Demystifying three ideas for closing skills gap

As Kenya adjusts to the challenges of a fast-changing global economy, education reform has become a national priority, not just a policy discussion.
Preparing young Kenyans for 21st-century careers requires moving beyond rote memorisation and exam-focused learning to practical, hands-on training that equips them with real, applicable skills.
Three key concepts – Competency-Based Education (CBE), Competency-Based Education and Training (CBET), and Technical and Vocational Education and Training (TVET) – are central to Kenya’s efforts to transform education and close the skills gap.
However, many Kenyans still find these terms confusing or unfamiliar. Understanding how these elements fit together is essential to appreciate the major changes taking place to produce a skilled, adaptable, and employable workforce.
CBE is an educational philosophy that shifts the focus from traditional, time-bound instruction to outcome-based learning.
Instead of emphasising course completion or exam performance, CBE asks the crucial question: What can the learner actually do after instruction?
This approach ensures students master specific, measurable competencies – knowledge, practical skills, and attitudes that prepare them to solve problems in real-world settings.
A defining feature of CBE is its learner-centred and flexible progression, allowing students to advance only after fully demonstrating competence.
Assessments in CBE are performance-based rather than test-heavy, requiring learners to apply their knowledge practically. This focus on demonstrable skills moves education away from rote learning and better prepares learners to succeed in dynamic work environments.
Importantly, CBE is not limited to vocational education. By emphasising applied knowledge and critical thinking, CBE builds creativity and problem-solving skills that are essential for modern careers.
CBET, on the other hand, is the practical application of CBE in technical and vocational training. CBET transitions education from theoretical teaching to occupation-specific, industry-aligned instruction that meets the demands of employers.
It focuses on equipping learners with hands-on abilities rather than just certificates, ensuring they graduate ready to contribute meaningfully in the workplace.
CBET programmes are designed in partnership with employers, industry experts, and professional bodies, aligning each course with the latest occupational standards in fields like ICT, engineering, automotive repair, hospitality, and others.
TVET is the system that delivers CBET programmes, comprising national polytechnics, technical institutes, and vocational training centres across Kenya.
Historically, TVET relied on rigid, theory-heavy curricula, but growing unemployment and widening skills gaps have driven reforms that make TVET more dynamic and responsive.
Modern TVET institutions now align training with industry-defined competencies.
The relationship between these three elements can be summed up simply: CBE is the engine powering learning, CBET is the vehicle applying CBE principles to practical training, and TVET is the road delivering learners to careers.
The writer is a Professor of Chemistry at the University of Eldoret, a higher education Expert, and a quality assurance Consultant