziri, you are doing a good job.”
The President also celebrated the growth of technical institutions across the country: from 143 colleges to 254, and from 384,000 students to over 700,000 currently enrolled. He reminded the audience including the Gretsa University community that universities must always uphold access, relevance and affordability.
ac“I urge Gretsa University to consider these three things,” he said. “Sometimes people teach for degrees and papers. We should figure out how to make education truly transformative.”
His Excellency President William Ruto (3rd from left), Education Cabinet Secretary Hon. Migos Ogamba (5th from left), CUE Board Chairman Prof. James Awino (2nd from left), Commissioner Vincent Nyabiosi (far left), and CUE CEO Prof. Mike (far right) during the award of a charter to Gretsa University on 17th November 2025.
Reflecting on his first days in office three years ago, President Ruto highlighted the critical teacher shortage and the confusion surrounding the new Competency-Based Education (CBE) system. “Many parents, guardians, teachers and students did not understand it. At the same time, many universities were insolvent, leading the government to suspend the placement of government-sponsored students in private universities until public institutions stabilized.”
“You know education is a very emotive issue,” he noted. “Everyone is looking for ways to navigate, and parents become protective of their children.”
He expressed satisfaction that the system has now stabilized, with a seamless transition from CBE to CBET, and the teacher shortage addressed.
“By next week, the government will be able to hire 100,000 teachers,” he announced. “We have built 23,000 schools, and 1,600 laboratories will be constructed in remote areas. Situations where learners first interact with laboratory equipment during examinations will become a thing of the past.”
The Head of State also emphasized improvements in student financing. The new funding model, Student Access Funding, now ensures equal access to support for all students regardless of background.
“It is now possible not to lock out students,” he said. “Everyone has equal access to funding.”
His Excellency President William Ruto (7th from right) with the Commission Secretariat during the award of a charter to Gretsa University on 17th November 2025
The President explained why he prioritised funding students in public universities first. Strengthening public institutions, he said, is necessary before expanding support to private ones, though future partnerships with development partners will create more training spaces.
President Ruto underscored the centrality of education to Kenya’s economic future.
“As a country, the biggest investment is our human capital,” he said. “The resources we get from Kenyans working outside the country amount to 5.1 billion dollars more than we earn from tea or coffee exports.”
He praised Kenyan workers abroad, noting that their competence has earned the country fresh opportunities such as the recent 13,000 job slots offered by Qatar.
“Kenyan human capital is premier,” he affirmed. “Kenyans speak good English compared to their fellow Africans. The more our people work abroad, the more they gain exposure and this becomes a national resource.”
But he urged universities and training institutions to ensure the country continues producing top-tier skills. He recalled how, during his time as Minister, many people dismissed courses like plumbing until the country began constructing the SGR and realised it lacked the skilled workforce needed.
“We had to import plumbers from China,” he said.
The Head of State encouraged Gretsa University and all universities to deepen partnerships and collaborations that strengthen technical and professional skills aligned to the job market’s demands.
“Improve skills and professionals in technical fields required for the job market,” he urged. “Use our great human resource to develop our country. Skills transfer is equally important.”
Article by Evelyn Okewo
Ag. Deputy Director, Corporate Communications, Commission for University Education
The National Assembly’s Departmental Committee on Education, led by Chairman Hon. Julius Kipbiwott Melly, visited the Commission for University Education (CUE) offices in Gigiri, Nairobi, on Thursday, 2nd October 2025.
The oversight visit formed part of Parliament’s mandate to engage government institutions, review their performance, and support them in meeting statutory obligations. For CUE, the meeting provided a valuable platform to showcase milestones, share challenges, and strengthen collaboration with the legislature in addressing emerging issues within the university subsector.
CUE’s management, led by Prof. Mike Kuria, the Commission Secretary/CEO, engaged the MPs in constructive discussions on accreditation, regulatory frameworks, budgetary needs, the Competency-Based Education (CBE) transition, and broader reforms aimed at enhancing quality assurance in higher education.
The National Assembly’s Departmental Committee on Education, led by Hon. Melly Julius Kipbiwott (5th left), conducted an oversight and inspection visit to the Commission for University Education (CUE) on Thursday, 2nd October 2025. The delegation was received by CUE’s management team led by CEO Prof. Mike Kuria (5th right) alongside the institution’s top leadership, where discussions focused on strengthening oversight and enhancing quality assurance in the university subsector.
The Commission appealed for Parliament’s support in clarifying the respective roles of CUE and professional bodies in accreditation, to avoid overlaps and enhance efficiency.
The Committee emphasized the importance of finalizing the Universities Regulations 2023. Hon. Melly encouraged CUE to expedite stakeholder consultations and submit the regulations for consideration, noting their role in strengthening university governance.
Commission Secretary/CEO, Prof. Mike Kuria (second left), welcomes members of the National Assembly’s Departmental Committee on Education to the Commission offices in Gigiri, Nairobi, on 2nd October 2025.
With the first cohort of the Competency-Based Curriculum (CBC) expected to join universities in 2029, the Committee sought updates on CUE’s readiness for this transition.
Prof. Kuria assured members that progress is underway but underscored the need for increased budgetary allocations to ensure universities are well-prepared for the shift.
The Committee highlighted the need for stronger collaboration between CUE and professional bodies in matters of accreditation. Members proposed that including representatives of professional bodies on the CUE Board would provide a structured platform for dialogue and coordination.
Prof. Kuria welcomed the proposal, reiterating the Commission’s commitment to harmonized regulatory frameworks that reduce duplication and promote synergy.
Concerns were raised about the growing number of unaccredited institutions operating under the guise of religious colleges. The Committee encouraged CUE to strengthen oversight measures and explore regional best practices to protect students and uphold the credibility of Kenya’s higher education system.
The Committee underscored the importance of safeguarding the integrity of academic qualifications. Members sought updates on CUE’s ongoing interventions to curb the proliferation of fake degrees.
Prof. Kuria highlighted that the Commission has already initiated legal action against four institutions operating illegally, in collaboration with the Directorate of Criminal Investigations. He noted that public awareness campaigns and the publication of lists of illegal operators remain central to CUE’s strategy.
Discussions also touched on the misuse of honorary degrees. The Commission reported progress in developing a draft National Policy on Honorary Degrees aimed at standardizing the awarding process and ensuring transparency. The Committee welcomed this initiative as an important safeguard of academic integrity.
The Committee sought clarity on the establishment and closure of university campuses. CUE explained that institutions are guided by clear compliance standards, and decisions are based on quality assurance rather than external influence.
Mr. Joseph Musyoki, Deputy Director for Institutional Accreditation, confirmed that institutions that fail to meet compliance requirements face closure in line with established guidelines.
Members of the National Assembly’s Departmental Committee on Education follow the proceedings of a meeting held at the Commission for University Education (CUE) headquarters in Gigiri, Nairobi, on 2nd October 2025
Members were informed that universities owe CUE Sh935 million in unpaid fees. The Committee proposed a structured repayment model, potentially through deductions from universities’ exchequer allocations.
On budget performance, MPs encouraged CUE to explore the use of internally generated revenue to supplement activities. Prof. Kuria appealed for parliamentary support in funding the Universities Research and Training Centre (URTC) and strengthening security around CUE’s premises, noting that these investments are essential for operational stability.
As Kenya continues to attract international students, the Committee encouraged CUE to provide leadership in addressing visa and work permit challenges that hinder internationalization. Both sides agreed that resolving these barriers is critical for positioning Kenya as a competitive hub for higher education.
Graduate employability featured prominently in the discussions. The Committee encouraged CUE to take a stronger role in guiding universities to develop market-relevant programmes.
Prof. Kuria informed members that the Commission has developed a Code Book of Academic Programmes, aligned with international standards, and conducts audits every four years to review programme relevance.
Members welcomed these initiatives and emphasized the importance of ensuring that graduates are equipped with skills that match Kenya’s economic needs. Hon. Dick Maungu and Chairman Hon. Melly both called for closer alignment between academic programmes and labour market demand.
Article by: Evelyn Okewo (This email address is being protected from spambots. You need JavaScript enabled to view it.)
Ag. Deputy Director, Corporate Communications