TVET colleges adopt modular curriculum for practical skills

Students enrolling in Technical and Vocational Education and Training (TVET) colleges will now train under a modularised curriculum designed to provide practical, industry-relevant skills.

This comes after the government completed the development of modules for 188 out of 250 courses, marking a significant step in the rollout of the Competency-Based Education and Training (CBET) system.

The new approach, part of a nationwide reform, aims to equip learners with competencies that align directly with the needs of the job market.

TVET Principal Secretary Esther Muoria said the development of modules for lower-level programmes is now complete, with levels five and six undergoing final reviews.

“We are not pausing. Everyone admitted to these institutes in May will be placed in a modularised class,” she said.

The modular system breaks training into smaller, skill-specific units, allowing learners to build up job-relevant competencies progressively. Muoria defended the model against concerns that it might push students into the workforce too early.

“Concerns have been raised about sending young people to work prematurely. The truth is, if you have the skills, you can work anywhere,” she said.

The new syllabus has been restructured to reduce theoretical content and emphasise hands-on training. It also introduces a micro-credential framework that allows students to be certified at various stages of their training, helping them to enter the workforce earlier and more confidently.

For nearly a month, subject experts from at least 60 institutions gathered at Nyeri National Polytechnic to develop modules across key fields including Computer Science, Mechanical and Electrical Engineering, Agriculture, Health Sciences, Hospitality, Cosmetology and others.

The push for CBET follows a September 2023 directive by the government instructing all TVET institutions to adopt the learner-centred system, which promotes flexibility and real-world applicability over rigid academic timelines.

TVET Director Bernard Isalambo explained that the restructured curriculum ensures that each module delivers a complete, job-ready skill.

“We realised that our training systems were too focused on academics and not skills,” he said.

“The role of the ministry is to train, educate and place youth where they are needed most.”

Industry-aligned training segments

The CBET system operates through micro-credentials, breaking learning into short, industry-aligned training segments that allow students to quickly gain, demonstrate and be certified in specific skills, without necessarily completing an entire diploma or certificate course.

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Training is categorised by levels, from Level Three (artisan) to Level Six (diploma), based on the number of required training hours. These range from 300 to over 2,000 hours and include both classroom instruction and hands-on experience in real industry settings. For instance, Level Three requires 300 to 599 hours and can be completed in about three months.

“This means one can join a TVET centre today, and be out in the field or running a business in a few months,” Isalambo said.

CBET places particular emphasis on practicals at the foundational levels. Learners are gradually introduced to more structured knowledge and leadership training as they progress to Levels Five and Six. Each student is required to start from Level Three, regardless of their academic background.

“Every student shall start at the same level, regardless of previous education, whether one is a Standard Eight or a high school graduate. They all begin at Level Three. Learners can exit the system at Levels Four, Five or Six,” he said.

Inclusivity is also a key component of the reforms. Isalambo said the CBET system is being adapted for learners with disabilities by simplifying theoretical components and focusing on skills that are easier to grasp.

“Once we finalise developing the modules, we will work with subject experts from six special-needs institutions to further develop specialised training modules for students with disabilities,” he said.

Beatrice Onsumba, Deputy Director at the Centre for Industrial Development and Advisory Consultancy, said the curriculum is grounded in inclusive and comprehensive occupational standards.

“When TVET took the decision to integrate CBET, the sector agreed that the curricula being developed must align with industry standards, which were created with input from stakeholders. It will also be considered during validation. We have multiple quality assurance checkpoints before the curricula are implemented,” she said.

Kenya Association of Technical Institutes Chairperson David Mwangi acknowledged the challenge of setting occupational standards for some informal professions.

“There are professions that don’t have umbrella bodies, making it difficult to get industry standards. An example is people who make rings,” he said.

The government hopes the modularised CBET curriculum will transform TVET institutions into hubs of practical training, reducing youth unemployment by producing graduates who are ready for the world of work.