The Kenya Institute of Curriculum Development (KICD) could have greater control over how teachers are trained under the proposed changes in the Pre-Service Education and In-Service Training Bill, 2026, alongside amendments proposed under the KICD Amendment Bill, 2026.
The Pre-Service Education and In-Service Training Bill proposes to place KICD at the centre of developing programmes, curricula and support materials for pre-service teacher education.
Under the proposed framework, people seeking registration as teachers would be required to undertake pre-service education in accordance with the Teachers Service Commission Act, linking professional training directly to the process of becoming a registered teacher.
The reforms seek to standardize teacher preparation prior to entry into the profession and align teacher education with the Competency-Based Education (CBE) approach.
KICD’s Role in Teacher Training
The proposed changes are also reflected in the KICD Amendment Bill, 2026, which expressly includes teacher education and training among the areas in which the institute would develop, review and approve programmes, curricula and curriculum support materials.
Under the proposed amendments, KICD’s functions would include developing, reviewing and approving programmes, curricula and curriculum support materials that meet international standards for several levels of education and training.
This will include early childhood education, pre-primary, primary, secondary, adult and continuing education, special needs education, technical and vocational education, and teacher education and training.
The Bill would also allow KICD to collaborate with other institutions and individuals in organizing and conducting professional development programmes for teachers, teacher trainers, quality assurance and standards officers, and other education officials involved in curriculum programmes and materials.
This would further entrench KICD’s role in both the preparation of future teachers and the continued development of those already working in the education sector.
Aligning Teacher Training With CBE
The proposed system would align teacher preparation with the Competency-Based Education approach, with the reforms seeking to ensure teachers are adequately prepared to deliver a curriculum focused on competencies, practical learning and clearly defined outcomes.
KICD would play a key role in determining the programmes and learning materials used to prepare teachers before they enter classrooms.
The institute would also be required to conduct research to inform curriculum policies, reviews and development, while collecting and documenting information on curricula, curriculum support materials and innovations.
The proposed amendments further provide for the dissemination of curriculum programmes and support materials through mass media, electronic learning, distance learning and other modes of delivering education and training.
Wider Changes to Teacher Education
The proposed reforms would establish a more unified structure for teacher training, with greater consistency sought in areas such as training standards, curricula, assessment and quality assurance across teacher training institutions.
The Bill also addresses the structure of teacher education programmes, including the proposed consolidation of training for pre-primary and primary school teachers into a unified Diploma in Teacher Education for Pre-Primary and Primary.
The changes could affect how prospective teachers choose their training pathways and the qualifications they pursue before entering the profession.
The wider reforms also propose the establishment of the Kenya Teachers Training College, which would bring together public teacher training institutions under a unified structure.
Kenya School of Education to Coordinate In-Service Training
In addition, the establishment of the Kenya School of Education (KSE) as a body corporate to coordinate, evaluate and conduct in-service education and training programmes, is also among the proposals.
The institution would also award professional certificates and diplomas as part of efforts to create a structured framework for the continued professional development of teachers and other education personnel.
The proposed training framework would also cover education managers, school leaders, and classroom teachers.
Under the proposed law, the Kenya School of Education would offer compulsory induction courses to newly appointed members of county education boards, Boards of Management (BOMs) and Parents-Teachers Associations (PTAs).
The KSE would be managed by a board chaired by a person appointed by the President.
The Bill also sets qualifications for the institution’s chief executive officer, who must hold at least a Master’s degree in Education and have at least 10 years of experience, including at least 5 years in senior management.
The CEO would serve a four-year term and would be eligible for reappointment for one further term.
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