TSC’s Mandatory Teacher Training .
TSC’s Mandatory Teacher Training . Enhancing Teacher Competence: TSC’s Mandatory Teacher Training Initiative
Introduction:
The Presidential Working Party on Education Reforms (PWPER) Report proposes vital measures to equip teachers for Kenya’s transition to a competency-based curriculum (CBC). Key among these is a mandatory retooling program aimed at ensuring CBC compliance for all pre-service training graduates.
Mandatory Retooling Program:
PWPER advocates for a one-year mandatory retooling program to be undertaken by all pre-service training graduates. This initiative seeks to align teachers with the new CBC as Kenya moves away from the 8-4-4 system. Additionally, a one-year mandatory internship program following pre-service training is recommended to attract and develop effective teachers.
TSC’s Multi-Agency Approach:
The Teachers Service Commission (TSC) has adopted a multi-agency approach to retooling, targeting approximately 229,000 primary school teachers and 55,125 junior secondary school teachers. This effort accounts for 82 percent of all teachers hired, with ongoing training programs to encompass all educators.
Integration of Remote Learning:
TSC has integrated remote learning as a novel method for curriculum implementation, benefiting over 163,938 teachers. This innovative approach enhances accessibility to training resources, fostering continuous professional development among educators.
Emphasis on Professional Expertise:
Mr. Cheruiyot underscores the importance of prioritizing teachers’ professional expertise and engagement in curriculum implementation. He stresses the necessity of continuous learning beyond pre-service training to adapt to the evolving educational landscape. This commitment to continuous retooling promises significant benefits for both teachers and students, ultimately contributing to national development.
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Harnessing Technological Advancements:
TSC recognizes the significance of embracing technological advancements in curriculum delivery, particularly in line with CBC principles. Initiatives such as those facilitated by CEMASTEA, focusing on STEM education and addressing educational disparities, are strongly supported by TSC.
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Empowering Teachers with Career Guidance:
Teacher Loice Owade highlights the importance of enhancing teaching practices to inspire students’ interest in STEM subjects. She emphasizes the need for junior secondary school (JSS) teachers to receive career guidance training, equipping them with the knowledge to advise students on educational and career pathways. Ms. Owade stresses that career guidance should not solely rely on students or uninformed parents, advocating for well-equipped career teachers to guide students effectively.
Conclusion:
TSC’s commitment to mandatory teacher retooling and professional development initiatives reflects a proactive approach towards enhancing teacher competence. By embracing innovative strategies and fostering continuous learning, TSC aims to empower educators and optimize learning outcomes, thereby contributing to the nation’s educational advancement.
