Kenya pushes qualifications reform to match global skills

 Kenya has registered more than 2,600 qualifications and built a student database containing over 600,000 learner records as the country accelerates reforms aimed at aligning education and training with changing labour market demands, technological transformation and continental integration.

 This emerged during the 1st National Qualifications Conference 2026 on the future of qualifications systems in Kenya and Africa, where policymakers, regulators, universities and industry players reflected on progress made under the Kenya National Qualifications Framework (KNQF) since its establishment in 2014.

 Director General of the Kenya National Qualifications Authority, Dr Alice Kande, said the next phase of reforms must focus on flexible, inclusive and globally relevant qualification systems that recognise competency, lifelong learning and skills acquired through formal, informal and non-formal learning.

 She further said Kenya had made significant progress in operationalising the framework and strengthening the Kenya National Qualifications Database (KNQD).

 “We have made progress in registration of qualifications and we are at 2,600 plus. Under our students register, we have over 600,000 students’ data. It is through the effort of our institutions that we have this information under our database,” said Dr Kande.

 “We are looking at having all the data that has been acquired from the time our institutions began because that is the only way we shall be able to ensure that credible data is accessible and the employer will have confidence in what they are accessing.”

 Delegates also emphasised the need for digital certification and verification systems to combat fake certificates and improve trust in qualifications.

 Dr Kande said Kenya was already mapping the KNQF to continental frameworks to improve accessibility, portability and international recognition of qualifications.

 “We want qualifications to move from being seen as static papers to dynamic assets recognised across borders,” she said.

 “We are having candid conversations on mutual recognition of qualifications because national qualification frameworks are meant to bring harmony, trust and quality within the qualifications landscape.”

 The discussions also reviewed major achievements realised over the last decade, including the gazettement of the KNQF Regulations 2025, registration of qualifications and awarding bodies, progress in recognition of prior learning (RPL), and the growing adoption of micro-credentials.

 Stakeholders said the reforms were strengthening transparency, quality assurance and learner progression pathways across the education and training ecosystem.

 Dr Kande said the KNQF was increasingly becoming a critical policy tool for quality assurance, visibility and mutual trust in qualifications both nationally and internationally.

 “We are making strides in recognition of prior learning and micro-credentials, which are current realities shaped by advancement of technology and AI, and the national qualifications database must be alive to that,” she said.

 “To us this is a timely conversation because the framework is coming of age in ensuring that all the sub-frameworks are working in harmony and allowing proper progression vertically, horizontally or diagonally while ensuring flexibility.”

 A recurring theme throughout the discussions was the growing importance of competency-based qualifications and lifelong learning.

 She argued that qualification systems must move beyond rigid academic credentials and increasingly recognise practical competency, adaptability, innovation and workplace skills.

 Dr Kande noted that Recognition of Prior Learning (RPL) was opening opportunities for workers in the informal sector to gain formal recognition and certification of their experience and competencies.

 She noted that the framework had embraced inclusivity by recognising learners with disabilities and supporting alternative learning pathways.

 “The beauty of the framework is the flexibility it gives. Competency-based education and training looks at ability, interest and skills. Through recognition of prior learning, everybody is included,” she said.

 She added that theological qualifications were also being integrated into the framework through accredited institutions, while ensuring qualifications remained aligned to learning outcomes and quality assurance standards.

 The conference also highlighted the critical role industry must play in curriculum development, occupational standards and policy implementation.

 Kande said Kenya’s success in implementing reforms such as RPL had been driven largely by industry involvement.

 “We cannot say we have curricula if we do not hear the voice of industry,” she said.

 “We have structured involvement of industry through sector skills councils because qualifications must remain relevant and adoptable by all players in the region.”

 Chief Executive Officer of the Commission for University Education, Prof Mike Kuria, said recognition of qualifications would depend less on policy declarations and more on effective implementation and verification systems.

 “Recognition of qualifications will not happen because of policies we make or conferences we hold. It happens through interaction and implementation over time,” said Kuria.

 “A qualification is not a calling; it has to be verified. Verification systems should be objective because if we fail to do that, our qualifications will not be recognised across the world.”

 Regional integration and harmonisation of qualifications frameworks also featured prominently during the conference, with delegates pointing to the growing importance of the African Continental Qualifications Framework in enhancing labour mobility and comparability of qualifications across Africa.

 Experts said trusted qualifications systems backed by strong governance, accreditation and quality assurance mechanisms would be critical in improving Africa’s competitiveness.

 Senior Human Capital Development Expert at the European Training Foundation, Maria Rosenstock, said industry participation was essential in assessing the effectiveness of recognition of prior learning systems.

 “RPL puts qualifications systems to the test because weaknesses become visible during implementation,” she said.

 “In some countries, industries reviewing assessment instruments have pointed out that some standards do not reflect real workplace practice. That is why closer inclusion of industry representatives is important.”

 Dr Hardson Kwandayi of the Zimbabwe Council for Higher Education warned that Africa’s expanding focus on micro-credentials and RPL must be matched with robust quality assurance systems.

 “Not every qualification is a qualification. Just because we have universities and colleges does not mean we have quality education. We must strengthen quality assurance systems because without that, people will begin to mistrust qualifications earned through alternative pathways,” he said.

 Dr Kwandayi said African higher education institutions faced challenges including limited capacity, inadequate resources, commercialisation of education and weak quality assurance cultures.

 He called for implementation of African Union quality assurance standards and stronger involvement of students and employers in setting qualification standards.

 Chief Executive Officer of the South African Qualifications Authority, Nadia Starr, said micro-credentials, online learning and credit transfer systems were helping widen access to education and lifelong learning opportunities.

 “No matter how you gained the skill, if you can demonstrate competency and achieve the outcomes, then you are good enough,” she said.

 “What is important with lifelong learning is not only employment, but enabling people to participate fully in life.”

 Participants expressed optimism that the conference would strengthen collaboration among governments, regulators, industry and training institutions while driving reforms necessary to build future qualifications systems that support employability, inclusion, mobility and lifelong learning across Africa.