Dr. Salome Maina Urges Teacher Upgrades in Line with Ongoing Reforms at ITTC’s 20th Graduation

During the 20th graduation ceremony in Isinya, Kajiado County, Dr. Salome Maina, the Director of Teacher Education at the Directorate of Teacher Education, delivered a recent address to the International Teaching and Training Centre. She emphasized an imperative: that teachers in Kenya must align with ongoing education reforms. This call resonates particularly for practitioners who possess certificates in Primary Teacher Education (PTE) and Early Childhood Development Education (ECDE).

Dr. Maina stressed the imperative: teachers holding PTE and ECDE certificates, along with those who secured their qualifications pre-Competency-Based Curriculum (CBC), must continue their education. This directive aims to guarantee adherence to CBC – a pedagogical paradigm signifying an eminent transformation in our nation’s educational topography.

Addressing the graduands, Dr. Maina emphasized the importance of upgrading their qualifications. She urged those with certificates to consider enrolling in a one-year Diploma course, explaining that this step would align them with both current reforms and evolving expectations for 21st-century teachers.

Dr. Maina further extended the directive to all teachers in Kenyan institutions, underscoring their need for holding, at a minimum, a Diploma in their respective fields. This step, according to her, is crucial towards accomplishing the objectives outlined within educational reforms.

Not merely a formality, the call to upgrade roots in an overarching goal: addressing gaps within the education sector. Dr. Maina proudly acknowledged the graduates and recognized their pivotal role – alleviating a national teacher shortage. She further underscored this by expressing her confidence that they will bolster educational standards across various institutions of learning throughout the country. Crucially, she acknowledged – with precision and clarity – this diverse employment landscape, encompassing both the Teachers Service Commission (TSC) and private institutions alike.

Part of the compliance process also involved advising the graduands to register with the Teachers Service Commission; Dr. Maina emphasized that teachers must familiarize themselves with policy documents—accessible on both Ministry and TSC’s websites—to navigate through these reforms effectively.

The TSC Act (2012) and the TSC Code of Regulations for Teachers (2015) command the Commission to uphold the Register of Teachers; this underscores not only the importance of ethical conduct but also teachers’ behavior. In an effort to preserve integrity, dignity, and nobility within our teaching profession, these codes establish specific rules—a necessary shield against any potential degradation.

Dr. Maina extended her discussion beyond the institutional level, emphasizing the government’s commitment to equal education opportunities. She recognized private institutions’ significant role in supplementing governmental initiatives and advocated for a transparent public-private partnership; this collaboration would guarantee that these non-governmental educational establishments align their offerings with standards established by the government.

Conclusively, the call to upgrade teachers is not merely a procedural formality; it represents a transformative measure towards aligning with current educational needs. Kenya, as it embraces educational reforms, places on educators the responsibility and necessity of evolving. They must ensure they are equipped to shape their country’s future learning landscape: this is an imperative directive for them at present.


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