Teachers seeking to enter the profession could face new training requirements while those already in service may be required to undertake continuous professional development under proposed reforms before Parliament.
The Pre-Service Education and In-Service Training Bill, 2026, National Assembly Bill No. 52 of 2026, seeks to establish a legal framework governing the training of prospective teachers as well as professional development for serving teachers and education managers.
If enacted, the legislation would link pre-service teacher training more closely to the process of professional registration.
New requirements for aspiring teachers
Under the proposed law, individuals seeking registration as teachers would be required to undergo pre-service education in accordance with the Teachers Service Commission Act.
The training programmes and curricula would be developed in line with materials prepared by the Kenya Institute of Curriculum Development (KICD).
The proposed framework is intended to ensure that trainee teachers acquire the skills needed to deliver the Competency-Based Education system, which places greater emphasis on practical skills, competencies and measurable learning outcomes.
The changes could therefore affect students planning to pursue teaching careers by introducing a more standardised pathway from teacher training to professional registration.
Proposed Kenya Teachers Training College
One of the major changes contained in the Bill is the proposed establishment of the Kenya Teachers Training College.
The institution would be mandated to provide pre-service teacher education, conduct research and advise the Cabinet Secretary responsible for education on matters relating to teacher training.
The proposed college would also help create a more unified approach to teacher preparation, including training standards, curricula, assessment and quality assurance.
The reforms are aimed at reducing inconsistencies in the way teachers are trained across different institutions.
Pre-primary and primary training could be merged
The Bill also proposes changes to teacher education programmes, including the consolidation of training for pre-primary and primary school teachers.
Under the proposed framework, the two levels would be brought together under a unified Diploma in Teacher Education for Pre-Primary and Primary.
The change could affect prospective teachers when selecting their preferred training programmes and institutions.
Serving teachers to undergo continuous training
The proposed reforms would also affect teachers who are already in the profession.
The Bill seeks to establish a formal framework for in-service training and continuous professional development, covering classroom teachers, education managers and school leaders.
This would make professional development an ongoing part of a teacher’s career rather than treating initial training as the final stage of professional preparation.
The proposed system could also have implications for teacher licensing, with continuous training potentially becoming an important component of maintaining professional standards.
Greater regulation of teacher training
The Bill further proposes stronger regulation and quality assurance of teacher education.
Training institutions would be required to operate within established standards covering how teacher education is delivered, assessed and monitored.
The proposed changes come as Kenya continues implementing Competency-Based Education and seeks to improve teacher preparedness and curriculum delivery.
However, implementation of the reforms could raise questions about the transition from existing training programmes, the treatment of students already enrolled in teacher-training institutions and the resources required to establish and operate the proposed new structures.
The Bill will therefore have implications for prospective teachers, serving educators, teacher-training institutions and education managers if it is enacted into law.
