Kenya’s university education system is set for a major transformation as the government moves to introduce a competency-based approach aimed at changing how students are taught, assessed and prepared for the job market.
According to a report published by the Saturday Nation on August 22, 2026, a new draft framework seeks to align university education with the competency-based education (CBE) system already being implemented at lower levels of learning.
The proposed changes are expected to produce graduates with practical skills and competencies rather than relying heavily on theoretical knowledge.
Under the proposed framework, universities could be required to reduce class sizes to allow lecturers to provide more effective and individualised attention to students.
Institutions would also be expected to employ more lecturers and support staff to improve the ratio between learners and teachers.
Another major area of change is the use of information and communication technology.
Universities are expected to strengthen ICT infrastructure to support modern and technology-enabled learning, reflecting the growing demand for digital skills across Kenya’s economy.
The draft framework also proposes changes to teaching methods, with greater emphasis on practical learning and demonstrable skills.
Assessment could similarly be reformed to include methods capable of measuring what students can actually do, rather than focusing primarily on theoretical knowledge.
The proposed reforms come as Kenya prepares for the transition of learners who have gone through the competency-based system into universities.
The Commission for University Education has been working towards developing a framework to prepare higher education institutions for the expected 2029 transition.
However, implementation could face significant challenges. The Saturday Nation report notes concerns over funding and administrative pressures in universities, particularly as institutions continue to accommodate increasing numbers of students.
The reforms would therefore require universities to invest in infrastructure, technology, teaching staff and modern learning facilities. Without adequate resources, increased enrolment could undermine the quality of education the new system seeks to achieve.
The government has previously said the wider education reforms are intended to equip learners with skills suited to a changing labour market, with greater emphasis on practical competencies, technology and innovation.
If successfully implemented, the new university system could mark a significant shift in Kenya’s higher education sector, moving learning beyond classrooms and examinations towards practical skills, innovation and employability.