Competency-based Education and Training

Abstract

Educational reforms are requirements in every education system.UNESCO recommends that educational reforms are undertaken every five years or as the need arises.Embedded within the educational reforms are curriculum reviews which focus on teaching and learning while taking into consideration the market demands as well as global trends.Educational reforms in the Kenyan context to a large extent, have been informed by political proclamations as opposed to laid down educational guidelines.These political proclamations have impacted the process and ownership by various stakeholders.This article presents a conceptual and practical perspectives of key actors in educational reforms in Kenya, focusing on Competency-based Education and Training (CBET) in the technical vocational education and training (TVET) sector and the implications of the same on curriculum policy and implementation.The article delves into the theoretical underpinnings that inform educational reforms that led to a CBET Curriculum, varied perspectives of key stakeholders and what they portend for curriculum policy.The article concludes by recommending clear policy guidelines that are devoid of partisan interests and cognizant of contextual relevance.