Re-Orienting Teacher Training Curriculum to Reflect Aspirations of Vision 2030, the 2010 Constitution and Competency Based Curriculum in Kenya for Sustainable Development

By Dr. Areba George Ngwacho Kisii University, Kenya. Email: narebag@gmail.com

Received June 30, 2019; Revised September 18; Accepted September 29, 2019

Abstract: The impact of globalization has been felt in Kenya, especially in education, just like the other parts of the world. Education, especially teacher education and development, is tasked to address itself to the rising individual, economic, social, and technical concerns. It is on this premise that the Kenyan Government has given priority to curriculum reforms as manifested in competency based curriculum. Teachers, trainers and lecturers are significant resources in the learning and teaching environment and their preparation and constant professional progression, though confronted with many challenges, it is crucial to the realization of the vision and aspirations of the country. Measures to advance teaching and learning practices so as to realize suitably skilled human personnel for the nation are necessary. A teacher or trainer in this context refers to anybody who divulges skills, competencies, knowledge and attitudes to trainees through accepted pedagogical preparation program and has achieved credited documentation. Reflections on essential teacher education curriculum reforms to realign teacher education to be in tandem with new constitution, vision 2030 and competency based approach in Kenya will be discussed in this theoretical paper, which will be valuable to stakeholders keen to execute the ongoing competency-based curriculum in Kenya.