Senior School CBE Is Reshaping Teacher Training and University Programs in Kenya
The rollout of Senior School under CBE is forcing Kenyan universities to overhaul teacher training programs. Here’s what must change.
The introduction of Senior School under Kenya’s Competency-Based Education framework is doing more than transforming classrooms — it is fundamentally reshaping teacher training in universities.
For decades, teacher education programs emphasized theory-heavy instruction designed for the 8-4-4 system. That model is now obsolete. Senior School demands educators who can facilitate hands-on learning, innovation, problem-solving, and technical competence, forcing universities to re-evaluate how they prepare future teachers.
At the center of this shift is the growing importance of technical and STEM-focused degrees, particularly the Bachelor of Education Technology (B.Ed Tech). According to the Teachers Service Commission (TSC), these programs are now critical for staffing Senior School pathways, especially STEM, which is expected to absorb nearly 60% of learners.
Universities that continue producing large numbers of humanities teachers without regard to market demand are increasingly under scrutiny. TSC has made it clear that future recruitment will prioritize relevance, specialization, and practical competence, not volume.
This marks a turning point for higher education institutions. Training teachers is no longer just about awarding degrees — it is about ensuring graduates are employable within a rapidly changing education system.
Senior School introduces three pathways — STEM, Social Sciences, and Arts & Sports — each requiring specialized instructors. Unlike the past, teachers can no longer be generalists. They must possess deep subject expertise, industry-aligned skills, and the ability to guide learners through applied projects.
This shift has exposed gaps in existing university curricula. Many education programs lack sufficient laboratory work, industrial exposure, or modern pedagogical tools aligned with CBE. Without urgent curriculum reform, universities risk producing graduates who are technically qualified on paper but unprepared for classroom realities.
The pressure to adapt is already mounting. Universities are being urged to invest in workshops, laboratories, and partnerships with industry to enhance practical training. Teacher Training Colleges (TTCs) are also expected to realign their programs to reflect new competency demands.
For students, the implications are profound. Choice of degree now directly determines employability. Those pursuing technical education stand a far better chance of absorption than graduates in oversaturated disciplines.
Senior School is therefore acting as a market signal, compelling universities to respond to national needs rather than enrollment convenience.
In the long run, this transformation could yield significant benefits. A workforce of well-trained, technically competent teachers will strengthen learning outcomes, support economic development, and ensure that CBE achieves its intended goals.
However, success depends on how quickly and effectively universities respond. Failure to adapt risks perpetuating graduate unemployment and undermining education reform.
Senior School is not just changing what learners study — it is redefining what it means to train a teacher in Kenya.
