How to align Kenya with global engineering education standards
By Dr Julius Butime, July 11, 2025Kenya’s recent acceptance as a provisional member of the Washington Accord under the International Engineering Alliance marks a historic milestone for the country’s engineering education and professional landscape. This achievement, driven by the tireless effort of the Engineers Board of Kenya (EBK), signals Kenya’s growing alignment with global standards in engineering education and practice. Kenya is now the second African country, after Nigeria, to be awarded provisional membership, with South Africa being the only full member in Africa.
However, while this recognition is worth celebrating, it is only the beginning of a much longer and more demanding journey towards full membership. This next phase will require deep reflection and sustained commitment across multiple levels of Kenya’s higher education and regulatory ecosystems.
To meet Washington Accord requirements, Kenya must adopt and fully implement Outcome-Based Education (OBE). This model focuses on what graduates are expected to know, understand, and be able to do after completing their studies, emphasising practical competencies, problem-solving, and ethical reasoning over theoretical knowledge alone. Most Kenyan engineering curricula are traditionally input-based, focusing on contact hours and content. Aligning with OBE will require redefining learning objectives, reworking syllabi, and mapping programme outcomes to graduate attributes recognised by the accord.
Transitioning to OBE is not merely a curriculum exercise – it requires faculty transformation. Faculty and support teams must be trained in OBE-aligned course delivery and assessment methods that measure complex outcomes such as teamwork, innovation, and lifelong learning. This calls for widespread investment in faculty development programmes, peer-learning platforms, and partnerships with institutions that have successfully adopted OBE.
Training engineers to Washington Accord standards is resource-intensive. Laboratories, simulation tools, modern workshop spaces, and digital learning platforms are essential to give students hands-on, industry-relevant experience. A strategic plan to invest in teaching and research infrastructure, particularly in public universities, must be prioritised to level the playing field and standardise engineering training nationwide.
The good news is that Kenya is already implementing the Competency-Based Curriculum (CBC) at primary and secondary levels. As these learners transition into higher education, they will expect a learning environment that continues to emphasise competencies, not rote learning. OBE in universities thus serves as a natural continuation of CBC and a bridge to professional practice.
To ensure international recognition, accreditation processes must be re-engineered. All engineering programmes in Kenya will need re-accreditation based on Washington Accord standards. The establishment of the Engineering Accreditation Council (EAC) within EBK is a step in the right direction, requiring close collaboration between the EAC, the Commission for University Education, and universities to ensure consistency, transparency, and adherence to international benchmarks.
The writer is Dean of the School of Computing and Engineering Sciences at Strathmore University.