PEDAGOGICAL SHIFTS IN KENYAN HIGHER EDUCATION: IMPLEMENTING COMPETENCY-BASED EDUCATION AND TRAINING (CBET) IN UNIVERSITIES

Jane Kere Imbunya

Abstract


The global shift towards a knowledge-based economy has necessitated a re-evaluation of higher education pedagogies, moving from content-centered instruction to competency-based approaches. In Kenya, this transition is critical as the nation strives to achieve Vision 2030 and the "Big Four" agenda. While Competency-Based Education and Training (CBET) has been successfully integrated into Technical and Vocational Education and Training (TVET) institutions, its adoption in universities remains nascent and fraught with pedagogical challenges. This paper explores the pedagogy of CBET within the context of Kenyan universities, examining the theoretical underpinnings, current implementation strategies, and the necessary shift from teacher-centered to learner-centered methodologies. The review highlights that effective CBET implementation requires a radical change in assessment strategies, curriculum design, and the lecturer's role from "sage on the stage" to "facilitator."

Keywords


pedagogical shifts, Kenyan higher education, competency-based education and training (CBET)

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i6.6729

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