The 1.1 million learners who joined Grade 10 early this year under the Competency-Based Education (CBE) system will be awarded two certificates upon completion of senior school in 2028 in a major shift from the current Kenya Certificate of Secondary Education (KCSE).
The aim of the dual certification is to recognise both the academic achievement of the learners as well as their vocational or professional skills. Other than the academic certificate, learners who acquire practical competencies during their three years of senior school will receive a skills acquisition certificate aligned to local and international occupational standards.
With the two certificates, learners will then decide to either pursue artisan, craft, diploma or university education, depending on their Grade 12 proficiency.
Under the new structure, learners will be awarded the Kenya Certificate of Basic Education (KCBE) alongside a vocational or professional certificate aligned with the Kenya National Qualifications Framework and mapped to the Kenya Standard Classification of Occupations (KeSCO), depending on their pathways and competencies acquired in both school and work place experience.
"Dual certification is aligned to the mission of CBE, which is nurturing every learner’s potential. For those learners who are able and interested, Knec will offer them an opportunity to undertake certification recognised by industry. Knec will pilot this concept in 2027 when the first cohort in senior school [which is now in Grade 10] has had adequate engagement with the curriculum," said Kenya National Examinations Council (Knec) chief executive officer, Dr David Njengere.
Knec CEO David Njeng'ere at a past event.
Photo credit: Bonface Bogita | Nation Media Group
The director for Test Development at KNEC, Dr Wilson Chelimo, said the reforms are intended to produce competent, creative and job-ready learners capable of fitting into the modern economy.
“Senior school is designed to prepare learners not only for university education, but also for technical training, entrepreneurship, and direct entry into the world of work,” said Dr Chelimo.
He noted that the dual certification system is backed by the Kenya National Qualifications Framework, which recognises secondary education alongside vocational training at Level Three.
The new model will allow learners pursuing different pathways, including STEM, Social Sciences, and Arts and Sports Science, to have their practical competencies formally assessed and certified.
Dr Chelimo said competency-based assessments (CBAs) will move away from traditional rote memorisation to evaluating learners’ ability to apply knowledge in real-life situations.
“The shift is from passive learning to a participatory approach where learners actively apply knowledge to real-world scenarios,” he said.
Knec has also announced plans to strengthen collaboration between schools, TVET institutions, universities, industries, and professional bodies to ensure learners acquire market-relevant skills.
Under the new system, assessments will focus on practical mastery, creativity, innovation, critical thinking, and problem-solving.
As part of the reforms, Knec is also establishing county assessment hubs and digital teacher training platforms to equip educators with the skills needed to implement competency-based assessments effectively.
KNEC principal examinations officer, Asman Amaunda, said dual certification will address long-standing gaps where academic grades, solely, did not adequately demonstrate learners’ practical competencies and job readiness.
Mr Amaunda said the reforms are intended to align education with labour market and that academic results alone do not signal occupational readiness.
He said Knec is reforming assessment due to global shift towards competency and applied learning, to CBE.
Grade 10 learners in Langalanga Senior School in Nakuru County attend a Chemistry lesson on February 5, 2026.
Photo credit: Boniface Mwangi | Nation Media Group
“Dual certification fixes persistent skills mismatch and weak employer confidence, marginalisation of learners with practical, technical, or creative strengths, duplication between school, TVET, and training systems,” he said.
“It will be a clear, portable and labour market recognised certification. It will recognise diverse forms of learner competence and improve relevance, equity, and efficiency across the education–work interface,” said Mr Amaunda.
He said learners will graduate with validated academic and occupational competence, improve stronger transitions.
“Dual certification is therefore a strategic stabiliser and enabler of CBE assessment reform,” he added.
The dual certification framework comes as Kenya transitions from the 8-4-4 system to the CBE model that emphasises applied learning, creativity, innovation and practical competence.
A teacher collects newly arrived Grade 10 textbooks from the collection centre in Nakuru Day Senior School on February 3, 2025.
Photo credit: Boniface Mwangi | Nation Media Group
According to the framework, senior school learners will be assessed through school-based projects, simulations, laboratory work, workplace learning and performance against occupational standards rather than relying solely on traditional written examinations.
Learners will also maintain a portfolio of evidence containing project outputs, digital records, reflections and supervisor validations to demonstrate mastery of competencies acquired in school and workplace settings.
The reforms seek to address persistent concerns over skills mismatch, weak employer confidence in graduates and the marginalisation of learners with technical, creative or practical strengths.
Education stakeholders noted that under the current structure, many learners leave school with academic qualifications but lack the occupational competence needed in the labour market.
The model further aims to strengthen transitions to employment, Technical and Vocational Education and Training (TVET), entrepreneurship and higher education by ensuring learners graduate with skills recognised by industry players.
To ensure quality assurance, the framework proposes national moderation, external validation and stronger collaboration between the Ministry of Education, KNEC, the Kenya National Qualifications Authority and industry stakeholders.
