Assessing the Multidimensional Preparedness of Public Universities in Kenya for the Implementation of Competency-Based Education

Abstract

Across the world, education systems are increasingly shifting from traditional time-based models of learning toward Competency-Based Education (CBE), which focuses on what learners can actually do with the knowledge and skills they acquire. In Kenya, this shift is particularly evident through ongoing education reforms, especially the adoption of competency-based approaches at the basic education level. At the same time, there is growing pressure on higher education institutions to produce graduates who are not only knowledgeable but also skilled, adaptable, and ready for a rapidly changing labour market. Against this background, this study examined the preparedness of Kenyan public universities to implement Competency-Based Education. The study specifically explored the extent to which university curricula align with CBE principles, the readiness of teaching and assessment practices, the capacity of academic staff to deliver competency-based instruction, and the adequacy of existing infrastructure and learning resources.