Accelerating Competency-Based Education and Training

The Kenya Institute of Curriculum Development (KICD) is a Government Agency under the Ministry of Education (MoE), established through the Act of Parliament No. 4 of 2013 (Amended 2019), and mandated to develop research-based curricula and curriculum support materials for Basic and Tertiary Education and Training.

Based on this mandate, KICD develops curriculum and curricula support materials for the Technical and Vocational Education and Training (TVET) institutions for Artisan, Craft Certificate, Diploma, and Higher National Diploma levels. 

Curricula for some levels are in modular form, which are examined by the Kenya National Examination Council (KNEC). To ensure objectivity and transparency, KNEC assesses the curricula developed by KICD. This ensures that the national goals of education and training, and the requisite standards, are met.

The KICD TVET Directorate has developed over 1,200 Competency-Based Education and Training (CBET) curricula for regular and special needs learners. This has been done in collaboration with the industries, the Technical and Vocational Education Training and Authority (TVETA), Kenya National Qualification Authority (KNQA), the National Industrial Training Authority (NITA), KNEC, and other stakeholders.

TVET is premised on the principle of education and training for the workplace, which refers to a range of learning experiences relevant to the world of work that may occur in a variety of formal and informal learning contexts. The formal context includes training institutions and workplaces, while the informal one is composed of the Jua-Kali sector.

The curricula developed are aligned to the current restructured nine Kenyan economic sectors, namely Agriculture, Livestock, Forestry, Fishing and Allied Agencies; Mining, Oil, Gas, Quarrying and Allied Agencies; Manufacturing and Allied Agencies; Energy, Electricity, Water and Allied Agencies; Infrastructure and Allied Agencies; Commercial, Distributive, Wholesale, Retail Trade and Allied Agencies; Transport, Warehousing, Communication and Allied Agencies; Finance, Insurance, Real Estate, Business Services and Allied Agencies; and Government Ministries, Counties, Parastatals, Education and Research Institutions, Commissions, Community and Allied Agencies.

In Kenya, the TVET sector has undergone substantive reforms in the recent past, from regulatory framework to curricula development implementation and training of trainers, in order to produce skilled labour for the realisation of the Vision 2030, Sustainable Development Goals (SDGs), and Continental Education Agenda 2065. The reforms are geared towards expanding TVET opportunities at both secondary and tertiary levels, and strengthening linkages between the world of work and education and training systems.

In line with the TVET Act No. 29 of 2013, KICD promotes access and equity in the provision of research-based CBET curricula and curriculum support materials and training, to ensure that standards, quality, and relevance of education are achieved for the acceleration of industrial growth and development.

TVET is a cross-cutting sector extending from primary to higher education. It is part of lifelong learning, and KICD plays a critical role in ensuring there is broad-based curricula and pathways under CBC, therefore allowing learners to pursue relevant careers of their choice. The aim is to facilitate individual development and self-fulfilment as learners are equipped with practical skills, making them employable or facilitating self-employment in line with the National Education Sector Plan 2015.

A survey carried out at the end of 2022 confirmed that the uptake of the KICD-developed CBET curricula in the TVET institutions in Kenya stands at 98 percent. The survey was conducted in the 47 counties in Kenya, and targeted 2,178 accredited TVET institutions focusing on National Polytechnics (NPs), Technical and Vocational Colleges (TVCs), and Vocational Training Centres (VTCs). The specific objectives of the survey carried out by KICD were to establish the relevance of TVET courses being offered, establish the challenges encountered in their implementation, determine the technical capacity of the trainers, and determine the availability of adequate resources for the implementation of CBET courses.

Based on the findings of the survey, KICD is developing a TVET Framework to guide the seamless progression of students from secondary school to tertiary level. The framework takes cognisance of the shift from time-bound, curriculum-based, supply-led training, to flexible, competency-based, demand-driven training. It also takes into consideration the trainees’ industrial attachment, trainers’ work placement, and Recognition of Prior Learning (RPL) as captured in the Sessional Paper No. 14 of 2012 recommendations.

KICD shall continue to carry out its functions in relation to TVET. These include, but are not limited to:

• Advising the Government on matters pertaining to CBET curriculum development;
• Developing CBET curricula and curriculum support materials for technical and engineering, business and hospitality, applied science and training, and in emerging technological training areas;
• Evaluating, vetting and approving, for application in Kenya, any local and foreign curricula and curriculum support materials in relation to the levels of education and training as spelt out in the KICD Act 2013;
• Initiating and conducting research to inform CBET curriculum policies, review, and development;
• Developing occupational Standards to guide the CBET curriculum development in collaboration with sector skills advisory committees;
• Implementing policies relating to CBET curriculum development, and technical and vocational education and training;
• Promoting equity and access to quality CBET curricula and curriculum support materials;
• Carrying out consultancy services with Government Agencies and private sector.

Kenyans are encouraged to visit the KICD website, or consult the Institute for more information on TVET.