Revealed: Radical plan to reform teacher training, hiring
SEE ALSO :County to put up Sh300m tutors collegeIn addition to this, the infrastructure in the pre-service training institutions are inadequate or dilapidated. Report however says the shift towards Competency Based Education presents an opportunity for reforms in the way teachers are prepared for curriculum delivery. “It is therefore necessary to shift focus to aligning the pre-service teacher development programmes with the projected demand for teachers in areas of specialisation and the country’s long-term manpower needs,” reads report. As part of the grand reforms in teacher education, the report proposes that the Ministry must undertake a study to evaluate the status and relevance of existing pre-service teacher training programmes. Internship programmes
SEE ALSO :Chaos in KNUT as school year beginsThe document says counties in ASAL areas have fewer teachers relative to other counties of the same school size and proposes a review of teacher staffing norms at the basic education level. Within the next five years, the report proposes development of a policy framework on distribution of teachers at all levels. “This will reduce regional disparities in teacher distribution to attain parity in pupil-teacher ratio of 1:50 across counties and to also establish differentiated staffing norms in marginalised regions and areas of extreme low enrollments,” reads the report. Overall, the report lists factors that lead to the unequal deployment of teachers, among them insecurity. It also lists political and stakeholder interference, preference of teachers for urban and high potential areas and unwillingness of teachers to be separated from their families. Medical attention and the rapid establishment of new schools also contribute to the imbalance. Last week, Prof Magoha said some 3,000 schools are operating illegally without registration licenses. Further on deployment reforms, report finds that placement of staff has not always matched the individual’s skills and competences. It says this has resulted in ineffective staff management, unmet staff development needs, unsystematic staff deployment, among other challenges, leading to low motivation, which has eventually affected service delivery. Special needs Moving forward, the report says, the Ministry shall enhance the capacity of staff to deliver better services to children and youth with special needs and disabilities through systematic activities. These shall include developing guidelines for recruitment, training and deployment of LSAs in inclusive schools, developing curriculum for training learning support assistants (LSAs) and recruiting, training and deploying of LSAs in inclusive schools. Report also projects to train 3,500 primary school teachers on SNE at diploma level and some 9,000 teachers on adapted digital content and assistive technology. Some 171 teachers will be trained in model inclusive schools in Kenya Sign Language, another 500 special needs trainers and 140 special needs lecturers in TVET and universities respectively.
Do not miss out on the latest news. Join the Standard Digital Telegram channel HERE.