Universities are seen as a critical institute for socio-economic development. In Kenya, universities are expected to develop graduates who possess appropriate skills required by employers in the labour market. Unfortunately these universities are not able to meet the critical role of releasing graduates who possess necessary skills, knowledge and attitudes. Consequently the inability of the universities to prepare employable graduates for local labor market has led to graduates’ unemployability. This can probably be attributed to what Nasoba (2010) and Mwirigi (2011) terms as inadequacy of the educational infrastructure.
Mwirigi (2011) observes that students who are products of Kenya’s formal education are not able to develop and use original, inventive, innovative and entrepreneurial competencies. A labour survey done in 2013 among horticultural sub-sector in Kenya further revealed that horticultural graduates are very detailed in their theoretical technical training but lacked practical and soft skills. This study therefore focuses on how to improve horticultural curriculum offered in Kenyan Public Universities using competence-based-education as an excellent starting point as it has been proven over the years to help institutions have a more relevant curriculum that translate to graduates who are better prepared (Mulder, 2012).