By Dr. George M. Ndiritu CPAK
Conversion Offers Transformative Potential for The Nation’s Workforce, Industries, And Economy
Kenya’s transition to Competency-Based Education and Training (CBET) is rooted in the need to reform its education and training systems to align with labour market demands, enhance employability, and promote lifelong learning. The knowledge-based system that existed before had rigid curriculum structures, limited engagement between industry and training institutions, and emphasised theory over practical skills.
Creating a financial plan and budget for long-term CBET sustainability requires a comprehensive approach that balances educational quality with financial viability. Financial Planning for CBET refers to the structured process of managing the financial resources needed to implement, maintain, and improve a CBET system. It ensures that sufficient funding is available to support the key activities and goals of CBET programs. It involves forecasting, allocating, and managing financial resources to support the design, development, delivery, and evaluation of competency-based education and training programs. Budgeting for CBET, on the other hand, is the systematic process of estimating, planning, and allocating financial resources to all elements of a competency-based education and training system, including curriculum development, trainer training, assessment processes, infrastructure, learning materials, and administrative support. It ensures that all financial activities align with the goals and requirements of CBET implementation and sustainability (Harris et al,1995).
Background Of CBET In Kenya
Prior to this, Kenya’s Education system has been under a content-based curriculum. This system faced several challenges, including a curriculum that lacked relevance to the job market, high pressure on students to pass national examinations, inadequate infrastructure and learning materials, a shortage of qualified teachers, and an inflexible system that did not cater to individual needs. In 2017, the government introduced CBET with the aim of aligning education with the demands of the labour market and society, i.e., a more practical, skills‑oriented approach, including soft skills, a more learner-centred pedagogy, and continuous assessment. Once implemented, CBET is expected to, among others, produce learners more ready for the world of work, reduce the mismatch between skills demanded by employers and what the education system delivers, produce more well‐rounded citizens with values, soft skills, digital literacy, and align Kenya’s education system with global trends emphasising competencies and 21st‑century skills. However, this has not come without a challenge and thus the critical need for proper financial planning and budgeting. Some of the challenges facing CBET in Kenya include implementation gaps, assessment & quality assurance, public understanding & buy‑in, cost & resource needs, and the risk of inequality (Kufaine et al., 2013).
Financial Planning and Budgeting
It’s critical at this juncture to clarify the CBET program’s long-term goals by considering the industry’s dynamism, the competencies on offer, the population target, and the scope of coverage for successful planning. This will require a thorough assessment of needs to enable appreciation of the initial investment and also offer long-term efficiencies and learner-centred outcomes. It will involve identifying infrastructure gaps, industry demands, and the target audience (Ho, 2018). In addition, and to ensure successful planning, it’s vital to consider all costs that will be incurred for positive long-term implementation, which include: –
a. Development Costs
- Curriculum design and alignment with industry standards
- Learning materials development (print, digital, interactive)
- Technology platforms (LMS, assessment systems)
- Competency frameworks and validation tools
b. Operational Costs
- Faculty and trainer salaries (including upskilling to CBET methods)
- Administrative staff
- Facilities (maintenance, utilities)
- Student support services (counselling, academic support)
c. Assessment and Quality Assurance
- Tools and resources for competency-based assessments
- External assessors and verifiers (where required)
- Monitoring and evaluation systems
d. Technology and Infrastructure
- Learning management system (LMS)
- ICT equipment (hardware/software)
- Ongoing technical support and upgrades
e. Professional Development
- Continuous upskilling of instructors in CBET pedagogy
- Training assessors and moderators
f. Marketing and Outreach
- Employer engagement
- Learner recruitment
- Public awareness campaigns
To complete the CBET budgeting process, it’s important to link the sources of funds to the related costs. This is to ensure that all undertakings in relation to the CBET long-term investment are carried out in a timely manner and within the resources allocated. Some of the sources expected to support these activities include: –
a. Government Funding
- Ministry of Education or Labour allocations
- National skills development funds
- Grants tied to employment outcomes
b. Private Sector Contributions
- Industry partnerships (co-funding curriculum or equipment)
- In-kind support (internships, mentoring, tools)
- Employer-paid training programs
c. Development Partner Support
- Initial capital or capacity-building funding
- Support for pilot programs and innovation
d. Tuition and Fees
- Learner-paid tuition (with sliding scale or subsidies for access)
- Certification or assessment fees
e. Income-Generating Activities
- Consultancy services to other institutions
- Licensing of CBET content
- Short courses and micro-credentials.
Sample Framework (Multi Year Projection)
| Government Funding | xx | xx | xx | xx |
| Private Sector Contribution | xx | xx | xx | xx |
| Development Partner Support | xx | xx | xx | xx |
| Tuition and Fees | xx | xx | xx | xx |
| Income Generating Activities | xx | xx | xx | xx |
| Total Revenue | xx | xx | xx | xx |
Surplus/Deficit xx xx xx xx
Long-term Sustainability
Since 2017, some milestones have been achieved. Key among them is the increase in enrolment and assessment numbers, expansion of modular CBET curriculum, certification of large numbers of trainees, recognition of prior learning, industry linkage and alignment with the labour market, improvements in quality assurance & assessment framework, gender balance and inclusion and institutional readiness outside Technical and Vocational Education and Training and Universities preparing for CBET. However, much is needed to ensure the long-term sustainability of CBET in Kenya.
To ensure the long-term sustainability of the CBET, it’s necessary to put in place strategies that support cost management, such as adopting open educational resources, leveraging blended or online learning, partnering with industry, and modularising the curriculum. More importantly, it’s key to ensure that, at all levels, a critical monitoring and evaluation criterion is in place. Such indicators would include cost per graduate, return on investment, learner progression and completion rates and budget vs. actual financial tracking.
It’s also core to inculcate sustainability strategies that will ensure not only smooth operations but stakeholders’ engagement and understanding of the ongoing within CBET. These will include a multi-year budget with projections, a revenue diversification plan, a Stakeholder engagement strategy, risk assessment and mitigation, policy and regulatory alignment, and ongoing capacity building (Anderson et al., 2014).
Conclusion
Kenya’s transition to CBET offers transformative potential for the nation’s workforce, industries, and economy. However, without solid financial planning and budgeting, the system may fail to reach its full impact. A well-thought-out and consistently monitored financial model, grounded in diverse revenue streams, strategic investments, and continuous improvement, will ensure that CBET is not just implemented but sustained and scaled across the country.
References
Amutabi, N. (2003). The 8-4-4 system of education. International Journal of Educational
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Amutabi, N. (2003). The 8-4-4 system of education. International Journal of Educational
Development.Vol.23 (No.3).
Amutabi, N. (2003). The 8-4-4 system of education. International Journal of Educational
Development.Vol.23 (No.3).
Harris, R., B. Hobart, D. Lundberg, 1995. Competency-based Education and Training: Between a Rock and a Whirlpool. Macmillan Education AU.
Kufaine, N. & N. Chitera, (2013). Competence-based Education and Training in Technical Education Problems and Perspectives. International Journal of Vocational and Technical Education 5,3: 37 – 41
Ho, A. T. (2018). From Performance Budgeting to Performance Budget Management: Theory and Practice. Public Administration Review, 78, 748-758. https://doi.org/10.1111/puar.12915
Anderson, S. W., Christ, M. H., Dekker, H. C., & Sedatole, K. L. (2014). The use of management controls to mitigate risk in strategic alliances: Field and survey evidence. Journal of Management Accounting Research, 26, 1-32. doi:10.2308/jmar-50621
The writer is the Deputy Director of Finance (Ag) at the University of Nairobi. He has over 20 years of experience, majorly within higher education institutions
Email: [email protected]
