Kenya initiates the training of 100,000 individuals in vocational programs, accelerating reform progress
Kenya is embarking on a significant shift in its education system, with the government working to align skills with industry needs through the implementation of Competency-Based Education and Training (CBET) reforms in the Department of Education.
The reforms, which extend into higher learning, are part of a broader initiative that began with competency-based curricula in basic education. The aim is to address youth unemployment, reduce skills mismatches, and position vocational training as a credible alternative to university degrees.
As of the current enrollment, 80,000 trainees are in public Technical and Vocational Education and Training (TVET) institutions, and 20,000 are in private institutions, vocational training centers, and university TVETs. The government has set a target for all TVET institutions to fully adopt the CBET model by January 2026, with enrollment expected to rise from about 700,000 to two million.
The CBET system is replacing time-bound, theory-heavy vocational courses with flexible, skills-driven training aligned to industry standards. Under CBET, learners progress through independent modules and can earn partial or full qualifications at their own pace. This approach is designed to produce graduates who can meet both local and international labor market demands.
The new approach has streamlined progression pathways, removed duplication of content, and standardized assessment methods. The modular CBET curriculum was introduced to address challenges from the initial rollout, including delayed program completion, inconsistent delivery, and weak assessment planning.
Universities offering TVET courses have helped reduce stigma once associated with vocational training. The reforms are also aimed at transforming human capital development and addressing systemic inequalities in the education sector.
However, gaps remain in the CBET system. These include lack of standardization in training plans, continued reliance on conventional teaching methods, inadequate resources, and limited industry involvement. The government has not provided specific details on how they plan to address these gaps.
The reforms are anchored in the Technical and Vocational Education and Training Act of 2013 and the 2019 TVET Policy Framework. In the July-August 2025 assessment series, 45,000 candidates were examined under the new CBET framework, with results expected soon. The TVET Curriculum Development, Assessment and Certification Council (TVET-CDACC) and national polytechnics acted as Qualification Awarding Bodies for the assessments.
Officials have not provided details on the specific measures they plan to take to position vocational training as a credible alternative to university degrees. The government is working to align skills with industry needs through CBET reforms, but the path forward remains to be seen.
