TOWARDS A COMPETENCY-BASED HIGHER EDUCATION PARADIGM: A CRITICAL ANALYSIS OF THE IMPLICATIONS OF THE 2023 PRESIDENTIAL WORKING PARTY ON EDUCATION REFORM (PWPER) REPORT ON UNIVERSITY CURRICULA IN KENYA

Jane Kere Imbunya

Abstract


The Kenyan higher education sector stands at a critical juncture, necessitated by the global shift towards competency-based education and the domestic transition from the 8-4-4 system to the Competency-Based Curriculum (CBC). This paper critically analyzes the implications of the Report of the Presidential Working Party on Education Reform (PWPER, 2023), specifically regarding university education, training, and research. The analysis focuses on the proposed structural, pedagogical, and governance reforms, with a particular emphasis on the adoption of Competency-Based Education and Training (CBET) in universities, the expansion of Open, Distance and e-Learning (ODeL), and the restructuring of research funding. Drawing on the report's recommendations and supporting literature on higher education reform, the study argues that while the PWPER report provides a robust framework for aligning university education with labor market needs and sustainable development goals, its implementation faces significant challenges related to funding, infrastructure, and academic culture. The paper concludes by offering recommendations for navigating this transformative shift.

Keywords


Presidential Working Party on Education Reform, PWPER, Kenya, university curriculum, CBET, ODeL, higher education reform, sustainable development

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i6.6728

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