fig 1.1: Principal Secretary for TVET, Dr. Esther Muoria

Under the new CBET modular framework, training is organized into bite-sized modules, each focused on a specific competency required in the workplace. Unlike the old model where students pursued a multi-year course and only earned one certificate at the end, the modular CBET model lets trainees complete one module at a time and receive a certificate for each. Each module is self-contained and aligned to occupational standards, meaning it delivers a complete set of skills needed for a particular job function. Trainees must demonstrate mastery of each skill through practical assessments before moving on, rather than just accumulating classroom hours or exam marks. In essence, competence (what one can do) has replaced seat-time and exam scores as the measure of progress.

The curriculum structure is also closely tied to the Kenya National Qualifications Framework (KNQF). Modules and credentials are organized by levels: from Level 3 (artisanship) up through Level 6 (diploma) in the TVET stream. Notably, every trainee, regardless of prior academic attainment, begins at Level 3 – the foundational artisan module – to ensure they acquire core hands-on skills. They can then progress upward or exit at various levels with a nationally recognized certificate. This staged approach guarantees uniform entry skills and inclusivity: even students who scored lower grades in high school have an opportunity to advance through the levels based on competency, since entry requirements no longer hinge on secondary exam scores.

Another hallmark is the emphasis on Competency-Based Assessment (CBA). Instead of one-off written exams, students are evaluated via practical tasks and portfolios of evidence that show they can perform real job tasks to industry standards. For example, an automotive engineering trainee must actually diagnose and fix engine problems under observation, and compile evidence of this work, to be certified. Industry involvement is embedded at every step: the curriculum is developed from industry-defined occupational standards, and trade experts often participate in assessments or provide workplace experience opportunities. Furthermore, the framework incorporates Recognition of Prior Learning (RPL), allowing experienced workers or informal-sector artisans to be assessed and certified for skills they already have without re-taking training. This ensures Kenya’s large informal (“jua kali”) workforce can obtain formal qualifications for their competencies, enhancing labor mobility and acknowledging skills learned outside formal classrooms.

The modular CBET framework is flexible, learner-centered, and performance-based. Trainees can learn at their own pace – even pausing after one module to gain work experience or handle personal commitments, then resuming later without losing progress. Those who excel can fast-track through multiple modules, while others can take additional time or support as needed. Micro-credentials earned along the way build confidence and open up immediate job opportunities, rather than forcing students to wait 2–3 years for a single diploma. This approach marks a radical shift from Kenya’s previous TVET system and lays the groundwork for a more responsive and inclusive skills training ecosystem.