Kibabii University Academic staff completed a two-day pedagogical training to prepare the University for the transition from the 8-4-4 system to Competency-Based Curriculum (CBC) and Competency-Based Education and Training (CBET).
Held from 31st August to 1st September, 2026, under the theme “Paradigm Shift in University Education: The CBET Perspective,” the training focused on emerging approaches to teaching, learning, assessment and curriculum development. The engagement is part of the University’s preparations to admit its first cohort of CBC/CBET students in 2029.
The training was officially opened by the Ag. Vice Chancellor, Prof. Isaac Ipara Odeo, who called on the University community to embrace the transition proactively and innovatively.
Prof. Odeo observed that competency-based education is not new in Kenya and challenged universities to take a leading role in developing programmes that respond to their institutional context and societal needs.
“As an institution, we should not be followers but thoughtful leaders. We should take responsibility for developing and implementing programmes that respond to our context and the needs of society, rather than delegating our responsibilities to accredited bodies,” he emphasized.
The training was facilitated by curriculum experts Dr. Elizabeth Khalili of Rongo University and Dr. Teresa Okoth of Masinde Muliro University of Science and Technology (MMUST).
The facilitators highlighted the shift from knowledge-centred education towards an approach that emphasizes the application of knowledge, skills, attitudes and values in real-life situations. Key areas covered included competency identification, curriculum design, learner-centred pedagogy, competency-based assessment and quality assurance. Participants also explored practical teaching and learning strategies, including project-based learning, case studies, demonstrations, simulations, problem-solving and workplace learning.
The training emphasized the evolving role of lecturers as facilitators, mentors, coaches and assessors who create learning experiences that enable students to apply knowledge and demonstrate competencies. Assessment was also identified as a critical component of CBET, with academic staff encouraged to develop assessment tools aligned with clearly defined competencies and capable of measuring learner performance.
The engagement further highlighted the importance of stronger university-industry collaboration to support workplace learning, practical exposure, curriculum review and identification of emerging competencies. Such partnerships are expected to enhance graduate employability and ensure academic programmes remain responsive to labour market needs. Participants also examined potential implementation challenges, including resource requirements, infrastructure limitations, large student populations, resistance to new pedagogical approaches and the development of valid and reliable competency-based assessment tools.
