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{
    "id": 1553715,
    "url": "https://info.mzalendo.com/api/v0.1/hansard/entries/1553715/?format=api",
    "text_counter": 293,
    "type": "speech",
    "speaker_name": "Mr Julius Migos Ogamba",
    "speaker_title": "The Cabinet Secretary of Education",
    "speaker": null,
    "content": "schools are assigned teachers. Where new schools are established, steps are taken to ensure that teachers are promptly deployed. The Government has put in place the following measures to address instances where new junior schools are established: 1. Deployment of qualified primary school teachers to junior school. The TSC continues to deploy qualified and willing primary school teachers to junior secondary school to help bridge the staffing gaps. The deployment portal remains open to facilitate applications from eligible primary school teachers who meet the requirements for junior school teaching positions. 2. Staff balancing within sub-counties and counties. The TSC conducts periodic staff balancing to re-distribute available teachers with a view to rationalise teacher resources within the same sub-county or county. Part (d) of that Question is on P1 teachers who completed the P1 teacher training colleges before 2019 and are not employed by the TSC. They were not competency-based curriculum compliant. From 2019, TSC began re-tooling the teachers on CBC so that they can acquire the pedagogies required for CBC teachers. In 2019, the unemployed teachers began undertaking a nine-month upgrading programme using a curriculum prepared by the Kenya Institute of Curriculum Development (KICD) and did an assessment that was coordinated by the Kenya National Examination Council (KNEC). That upgrade programme will be continued up to 2028 until all the teachers are upgraded to CBC-compliant status. In order to deal with teacher preparedness on competency-based education, the TSC has put in place the following measures: 1. Re-tooling and professional development of teachers. The Government, through the TSC, has re-tooled teachers who will handle Grades 1 to 9 in the Competency-Based Curriculum (CBC) and competency-based assessment. The Commission continues the re-tooling of teachers on CBC during holidays to ensure they are fully capacity-built for effective implementation of the new curriculum. The model of training is “Smart Cascade” and it involves the training of master trainers who then train the trainers of trainers and thereafter offer professional support training during face-to-face training of teachers in the selected venues in the county. The cascade model is master trainer down to trainer of trainers and thereafter, teachers. The re-tooling of teachers involves 172 national master trainers for regular, 58 for special needs education that are drawn from TSC, KICD, KNEC, the Kenya Education Management Institute (KEMI), the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA), the Ministry of Education, Kenya Institute of Special Education (KISE), teacher training colleges, and 1,538 trainers of trainers for regular and 196 for special needs that are drawn from different teacher training colleges, curriculum support offices and Ministry of Education quality assurance officers for both regular and special needs. Over 229,292 public and private primary school teachers and 60,642 junior school teachers have been trained to implement the competency-based curriculum. There is a table we have attached to our report, in which we have indicated the number of primary school teachers that have been trained to implement the competency-based curriculum. The total number for curriculum support officers (regular and special needs) stands at 1,411. For CBC champions, regular teachers and Special Education Teachers (SNE), we have 2,874. We have 23,324 head teachers of regular and special needs education. We have 5,833 head teachers in private institutions. The electronic version of the Official Hansard Report is for information purposesonly. A certified version of this Report can be obtained from the Hansard Editor."
}