Curriculum Development & Transformation Lead - Curriculum Development/Studies

Qualification and experience

• A minimum of a relevant PhD, Masters and Bachelor's degree in Curriculum Development/Studies, Assessment, Education, Educational Measurement or a related discipline from a recognised University.
  
• Minimum 3 years progressive experience in higher education Curriculum Development, Reform, Accreditation, or Quality Assurance; experience with competence-based/Outcomes-Based Education (OBE) reforms is highly desirable.
  
• At least three (3) years of teaching/research experience at the university level as a Lecturer/Research Fellow and at least one year of management experience.
  
• A minimum of thirty-two (32) publication points as a Lecturer/Research Fellow, of which twenty-four (24) should be from refereed journal articles.
  
• Supervised at least two (2) postgraduate students to completion.
  
• Attracted research funds as a Lecturer/Research Fellow.
  
• Be registered by the relevant Professional Body
  
• Has evidence of attending and contributing at academic conferences, seminars or workshops.
  
• Demonstrated expertise in:
  • Curriculum design and mapping to competencies.
    
  • Continuous and formative assessment design, implementation, and scaling.
    
  • Change management, organisational development, and stakeholder engagement in a university context.
    
  • Quality assurance, accreditation processes, and standards alignment at national and international levels.
    
  • Resource planning, budgeting, and project/program management for large-scale reforms.
    
• Experience working within or with Kenyan higher education policy contexts and bodies, such as KICD and knowledge of National Qualification Frameworks is advantageous.
  
• Excellent facilitation, negotiation, and communication skills; ability to work with diverse academic and administrative audiences.
  
• Proficiency in data-driven decision making, M&E design, and utilisation of educational technology tools.
  

• Conduct a thorough review of the current undergraduate programmes across all faculties.
  
• Support the Deans of Schools and Heads of Departments in reconfiguring programmes from 4-year to 3-year structures while ensuring quality, equity, and employability.
  
• Map programmes to competencies, develop continuous and formative assessment strategies, and establish quality assurance mechanisms.
  
• Prepare the University’s Resource Plan (Curriculum Materials, Staffing, Infrastructure, Digital Platforms, Assessment Systems, and Governance Structures) required to implement the reforms.
  
• Develop a 3-year (or phased) degree structure template for all disciplines, ensuring coherence with the national CBE framework.
  
• Design rubrics, portfolios, performance tasks, practicals, projects, and workplace-based (attachment/teaching practice) assessments mapped to competencies.
  
• Conduct a needs assessment for human resources, including lecturer qualifications, teaching assistants, and industry mentors.
  
• Propose new or revised grading and progression schemes consistent with the CBE approach.
  
• Establish mechanisms for continuous improvement, including mid-course evaluations and annual programme reviews.
  
• Create a communications plan for ongoing updates to internal and external stakeholders, including CUE and the other regulators, such as the Nursing Council of Kenya and the Council for Legal Education.
  
• Develop a robust M&E framework with key performance indicators (KPIs), data collection methods, and reporting cycles.
  
• Any other duties as may be assigned from time to time by the supervisor or as captured in your detailed job description.