TSC Trains 229,292 Teachers on Competency-Based Education (CBE) System.
The Teachers Service Commission (TSC) has successfully trained 229,292 educators from both public and private institutions to efficiently implement the Competency-Based Education (CBE) system.
This initiative aligns with the Ministry of Education’s preparations for the transition of learners from junior secondary school (JSS) to senior secondary school (SSS) in 2026.
During an education sector stakeholder meeting in Murang’a County, TSC official Stephen Kiogora stated that the commission continues to train additional teachers to facilitate a smooth transition to senior secondary schools.
He emphasized the need for educators to be well-equipped with essential skills and knowledge, ensuring a seamless progression for students. He stressed that for the transition to succeed, teachers must be proficient in handling the new curriculum and guiding students in selecting their appropriate academic pathways.
Kiogora further elaborated on the Commission’s incorporation of digital literacy into teaching by introducing Remote Learning Methods (RLM) and live-streamed lessons.
He explained that live streaming would mitigate the shortage of teachers, as recorded lessons could be shared with multiple schools or classrooms, enhancing accessibility to quality education.
Curriculum Development and Career Pathways
Senior Assistant Director at the Kenya Institute of Curriculum Development (KICD), Jane Mukuhi, detailed the Institute’s ongoing efforts to support teachers in implementing the CBC framework. She highlighted that KICD would periodically train senior school teachers, equipping them with essential strategies and knowledge for effective curriculum delivery.
She also introduced a structured roadmap for senior secondary schools, allowing students to specialize in distinct career paths. The three designated pathways include arts and sports, social sciences, and science, technology, engineering, and mathematics (STEM).
Additionally, she announced that KICD had completed curriculum designs for Grade 10 and would begin evaluating learning materials, including textbooks, workbooks, and teacher’s guides, starting in April.
These materials are designed to simplify complex concepts, preparing learners for advanced education and future careers.
Murang’a County Director of Education, Ann Kiilu, highlighted several challenges affecting the curriculum’s implementation. She pointed out difficulties in uploading student data onto the National Education Management Information Systems (NEMIS) as a significant issue.
She also cited the shortage of teachers in specialized areas such as performing arts and inadequate infrastructure in schools as obstacles requiring urgent attention.
Kiilu advised the Ministry of Education to address these systemic challenges and expand teacher training to bridge the existing gaps. She also noted that some parents had not fully embraced the new curriculum, urging government agencies to intensify awareness campaigns.
She emphasized that parents play a crucial role as primary stakeholders in the curriculum’s success and should be more actively involved in its implementation.
Read Also: Education Experts Want Life Skills Integrated into CBC
Transition Guidelines and Subject Selection
Representing the Ministry of Education, Samuel Ndung’u provided insights into the transition process from junior to senior secondary school. He explained that students would be placed in institutions aligned with their selected pathways and subject preferences.
He outlined that senior school students in Grades 10 to 12 would undertake seven subjects: four core subjects—including English, Kiswahili, community service learning, and physical education—along with three subjects chosen according to their preferred pathway and academic track.
TSC Trains 229,292 Teachers on Competency-Based Education (CBE) System.
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