- TSC has turned to TVET trainers to address a teacher shortage in technical and specialised CBE subjects at senior school level.
- The shortage has been identified across STEM, Social Sciences, and Arts and Sports Science pathways, affecting subjects from aviation and electricity to music and sports science.
The Teachers Service Commission (TSC) is turning to the Technical and Vocational Education and Training (TVET) sector to address a growing shortage of teachers qualified to handle technical, vocational, creative and specialised subjects under Competency-Based Education (CBE) at senior school level.
As about 1.1 million learners move into senior school, demand for teachers in specialised learning areas has risen sharply, with the expansion of senior-school pathways creating subjects for which the country has a much smaller pool of traditionally trained teachers.
Areas such as aviation, electricity, building and construction, power mechanics, woodwork, metalwork, marine and fisheries, and media technology require teachers who understand not only theory but also tools, equipment, safety procedures, workshop practice and industry standards.
Kenya has expanded technical training over the years through technical and vocational colleges, national polytechnics and other specialised institutions, resulting in a growing pool of diploma, higher national diploma and degree holders with practical expertise that could be deployed into senior-school classrooms.
The emerging recruitment framework, including requirements outlined in TSC Circular No. 9 of 2026, seeks to provide clearer pathways for specialists in technical areas to qualify for teaching positions. One of the key changes under the framework is the recognition of single-subject specialisation in specified circumstances, addressing cases where highly competent specialists possess deep expertise in one technical discipline without the traditional combination of two teachable academic subjects.
Under the framework, candidates for specialised areas must still satisfy prescribed academic and subject-specific requirements, with the relevant KCSE subjects and minimum grades varying according to the area of specialisation. Technical competence must be complemented by the academic, professional and regulatory standards required of educators.
The shortage is pronounced in the STEM pathway. Aviation requires teachers who understand aeronautical principles and technical applications; electricity demands instructors who can combine electrical theory with safe practical installation; building and construction requires expertise in construction processes, drawing and design, materials and workshop practice; and power mechanics requires knowledge of engines, mechanical systems and diagnostics. Marine and fisheries subjects also require teachers with specialised knowledge of fisheries, aquaculture, marine resources and related technologies, while computer studies and media technology face competition for specialised digital talent from a private sector offering more competitive remuneration.
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The Social Sciences pathway carries its own specialised staffing requirements, including indigenous languages, Kenyan Sign Language, special-needs education and foreign languages such as Arabic, French, German and Mandarin, which require teachers with specific linguistic and pedagogical preparation.
The Arts and Sports Science pathway presents a further staffing challenge. Music, dance, theatre, film, fine arts and sports science require teachers with specialised expertise — a music teacher may need knowledge in theory, performance, composition, digital production and instrumentation, a theatre and film teacher may require knowledge of directing, production, acting, script development and digital media, while a sports science teacher must understand training methodologies, human performance and sports management.
Many TVET specialists being considered for recruitment are highly competent in their trades but may require additional preparation in pedagogy, classroom management, assessment and adolescent psychology before transitioning into teaching roles. This includes aviation technicians, motor-vehicle specialists, carpenters, metalworkers, ICT professionals and marine experts.
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Infrastructure remains a key consideration for the rollout, as recruiting qualified technical teachers without adequate workshops, laboratories, equipment and consumables would limit practical subjects to theoretical instruction. Subjects such as electricity, building and construction, power mechanics, aviation, marine studies and media technology depend on well-equipped facilities for practical, hands-on learning.
Career progression and remuneration have also emerged as considerations in retaining technical talent within the education sector, given that technical skills remain highly marketable and competitive with private industry pay.
The TSC’s immediate priority is to ensure that recruitment of technical specialists is matched with professional preparation, adequate infrastructure and sustainable career pathways for the roughly 1.1 million learners currently in senior school under the CBE system.
By Hillary Muhalya
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