DOI: 10.36347/sjahss.2018.v06i07.013

Pages: 1437-1447

Competency Based Education and Training (CBET) is a poorly understood concept in Kenya’s institutions of higher education. The matter is one of serious concern since a fast-emerging trend in global academic circles is the implementation of this curriculum platform. The basic education sector of Kenya had CBET launched in Grades One, Two, and Three in 2018. The activity signified the change from the outgoing 8-4-4 setup to the new 2-6-3-3 system of education. Despite the landmark event there appears to be minimal endeavors towards adopting CBET in universities in Kenya. A summary of CBET’s development and spread was provided. An investigation pertaining to generic attributes of the educational platform was among objectives of a tracer study which focused on the University of Nairobi’s alumni of the 2007 to 2011 period who underwent the Bachelor of Science in Electrical and Electronic Engineering curriculum. Using a case study design a sample of 265 respondents was accessed from a population of 417 graduates. Purposely sampled employers were also involved. Those targeted were 30 and of these 28 actively participated in the study. In addition 5 out of 48 academic and technical staff of Electrical and Information Engineering Department answered questionnaires. Questionnaires were self-administered to the respondents at their place of work. For respondents who were distantly placed, questionnaires were emailed followed with telephone discussions.