CONFERENCE ON COMPETENCY BASED

EDUCATION & TRAINING (CBET) IN THE TVET

SECTOR IN KENYA

THEME:
EMBRACING COMPETENCY BASED EDUCATION AND TRAINING (CBET) FOR QUALITY
AND RELEVANCE IN TVET SECTOR

Venue: CEMASTEA, Nairobi, Kenya

Date: 3rd - 5th February 2020

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Table of content

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Message by the Cabinet Secretary for Education Prof George Magoha, EBS PhD

The revolutionary forces currently impacting on Kenyan

education represent huge difficulties and challenges for all involved in
educational, training, quality assurance and certification. These forces
include globalization, advances in information technology, change in
curricular, and the growing need to align training with the labor
market. These are leading to rapid adjustments in our national and
regional education systems.

These changes fundamentally challenge our notions as to how, what,

whom and where we teach, as well as how we assess, examine and award qualifications in the country. It is the
realization of this reality that necessitated the formation of the KNQA whose main role is to develop and implement
a harmonized and coordinated qualifications framework for the country. In line with this requirement, the
authority has developed and is implementing the Kenya national Qualifications Framework (KNQF), and several
policies and standards in the area of Recognition, equation and verification of qualifications, a draft credit
accumulation and transfer system for the country, assessment and examination of qualifications, a guide on
curriculum development for national qualifications and standards and guidelines on quality assurance for national
qualifications. Those who fail to confront and adapt to these questions face a difficult future.

To ensure that learners get skills that meet market and international needs, the country has embarked on the route
to adopt and use competence-based education and training. Already, the competency-based education has been
rolled out in basic education and it is timely that the same be introduced in TVE training. I am therefore happy that
through a collaborative effort between the Ministry of education, the state department for Vocation and Technical
Training and semi-autonomous agencies (KNQA, TVETA and TVET CDACC), we are have convened this CBET
conference. The conference will take stock of experiences in the use CBET in the TVET sector, both in the country,
region and globally and design the way forward. I want to thank all the presenters and exhibitors at this experience
who have come to share their valuable experience to ensure Kenya’s TVET education meet national and
internationals standards.

Prof. George Magoha, CBS

Cabinet Secretary
Ministry of Education

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Message by Dr. Kevit Desai, CBS, PS Vocational and Technical Training

I am happy that the KNQA, TVETA and TVET CDACC have joined hands to co-host
this important conference. The TVET sector is major driver for the Big 4 agenda;
and working towards competence-based education and training in this sector will
substantially improve learning outcomes for learners and ensure that graduates are
able to do what they have been taught. Approaches to qualifications and credit
frameworks and practice in the Kenya have remained on the whole fragmented,
informal and undocumented.

Although in practice the country has been emphasizing the use of competence-
based education and training since the 1960s, its implementation has fallen below expectations because a number
of challenges. These include, lack of CBET curricular, poor linkages between training and industry, lack of training
infrastructure and lecturers as well as the high cost of CBET training. Since 2013, there have been fundamental
policy shifts in education that has brough about establishment of a number of institutions to support TVET training.
These include TVETA (for accreditation and quality assurance), KNQA for developing national training standards
and harmonizing our education and TVET CDACC for curriculum development, assessment and certification.

The sector has also seen great improvements in funding. Because, of this student numbers have been growing rapidly
in the sector, and the Government has responded by hiring 5000 new lecturers. These developments, have placed
TVET at the center of the country’s development and this conference could not have come at a better time. The
conference will help the country to take stock of the achievement and challenges between experienced in the roll
out of CBET and come up with way forward.

Several successes have been realized since 2013 and it would be nice that we can stop and take stock of what has
worked, how it worked and the challenges that we are facing. This will help the country put in place a favorable
institutional framework for supporting vocational training and education

In Kenya, both legal frameworks and re-orientation of technical vocational training institutions towards a
competence-based approach taken shape and the country is on its way to becoming a pacesetter in this area. The
country has developed more than 500 Competence Based Curricula on selected subjects that have been rolled out.

To complement Government efforts in capacity building in the sector, at diploma and degree levels, Universities,
private institutions an even NGOs have now taken up CBET training and are promoting it. Tis will go a long way in
ensuring that the country develops appropriate skills to take it to the next level.

Dr. Kevit Desai, MBS

Principal Secretary
State department for Vocational and Technical Training (VTT),
Ministry of Education

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Message by Dr. Eusebius J. Mukhwana, CEO KNQA

Sessional Paper No. 1 of 2005 on policy framework on Education, Training and Research
(MoE, 2005) highlighted the need to Kenyan qualifications in the TVET sector to market
and international needs. Multiplicity of qualifications and awarding bodies made it
difficult for employers to understand competences expected of holders of various
qualifications. There was need to establish a common regulatory system for the
recognition of attainment of knowledge, skills, competences, values and attitude. In this
regard, the Kenya National Qualifications Framework Act No. 22 of 2014 was enacted
which led to the establishment of the Kenya National Qualifications Authority (KNQA) to develop and implement
the Kenya National Qualifications Framework (KNQF); as a system of accreditation, Quality assurance, assessment
and examination of national qualifications.

The KNQF has created 10-levels of qualifications; which are in tandem with the qualifications created by the East
African Community (EAC) qualifications framework (EAQF). Internationally countries are adopting the
International Standard Classification of Education (ISCED, 2011) proposed by UNESCO which creates 8 levels of
qualifications. Globally, Qualification Frameworks seek to facilitate improved mobility of learners and workers
across regions. The KNQA has developed and is currently promoting the use of the Kenya National Qualifications
Classification Standard (KNQCS).

Sub-frameworks developed within the KNQF have the basis of academic and vocational training which are meant
to realize theoretical knowledge, competences, and skills and provide for progression within the framework as
shown in figure 1 below. The work of the Kenya National Qualifications framework cuts across the basic, TVET and
university levels and seeks to create better harmony and/or integration/coordination within the education and
qualifications awarding system of the country.

The KNQF needs to be understood in the context of the reforms to Kenya’s education and training policy, which
occurred in 2005 and 2012. The objectives of the KNQF are set out in the KNQF Act No. 22 of 2014. They are to: (i)
establish the Kenyan National Qualifications Authority; (ii) establish standards for recognizing qualifications
obtained in and outside of Kenya; (iii) develop a system of competence, lifelong learning and attainment of national
qualifications; (iv) align the qualifications obtained in Kenya with the global benchmarks in order to promote
national and transnational mobility of workers; (v) strengthen the national accreditation, quality assurance,
assessment and examination systems for national qualifications; and (vi) facilitate mobility and progression within
education, training and career paths.

The KNQF is a learning outcome-based qualifications framework, comprising of all educational and training sectors
and all forms of learning; formal, non-formal and informal learning (http://www.knqa.go.ke/about-the-
qualification-framework/). The KNQF covers all forms, levels and categories of educational and training provided
by the public and private sectors in Kenya. It is guided by the principle of inclusiveness, targeting all areas of general
education, vocational training, higher education, lifelong and out of school or non-formal education, other forms
of learning such as open and distance, and e-learning (Scope as per KNQF Handbook 2018).

The qualifications recognized in the KNQF are classified into the following groups:

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 • Schools sector, (b) vocational and technical sector, (c) University education sector, (d) Professions;

• The levels of qualifications (e.g., certificate and diploma) are differentiated based on the breadth, depth and
complexity of knowledge and skills that are included in various qualifications;

• All qualifications in the KNQF have a purpose and are interrelated to each other, providing for articulation
from one qualification to the other by recognition of prior learning.

Diagrammatically the KNQF foresees the education and training pathways (figure 1).

The KNQF has been designed to build

flexibility into a framework that would
otherwise remain too rigid and crude to
accommodate the vast variety of programmes
and qualifications offered across the higher
education and technical bands. The purpose
of horizontal and diagonal articulation is to
facilitate learner mobility and progression
along the framework as efficiently as
possible. It can also be used to admit into the
system those learners who do not meet the
full entry requirements for their target
programmes. It is likely to be the ‘space’ in the
system where the recognition of prior
learning (RPL) can most easily be implemented (KNQF Handbook 2018).

This conference serves to create awareness about the KNQF and the role that the framework is playing to ensure
that the country produces quality qualifications to meet changing mart and international needs. Already the country
is a leader in the region is educational reforms and in supplying human resources to neighboring countries. USE of
CBET will help improve the competitiveness of Kenyan in the regional and international market, thereby
contributing to the country’s foreign exchange earnings and economic growth.

Dr. Eusebius J. Mukhwana, PhD

Director General/CEO

Kenya national Qualifications Authority (KNQA)

Message from Dr. Kipkirui Langat, PhD, FIETK, Director General TVETA

Message from Dr. Lawrence Guantai, PhD, CEO, TVET CDACC

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 1.0 ABOUT THE CONFERENCE

The Competency Based Education and Training (CBET) Conference in TVET Sector is the first all-
inclusive Conference in the TVET sector in Kenya bringing together wide range of TVET
stakeholders and decision- makers from across the Country and Beyond. The Conference is
organized by the Ministry of Education through State Department for Vocational and Technical
Training in conjunction with its state Agencies. The Conference aims at taking stock of the
implementation process, progress and challenges of CBET in the TVET sector in Kenya

2.0 BACKGROUND OF COMPETENCY BASED EDUCATION AND TRAINING (CBET) IN KENYA

The Government of Kenya views a strong Technical and Vocational Education and Training (TVET)
system as an enabler to the Big 4 Agenda, Vision 2030 and the realization of the Sustainable
Development Goals. The world of work is currently experiencing very rapid and drastic changes
due to changes in technology. The drastic changes in technology and innovation have created the
need to prepare both workers and trainees for dual and life-long learning. In addition to technical
skills, trainees also need to learn and develop transversal and sustainable development skills that
include employability, adaptability, entrepreneurial, learning to learn, environmental protection
and soft skills to prepare them for future jobs and enable them to cope with technological changes.

While Kenya is experiencing increasing unemployment among the youth, the present TVET system
is so fragmented resulting in ill - prepared graduates that are unable to respond to employers’
expectations. Many individuals in Kenya develop skills through the traditional apprenticeship
programmes. Currently, such programmes do not lead to certification and hence no formal
recognition of the competences of the apprentice. This will be resolved through the Competency
Based Education and Training (CBET) approach, which is not only outcome based, industry
centered and flexible, but also embraces the concept of Prior Learning Assessment and Recognition
(PLAR). CBET is a mode of training where the emphasis is placed on the acquisition of competence.

Kenya has legislated and established policies and initiatives to address the issues of unemployment
among the youth and the quality of training in the country. The Sessional Paper No. 1 of 2019 on
Reforming Education and Training for Sustainable Development in Kenya proposes a raft of
reforms in the TVET Sector.

The enactment of TVET Act No. 29 of 2013 established Technical and Vocational Education and
Training Authority (TVETA) under section 7 to coordinate and regulate the TVET sector; TVET
Curriculum Development, Assessment and Certification Council (CDACC) under section 44 to
undertake the design and development of TVET curricula, assessment and competence certification;
and TVET Funding Board under section 47 to provide funds for financing TVET institutions.

The Kenya National Qualifications Authority (KNQA) is established under section 6 of Kenya
National Qualifications Framework Act No. 22 of 2014 to co-ordinate and supervise the
development of policies on national qualifications. Also, the section 26 (2) of TVET Act of 2013
establishes National Polytechnics with respective legal orders allowing them to develop their own
training programmes and award qualifications. A number of TVET institutions in line ministries
have legal mandates develop curricula, train and award qualifications. Similarly, universities
established under section 25 of Universities Act 2012 develop their own programmes, train and
award qualifications.

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 In 2018, the Ministry of Education launched CBET Policy Framework to guide on the
implementation of CBET programmes. However, Sessional Paper No. 1 of 2019 identifies several
challenges among them, quality assurance, curriculum design and delivery, harmonization and
coordination leading to a mismatch between skills produced and industry needs.

In order to address the skills mismatch, the ministry of education has instituted reforms to address
the mismatch. These include but not limited to the training standards and guidelines, CBET
curricula and TVET subsector qualification framework. In addition, the reforms in education and
training have gone a long way in addressing the requirements of East African Common Market
Protocol article 5 and 102 on harmonization of TVET curricula and standardization of training,
African Union TVET strategy to support the goals of the African Union Agenda 2063 and achieving
both the 4th SDG, on quality education, and the 8th, on good jobs and economic growth.

Successful implementation of CBET requires enactment of national policies, strategies, standards

and guidelines to support and facilitate the process. It is not lost that effective and efficient
implementation of CBET will offer seamless transition of CBC graduates from basic education to
TVET.

The purpose of this workshop is to ignite national dialogue on the implementation of CBET in the
TVET sector; and to help finalize development of the CBET policy and strategy.

3.0 CONFERENCE OBJECTIVES

1) Taking stock of the implementation process, progress and challenges of CBET in the TVET sector
in Kenya;
2) To share best practices and success stories in CBET implementation across the Globe;
3) Understanding the roles of various players in the implementation of CBET;
4) Sharing the CBET Implementation strategy for Kenya;
5) To collectively reach to an understanding on how best to implement CBET in Kenya
6) Sharing the Recognition of Prior Learning(RPL) Policy

4.0 CONFERENCE STRUCTURE

As indicated in its meticulously designed and crafted program, the conference structure includes a
combination of Remarks, Key note addresses (both local and international speakers), synthesized
abstracts and experiential learning. It is tailored to stimulate discussions, encourage new ideas to
be generated, and helps formulate strategies for the overall advancement of CBET in TVET in Kenya.
A long side the conference, an exhibition also takes place where various TVET sector Service
Providers shall have the opportunity to present and showcase their products and services.

5.0 CONFERENCE TARGET AUDIENCE.

Senior Administrators, Chair persons of

Boards/ Councils, Vice Chancellors, Principals,
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 Members of Governing bodies of TVET
Institutions, Universities and Skills
providers, Professional bodies

TVET Sector Policy makers, Media houses

Representatives from Ministries of Education,

Accreditation Agencies, Quality Assurance,
National Research Foundations. Etc.

Representatives from NGOs and private sector

concerned with TVET education

Researchers, TVET Trainers, Trainees and

Exhibitors, Case studies (local & Global)

Representatives from National Students

Bodies and Employers

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 6.0 CONFERENCE PARTNERS/SPONSORS

Ministry of Education, Kenya

State Dept. for Vocational State Dept. for Post
and Technical Training Training and Skills Dev Teacher’s Service
Commission

CHIEF GUEST

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 Prof. George Magoha, EGH, EBS, Cabinet Secretary, Education
KEY NOTE SPEAKERS

Dr. Alfred Cheruiyot, PS, PT&SD

Prof. Collette Suda, CBS, Dr. Kevit Desai, MBS, PS, TVET
FKNAS, CAS, PS UE&R

Catherine Mugo, CEO, FKE

Dr. Nancy Macharia, MBS,
CEO/SECRETARY, TSC Dr. Belio Kipsang,
MBS, PS Early
Learning &Basic

Phyllis Wakiaga, CEO, KAM H.E Hon. Jackson Mandago,

Governor Uasin Gishu County

Dr. Xiaoyan Liang- World

Bank Technical Team
Leader

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 CONFERENCE ADVISORS

Dr. Kipkirui Langat, PhD, FIETK,

Director General, TVETA Dr. Guantai PhD, CEO, TVET CDACC

Tom Mulati, Ag. Director DTE Dr. Juma Mukhwana, PhD,

HSC, Director General, KNQA

Eng. Mutinda Mwaa- Director VET

Prof Eric Ogur, CS TVET Advisor

CONFERENCE ORGANIZING COMMITTEE MEMBERS:

1. Stanley Maindi- KNQA- Chair

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 2. Dr. Winnie Bulimo- KNQA-Secretary
3. Mary Kakutwi- Teachers Service Commission- Member
4. Zipporah Njoroge- TVET CDACC - Member
5. Kelins Randiek- TVET CDACC- Member
6. Ephraim Munene- KNQA-Member
7. Franklin Mukuna- KNQA-Member
8. Dr. John Osoro- KNQA-Member
9. Irene Kamau- Vocational Education and Training- Member
10. Lydia Muriithi- Centre for Mathematics, Science & Technology Education in Africa (CEMASTEA)-
Member
11. Hilda Omwoyo- Principal, Kenya Technical Trainers College- Member
12. Richard Okiko- Standard Media- Member
13. Rading Biko- Standard Media-- Member
14. Jane Maina- Kenya Association of Technical Training Institutes- Member
15. Priscilla Kerebi- Kenya Private Sector Alliance (KEPSA) - Member
16. Ekrah Ndungu- Kenya National Association of Private Colleges- Member
17. Fred Oanda- TVET Authority- Member
18. Linah Ayako- Directorate of Technical Education- Member
19. Tennyson Chonga- Kenya Institute of Curriculum Development- Member
20. Gladys Machira -Nursing Council of Kenya- Member
21. Jane Nduta- Chair, International Schools- Member
22. Linda Omani- Nation Media- Member
23. Doris Kanana-Linking Industry with Academia (LIWA) - Member
24. Eddy Oloo- German Corporation for International Development (GIZ)- Member
25. Nancy Soila- KUCCPS- Member

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 CBET Conference Program

THEME: COMPETENCY BASED EDUCATION AND TRAINING (CBET) FOR QUALITY AND
RELEVANCE IN EDUCATION AND TRAINING IN KENYA
3rd to 5th February 2020
Venue: CEMASTEA

Master of Ceremony:
CONFERENCE DAY 1: 3RD FEBRUARY 2020

TIME ACTIVITY RESPONSIBLE

8.00 am- Arrival and registration of guests Catherine, Diana, Rita and
9.00 am Paul (KNQA)
Receipt of information pack

SESSION 1: OFFICIAL OPENING CEREMONY

TIME ACTIVITIES

9.00am SESSION IA: SETTING THE PACE

Session Chair
10.00 am Entertainment: - Kayamba Africa Dr. Juma Mukhwana

National Anthem & Prayer-

Welcome Remarks, Dr. Juma Mukhwana (PhD, HSC),

DG KNQA & invites Dr. Kipkirui Langat (CEO, TVETA), &
and Dr. Lawrence Guantai, (CEO, TVET CDACC)
(5minutes each) Rapporteurs
Mr. Munene, KNQA
Remarks: Prof. B. Kerre; Internationalization of TVET
Qualification Standards in Kenya: What we know
and what we should do.

Remarks: Prof. Fereji; History of TVET Sector in

Kenya; Lessons and experiences.

Remarks: Prof Charles Ondieki; Evolution of CBET

approach in Kenya

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 10.00am SESSION IB: OFFICIAL OPENING Session Chair:

11.00 am Remarks: Dr. Nancy Macharia (PhD), CEO, TSC Dr Kipkirui Langat, DG,
TVETA
Remarks: H.E Hon. Jackson Mandago, Governor,
Uasin Gishu

Remarks: Dr. Alfred Cheruiyot (PhD), PS, PTSD

Remarks: Dr. Richard Belio Kipsang (PhD), PS Basic

Education

Remarks: Dr. Kevit Desai (PhD), PS VTT

Remarks: Prof. Collette Suda (PhD, FKNAS, CBS) PS

UE&R

Official Opening: The Cabinet Secretary for

Education, prof. George Magoha, CBS

Issues copies of the CBET strategy and the RPL Policy

11.00- Group photo and Health Break

11.05am
SESSION 2: TRANSFORMING TVET THROUGH POLICY REFORMS, KENYAN CASE

TIME SESSION
CHAIR/RAPPORTEURS

11.05am- Key Note Address II: Dr. Kipkirui Langat, PhD, KIETK,
Session chair:
11.20am DG, TVETA; Reforms in the TVET Sector and how they
impact on the implementation of CBET in Kenya (CBET Prof. Chacha N Chacha, CEO,
Strategy) CUE.
11.20am-
11.40am Key Note Address III: Hon. Mandago, Governor UG
County: The role of County Governments in the
implementing CBET Programmes
11.40
12.00pm Main Speaker I: Prof. Fatuma Chege, CBC Committee: Rapporteurs
Current Policy Reforms in the TVET Sector in Kenya: Dr. Winnie Bulimo/Mr.
Implications to Kenyan socio-economic goal Munene
KNQA
12.00pm-
12.20pm Main Speaker III: Dr. Eusebius Mukhwana, DG
KNQA: The Role of Kenya National Qualification in
the Implementation of CBET in Kenya.
12.20pm-
12.40pm Panel Discussion VI : Prof. Fatuma Chege, Dr. E.
Mukhwana, Dr. Guantai, Mr. Tom Mulati, Eng.
Mutinda Mwaa, Dr. Langat, H.E J. Mandago
12.40pm-
1.00pm

1.00pm- Lunch Break

2.00pm
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 SESSION 3: STATUS OF CURRICULUM DEVELOPMENT
TIME SESSION
CHAIR/RAPPORTEUR
2.00pm- Key Not Address II: Jackline Mugo- Executive
2.20pm Director, FKE, Role of FKE in CBET Implementation
Session Chairperson:
2.20pm - Main Speaker VII: Dr. Juan, CEO KICD: Experiences TVET CDACC
2.40pm from Developing and rolling out CBC Curriculum
in Kenya: The Case of KICD

2.40pm- Main Speaker: Prof. Charles Maingi (Egerton

3.00pm University & Prof. Maingi UoN): Status of the
Competency Based Veterinary Education
Framework in Kenya. Rapporteurs
Mr. Mukuna, KNQA
3.00pm Main Speaker XI: Ekrah Ndungu, SG; KENAPCO, The Mr. Ng’ang’a DTE
3.20pm status of CBET Implementation in Private Institutions

Main Speaker X: Dr. Bulimo W A,

3.20pm- DDSAQA/CDACC: Re-aligning the CBET
3.40pm curriculum with industry needs: The role of KNQA
3.40pm- Panel Discussion II :Prof. Maingi, Dr. Juan, Dr.
4.30pm Guantai, Dr. Karogo, Dr. Bulimo and Mr. Mburu, Ekrah
Ndungu

4.30pm- VISITING THE EXHIBITIONS & END OF DAY 1

5.00pm

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 CONFERENCE DAY 2: 4TH FEBRUARY 2020
SESSION 4: SUSTAINABILITY OF CBET THROUGH LINKAGES AND RESOURCE MOBILIZATION

TIME ACTIVITIES SESSION CHAIR/

RAPPORTEUR
8.30am-
Key Note Address IV: Phyllis Wakiaga-Chief Executive Officer, Session Chair:
1.50 Pm of Manufacturers Kenya Association; Role of KAM in Prof. Kerre
promotion of CBET in Kenya.
8.50am – Main Speaker XII: Charles Ringera, CEO HELB: Enhancing
9.10 am quality, equity and access of TVET through government
financing policy: Status, opportunities and challenges
Rapporteurs:
9.10 am– Main Speaker XIII: Prof Ndembele- LIWA Dr. Osoro KNQA
9.30am Strategic partnerships & linkages for effective
implementation of CBET Curriculum: Challenges and
opportunities
9.30am-
9.50am Keynote Address IV: Dr. Xiaoyan. Liang, World bank
Technical Leader-The role of work bank in TVET skill
development
Zipporah
9.50am- TVET CDACC
10.10am Main Speaker XIV: Dr. Wanjiru Kariuki, Linkage between
Education and Industry- Role of PT&SD

Main Speaker XV: Mr. Mutheu Kasanga.,. KEPSA:

10.10am- Retooling TVET training for 21st century skill through
10.30am Linkages and collaborations; the role Private sector in
TVET.

Plenary: Discussions of presentations (Q&A)

Panel Discussion I : Bruno Bakes, AHK, Moritz, KEFEP, John
Mugo, ZIZI Africa, LIWA, GIZ, KFE, Dr. Liang, Dr. Wanjiru
Kariuki- PT&SD
10.30am - HEALTH BREAK
11.00am

SESSION 5: CBET IMPLEMENTATION- GLOBAL EXPERIENCE

11.00am- Main Speaker XVI: Silvia Palka; Senior Advisor, Education and Dr. Juma
11.30am Regional Development, VDI/VDE Innovation + Technik, Mukhwana
Germany

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 11.30am- Speaker- Bruno Bakes, Coordinator, AHK, Applying the
11.50am Germany DUAL TVET Training system in Kenya. Rapporteurs
Linah Ayako/ Dr.
11.50am Speaker- Huma Waheed, Senior Education Specialist- World John Osoro
12.10pm
Bank

12.10pm- Speaker- Modesto Gomani, Director of Training Programmes

12.30pm TEVETA- Malawi

Speaker: Wisdom Simon Mtisi, Director Curriculum

12.30pm-
Development, Zimbabwe, Implementation of CBET training
12.50pm
in the TVET sector in Zimbabwe.

12.50 pm- Speaker- Tewodros Zewdie, Executive Director; Ethiopian

1.20pm Horticultural Producer Exporters Association (EHPEA)-
Ethiopia
Speaker- Moritz Schmitz; Senior Technical Advisor/ CICan
Representative- KEFEP- Canadian CBET system and its
implication to skills development in Kenya.

1.20 pm- LUNCH BREAK

2.00pm
SESSION 6: QUALITY ASSURANCE AND STANDARDS.

Main Speaker XVII: Dr. Linnet Kisaka, CUE: Enhancing Session Chair
2.00pm- quality in education and training: Experiences from Prof. Ogur
2.20pm Quality Assurance in the University Sector, Kenya
Rapporteurs
2.20pm – Main Speaker XVIII: Mr. Edward Mburu Deputy Director Mr. Munene,
2.40pm TVETA: Quality assurance in TVET in Kenya and bench KNQA
marking with international practices. The role of TVETA
Mr. Oanda
2.40pm- Main Speaker XIX: Mr. Mukuna Deputy Director, KNQA: TVETA
3.00pm Quality assurance of qualifications awarded in Kenya: The
3.00pm- role of KNQA
3.20pm Main Speaker XXII: Ms. Alice Mutai CEO, KETRB
The Role of the Kenya Technicians and Technologies
Registration Board in CBET Implementation

SESSION 7: CURRICULUM DELIVERY, ASSESMENT, EXAMINATION & CERTIFICATION.

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 3.20pm- Main Speaker II: Dr. L. Guantai, CEO TVET CDACC: Session Chair:
3.40pm Implementing Competency Based curriculum in TVET, Glory Mtungi-
challenges and prospects KATTI
3.40pm-
4.00pm Main Speaker VIII: Dr. Mercy M. Karogo, CEO KNEC: Rapporteurs
Experiences and the Changing roles of assessment in the Mr. Munene,
education Sector in Kenya: The Case of competency-based KNQA
4.00pm- Assessment
4.20pm Mr. Oanda
Main Speaker XXII: Stephen Ogenga, DG, NITA; Competency TVETA
Based Industrial Training in Kenya- Lesson from NITA

Main Speaker XXIII: Dr. Nthamburi, TSC; Role of TSC in CBC

Implementation: - Lessons for CBET

Main Speaker XX: Maindi Stanley: The Status of Recognition of

Prior Learning(RPL) in Kenya

SESSION 8: TRAINING OF TRAINERS AND CAPACITY BUILDING FOR

CBET

3.20pm - Main Speaker XXI: Prof. Kioni, VC Dedan Kimathi University; Session Chair:
3.40pm Role of Universities in providing Competent human resource Mrs. J.
for the TVET Sector.
Gichomo
Main Speaker XXIII: Eng. Fred Oanda, FIETK TVETA; Trainers
Qualification Framework
Rapporteurs
Main Speaker XXIV: Tom Mulati, Ag. Director DTE:
Institutional governance: Leadership prospects and Stanley Maindi
challenges of TVET institutions
3.40pm- Main Speaker XXV: Dr. E. Tarno Principal RVTTI
4.00pm Institutional preparedness in implementing CBET in Kenya:
Lessons from RVTTI
4.00pm- Main Speaker XXVI: Prof. Catherine Gachoga; KNAPCO
4.20pm Institutional preparedness in implementing CBET in
Kenya: Lessons from Private Colleges
4.20pm- Main Speaker XXVII: Hilda Omwoyo, Principal KTTC:
4.40pm Training of Trainers for CBET implementation TVET Sector:
Lessons from KTTC
4.40pm- TOUR OF EXHIBITIONS & END OF DAY TWO
5.00pm

CONFERENCE DAY 3: 5TH FEBRUARY, 2020

SESSION 9- RESEARCH, OUTREACH AND INNOVATION IN EDUCATION

TIME TOPIC SESSION

CHAIR/RAPPORTEURS
8.30am- Main Speaker XXVIII: Mr. Richard Muteti, CEO KNFJKA:
8.50 am Filling the gaps through innovations: The role of Jua kali in
implementing CBET in Kenya.
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 8.50am-
9.10am Success Story I: Dr. Tarno, RVTTI: Research and Innovations
and competency Based Education and Training in TVET
sector: Lessons from RVTTI Session Chair: Dr.
9.10am- Wanjiru Kariuki; Sec.
930am Success Story II: Edna Tallam, CEO, Nursing Council of PT&SD
Kenya: Implementing CBET in Training of Nurses in Kenya
Success Story II: Mohamed Hashimu, CEO, Utalii College:
9.30am- Implementing CBET in the Hospitality Industry
9.50am Success Story III: CEO, KASNEB: Dr Nicholas Letting, CEO,
KASNEB, Implementing CBET in the Training of
9.50am-10.10 Accountants Rapporteurs
am Stanley Maindi, KNQA
Success Story IV: National Research Fund, NACOSTI, Linah Ayako DTE
10.10am-
10.30am
Plenary
9.20-10.00am
Panelists: Prof Fereji (UoE), Prof Kerre (UOE), Prof J. Too
(CUE),
10.30am- Health Break
11.00am

SESSION 10: WRAP-UP AND WAY FORWARD

11.00am- Wrap-up and review of Conference recommendations: -
12.30pm Revised CBET Policy
Revised CBET Implementation Strategy
Recognition of Prior Learning Policy Framework
Annual National CBET Conference
Publication of Kenya CBET Journal
12.30- Official Closing Dr. Kevit Desai, CBS PS State Department
13.00pm of the for Vocational and Technical Training
Conference
13.00 – Lunch Break and Departure
14.00pm

BOOK OF ABSTRACTS

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1.0 CBET Facilitation Methods and Facilities: The Critical Challenges Hindering Quality Output from
TVET Institutions in Kenya

By Oyugi George1
1 Technical University of Mombasa
[email protected], +254 725753700
Competence-Based Education and Training (CBET) is regarded as a holistic and practical approach to
education, since it stresses on the learners’ need to gain necessary attitudes, knowledge, and skills, to enable
them work professionally in their careers. Some of the challenges the concept of CBET faces in Kenya
include, one the Facilitation Methods used by instructors as they train the learners, and second, the
Facilities necessary for effective facilitation. This paper aims at enlightening the CBET instructors of the
various facilitation methods available for effective training, as well as informing the relevant authorities
of the facilities needed by instructors for effective class facilitation. A detailed review of the effective
instructor facilitation methods and the relevant facilities for that method are presented here. The methods
like Direct Instruction, Discussion, Small Group Work, Problem Solving, Cooperative, Research, and Role-
Play, are hereby discussed into details. Furthermore, this paper argues that TVETA should prioritize
training the instructors on these facilitation methods and their applications in the implementation of CBET,
address training providers and learners’ attitude towards these methods, and empower training providers
with necessary resources and human capacity to effectively achieve the quality technical education and
CBET envisioned by the TVET system.

1.2 Status of the Competency Based Veterinary Education Framework in Kenya.

Prof. Charles Muleke Inyagwa – Faculty of Veterinary Medicine - Egerton University, Kenya
Prof. Maingi – Faculty of Veterinary Medicine - University of Nairobi - Kenya
Preparing future generations of highly qualified veterinary medical practitioners is the responsibility
educators in animal health training institutions. How can we be assured that, collectively, we are
producing practice ready, entry-level professionals who are educated to a common standard and ready to
deliver competent, professional animal health care in a variety of clinical environments? It is possible for
animal health training institutions to meet the educational standards of performance articulated by the
Kenya Veterinary Board and the OIE. But how can we create consensus for what constitutes a “practice-
ready veterinarian?” And how do we know if our graduates are achieving this training benchmark? This
paper systematically reviews and analyzes the contemporary available literature in Competency-Based
Veterinary Education (CBVE) throughout the animal health profession in Kenya. It further describes the
OIE and African Associational of Veterinary Establishments (2A2E), CBVE framework which consists of a
list of competencies, all of which are considered core for the veterinary education. To better describe each
competency, illustrative sub-competencies are provided as examples of content that may be modified or
refined by individual schools and can be used to develop course or clinical rotation objectives and
assessments.
Key words: competency, veterinary, education, institutions, Kenya

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 1.3 Competency Based Education and Training (CBET) For Quality and Relevance in Education and
Training in Kenya.
Authors Name: Mboya Kyalo
Affiliation Institution: Kaelo Technical And Vocational College
Email Address : [email protected]
Phone Number: 0740027830
An Assessment of competency based education and training is a vital exercise in determining the
competent of an individual for certification in a unit of competency as well as national level. My research
is based on the already completed piloting assessment exercise which was done in selected national
polytechnics, after having been involved in the exercise as an external assessor in lathe machine operations
level 4. The whole exercise started with an assessment planning day where we had to agree with the
candidates about the assessment process and progress with all the required items. The performance of the
candidates taking into consideration the projects and products that were produced, they demonstrated a
high degree of knowledge and skills retention in the practical work. Data collected from the assessment
centers revealed that the candidates were able to perform effectively in the job market given a chance.
Results shows that the methods of gaining and collecting evidence used through the four methods of
assessment (oral, written, practical and portfolio of evidence), is quite substantial. The methods of data
collection used to ascertain the credibility of the learners’ knowledge were adequately utilized. The
assessment went on well and presentation of the outcome was done with each candidate accepting the
outcome of results. Challenges were encountered more so insufficient materials and resources and a
request to the government and other stakeholders to adequately help in resource mobilization and
allocation for better and effective implementation as well as assessment of CBET programs.

1.4 Preparedness of Industry Partners in the Implementation of CBET (A Survey of Selected Industries In
Nakuru Town)

Authors: Irene Kimani and Rhoda Kipkebut, Affiliation Institution: RVST

Email: [email protected] [email protected]
The Competency Based Education and Training (CBET) curriculum is modelled on the premise of quality
human resource development and is an industry and demand driven programme geared towards
equipping learners with market ready practical skills. The occupational standards are thus set to reflect
workplace operations and enhance productivity and profitability. These industry standards also form the
basis upon which the CBET curriculum, learning and assessment are designed and developed. The
participation of industry is therefore considered key in enhancing the success of the programme.
Furthermore, a skilled workforce is one of the pivotal necessities in the achievement of the Sustainable
Development Goals and the government’s Big Four Agenda which are key socio-economic strategies for
Kenya. The objective of this study is to assess the preparedness of industry partners in the implementation
of CBET. The study will be guided by the Rational Choice Theory which is based on the assumption that
individuals make rational choices and take courses of action that are consistent with their personal
objectives. The study will be conducted in selected industries in Nakuru town. Data will be collected using
an interview schedule and data analysed both qualitatively and quantitatively for clarity. The findings
of this research will be of benefit to government agencies, TVET institutions industrial liaison officers,
industry partners and policy makers in TVET.
Key Words: Competency Based Education, Training, Industry, Implementation

1.5 Challenges in The Implementation of CBET in TVET Institutions in Rift Valley Region

Jacinta Kuria1

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Rift Valley Institute of Science and Technology
[email protected]

Irene Kimani2
Rift Valley Institute of Science and Technology
[email protected]

The Competency Based Education and Training (CBET) Curriculum is focused on capacity building and
development of competencies geared towards the achievement of Kenya’s Vision 2030 and Sustainable
Development Goals. It is aimed at among other things enhancing global competitiveness and transforming
Kenya into an industrialized economy. In pursuit of this, the TVET Act No.29 of 2013 and CBET policy
framework outlines the varied roles of stakeholders in the implementation process. The key roles of TVET
institutions in implementing the occupational standards are the provision of necessary tools, equipment
and materials to facilitate training as well as capacity development of trainers in collaboration with the
industry. However, as with any new policy, the implementation of this relatively new curriculum is bound
to be faced with a myriad of challenges. The objective of this study therefore, is to assess the institutional
challenges in the implementation of CBET in the Rift Valley Region. The study will be anchored on goal
setting theory which refers to the effects of setting of goals on subsequent performance. The key tenets of
the theory are clarity, challenge, commitment, feedback and task complexity which are key in any
implementation process. All government TVET institutions in the Rift Valley Region will be targeted for
this study to enhance validity. Data will be collected using an interview schedule to allow flexibility and
objectivity and analyzed mainly using descriptive survey. The study findings are expected to be of great
importance to TVET CDACC and the Ministry of Education, State Department of Vocational and Technical
Training who are the key policy makers in TVET. Technical Institution managers will also benefit as this
will provoke them to engage in mitigation of these challenges through stakeholder consultation.
Key words: Competency Based Education, Challenges, Implementation

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1.6 Competence Based Education and Training (CBET) For Quality and Relevance in Education and
Training in Kenya

Topic: Evaluating stakeholder understanding of Competency Based Education and Training (CBET): A case
of Thika Technical Training Institute, Kiambu County, Kenya

Author: Daniel Kirogo Wahungu [email protected] +254 723 939 122

The task of this study was to evaluate stakeholder understanding of Competency Based Education and
Training (CBET) by drawing a case of Thika Technical Training Institute in Kiambu County of Kenya. CBET
is a vital tool for achieving vision 2030, for striving to achieve Education for Sustainable Development and
for guaranteeing market driven programmes. CBET is also an approach that is increasingly gaining
mileage as the preferred mode of delivering education and training. Fundamentally, the level of
understanding of CBET is an important indicator of achievement and success of TVET since implementation
begins from a clear conceptual understanding. Specifically, the study sought to interrogate whether the
key stakeholders at Thika Technical Training Institute understood the meaning of CBET and to suggest
appropriate strategies for uptake of CBET at Thika Technical Training Institute. To achieve these objectives,
the study utilized a descriptive survey using both qualitative and quantitative methods. Data collection
instruments entailed questionnaires, interview schedule and focus group discussions. For the purposes of
triangulation, observation schedule and document analysis were also utilized. The instruments were first
piloted to improve validity and reliability and the accruing data was then analyzed thematically as per the
study objectives. The findings of the study indicated that there was a substantial gap between the
expectations of CBET as and its actual day to day conception in the institution. Based on the study findings,
a number of policy recommendations including creating awareness among all key holders on the tenets
and expectations of the CBET and utilizing self-assessment indicators of CBET at the departmental levels.
Though the area of CBET is relatively new, it was hoped that the study would shed light on the way forward
for CBET in Kenya. For further study, the research recommended that future studies could widen the scope
of the study and look at more institutions and also assess the level of implementation this far.
Key words: CBET, Key Stakeholders, Implementation, TVET and Sustainable Development.

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 1.6 Optimising The Simulators as A Knowledge Management Tool in Competence Based Education,
Training and Assessment
Talib Ibrahim Mohammed1 Felister Wanyaga Munyi
Technical University of Mombasa Thika Technical Training Institute
[email protected] [email protected]
+254717897600, +254101897600 +254 714 311239

Technology and technological tools have proved their importance in competency-based training and
assessment. The development and use of simulators highlight the subtle advantage of simulators for
knowledge retention and retrieval. Thus, the simulators could be optimised as a knowledge management
tool where prudent use achieved in pedagogy and assessment. The paper investigates the case of optimising
simulators in competence-based education, training and assessment. The paper achieves this through (1)
defining of the key concepts of knowledge management, competence-based training and assessment,
knowledge management systems, simulation technologies and knowledge taxonomies. (2) present a
framework for development of a generic knowledge management tool for competence-based education
and training. (3) develop applied framework model for optimising the Simulators as a Knowledge
Management Tool in Competence Based Education, Training and Assessment in Kenya. The paper
concludes that the optimisation of simulators as a knowledge management system and tool is viable
through proactive educational leadership and policies that ensure availability of the appropriate human
capacity and infrastructural resources.
Index Terms—Knowledge Management, Quality, Competence Based Education and Training, Simulators.

1.7 Facilitators and Learners, Perceptions On the Implementation of TVET Competency Based Education
and Training Programs in Universities
Esther Njoki Gacheru, Technical University of Mombasa, Kenya
The main purpose of this research was to investigate facilitators and learners’ perceptions on the
implementation of TVET Competency Based Education and Training (CBET) programs in University. The
Technical University of Mombasa (TUM) was the case for this study since it was a pilot institution for the
implementation of CBET courses in Kenya together with Technical University of Kenya. Perceptions
gathered from a survey conducted on 10 facilitators and 32 students at the University shed light on the
uptake of CBET at universities in the country. The research also intended to identify challenges faced in
implementing competency-based curricula at the universities. The study employed a case study design
under the mixed research approach. Facilitators were selected as a population as only those taking part in
the pilot courses were involved. The learners were obtained through simple random sampling. Data
collection was conducted through face to face interviews. Qualitative data were analyzed through content
analysis while quantitative data was analyzed using statistical methods. Findings revealed that to some
extent there was positive perception towards CBET programs by both parties. However various challenges
were highlighted and included lack of support facilities and resources, inadequate change in mindset of
facilitators from traditional to CBET teaching methods, lack of industry understanding of CBET programs
vs mainstream university programs, increased workload for facilitators thus affecting the quality of
delivery, lack of motivation of students due to inadequate attachment opportunities and low entry criteria
of students thus affecting their understanding. The research concluded that more efforts need to be devoted
to the development of CBET programs in Universities through among other recommendations sensitization
of CBET to various stakeholders and increased funding to facilitate successful implementation.

i. Key words: CBET, TVET, Perceptions, Facilitators and Learners, Challenges, Universities, Technical
University of Mombasa

1 Corresponding Author.
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 1.8. Assessment of Competency Based Education and Training
By: George Mosi
Email Address: [email protected]
Phone Number: +254722962183

Koshin Technical Training Institute

Eldoret, Kenya

Abstract

Currently, the system of Technical and Vocational Education and Training (TVET) is, to a large extent,
based on theoretical training, which places less emphasis on the assessment of competence as required in
the world of work. Employers claim that this traditional method of training does not sufficiently prepare
the learners for employment. It is on this basis that Competency Based Education and Training (CBET) was
introduced. Competency based education and training is an approach to training and learning that is
largely based on the acquisition of competence. The system is flexible, outcome based, and industry-
centred. The CBET differs from the traditional approach in that the units of learning are fine-grained.
Rather than a module or course, every learning outcome or individual skill, known as competency, is a
single unit. In this method, learners are assessed on the specific competency and can only proceed to other
competencies upon mastering the current skill. As a consequence, there is a need to change from the
conventional to authentic assessment methods. Therefore, this paper identifies the various proposed
assessment methods in CBET; assesses the strengths and weaknesses of the methods, and suggests more
effective methods so as to realize the objectives of CBET. Ten trainers in the technical and business fields
were interviewed to establish the strengths and weaknesses of the proposed methods. Since the CBET
concept is new, the findings show that certain assessment methods are still undertaken in the traditional
way and need to be improved.
ii. Keywords: CBET, TVET, assessment, competency, employment

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