Current TTC Entry Requirements

Here are the current minimum requirements for Teacher Training Colleges, TTCs:

                      Recommendations on Teacher Education and Management

Here are the final recommendations by the Presidential Working Party on Education Reforms:

1. The MoE to develop guidelines on how all teachers who graduated before 2023 undergo a mandatory one-year retooling and upgrading programme for compliance with the curriculum
2. The minimum entry grades for Pre-service TE programmes be as follows:
   • DECTE and DPTE – C (Plain) in KCSE or its equivalent in SS:
   • DSTE – C (plain) in KCSE or its equivalent in SS with C (Plus) in teaching subjects,
   • DSNTE – C (Plain) in KCSE or its equivalent in SS; and
   • DTTE – C (Plain) in KCSE or its equivalent in SS with C+ in related STEM teaching

In each case, all applicants with disability will be admitted with a mean grade of C- (Minus) in all diploma programmes and all other conditions will apply. Further, A candidate with a recognised certificate in a technical subject area from a recognised college shall be considered for Diploma training in the same subject area.

3. The Schools/Faculties of Education in Universities should develop comprehensive Faculty Staff retooling programmes in preparation for CBTE at the University Admission requirements for the B.Ed degree shall continue to be determined by the Universities’ Senates.
4. Establish Kenya Teacher Training College (KeTTC) to administer all Pre-service teacher training colleges (TTCs) as campuses. Further, develop a framework to ensure optimal utilisation and sharing of
5. MoE to establish a Kenya School of Teacher and Education Management (KeSTEM) as a corporate body to coordinate all In-service programmes for institutional leaders and education officers. Additionally, KeSTEM will offer CPD for teachers utilising facilities of Kenya Teacher Training Colleges (KeTTC).
6. TSC to offer all education graduates an opportunity to undertake a mandatory one-year internship programme upon completion of Pre-service The internship should be a structured and coordinated programme, which includes Teacher Induction, Mentorship and Coaching (TIMEC).
7. TSC in consultation with MoE to harmonise teacher management guidelines on deployment, promotion of teachers and institutional administrators and teacher
8. MoE, TSC and the COG to review the existing policies and guidelines on Pre- Primary teacher deployment and institutional administration. This should ensure collaborative management of teacher registration and recruitment, deployment and transfer, promotion and standardised remuneration, as well as performance monitoring and welfare of all Pre-Primary teachers. SRC to be consulted in the implementation of a collaborative framework on harmonised remuneration of Pre-Primary School
9. Deployment and remuneration of teachers in Pre-Primary, SNE and hard-to-staff areas should be prioritised under the staff establishment and rationalisation
10. Ensure the current students pursuing Bachelor of Education Programmes graduating from 2023 onwards are adequately trained in CBE. All Universities offering TE should ensure their programmes are aligned with CBTE and CBTA. The minimum duration for a Bachelor of Education degree in Teacher Education is four years (3 years for professional courses and 1 year for practicum).

Final Recommendations on Technical and Vocational Education and Training

1. To institutionalise linkages with industries, MoE shall:
   • Periodically review the TVET curriculum to ensure its relevance to the market needs.

• Engage TVET trainees in the implementation of government projects such as the construction of infrastructure.
• Provide a framework for a structured linkage with the “Jua Kali” industry.
• In addition to provisions in TVET Act Schedule 4 Section 1 (2), ensure that the composition of the governing Councils/Boards should have at least 50% + 1 of their members drawn from relevant industries considering the diversity of professions.
• Establish industry advisory committees for the different sectors in the institutions.
• Develop and implement industrial partnership/cooperation guidelines.
• Develop and implement Workplace Integrated Learning (WIL) model.
• Develop a policy framework on incubation, commercialisation of innovations and technology transfer centres and museums.
• Review TVET Quality Assurance and Standards framework and tools to leverage technology in collaboration with the industry.
• Re-tool TVET trainers in partnership with the industry at all levels to enhance their pedagogical skills and relevance.

2. MoE, CUE and TVETA to Streamline linkages between TVET institutions at all levels and continuity of graduates from TVET to the Universities and vice versa:
   • Develop a framework for linkages among TVETs to remove duplications and create centres of excellence based on niche areas.
   • Enhance the progression of TVET graduates by enforcing CATS and RPL policies.
   • Rebrand and reposition all TVET institutions at the National and County levels to become a preferred pathway for higher education.
3. MoE in collaboration with County Governments should establish an Intergovernmental Technical Trainers Service Council to streamline Technical Trainer Management in TVET and harmonise their Scheme of Service.
4. Support Technical Universities with appropriate infrastructure for SNE programmes.
5. Strengthen the ODeL utilisation in TVET by providing increased infrastructure and resources, capacity-build trainers and other stakeholders and facilitate digitisation of TVET curriculum content. MoE in collaboration with Technical Universities to develop a TVET trainer
6. Strengthen the capacity of TVET CDACC to carry out curriculum development, assessment and certification in TVET by expanding infrastructure, equipment as well recruiting and training staff in collaboration with
7. Merge the training and assessment component in NITA with TVET
8. MoE in collaboration with Universities that were upgraded from TVET should progressively transfer services of academic staff (trainers) who do not meet the requisite qualifications to teach in a university.