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Evans Mwasiaji - Department of Business Administration, Kenyatta University, Kenya.

Kisilu Kombo - Department of Educational Foundations, Kenyatta University, Kenya.

Mildred P. Nawiri - Department of Chemistry, Kenyatta University, Kenya.

Kenneth M. Iloka - Department of Electrical and Electronics Engineering, Kenyatta University, Kenya.


The introduction of the competency based curriculum in Kenya has attracted praise and criticism in equal measure. Positive attributes include customization that enables learners to develop competencies faster than through traditional training methods. There is however controversy on the adequacy of resources and pedagogical approach to optimize positive learning outcomes. The specific objectives of this study therefore were to examine quality and relevance, resource requirement, pedagogical approaches, University preparedness, entrepreneurship skill training, challenges and recommendations. The study adopted descriptive research design. The unit of analysis was Kenyatta University being the only university in Kenya that has realigned its programmes to competency based curriculum. The unit of observation was 210 administrative staff and lecturers in STEM and Entrepreneurship fields at the University. Likert type scale was used to collect data for each of the tested items before eventually utilizing descriptive statistics. The response rate was 63.33%, with the results indicating that 58.65% of the respondents agree while 24.81% strongly agree that competency based curriculum is relevant to Kenya’s current needs. About 80% of the respondents also elucidated that there is inadequate resources to support curriculum implementation. Other findings show that entrepreneurship skills were critical in the development of the country. However, those skills should be specified and made more relevant to the dictates of the market. A partly 43% of the respondents indicated that they were prepared to implement the curriculum since they had been sensitized on its requirements and expectations. The greatest challenge in the implementation of the new curriculum was some lecturers’ negative perception and rigidity in changing their pedagogies. The findings have implications towards achievement of Kenya’s vision 2030, Africa Union’s agenda 2063 and the global sustainability agenda. The study recommends proper training and sensitization to teaching staff, entrepreneurship skills be identified and emphasised, more teachers be availed and pedagogical skills training for STEM fields be carried out, before full implementation of the curriculum.

Full Length Research (PDF Format)