This policy framework aims to strengthen Kenya’s a quaculture education programmes for improved academic training in Universities and Vocational Aquaculture Training Institutions. It is in line with the Comprehensive Africa Agriculture Development Programme (CAADP) of the African Union and New Partnership for Africa’s Development (NEPAD) agenda. The recommendations take into consideration the regional as piration contained in East Africa Community (EAC) Vision 2050 Agenda, in which Member States aspire to become middle-income countries, Kenya’s Vision 2030 blueprint and Kenya’s “Big 4 Priority agenda” (2017-2022) focusing on food and nutrition security. The framework aims to tackle some of the perennial challenges in the aquaculture educational landscape including; limited knowledge, skills and innovative capacity to operationalize and commercialize technological advancements in fish production such as culture systems, fish breeding and genetics; fish nutrition, health management and post-harvest technologies. Specifically, the higher/university and technical vocational education training institutions are currently offering theoretical knowledge with minimal practical “hands-on” skills due to inadequate infrastructure. On the other hand, the advisory by extension service providers is insufficient to promote the adoption of new farming Technologies, Innovations and Management Practices (TIMPs). This policy framework recognizes that educational and vocational training reforms in the aquaculture sector will improve fish husbandry skills, thereby resulting in increased productivity, revenue generation and higher economic growth for sustainable development. It includes perspectives from the aquaculture labour market, alumni and extension service providers. Data was gathered via mixed methods using semi-structured interviews, site visits and a multi-stakeholder engagement in various Counties in Kenya. Results indicated that employers from both public and private sectors were moderately satisfied with their employees’ knowledge and skills. There was inadequate practical training and capacity-building opportunities for on-site and lifelong learning. The academic staff in universities offering fisheries and aquaculture had PhDs in different areas of specialization but had a high workload leading to low engagement with the industry. Operationalization of this policy framework will lead to efficient training o f aquaculture graduates, which will lead to improved production of aquaculture in Kenya.