Principals of teacher training colleges (TTCs) want values as captured
in the ongoing education reforms integrated in all learning areas.
The move will challenge graduates from institutions that offer
education courses to impart the right values as envisaged by the
Competency Based Curriculum (CBC).
The principals and deans of curriculum shared their views during a
meeting at the Kenya Institute of Curriculum Development (KICD) to
deliberate on what the taskforce on curriculum reforms chaired by
Prof. Fatuma Chege ought to consider.
The teacher education cluster session that was chaired by Prof Charles
Ong’ondo observed that values can be best exhibited if trainers can
lead the way as role models as they influence the learners attitudes.
The taskforce appointed by Education CS, Prof George Magoha is
mandated to undertake a broad stakeholder engagement and identify
international best practices with a view of preparing the country for
the transition to the new education system.
Among the duties bestowed on the taskforce include the
conceptualization and design of Competency Based Pre-Service teacher
education, design and implementation of values based education and
Parental Empowerment and Engagement Programmes.
The Principals observed that besides the values, the new curriculum
promises a lot of gains for learners and the teacher training
institutions should not be left behind.
They cited the emphasis on formative assessment as opposed to one off
national examinations saying the continuous assessments are the best
way to gauge a student’s overall ability.
“The assessment in the colleges should change. During continuous
assessment, students are relaxed and more natural. They are most
likely to do better than when subjected to stressful situations during
the national examinations at the end of a learning cycle,” Mr Fredrick
They said the summative examinations carried out by KNEC should
account for only 30 percent and 70 percent be attained through the
The principals further underscored the importance of ICT in enhancing
effective teaching and learning.
Mr Samson Komen, the Tambach TTC principal said ICT should be examined
alongside other subjects for it to be taken seriously given that
digital literacy is one of the seven core competencies for basic
KICD Director, Dr Julius Jwan who addressed the tutors appealed to
them to reflect on how TTCs can improve the quality of education and
support the success of value based education.
Dr Jwan said the Principals as leaders, have a duty to support teacher
growth through coaching, appreciating feedback and being role models
at the workplace.
He underscored the importance of producing learners who are not only
clever in class work but strong in character as well.
“Focus more on competencies as opposed to just pumping content into
the students. Emphasize on quality education and not just schooling,”
the director said in reference to provisions in the Basic Education
Curriculum Framework, where the new curriculum is anchored.
The new curriculum being implemented in phases has been rolled out in
Pre-primary 1 and 2 and grades 1-3.
Institutions tasked with training teachers are required to align
themselves to the new curriculum to ensure they churn out graduates
qualified to impart the right skills and values.
Mr Solomon Mwongera from Garissa TTC suggested that as the government
phases out the P1 certificates that have characterized teachers in
primary schools for years, those with the certificates should be
considered for a diploma, after a year of study.
“The two years and resources they have spent toiling for a certificate
should not go to waste. The transition must be fair to all,” Mr
The principals also want TTC trainees allowed to choose whether to
specialize in science subjects or humanities without being forced to
either category, in the guise that the classes must be balanced.