TSC Prioritizes B.Ed Technology Graduates to Fix Senior School Teacher Crisis
TSC is changing its teacher recruitment strategy by prioritizing B.Ed Technology graduates to support Kenya’s Senior School under CBE. Here’s why it matters.
Kenya’s education sector is undergoing a historic transformation as the Teachers Service Commission (TSC) redefines its recruitment priorities to align with the Competency-Based Education (CBE) framework. At the center of this shift is the renewed focus on Bachelor of Education Technology (B.Ed Tech) graduates, a group that has remained largely sidelined for years despite growing demand for technical skills in classrooms.
According to TSC’s Director of Quality Assurance, Dr Reuben Nthamburi, the commission has identified B.Ed Technology graduates as critical to the success of the Senior School level, which officially replaces the traditional 8-4-4 secondary structure. Senior School places strong emphasis on practical learning, applied sciences, innovation, and technical skills, areas where B.Ed Tech graduates are uniquely trained.
Unlike conventional education degrees that emphasize theory-heavy instruction, B.Ed Technology programs equip teachers with hands-on competencies in engineering principles, applied sciences, ICT, and technical education. This makes them ideal instructors for the STEM and technical pathways under CBE.
For years, many B.Ed Technology graduates remained unemployed or underutilized as recruitment leaned heavily toward humanities and general education degrees. TSC’s new strategy signals a decisive correction — one that could redefine teacher employability trends in Kenya.
The urgency behind this shift is backed by data. TSC projections show that the STEM pathway alone will accommodate nearly 60% of all Senior School learners, translating to more than 670,000 students nationwide. To support this population, the commission estimates it requires over 35,000 specialised teachers across more than 15,000 classes.
This demand cannot be met using traditionally trained teachers alone.
Dr Nthamburi has acknowledged that Kenya currently produces far more humanities teachers than the system can absorb. In some recruitment cycles, a single vacancy for subjects such as History or CRE attracts thousands of applicants — a stark contrast to technical subjects where vacancies remain unfilled.
The renewed focus on B.Ed Technology is therefore not just a recruitment preference but a systemic survival strategy for CBE.
Universities are now being urged to restructure their teacher training programs to reflect this reality. Institutions that continue producing graduates for oversaturated subjects risk worsening unemployment among trained teachers, while technical disciplines remain critically understaffed.
Beyond employment, the move also promises better learning outcomes. Learners in Senior School will be exposed to instructors who understand real-world application, innovation, and problem-solving — skills that align with Kenya’s industrial and economic goals.
As Senior School rollout accelerates, B.Ed Technology graduates stand at the threshold of unprecedented opportunity. For aspiring teachers, this shift sends a clear message: technical education is no longer optional — it is the future.
