If President William Ruto adopts the recommendations of the Competency-Based Curriculum task group, all teachers will be expected to take a mandatory CBC training to align themselves with the changes in the school curriculum.
In a report delivered to the President on August 1 at the State House, the taskforce stressed the need to retrain teachers on the new curriculum. The training is expected to last for a year.
“The Ministry of Education to develop guidelines on how all teachers who graduated before 2023 undergo a mandatory one-year retooling and upgrading programme for compliance with the curriculum change,” read the recommendation in part.
The task committee, headed by Professor Raphael Munavu, directed the university to create comprehensive Faculty Staff programs in order to get ready for competency-based teacher education.
To improve the quality of teachers entering the profession, the team suggested that a KCSE “C” (plain) grade be the minimum requirement for entry into pre-service teacher education.
Diploma in Early Childhood Teacher Education programs, for instance, often require applicants to have earned at least a C (Plain) on the Kenya Certificate of Secondary Education (KCSE) or its SS equivalent.
Courses leading to a Diploma in Secondary Teacher Education, a Diploma in Special Needs Education, or a Diploma in Technical Teacher Education also require a C (plain) grade for admission.
Bachelor of Education degree programs shall continue to have their admission requirements set by their respective university senates.
The Teachers Service Commission (TSC), on the other hand, will offer all education graduates with the chance to participate in a mandatory internship program lasting one year after they successfully complete a pre-service training.
Of the 1,585 responses, 34.6% said that just a small number of teachers had received training on CBC implementation.
Others asserted that the TSC 2021 training was inadequate since it was rushed and led by incompetent trainers.
“33.8 per cent reported that the training program was rushed, while 10 per cent attributed lapses in the interpretation of the Curriculum designs as challenges,” reads the report in part.