As Kenya reforms its education system to deliver quality education under the Competency-Based Education (CBE), two major aspects of teacher preparation, pre-service and in-service training, have taken centre stage.
The shift from rote learning to competency-based education demands teachers who can facilitate practical, learner-centred lessons that nurture creativity, collaboration, and problem-solving among students.
To achieve this, the government has prioritized two key pillars of teacher preparation, pre-service and in-service training.
Pre-service training targets aspiring teachers before they enter the profession, ensuring that they graduate with both theoretical understanding and hands-on classroom experience aligned with CBC principles, while in-service training focuses on practicing teachers, providing continuous professional development (CPD) opportunities to help them adapt to curriculum changes, new technologies, and evolving teaching strategies.
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These programmes form the backbone of teacher development, ensuring that both new and practicing educators are equipped with the necessary skills, knowledge, and competencies required to effectively implement the curriculum.
The government’s plan to establish the Kenya Teacher Training College (KeTTC) and the Kenya School of Teacher and Education Management (KeSTEM) is designed to strengthen these two pillars of teacher education. Each institution will serve a distinct but complementary role in preparing and supporting teachers throughout their professional journey.
Once KeTTC becomes operational, it will coordinate all pre-service teacher training colleges to ensure standardized, high-quality preparation across the country.
On the other hand, through KeSTEM, in-service programmes will be centralized and structured to ensure that teachers continue learning and adapting throughout their careers.
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Together, pre-service and in-service training ensure that teachers not only enter the profession well-prepared but also continue to grow professionally. The two processes complement each other, one builds a foundation, and the other sustains lifelong learning.
Education experts note that both levels of training are essential for the success of CBC implementation.
The establishment of KeTTC and KeSTEM marks an important step towards a coordinated national framework for teacher development. As the education sector evolves, these institutions will ensure that every teacher, from trainee to veteran, is supported, skilled, and ready to inspire the next generation of learners.
By Mercy Kokwon
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