In the ever-evolving landscape of education, the intersection between the Kenya National Qualifications Framework (KNQF) and Competency-Based Education (CBE) in universities has become a focal point of discussion.
The symbiotic relationship between these two crucial elements in shaping the future of higher education is very important. KNQF serves as a foundational framework that categorises and aligns qualifications within the Kenyan education system. Its primary objective is to ensure transparency, consistency and comparability in qualifications, thereby facilitating seamless transitions between different education and training sectors.
KNQF is important in providing a standardised measure for the quality and relevance of academic programmes. CBE represents a paradigm shift from traditional, time-bound learning structures. It focuses on the development of practical skills and competencies, ensuring that graduates are not only equipped with theoretical knowledge but also possess the abilities necessary for real-world applications.
The synergy between KNQF and CBE is evident in their shared goal of enhancing the quality and relevance of higher education and therefore need of integrating competency-based approaches within the KNQF framework.
It is crucial that universities tailor their programmess to meet the demands of a dynamic and rapidly changing global economy.
This nexus promotes a holistic education system that goes beyond traditional examinations and embraces a more comprehensive assessment of student capabilities.
While the integration of KNQF and CBE brings forth numerous opportunities, there are challenges that come with such a transformative shift. Faculty development, infrastructure enhancement and a mindset change are crucial elements in overcoming these challenges and therefore universities should view these hurdles as opportunities for growth and improvement, emphasising the long-term benefits of a competency-driven education system.
Therefore, the nexus between KNQF and CBE is a crucial step towards redefining the landscape of higher education in Kenya, as this would ensure that graduates possess the skills and knowledge required by employers in their respective fields.
There is also need to incorporate practical, hands-on learning experiences into the curricula. This can include internships, research projects, and collaborative ventures with industries, allowing students to apply theoretical knowledge in real-world situations.
The national qualifications framework provides a standardised way to understand and compare qualifications within the country and they define the learning outcomes and competencies associated with each qualification level while competency-based training focuses on imparting specific skills and competencies to individuals rather than solely on the completion of courses or accumulation of credit hours.
These competencies align with the descriptions outlined in the national qualification framework, ensuring that training programmess directly address the skills identified in the framework.
-Dr Kande is the acting Director General of Kenya National Qualifications Authority
