CUE Issues Guidelines for Aligning Teacher Education to CBC


The Commission for University Education (CUE) has unveiled new guidelines directing universities to revise their Teacher Education Programs (TEPs) to align with the Competency-Based Education (CBE) curriculum. Signed by Prof. Mike Kuria, the Chief Executive Officer of CUE, these directives aim to ensure that teacher training programs adequately prepare educators to meet the evolving needs of the education sector. With a deadline set for March 2024, universities are tasked with implementing curriculum reviews and adjustments to align with the Basic Education Curriculum Framework (BECF).

Quick Summary:

  • CUE issues guidelines for universities to align their Teacher Education Programs with the Competency-Based Education curriculum.
  • Universities instructed to complete the curriculum reviews by March 2024.
  • Guidelines emphasize stakeholder engagement, facilities assessment, internet infrastructure, and curriculum development.
  • Recommendations include comprehensive faculty staff retooling and integrating Competency-Based Teacher Education for future students.

Key Directives for Universities

The guidelines provided by CUE outline several key directives for universities undergoing curriculum reviews:

1. Stakeholder Engagement:

Universities are required to conduct needs assessments and engage relevant stakeholders throughout the curriculum review process. This inclusive approach ensures that the revised programs address emerging issues in teacher education effectively.

2. Facilities and Infrastructure:

Universities must assess the availability and adequacy of facilities and equipment to support academic programs. Additionally, they are instructed to ensure adequate internet bandwidth and develop feasible plans for shared facilities and equipment.

3. Curriculum Development:

The guidelines emphasize the importance of comprehensive curriculum development, including defining program titles, philosophies, goals, and learning outcomes. Universities are also tasked with providing academic regulations, admission requirements, and descriptions of thesis/dissertation/project components.

4. Staffing and ODeL:

Universities are expected to provide an overview of staffing levels and technical support staff, particularly in the context of Open-Distance Learning (ODeL) programs. They must also demonstrate how course-related learning activities are equated to instructional hours in ODeL settings.

Embracing Competency-Based Teacher Education (CBTE)

In line with recommendations from the Presidential Working Party on Education Reforms (PWPER), universities are urged to develop comprehensive faculty staff retooling programs to prepare for Competency-Based Teacher Education (CBTE). Future education students are expected to undergo three years of professional courses and one year of practicum to ensure adequate training in CBE principles.


The issuance of guidelines by CUE marks a significant step towards enhancing the quality and relevance of teacher education programs in universities. By aligning with the Competency-Based Education curriculum and embracing innovative teaching methodologies, universities can better equip educators to meet the diverse needs of learners in the 21st century. As universities embark on the curriculum review process, collaboration, stakeholder engagement, and adherence to best practices will be critical in achieving the desired outcomes of improved teacher training and educational excellence.


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