- The Ministry says teacher education reforms will address infrastructure, funding, staff retooling and CBTE implementation challenges.
- TTC principals have raised concerns over capitation, ageing facilities, development funding and the September 2026 intake.
- The Government says the concerns will undergo technical review as it seeks sustainable solutions for teacher training.
The Ministry of Education (MoE) has pledged to strengthen teacher education and address challenges facing Teachers Training Colleges (TTCs), including infrastructure gaps, funding, staff retooling and the implementation of Competency-Based Teacher Education (CBTE).
Speaking during the Kenya Teachers College Principals Association (KTCPA) Conference in Mombasa on Monday, Cabinet Secretary for Education Julius Ogamba said teacher preparation was central to improving learning outcomes in the country.
The speech was delivered on behalf of the Cabinet Secretary by Principal Secretary for Basic Education John Ololtuaa.
Ogamba commended KTCPA, under the leadership of Chairperson Margaret Khainga, for convening the conference, whose theme was “Foundations First: Leading Institutional Excellence for Teacher Preparation in Foundational Learning for Better Educational Outcomes at Scale.”
He said the quality of Kenya’s education system depended largely on the quality of teachers produced by training institutions.
“The quality of the teacher determines, to a very large extent, the quality of learning that takes place in our classrooms,” Ogamba said.
Teacher education reforms
The CS said the Government was implementing far-reaching reforms in teacher education following recommendations by the Presidential Working Party on Education Reform (PWPER) released in 2023.
Among the recommendations are a comprehensive review of teacher education to align it with Competency-Based Education, strengthening governance, improving teacher preparation and professional development, retooling teacher educators, strengthening teaching practicum and upgrading TTC infrastructure and digital capacity.
Ogamba described the recommendations as a roadmap for transforming teacher education in Kenya.
He challenged college principals to move beyond administration and become instructional leaders, mentors, champions of innovation and custodians of public resources.
“You are not merely administrators of Teachers Training Colleges,” he said, urging principals to create institutional cultures where excellence and continuous improvement become shared responsibilities.
The Ministry is also seeking to produce teachers equipped with skills, values and attitudes required to teach effectively under the Competency-Based Education system.
Ogamba said modern teachers must understand how learners learn, assess progress, identify individual learning needs, integrate technology and continuously improve their professional practice.
He said the Government’s objective was to produce teachers who are competent, patriotic, innovative, ethical and digitally enabled.
Such teachers, he added, should be capable of nurturing learners who can think critically, solve problems, communicate effectively, collaborate, demonstrate creativity and use digital technologies responsibly.
The CS urged principals to ensure that ICT infrastructure and digital resources are actively integrated into teacher training, assessment, communication and institutional management.
Principals raise funding and infrastructure concerns
Ogamba said he had received a memorandum from KTCPA dated August 10, 2026, outlining challenges facing Teachers Training Colleges.
Among the issues raised are the need for timely direction on the September 2026 intake, concerns over the level and timeliness of capitation, development funding for ageing and expanding institutions, and safety concerns in older colleges.
The memorandum also highlighted the need to remove asbestos and replace ageing roofs, while newer colleges require additional classrooms, hostels, workshops and other facilities.
The principals also requested support for staff retooling and resources required to implement Competency-Based Teacher Education.
Another major request was the harmonisation of teachers’ salary scales with those of civil servants, which the association said would promote equity and staff retention.
The CS said the Ministry would undertake a technical review of the issues raised and engage relevant government agencies to identify sustainable solutions within the existing policy and budgetary framework.
He noted that the Government had continued to provide recurrent grants to public Teachers Training Colleges to support operational expenditure, while development and infrastructure grants had been allocated to some institutions.
However, he acknowledged that colleges face different infrastructure challenges.
Older institutions are dealing with ageing facilities and safety concerns, while newer colleges continue to face shortages of classrooms, hostels, workshops and other essential facilities.
Ogamba said future investments would have to be guided by institutional priorities, safety, learner needs and the requirements of Competency-Based Teacher Education.
Accountability in TTCs
The CS also called on college principals to strengthen governance and accountability in the management of public resources.
He highlighted transparent financial management, compliance with procurement regulations, proper record keeping, functional boards and committees, sound internal controls and regular performance monitoring as key elements of institutional excellence.
He said public investments in TTCs should be directly linked to improved learning and teacher-training outcomes.
Ogamba further recognised the commitment of principals, teacher educators and other staff working in TTCs despite the challenges facing the institutions.
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He called for closer collaboration between the Ministry of Education, the Teachers Service Commission, Teachers Training Colleges, development partners and other stakeholders to drive the transformation of teacher education in Kenya.
By Obegi Malack
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