UK ENIC meets education authorities in Kenya
Members of UK ENIC's Research, Data and Insights team recently travelled to Nairobi, Kenya, to meet with colleagues from several national educational bodies.
The visit was undertaken to support UK ENIC's review into ongoing educational reforms and changes to national qualifications in the country. It was facilitated by the British Council in Kenya.
Andy Castro (Data Quality and Development Manager) and Olga Brown (International Education Analyst) took part in discussions with the Ministry of Education, the Kenya National Examinations Council (KNEC), the Commission for University Education (CUE), the Kenya National Qualifications Authority (KNQA), TVET Curriculum Development, Assessment and Certification Council (TVET CDACC), and leading universities.
Competency-based education takes centre stage
A recurring theme throughout the meetings was Kenya's transition from a long-standing 8-4-4 education structure to a new 6-3-3-3 competency-based education (CBE) system.
The first cohort of learners following the new curriculum is expected to complete grade 12 in 2028 and receive the new Kenya Certificate of Basic Education (KCBE).
Stakeholders highlighted that the new model places greater emphasis on continuous assessment and competency development, rather than reliance on a single high-stakes examination.
While implementation is progressing, several aspects remain under development, including the assessment framework, grading arrangements and alignment of new qualifications to the Kenya National Qualifications Framework (KNQF).
Moving towards dual certification
One of the most significant developments discussed by KNEC is the introduction of a dual certification model.
Under this approach, learners will be able to undertake vocational learning alongside academic study, enabling graduates to progress either into higher education or directly into employment.
The proposed vocational component is expected to strengthen links between education and labour market needs, while improving the status of technical and vocational education and training (TVET) pathways.
Qualifications framework developments
The KNQA reported significant progress in reviewing and updating the KNQF and developing a National Qualifications Database, which will provide comprehensive information on recognised qualifications, entry requirements, credit requirements, programme duration and accreditation status.
Andy commented: "Once completed, this database will be an invaluable resource for UK ENIC and other recognition agencies around the world."
KNQA staff and the UK ENIC representatives also had the opportunity to exchange ideas relating to credential evaluation methodology and best practice.
Strengthening quality assurance and recognition
In the meetings with the Commission for University Education (CUE), UK ENIC gained first-hand insights into the accreditation process for universities, transnational education providers and student recruitment agencies.
Olga commented: "We also learnt about programme validation requirements and the ongoing review of national university standards and guidelines, which CUE aim to complete later this year.
“It was particularly interesting to learn about the challenges of regulatory oversight of sub-degree programmes offered by Kenya's universities, including diplomas and vocational programmes."
Reform of technical and vocational education
Meetings with TVET CDACC and KNEC highlighted the continuing evolution of Kenya's vocational education sector.
Most vocational qualifications are now regulated through TVETA, reflecting the government's commitment to strengthening skills development and workforce readiness.
Current programmes are offered under the new modular framework, with certificates and diplomas built through the accumulation of modules.
Stakeholders also discussed challenges around progression from vocational education into higher education.
University perspectives
Discussions with the University of Nairobi and Strathmore University revealed both optimism and uncertainty regarding the long-term impact of the new competency-based system.
Universities have begun the process of reviewing curricula and programme structures in anticipation of the first CBE graduates, who will be admitted in 2029.
UK ENIC also gained important insights into evolving diploma-to-degree pathways, credit transfer arrangements and alternative progression routes.
Looking ahead
Across all meetings, there was broad consensus that Kenya is undertaking one of the most ambitious education reform programmes on the continent.
The transition to competency-based learning, the development of dual certification pathways, the strengthening of qualifications frameworks, and the expansion of quality assurance mechanisms are collectively transforming the country's education and training landscape.
Key challenges identified by multiple stakeholders included overlapping regulatory mandates, educational fraud and the need for stronger verification processes within the Kenyan education system.
Continued engagement between UK ENIC, Kenyan regulatory bodies and institutions, and international partners will play an important role in supporting fair recognition of Kenyan qualifications through this period of transition and beyond.