Understanding the career options under the CBE system

Daisy Centre and School Bukura Computer Science Facilitator Harrison Michael Shikuku, engaging students in a hands-on robotics session on March 4, 2026. [Benjamin Sakwa, Standard]

Kenya’s education system has undergone major transformation since independence, most notably through the A-Level and 8-4-4 systems. Currently, Kenya is implementing the Competency-Based Education (CBE) system, which focuses on a learner-centred, competency-driven approach.

Certain questions around the pathways and career choices in the new system abound. This article dissects CBE with a focus on the various pathways.  It also proposes policy measures necessary to make CBE adaptable for the benefit of learners and other stakeholders. 

Within the CBE framework, all learners take core learning areas, including English, Kiswahili or Kenya Sign Language, Mathematics-related competencies, Physical Education, and Community Service Learning. These core areas are intended to build foundational skills in communication, numeracy, digital literacy, citizenship, and ethical responsibility.

Beyond these shared competencies, learners select one of three pathways: Science, Technology, Engineering, and Mathematics (STEM), Social Sciences, or Arts and Sports Science. Each pathway is further organized into structured tracks, and learners are encouraged to select three subjects within a single track to ensure depth, coherence, and career alignment. While cross-track combinations are allowed, they are generally discouraged unless strongly justified by clear academic and career goals.

The STEM pathway prepares learners for careers that support industrial development, healthcare systems, agricultural productivity, environmental sustainability, and the digital economy. This pathway is divided into three tracks: pure sciences, applied sciences, and technical studies.

The pure sciences track includes Mathematics, Biology, Chemistry, and Physics. It provides a foundation for careers in medicine, nursing, pharmacy, engineering, veterinary science, laboratory technology, actuarial science, and scientific research.

At university level, learners may pursue programmes such as Medicine and Surgery, Pharmacy, Engineering, Biomedical Sciences, and Environmental Sciences. At middle-level institutions such as KMTC and technical colleges, learners may pursue diplomas in clinical medicine, nursing, medical laboratory sciences, and engineering-related fields.

Technical studies

The applied sciences track integrates theoretical knowledge with practical application. It includes Agriculture, Computer Science, and Home Science, and responds to emerging needs in technology, food security, health, and innovation. It leads to careers in software development, cybersecurity, data analysis, agribusiness, nutrition, food science, and agricultural extension services. University programmes include Computer Science, Information Technology, Agriculture and Agribusiness, Nutrition and Dietetics, and Food Science and Technology. TVET institutions offer training in ICT programming, networking, agribusiness development, and digital technologies.

The technical studies track focuses on practical technical and engineering competencies such as Electricity, Electronics, Building Construction, Woodwork, Technical Drawing, and introductory aviation studies. It prepares learners for careers as electricians, construction technicians, welders, mechanical engineers, aircraft maintenance technicians, architects, and industrial designers. University progression includes Architecture, Engineering, Building Economics, Quantity Surveying, Property Valuation, and Surveying, while TVET institutions offer training in plumbing, masonry, carpentry, automotive engineering, welding and aviation maintenance.

The Social Sciences pathway focuses on human society, governance, communication, culture, business, and economic systems. It develops analytical thinking, ethical reasoning, leadership, and communication skills. It is divided into humanities and business studies, and languages and literature tracks.

The humanities and business studies track includes History, Geography, Business Studies, Economics, and Religious Education. It prepares learners for careers in teaching, economics, accounting, banking, entrepreneurship, public administration, diplomacy, and social work. At university level, learners may pursue Commerce, Economics, Political Science, and Public Administration. At middle-level institutions, training includes accounting, finance, procurement, human resource management, and business administration.

The languages and literature track includes English, Kiswahili, Fasihi ya Kiswahili, Literature, and foreign languages such as French, German, Mandarin, and Arabic. It develops communication, interpretation, cultural literacy, and critical thinking skills. Career opportunities include journalism, editing, writing, translation, interpretation, public relations, and media production. University programmes include Journalism and Mass Communication, Linguistics, Literature, Media Studies, and International Relations. TVET institutions also offer training in broadcasting, journalism practice, communication, and media production.

The Arts and Sports Science pathway recognizes creativity and talent as legitimate forms of intelligence that contribute to economic and cultural development. The arts track includes Fine Art, Music, Dance, Theatre, Film, Performing Arts, and Creative Writing.  These prepare learners for careers in acting, music production, film direction, scriptwriting, graphic design, fashion design, animation, visual arts, and content creation. University programmes include Fine Arts, Theatre and Film Studies, Creative Writing, Performing Arts, and Media Studies, while TVET institutions offer practical training in graphic design, fashion design, film editing, and music production.

Structured specialization

The sports science track includes Physical Education, Sports Science, and Nutrition, focusing on human performance, fitness, and sports development. Careers include professional athletics, coaching, fitness training, refereeing, sports journalism, and sports management. University programmes include Sports Science, Physical Education, and Health and Fitness Studies, while TVET institutions offer sports coaching, fitness instruction, and sports management training.

A key principle of CBE is structured specialization, where learners select three related subjects within a track to deepen competence and strengthen career alignment. However, this approach also raises concerns about early narrowing of academic options in a rapidly evolving labour market where adaptability and lifelong learning are essential. While specialization enhances focus, it must be balanced with flexibility to accommodate emerging interests and future career shifts.

Certain career developments at university and tertiary levels attract learners from all the above pathways.  Examples are education, journalism, property management, law, and theology, to name but a few.  A degree in education prepares students for a career in teaching. 

The country needs and will continue to hire teachers for the various pathways.  Such teachers should be products of specific pathways.  For the longest time till now, the basic requirements for admission into a degree program in Law is a good pass (at a minimum of B plain) in either English or Kiswahili.  Never mind what students are told in school about needing good grades in history or literature! 

This way, the Law programme attracts students who are gifted in either the sciences or arts, provided they meet the minimum language admission requirement.  At CBE, English and Kiswahili are among the ‘core subjects’ applicable to ALL pathways.  To that extent, policy makers should be careful not to impose other (unnecessary) conditions that would exclude any learner from studying law, irrespective of the pathway pursued at Senior School.

Another area of study that should be watched closely is computer science.  Increasingly, many professionals in various fields have taken to programming to improve efficiency in their specializations.  So, for example, architects are moving away from standing for long hours manually drawing buildings; musicians can programme synchronization of various pieces of music; educationists are busy creating a robotic teacher; lawyers are embracing computer technology not only to manage their law firms but also to do certain pleadings; and surgeons have embraced ICT to improve precision in their operations.  The list is endless. 

The above examples are a wake-up call to our education policy makers to ‘open’ some space for learners at the university level to cater to their ‘evolving’ interests and aspirations.  This can be done in two ways.  Firstly, requirements for admission to degree programmes at university should not be strictly tied to the pathway a learner pursues at senior school.  Secondly, one of the entry requirements should be ‘a degree from a recognized institution’.  This is the way to cater to the evolving ‘interests’ and or ‘aspirations’ of the learner.  Even the A-level system with two pathways had flexibilities that enabled students from either pathway to study courses like Architecture, Commerce and Journalism.

—Dr Wainaina and Prof Wekesa teach at Daystar University’s School of Education