Subject Combinations Eliminated from Future Employment by TSC
The Teacher Service Commission (TSC) in Kenya has announced a significant transition in university teacher training methods, opting to move from the concurrent to consecutive approaches, set to commence in September 2021. This strategic shift signals the gradual phase-out of Arts and Sciences Bachelor of Education degrees, a departure from the traditional concurrent model praised for seamlessly integrating discipline and education courses.
While the concurrent model has long been celebrated for providing a comprehensive teacher preparation experience, concerns have emerged regarding the efficacy of the consecutive approach. Critics argue that the sequential method may limit opportunities for interdisciplinary and pedagogical studies, potentially leading to hurried learning experiences that could impact the preparedness of future educators.
Complicating matters further, questions have arisen about the compatibility of TSC’s plan with the Competency Based Curriculum (CBC) and the role of higher education in shaping teacher preparation initiatives. Dr. Mercy M. Mugambi emphasizes the importance of adhering to the educational criteria outlined in the Universities Act, advocating for a collaborative strategy to address the evolving educational landscape. The article underscores the significance of early support for teacher candidates as they navigate their professional journeys.
Additionally, the article stresses the urgency for universities to realign their programs with the evolving educational paradigm, recognizing the pivotal role of stakeholders in advancing the 21st-century educational agenda. A diverse array of Bachelor of Science and Bachelor of Arts programs, as outlined in the article, reflects the various fields encompassed by the proposed changes.
In conclusion, the proposed shift in teacher training models sparks crucial discussions about potential implications for education quality in Kenya. It emphasizes the necessity of effectively integrating discipline and pedagogy in teacher training programs and calls for a meticulous examination of the broader impacts these reforms might have on the education system as a whole.
