The Teachers Service Commission, TSC, has instructed national universities and other institutions of higher learning on what was expected of them in the implementation of the new Competence Based Curriculum (CBC).
Addressing the national secondary schools’ heads forum at a Kisumu hotel, Dr. Macharia said CBC requires a lot of innovation from teachers, learners and even parents.
She said CBC is an accepted model both regionally and internationally and that universities and other institutions of higher learning should be equipped with the requirements of the CBC.
development agenda for 2030 demands that every person acquires 21st century skills, including digital literacy.
National secondary school heads with the Teachers Service Commission Chief Executive Officer Dr Nancy Macharia in Kisumu.
Generation of students, very few 21st century learners neither knew why they were in school nor why they should take schoolwork seriously.
She urged teachers to take the Teacher Professional Development (TPD) seriously since it enhances their professional capacity and added that the model is now the way to go since it improves the capacity of teachers.
She divulged that even the African Union (AU) had embraced the module and that teachers must adapt to digital technology in the wake of the changing trends as demonstrated by the ravages of the Covid-19 pandemic where people had to work digitally from home.
Dr. Macharia urged teachers to continuously engage learners and parents.
She assured the over 300,000 assured teachers that those who deserve promotion will be considered as the agency was mindful of their welfare.
Dr. Macharia advised schools to embrace remote leaning methodologies to overcome the disruptions of Covid-19.
Teachers need to be tech-savvy not only to access online educational resources and diversify modes of curriculum delivery, but also to access a whole range of automated services offered by the commission,” said macharia.
The CEO said the integration of information and communication technology in teaching and learning can help improve teachers’ content delivery and classroom engagement.
In undertaking their duties, Macharia said teachers are guided by legal provisions, regulations and policies in the education sector yet some do not adhere to the laid out regulations leading to cases of misconduct.
“The onus is on you as well-grounded administrators to guide teachers through the profession by being role models,” Macharia said.
The CEO recommended that teachers embrace mentorship and coaching approaches to equip them with requisite knowledge on expectations, norms and standards of teaching.
Macharia urged chief principals to bring innovations and ingenuity in management of student discipline especially as they enter exams period.
She noted that there are dimensions of examination malpractices every year as students come up with new tricks of examination malpractices with the involvement of centre managers, supervisors and invigilators.
“I wish to remind all teachers to prepare the candidates well and desist from the temptation to engage in exam malpractice, “she said.
She said with the change in curriculum, the role of the teachers had changed fundamentally because they ought to be guided by the needs of the learners and the curriculum.
“For teachers to meet the needs of the 21st century learners they should possess additional resources that include a leamer-centred classroom, students as learners, users, and producers of digital content and project-based learning,” Macharia noted.
By April 2022, she said, the commission will be training secondary school teachers on CBC and urged them to familiarize themselves with the CBC since the first batch will join junior secondary in 2023.
Macharia said the commission had envisaged that the performance gaps identified through Teachers Performance Appraisal and Development (TPAD) and Performance Contract would be addressed through Teachers’ Professional Development (TPD) programmes.
In addition, she said TPD would improve the professional standards of Kenyan teachers as well as keep them abreast with the emerging trends in the education sector.
However, Macharia observed that even when all procedures and legal requirements have been followed, the executions of these programmes had been hampered by litigations thereby delaying their implementation.