By Wanjohi wa Makokha
Our energetic republic today is standing at an important turning point in education. The shift to Competency-Based Education (CBE) is not just a change in how students are tested. It is a deeper change in how we think about knowledge, skills, work, and the future. At the same time, the world of work is changing fast. Technology, artificial intelligence, online platforms, climate change, and global communication are reshaping what jobs look like and what skills are needed.
In this context, we must ask serious questions about the structure of Kenyan university degrees. Are our current degree programs preparing students for the future? Are we still trapped in old divisions between Arts and Sciences? Is Literature really “dying,” or is it changing form? And how should universities respond to the online and digital job market?
There is a need for us to continue debating the nature and function of the CBE system. We should continue to offer points and presen counter discursive standpoints—that is, alternative ways of thinking—about how universities in Kenya can redesign their degree programs in light of CBE and the future of work.
There is a common claim that Literature is losing value because fewer students are choosing it at university level. However, this view misunderstands what is happening.
Under the new CBE system, Literature has become a standalone subject in secondary schools. This means students who choose Literature will engage with it more deeply. They will develop stronger analytical and interpretive skills before they even enter university. Although the number of students may be smaller, those who continue with Literature at the university level will likely be more serious and better prepared.
In addition, Literature remains compulsory at the Kenya Junior Secondary Education Assessment (KJSEA) level. This creates a strong demand for qualified Literature teachers. Graduates in English Literature will still find teaching opportunities, especially with local texts such as Daughters of Nature and Other Poems, which include works by Kenyan writers, most are members of the Literature and Performing Arts Society, of which I am the national secretary general. In fact, one of my poems “Song of the Rain”, in this book, was used last year to test in English subject the Grade 9 in the pioneer Kenya Junior Secondary Education Assessment.
Therefore, the issue is not that Literature is disappearing. Instead, it is transforming. The real challenge is how to position Literature within a modern, digital, and global economy.
For a long time, universities have separated knowledge into two big groups: Arts and Sciences. This system was inherited from colonial models of education. Institutions such as the University of Nairobi followed structures influenced by British universities, where disciplines were kept separate.
In this system:
* Sciences were seen as practical and useful.
* Humanities were seen as theoretical and less connected to the job market.
But the modern world does not work in such simple categories. Today our problems are complex. Climate change, artificial intelligence, digital misinformation, and global conflicts cannot be solved by one discipline alone. They require multiple ways of thinking.
This is why interdisciplinary and transdisciplinary approaches are important. Interdisciplinary means combining two or more disciplines. Transdisciplinary goes further by breaking down the boundaries completely and creating new ways of thinking.
For example:
* Literature and Computer Science
* Linguistics and Data Science
* Literature and Environmental Science
* Literature and Digital Media
* Literature and Mass Communication
These combinations reflect the reality that knowledge is interconnected and not departmentalized.
We must ask a basic question: What counts as knowledge today?
In the past, knowledge was often seen as information stored in books and memorized for exams. Under CBE, knowledge is different. It is about what a learner can do. It is about demonstrated skills and applied understanding.
For example:
* A student of Literature and Computer Science could create software that analyzes themes in novels.
* A student of Linguistics and Data Science could build language models for Kenyan languages.
* A student of Literature and Environmental Science could write policy reports that combine storytelling and environmental data.
In this way, knowledge becomes active and practical. It is not just about reading and remembering. It is about creating, solving, building, and communicating.
CBE represents a change in how we know and how we measure learning. Instead of focusing only on exams, CBE emphasizes competencies, clear skills and abilities that students must demonstrate.
This means:
* Students must show what they can do.
* Teachers act more as facilitators than lecturers.
* Learning becomes more project-based and practical.
When universities adopt interdisciplinary programs within the CBE framework, students are trained not just to understand theory but to apply it in real-world contexts.
For example:
* A Linguistics and Data Science student might complete a project building a chatbot in Swahili.
* A Literature and Digital Media student might produce a podcast or digital storytelling platform.
* A Literature and Mass Communication student might create investigative journalism pieces.
These projects are directly connected to the online job market.
Another important issue is decolonization. African universities have long relied on Western theories and canons. Kenyan education systems were shaped by colonial policies.
Writers such as NgĹ©gÄ© wa Thiong’o have argued that language and education are key tools of cultural power. When education is controlled by foreign models, local knowledge is marginalized.
By combining Literature, Linguistics, and Digital Technology, Kenya has the opportunity to:
* Digitize local languages.
* Promote African narratives globally.
* Create digital archives of oral traditions.
* Develop African-centered research models.
This is not just an academic issue. It is about cultural sovereignty. It is about ensuring that Kenyan voices are not erased in the digital age.
In this second decade of the new digital century, the world of work is changing quickly. Many jobs are now:
* Remote.
* Project-based.
* Digital.
* Platform-driven.
Freelancing, online teaching, digital marketing, content creation, and AI-related work are growing fields. Employers are increasingly looking for skills rather than just degrees.
In this context, interdisciplinary degrees offer flexibility.
A graduate with skills in:
* Programming and language analysis can work in computational linguistics.
* Creative writing and digital media can build online brands.
* Literature and environmental science can work in NGOs or climate advocacy.
* Linguistics and forensic analysis can assist in legal investigations.
These careers are not limited to Kenya. They connect graduates to the international online market.
However, we must also consider a counterargument. If universities focus too much on employability, education may become purely market-driven.
There is a danger that:
* Knowledge becomes only about money.
* Critical thinking is replaced by technical training.
* Universities become training centers for corporations.
Education must not lose its humanistic purpose. Literature, philosophy, and cultural studies teach students to question power, reflect on ethics, and understand society. These are essential for democracy.
Therefore, interdisciplinary reform must balance two goals:
1. Economic relevance.
2. Intellectual and moral development.
Courses such as Introduction to Philosophy and Civil Society are important in maintaining this balance.
With Literature as a standalone subject in our senior secondary schools such as Kisii School or Nakuru High, fewer but more committed students may pursue it at university level. This can actually improve quality.
Smaller classes mean:
* More discussion.
* Better feedback.
* Closer mentorship.
* Deeper research engagement.
Graduates from such programs will be better prepared for postgraduate studies and specialized careers.
This challenges the assumption that growth in numbers is the only measure of success. Quality may be more important than quantity.
In my opinion, for illustrative purposes, I venture that the proposed degree programs of this new age can reflect this new vision.
For example:
– Bachelor of Arts (Literature, Computer Science)
Students learn ICT, programming basics, literary theory, and digital literacy. They gain both analytical and technical skills.
– Bachelor of Arts (Linguistics, Data Science)
Students combine phonetics, language acquisition, programming, statistics, and natural language processing.
– Bachelor of Arts (Literature, Environmental Science)
Students explore ecology, environmental policy, ecocriticism, climate change, and sustainability.
– Bachelor of Arts (Literature, Digital Media)
Students focus on digital storytelling, content creation, publishing, and media theory.
– Bachelor of Arts (Literature, Mass Communication)
Students learn journalism, scriptwriting, public relations, media ethics, and digital communication.
These programs reflect the realities of modern knowledge production.
With about 65% of her 60 million popularion being under 35 years of age, our country must decide its place in the global knowledge economy. Will it be only a consumer of foreign technologies and ideas? Or will it produce its own?
Universities such as Kenyatta University and Moi University have the potential to pioneer such interdisciplinary models.
By doing so, Kenya could become:
* A hub for African language AI development.
* A center for environmental humanities research.
* A leader in digital African storytelling.
This would strengthen both national identity and economic growth.
In the next few decades, artificial intelligence and automation will replace some routine jobs. However, human creativity, ethical reasoning, storytelling, and cultural understanding will remain valuable.
Graduates trained in both humanities and technology will be more adaptable. They will be able to:
* Shift careers.
* Learn new tools.
* Start businesses.
* Work internationally.
Interdisciplinary education increases resilience.
The proposed reform is not just about adding new courses. It is about changing how we think about knowledge.
It is based on five key ideas:
1. Knowledge is interconnected.
2. Skills must be demonstrated.
3. Local cultures must be protected and digitized.
4. Education must prepare students for a global digital economy.
5. Universities must balance economic relevance with critical thinking.
Literature is not dying, fellow Kenyans. Perish the thought. It is evolving. It can move from printed pages to digital platforms, from isolated study to collaboration with science and technology.
The era of CBE offers Kenya a chance to redesign its universities for the future. If implemented carefully, interdisciplinary and transdisciplinary degrees can produce graduates who are thoughtful, skilled, adaptable, and globally competitive.
The real question is not whether change is necessary. Change is already happening. The real question is whether in this era of curriculum retooling in the wake of CBE, our public universities will lead this transformation….or be left behind by it.
– _Dr. Wanjohi wa Makokha is an educationist and a CBE expert at the Higher Education level. He serves as the current national secretary general of LPASK, the Literature and Performing Arts Society of Kenya.
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