Uganda, Kenya universities push ahead with competence-based curriculum

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Education officials from six universities in Kenya and Uganda have resolved to advance the development and adoption of Competence-Based Education (CBE) curricula in higher education.

Officials from the education ministries and national councils for higher education in both countries, along with representatives from six universities, agreed to focus on formulating minimum CBE curriculum benchmarks and defining professional and competence profiles for agricultural training.

These resolutions were made during a five-day international workshop under the European Union-funded AgrCBE project, hosted at Bishop Stuart University.

Prof. Mary Okwakol, executive secretary of the National Council for Higher Education, officially opened the workshop, which was closed on May 16, 2025, by Dr Kedrace Turyagyenda, permanent secretary at the Ministry of Education and Sports.

In her closing remarks, Turyagyenda commended the pilot universities for leading the consortium in developing a competence-based framework for the AgrCBE project.

Prof. Okwakol emphasised the urgency for regional universities to align their curricula with the evolving job market.

Turyagyenda expressed satisfaction at learning that the project involves a consortium of six East African universities: Bishop Stuart University, Egerton University, Jomo Kenyatta University, Häme University of Applied Sciences, NHL Stenden University of Applied Sciences, Uganda National Council for Higher Education, Commissions for University Education, RUFORUM, and Gulu University, which is the lead project coordinator.

She also praised experts from Finland and the Netherlands who are supporting the universities with skills and expertise in developing the new framework.

Rt Rev. Fred Sheldon Mwesigwa, Bishop of Ankole Diocese and Chancellor of Bishop Stuart University, who is also a member of the project team, welcomed the collaboration, noting that it would help produce a curriculum designed to make graduates employable, entrepreneurial, and practically responsive to societal needs.

Bishop Mwesigwa noted that the core of the workshop's agenda was the formulation of professional and competence profiles and the development of minimum curriculum benchmarks for competence-based education.

“Data collected from the world of work tells us—curriculum should not be about sharing knowledge, but empowering learners with practical, hands-on skills. These are the skills that transform communities and drive productivity,” Bishop Mwesigwa added.

He expressed optimism that the designed curriculum would help absorb students from secondary schools who have been subjected to competence-based education.

The Ministry of Education and Sports revised the lower secondary education curriculum to a competence-based model, which was implemented starting in 2020. The first cohort of students under the new curriculum sat their O-Level examinations in 2024.

Bishop Mwesigwa expressed concern that no university-level curriculum has yet been developed to accommodate these students as they transition into higher education.

Turyagyenda reaffirmed the government’s commitment to supporting the initiative, stating that it would help bring necessary reforms to higher education.

She also revealed that the ministry is in the process of drafting a national policy for higher education, which could incorporate competence-based curricula to guide universities.

In his remarks, Prof. John Mugisha, Vice-Chancellor of Bishop Stuart University, affirmed that the university is making a bold transition from traditional teaching methods to learner-centred, competence-based instruction, urging other universities to follow suit.

“We are internationally walking away from outdated curriculum models to embrace systems that are responsive to the needs of the learner and the demands of society. Competence-based education is not just a trend but rather a necessity for future-ready graduates,” Prof. Mugisha added.