MKU Christian community leaders inspect music equipment, laptops and sound systems donated by MKU founder and Board Chairman Prof Simon Gicharu during the university’s Thanksgiving celebration at the Mwai Kibaki Convention Centre in Thika. Photo/ Courtesy
By Lawrence Ongaro
Kenyan universities have been urged to fast-track preparations for the 2029 intake of learners under the Competency-Based Education (CBE) system.
The warning was issued by Dr Vincent G. Gaitho, Secretary General of the National Association of Private Universities in Kenya (NAPUK), who described the transition as both a challenge and an opportunity for higher education institutions.
The anticipated entry of the Competency-Based Curriculum (CBC) cohort—now at Grade 10—marks a generational shift in Kenya’s education landscape. Introduced in 2017 to replace the 8-4-4 system, CBE follows a 2-6-3-3-3 structure comprising pre-primary, primary, junior school (Grades 7–9), and senior school (Grades 10–12). The model emphasizes learner-centered education, practical skills, creativity, and problem-solving over rote memorization.
“These learners will arrive with different educational experiences, expectations and skill sets shaped by a curriculum that emphasizes competencies and practical application of knowledge. Universities must begin preparing now,” said Dr Gaitho, who also serves as Pro-Chancellor and Chairman of the Mount Kenya University (MKU) Council.
He warned that institutions relying heavily on passive teaching models and examination-driven assessments risk misalignment with the new learner profile. Curriculum redesign, pedagogical innovation, and investment in experiential learning environments will be necessary to ensure a smooth transition.
Dr Gaitho spoke in Mtwapa, Kilifi County, during the annual general meeting of the Kenya Private Universities Association (KAPU), an umbrella body representing chartered private universities in Kenya. Present were KAPU Chairman Rev. Prof. Mbugua Ngari, executive committee members, and vice chancellors from private institutions.
He emphasized the urgency of infrastructure and policy readiness, urging universities to review admission systems, academic pathways, and support structures to accommodate diverse competencies rather than rely solely on academic scores. Faculty development, he added, will be critical in equipping lecturers to engage students who prioritize collaboration, innovation, and real-world application.
Since Kenya’s independence in 1963, higher education has expanded from a single public university into a vast ecosystem of institutions. While public universities dominate in student numbers, private institutions have gained visibility and influence due to growing demand and limited public capacity. Today, both sectors stand nearly equal in number.
In a demand-driven education environment, Dr Gaitho noted, academic excellence and innovation are essential for sustainability. Modern students seek exposure, experience, and preparation for employment, entrepreneurship, and service. Universities must therefore rethink their strategies, ensuring programmes remain relevant and impactful. The true measure of success, he said, lies not in enrollment figures but in the quality and societal impact of graduates.
He also underscored the importance of alumni relations and student experience. Every student, he observed, becomes either a brand ambassador or a detractor. From admission to graduation, institutions must prioritize customer care and meaningful engagement to build lifelong relationships.
Collaboration, research and industry linkages
Dr Gaitho called for deeper collaboration among universities, noting that no institution can thrive in isolation. Although tuition fees dominate revenue streams—especially in private universities—research output and grant acquisition remain limited. Graduate studies often conclude without generating tangible innovations.
Private universities, he argued, are uniquely positioned to lead through flexible decision-making and partnerships. He urged KAPU members to formalize collaboration in areas such as joint research, student and faculty exchanges, sabbaticals, graduate supervision, and commercialization of innovations.
He further advocated for stronger university-industry linkages. By aligning training with market needs and partnering with industry, universities can incubate and commercialize patents, enhance curriculum relevance, and foster trust. Institutions must evolve from centers of knowledge to catalysts of innovation that bridge academia and industry.
The COVID-19 pandemic, he noted, exposed global vulnerabilities, particularly in the Global South. Disrupted supply chains and vaccine inequities highlighted the need for homegrown research solutions through collaborative efforts.
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In the digital age, data governance has also become central to institutional credibility. With growing dependence on digital systems, universities must comply with Kenya’s data protection regulations by investing in secure infrastructure, staff training, and ethical data management. Strategic use of data can enhance decision-making, student support, and academic quality.
Dr Gaitho emphasized that the future of higher education will be shaped by courage, collaboration, and relevance. Institutions that prioritize students, impactful research, innovation ecosystems, and responsible data stewardship will define Kenya’s next development chapter.
As of late 2025 and early 2026, KAPU has been engaged in negotiations and potential litigation with the Kenyan government over unpaid fees for students placed in private universities through the Kenya Universities and Colleges Central Placement Service (KUCCPS). The association claims the government owes private institutions up to Sh58.8 billion, placing financial strain on the sector.
Regional integration and cross-border partnerships
Meanwhile, Rwanda’s High Commissioner to Kenya, Ernest Rwamucyo, has praised MKU’s cross-border partnerships, describing the university as a strong partner in advancing regional integration.
During a visit to MKU’s main campus in Thika, the envoy commended the institution’s presence in Rwanda and its role in shaping East Africa’s next generation of professionals. He encouraged Rwandan students to build networks with peers from across the region, noting that such relationships would strengthen future professional and diplomatic ties within the East African Community.
MKU Vice Chancellor Prof. Deogratius Jaganyi welcomed stronger regional linkages, emphasizing that exposure to diverse backgrounds broadens students’ worldviews and professional competence.
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The university’s founder and chairman, Prof. Simon Gicharu, presented the envoy with a copy of Mountain Meet: Land of 1,000 Hills, a book chronicling the journey of Mount Kigali University in Rwanda, affiliated with MKU. The meeting reaffirmed Kenya and Rwanda’s shared commitment to advancing education, research, and regional collaboration.
In conclusion, Dr Gaitho stressed that universities must see themselves not as isolated competitors but as partners in building a knowledge-driven society. The 2029 CBE cohort represents a defining moment. Institutions that prepare early, innovate boldly, and collaborate strategically will not only remain relevant but will shape the future of higher education in Kenya and beyond.
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