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TTC Enrolment Stagnates at 27,000 as Boarding-Only Policy Restricts Access

TTC Enrolment Stagnates at 27,000 as Boarding-Only Policy Restricts Access.

Principals of public Teacher Training Colleges (TTCs) have expressed worry over low absorption of their graduates by the Teachers Service Commission (TSC) and have asked the Ministry of Education (MoE) to address policy restrictions that continue to affect admissions.

Through their umbrella body, the Kenya Teachers Colleges Principals Association (KTCPA), the officials raised concerns during their annual conference where all 38 public TTCs brought together stakeholders to discuss institutional performance and policy issues.

KTCPA Chairperson Mr. Wycliffe Nyongesa said the current policy restricting admissions to boarding students has limited access to potential teacher trainees. “Our admissions are based on bed capacity. That policy needs to change. Allowing day schooling would increase opportunities and boost our enrolment which is currently at 27,000,” Mr. Nyongesa noted.

Mr. Nyongesa asked why TTCs which fall under Basic Education are not allowed to admit day scholars while secondary schools and Technical and Vocational Education and Training (TVET) institutions of similar age groups allow such admissions. He added that the principals welcomed the Ministry’s decision to scrap student uniforms in TTCs.

The principals also asked the Teachers Service Commission to increase employment of TTC graduates especially in the context of Competency-Based Education (CBE) curriculum. “Our graduates are trained for CBE but very few have been absorbed by TSC.

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Most of those absorbed are those who upgraded from P1,” said Mr. Nyongesa. He added that while private schools have absorbed graduates immediately and are implementing CBE more effectively, public schools have lagged behind despite serving the majority of learners.

The association also asked the Ministry of Education to extend Higher Education Loans Board (HELB) funding to students in public Teacher Training Colleges. According to Mr. Nyongesa, the exclusion of TTC students from HELB has affected enrolment and imposed financial burden on learners.

“Our TTCs train Diploma in Primary Teacher Education. So far we have produced 2,000 graduates in the first cohort. These trainees are more qualified than their TVET counterparts yet we are sidelined in funding,” he said.

Mr. Nyongesa noted that TTCs admit students with a minimum KCSE grade of C (plain) while TVET institutions admit students with D or E grades yet TVET trainees are eligible for HELB loans. He said HELB support would increase enrolment and reduce financial burden on TTC students.

During the meeting the principals also raised concern about the trend of public TTCs being converted into universities. Mr. Nyongesa pointed out recent takeovers in Bondo, Narok and Moi Baringo, saying that the transformation is eroding TTC infrastructure and identity.

“New universities should not take over TTCs. These institutions are losing infrastructure and identity critical to foundational teacher training,” he said.

The principals also reviewed progress since the phasing out of P1 certificate and the introduction of Curriculum-Based Teacher Education (CBTE) model. Mr. Nyongesa noted that the 38 public TTCs – 35 primary colleges and 3 secondary colleges – have been equipped with modern computer laboratories and functional studios, where digital literacy training is being offered under the Ministry of Education and the Kenya Primary Education Equity in Learning (K-PEEL) Programme.

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The association commended KNEC for digitizing examination systems and asked for the strengthening of Teacher Education Directorate at the Ministry of Education, saying it is not visible and not engaged at policy level.

The Kenya Teachers Colleges Principals Association reiterated its commitment to teacher training in line with Competency-Based Curriculum and asked TSC and Ministry of Education to address the challenges urgently.

TTC Enrolment Stagnates at 27,000 as Boarding-Only Policy Restricts Access.

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