As Kenyan universities prepare for the transition to Competency-Based Education and Training (CBET) in 2029, faculty members from the College of Agriculture and Natural Resources (COANRE) at Jomo Kenyatta University of Agriculture and Technology (JKUAT) have undergone sensitization on the transformative education model aimed at enhancing curriculum delivery, graduate competence and industry relevance.
Opening the two-day workshop on June 11, 2026, Deputy Vice Chancellor (Academic Affairs) Prof. Robert Kinyua commended the College for proactively engaging with the reform process ahead of the national transition.
Prof. Kinyua noted that successful implementation of CBET will depend on how well academic staff understand and embrace the new approach, as all university programmes will be required to align their curricula with competency-based principles in consultation with the Commission for University Education (CUE).
He explained that under CBET, curriculum development begins with identifying the competencies that graduates should possess and the tasks they should be able to perform in the workplace before designing learning experiences to achieve those outcomes.
“If our graduates are not competent, then we have not achieved the objective of training,” he said.
Prof. Kinyua further stated that while CBET may appear new to universities, it has already been adopted at other levels of education and is increasingly becoming a global standard. He cited countries such as Finland, Malaysia, Japan and the United States as examples of nations that have successfully embraced competency-based approaches to align education with industry needs and national development priorities.
He further noted that some university programmes, particularly in the health sciences, already incorporate many CBET principles through clinical placements and supervised practical training, where learners are required to demonstrate their ability to apply knowledge and skills in real-world settings.
Building on these remarks, Principal, COANRE, Prof. Daniel Sila reaffirmed the College’s commitment to supporting the transition and ensuring that staff and students are adequately prepared for the new system.
Prof. Sila observed that agriculture disciplines are inherently practical and therefore well aligned with competency-based approaches. He said, the College would continue working closely with relevant stakeholders, including TVET institutions and regulatory bodies to strengthen implementation and build on existing systems.
The Principal further emphasized the need to assess institutional capacity, including student-staff ratios, infrastructure and learning resources to ensure that the transition is both effective and sustainable. He assured participants that the university management would provide necessary support to facilitate successful implementation.
In their opening remarks ahead of the workshop, Deans of the College’s three schools; Dr. Lucy Murungi (Agriculture and Environmental Sciences), Prof. Arnold Onyango (Food and Nutrition Sciences) and Dr. John Kagira (Natural Resources and Animal Sciences) emphasized the importance of embracing the reforms and preparing for a fundamental shift in teaching and learning.
To deepen participants’ understanding of the new model, faculty members were taken through the principles and practical application of CBET by a team of COANRE facilitators comprising Dr. Juliet Jakait, Dr. Naomi Chelimo, Dr. Edna Muthamia, and Dr. Zipporah Ndung’u, who have been spearheading CBET capacity-building efforts within the College.
The facilitators explained that CBET focuses on the demonstrated ability to integrate knowledge, skills and attitudes in performing workplace tasks. Unlike traditional education models that often emphasize content coverage and examinations, CBET places greater emphasis on practical application, continuous assessment and mastery of competencies.
Participants learned that learners must demonstrate specific competencies before progressing to the next stage of training, while trainers are required to employ appropriate instructional methods and assess clearly defined, measurable learning outcomes. The learner-centred approach encourages active participation, collaboration and hands-on experiences, with trainers serving primarily as facilitators, mentors and assessors.
The workshop further highlighted the importance of aligning training programmes with current industry requirements through up-to-date methodologies, adequate equipment and sufficient learning resources.
Participants were also informed that the approach seeks to bridge existing skills gaps by ensuring that graduates possess competencies that respond directly to labour market demands.
A major highlight of the CBET system is the Recognition of Prior Learning (RPL), a game-changing framework for education and professional growth.
The concept allows individuals who have acquired competencies through work experience or informal learning to undergo assessment and certification without necessarily repeating training. The approach is expected to reduce duplication, promote lifelong learning, and provide formal recognition for existing expertise.
COANRE sensitization workshop is the second after the one conducted by JKUAT Karen Campus. Notably, the University’s TVET programmes have already set the pace in implementing CBET principles providing valuable experience and practical lessons that can support wider adoption across academic programmes.