Assessing the Readiness of Kenyan Universities to Transition to Competency‐Based Education Ahead of the 2029 CBE Cohort

Education systems worldwide are undergoing rapid transformation as governments strive to equip learners with the skills and competencies required in a complex, technology-driven global economy. Advances in digital technologies, automation, and globalization have reshaped the nature of work, creating an urgent need for graduates who are not only knowledgeable but also adaptable, innovative, and equipped with practical problem-solving skills. In response, many countries have embraced Competency-Based Education (CBE), a model that prioritizes skills mastery, experiential learning, and the ability to apply knowledge in real-world contexts. Kenya has joined this global shift with the rollout of CBE in basic education, aiming to nurture learners who excel in creativity, collaboration, communication, and critical thinking. The transition of the first CBE cohort to universities in 2029 represents a pivotal moment in the nation’s education reform journey. Universities must adapt their curricula, teaching methodologies, and learning environments to support these students effectively. Preparing higher education institutions for this transition is essential not only for ensuring continuity across the education system but also for developing a skilled workforce capable of driving Kenya’s national development priorities.