The quality of human capital plays a pivotal role in implementing effective local action for sustainable development. In last week’s column, I highlighted how Africa’s large youth population presents a comparative advantage for spurring innovation and socioeconomic growth, particularly in rural areas. However, for the youth bulge to be a true asset, proper retooling through a strong educational and learning foundation is essential.

The Competence-Based Education and Training (CBET) system, a pillar of the recently Cabinet-approved Dual Track TVET model, is set to redefine the future of human capital development in Kenya. Historically, the 8-4-4 education system placed excessive emphasis on theoretical knowledge, often leaving graduates unprepared for the labour market. CBET is designed to bridge this gap by prioritizing hands-on skills development and workplace integration.

At the heart of the CBET system is a focus on continuous assessment and evaluation, ensuring that learners acquire competencies aligned with industry needs. In this context, competence refers to the ability to successfully perform specific job tasks — a shift from the traditional knowledge-based approach. CBET assessments focus on mastery levels, ranging from “exceeding expectations” to “not meeting expectations”, ensuring that every trainee attains practical expertise.

The Dual Track TVET model, which integrates over 50 percent practical fieldwork, is another game-changer. Trainees gain real-world industry exposure, easing their transition into the workforce and allowing them to refine their skills in real-time. This model offers a chance to reimagine the future of work in a rapidly evolving labour market.

An important consideration is how CBET training and assessment can be structured to address local community challenges. The TVET Act of 2013 called for the establishment of a technical institution in each of Kenya’s 290 constituencies and a national polytechnic in each of the 47 counties. However, beyond infrastructure, the curriculum must reflect local realities.

This is where collaboration becomes critical. Industry, government, and local communities must be actively involved in shaping CBET programmes and training. Since CBET curricula are designed around occupational standards, which define the best practices for specific industries, incorporating community-specific needs will make training more relevant and impactful.

For years, TVET education has struggled with negative perceptions, often seen as a secondary option for those who did not excel in traditional academic pathways. Shifting this mindset is crucial.

As Dr Esther Muoria, the TVET principal secretary, consistently emphasises, “TVET institutions must train for the industry, with the industry. For instance, how can expertise from TVET trainees in water, and civil engineering collaboratively support initiatives such as roads for water to support poverty eradication and food security?

A Community of Practice (CoP) for TVET trainers will be instrumental. The CoP will spearhead reshaping the narrative and foster knowledge exchange, while offering mentorship and motivation critical for innovation within the sector.

Adopting the CBET system in technical training is not just a policy shift it is a pathway to sustainable transformation. The challenge now lies in execution. It is time to roll up our sleeves and actively work towards a TVET ecosystem that delivers skilled professionals ready for the demands of the modern economy.

— The writer is a UN global food systems Youth Leader, Vocational and Technical Trainer, and Communication Consultant