Abstract:
The competence based Curriculum adopted by Kenya in 2019 alignsthe country’s
education system and goals to the global SDG goal No 4 continental (African
Economic Outlook, 2012 and regional (East African Community 2013). These global
trends dictate that education responds to emerging social, technological and
economic demands of the work-place. Curriculum reform is needed to empower our
graduates to fit in a competitive, industrializing and closely networked globalized
world (Republic of Kenya 2018a). The Competency Based Curriculum in Kenya
under the 2-6-3-3 System of Education puts emphasis on seven core competences,
namely; Communication and collaboration, Critical thinking and problem solving,
Creativity and imagination, Citizenship, Digital literacy, learning to learn and self-
efficacy. It advocates for identification and nurturing of learner’s potentials and
talents in preparation for life and work.
This paper uses the CBC policy framework to discuss perceived challenges and
opportunities likely to arise in Universities during implementation of CBC. The
paper adopts a theoretical and conceptual approach in highlighting the policies and
strategies for implementation of CBC at the University level. The focus is on
pedagogical approaches, assessment in CBC, resource mobilization and management
as well as enrollment and gender equity in STEM. Suggestions are given on how
universities can prepare adequately for successful implementation of CBC.
