Teacher Education in the Advent of Transition of Education Systems in Kenya

Abstract

Teachers play a pivotal role in the successful implementation of a nation’s educational curriculum. In Kenya, their role has become increasingly dynamic due to historical and ongoing transitions in the education system. This paper critically examines the transformation of teacher education in Kenya amidst the national shift from the 8-4-4 system to the Competency-Based Education (CBE), with particular emphasis on curriculum content adaptation, pedagogical reform, assessment practices, stakeholder engagement, and policy realignment. Grounded in empirical studies, national policy reviews, and historical analyses of major education commissions—namely Ominde, Gachathi, and MacKay—the study investigates how teacher education institutions are reorienting instructional strategies to meet the learner-centred, skills-driven demands of competency-based education. It highlights the shift from rote, exam-oriented pedagogies to reflective, participatory, and technologically mediated teaching approaches. However, the analysis reveals persistent challenges, including misalignments between pedagogical theory and classroom practice, limited infrastructure, disparities in digital access, and inadequate continuous professional development (CPD) for both pre-service and in-service teachers. The integration of technology, while promising in advancing instructional innovation, also underscores inequalities between urban and rural institutions. Moreover, the study critiques the efficacy of current stakeholder participation frameworks, noting the need for decentralization and stronger institutional collaboration. The paper concludes that while policy intent is commendable, the successful realization of CBE goals necessitates sustained investment in teacher capacity building, equitable resource allocation, and inclusive access to educational technologies. It recommends a systemic, equity-driven approach to curriculum reform and professional development as critical levers for ensuring quality, relevance, and sustainability in Kenya’s teacher education landscape.