Africa-Press – Kenya. State Department for Technical and Vocational Education and Training Principal Secretary Esther Muoria during a press conference on Feb 5.
State Department for Technical and Vocational Education and Training Principal Secretary Esther Muoria has initiated a far-reaching overhaul of the vocational training system through the modularisation of the Competency-Based Education and Training (CBET) curriculum.
The reform marks a shift from theory-heavy, long-term programmes to shorter, flexible and hands-on modules tailored to industry needs.
Under the new model, trainees earn certifications incrementally, enabling them to enter the workforce sooner and return later to upgrade their qualifications.
Muoria argues that the previous structure left many young people inadequately prepared for employment despite spending considerable time in training institutions.
“A lot of young people were still going out of training, say after a year, but did not have an employable skill. You have been in school for almost year but still cannot be employed.”
Despite resistance from the Kenya Union of Technical and Vocational Education Trainers (KFEET), the Principal Secretary has framed the modular approach as a transformative intervention aimed at improving employability and aligning training outcomes with labour market demands.
At the core of the overhaul is a transition from largely summative assessment to formative, competency-based training designed to ensure learners acquire market-ready skills.
The training structure is 90 per cent practical and 10 per cent theory, with a focus on demonstrable competence in specific occupational tasks such as solar installation.
Written examinations are only administered at Levels 4, 5 and 6, signalling a departure from the traditional exam-centric model.
“If we are training you to do brick laying for example, we will observe you and check that you can do absolute brick laying as you do it and we declare you competent in brick laying,” Moria said.
The emphasis, she maintains, is on demonstrated ability rather than time spent in class.
Trainees are assessed continuously as they perform practical tasks, and certification is awarded once competence is verified.
Duration, structure and cost
Under the modular framework, the curriculum is broken down into self-contained units, each lasting approximately three months.
This structure allows for multiple entry and exit points, giving learners flexibility to acquire a skill, join the workforce and return later to build on their qualifications.
“Young person comes to school and is in the workshops, in the laboratories for three months. By the time that young person is out of training, they have employable skills so that for whatever reason, mainly economic, one can exit and be able to take up employment,” Moria said.
The design responds to the economic realities facing many trainees, particularly those who may not be able to afford prolonged periods out of the labour market.
By shortening training cycles and issuing stackable credentials, the system seeks to reduce the time young people spend in institutions without employable skills.
However, the transition has not been without controversy. KFEET called for a halt to the modularisation process, arguing that it had congested learning and contributed to high dropout rates, with learners reportedly struggling to pay fees in lump sums.
Muoria dismissed the claims, stating that adequate public participation was undertaken before institutions began rolling out the new curriculum in September 2023.
She maintained that the shift was deliberate, consultative and necessary to modernise the sector.
On concerns that the model has increased the financial burden on parents, the Principal Secretary said tuition fees are capped at Sh35,000, up from about Sh50,000.
“And that is tuition fee, materials and assessment,” she said.
She added that vulnerable learners will continue to benefit from government capitation, scholarships and targeted financial support to cushion them against economic hardship.
“The question of dropping out might be there because of economic reasons I explained but as soon as they get to our intitutions they do apply for scholarships and Helb.”
The modular system also incorporates Recognition of Prior Learning (RPL), enabling individuals who have acquired artisan skills through informal or non-formal experience to be assessed and certified.
This provision is intended to formalise skills already present in the labour market and improve mobility and earning potential for skilled workers who lack formal qualifications.
Muoria said the reforms align with the Bottom-Up Economic Transformation Agenda (BETA) by facilitating the rapid development of a skilled and adaptable workforce.
In her view, the economy requires technicians and artisans who can respond quickly to evolving industry demands, and a modular system is better suited to that objective than rigid, time-bound programmes.
The Principal Secretary said the initiative has the backing of President William Ruto, whom she described as supportive of reforms that shorten training cycles and accelerate the acquisition of practical skills.
“One day in Kibra he actually talked to me and the CS and told us we need to bring down the length of these young people staying in the institutions so that we ensure that they don’t stay too long still without the skills.
“So again, in as much as this is a position taken by the department it is also executive,” Moria said.
She argued that modularisation reflects the realities of today’s job market, where skills evolve rapidly and learners require short, stackable credentials that lead directly to employment or entrepreneurship.
As institutions continue implementing the curriculum, the debate over its impact on training quality, affordability and completion rates is likely to persist.
With over 700,000 learners having failed to attain the minimum university entry grade of C+ in the 2025 KCSE, TVETs are their best pathway into the labour market.
For the State Department, by restructuring programmes into focused modules, reducing the weight of written examinations and prioritising hands-on assessment, the department is seeking to recalibrate technical education around measurable skills acquisition.
Whether the approach delivers the promised gains in employability will ultimately be judged by outcomes in the labour market, but the policy direction under Muoria is clear: shorten training cycles, certify competence and get young people into work sooner.
