Kenya’s Education Reform: Embracing a New Learning Framework

This article provides a qualitative analysis of Kenya's competency-based curriculum (CBC), drawing on curriculum reform concepts and Bernstein's theory. Based on pedagogic studies, recommendations are made for institutionalized collaborative efforts in teacher training, availing (government) adequate financing to boost teachers’ training and teaching quality, and standardizing training, especially for continuous teacher professional development, which aligns with global citizenship proponents and the sustainable development goals (SDGs) educational frameworks. On the way forward for the CBC's full implementation, in(pre) service teacher training, aligning the curriculum with the evolving global workforce, and addressing the partial lock-ins of indigenous knowledge systems form core tenets of a solid, relevant education experience. The article highlights CBC's transformative potential and offers actionable insights for policymakers and educators to shape a holistic, skill-oriented education system in Kenya and beyond.