The Pedagogical Shift of Kenyan University Technical Education Lecturers to the Competency-Based Education and Training

The education landscape in Kenya is undergoing a significant transformation that is driven by the adoption of the Competency-Based Education (CBE). Initially introduced at the basic education level, the CBE is gradually being integrated into higher education where it is commonly referred to as Competency-Based Education and Training (CBET). CBET is already being adopted at the Technical and Vocational Education and Training (TVET) level and is expected to improve the quality of TVET by focusing on practical skills and performance standards. The CBET in Kenya's higher education system is pivotal for aligning educational outcomes with the demands of the labor market and in improving employability of its graduates. This paper investigated the pedagogical shift of university lecturers towards CBET for training of teachers for TVET. It aimed at establishing the awareness levels of Kenyan University Technical Education lecturers regarding CBET and the challenges and barriers they could envisage in transitioning to and implementing CBET in the training of TVET teachers at the university. The study was anchored on the Social Cognitive Theory. It adopted the qualitative approach framed within the exploratory design. Stratified and purposive sampling techniques were used to select a sample of 20 participants from two universities offering Technical Education. Focused group discussions and interviews were used to collect data which was subsequently analyzed thematically. Findings established that although many university lecturers are well aware of the principles and importance of CBET, a number of challenges including, curriculum alignment, pedagogical adaptations, assessment methodologies, and the lack of institutional support for CBET programmes were predicted to be huddles in implementation of CBET at the university before and by 2029, highlighting the need for additional training and resources.