TSC to Dismiss Teachers Without CBC Training
TSC to Dismiss Teachers Without CBC Training. It is now evident that in order to meet the requirements of the new curriculum, teachers who wish to continue working in primary and secondary schools must successfully complete a one-year compulsory retraining program.
This is one of the recommendations in the draft report of the Presidential Working Party on Education Reforms (PWPER).
The task force members now desire that the Competency Based Curriculum (CBC) in the revised proposals be aligned with teacher retraining.
According to the team, the CBC, which has been in place for seven years, will be used by teachers after retraining.
Contrary to the previous arrangement, where CBC trainings were delivered by the Teachers Service Commission (TSC), the task force proposes that the training be carried out by the Ministry of Education.
Task force insiders claim that it shouldn’t take more than a year from the time the plans are adopted for TSC to hand over its responsibility for training to the ministry.
The committee also recommends that the Ministry of Education establish guidelines for how all teachers who received their degrees prior to 2023 must complete necessary retraining in order to adhere to curricular changes.
The team suggests excluding a teacher from the classroom if they don’t finish the required retooling. In essence, this means that those who do not finish the retraining may not have employment.
The report’s draft does not, however, make clear whether or whether the government will foot the bill for teachers’ retraining expenses.
The teachers’ unions have been advocating for public funding on this matter.
Members of the task group said that they came to the conclusion that inadequate teacher capacity and readiness was the main reason why the CBC implementation met challenges.
The members stated that some stakeholders thought TSC’s CBC trainings were “superficial, hurried, and conducted by unqualified trainers.”
The stakeholders also criticized TSC trainers for using inconsistent approaches to interpreting curriculum designs and for skipping out on giving in-depth answers to questions.
As part of the plan to reform instruction in Kenyan schools, the team suggested creating a single teaching college called the Kenya Teachers Training College, with all other TTCs serving as campuses.
Additionally, the unspecified research suggests decreasing the entry grade for teacher-training programs in underprivileged areas.