The new Pre‑Service Education and In‑Service Training Bill, 2026 creates two national bodies that will reshape teacher training in Kenya. One body prepares new teachers before they enter the classroom. The other strengthens the skills of teachers and education managers already working in schools. This article explains what each institution will do and what it means for trainees and serving teachers.
Key Takeaways
- The Bill establishes the Kenya Teachers Training College (KTTC) for pre‑service teacher education and the Kenya School of Education (KSE) for in‑service development.
- Both institutions are national, legally independent bodies with similar governance structures to ensure accountability and consistency.
- KTTC will absorb 32 existing teacher training colleges as campuses; certificates already issued will remain valid under the new college.
- KSE will absorb five existing institutions as branches and focus on continuous professional development, induction courses, assessments and research.
- The change aims to unify standards, improve oversight, and link training more closely to national curriculum and teacher management systems.
What the KTTC and KSE mean for teacher training in Kenya
The Bill creates a clear split in responsibilities: the KTTC handles pre‑service training for people who want to become teachers. The KSE handles in‑service training and development for teachers, headteachers and education managers. Together they aim to make teacher training in Kenya more coherent and easier to regulate.
The Kenya Teachers Training College (KTTC): pre‑service education
KTTC is the national centre for people training to become teachers. It will:
- Offer and run pre‑service programmes and award certificates and diplomas.
- Conduct research and offer consultancy on pre‑service teacher education.
- Advise the Cabinet Secretary on matters affecting teacher preparation.
Rather than building a single new campus, KTTC will operate as a network. The Bill lists 32 existing teacher training colleges that will automatically become KTTC campuses. This preserves staff, assets, legal rights and previously issued certificates, protecting current students and graduates.
Governance and leadership at KTTC
The College is governed by a Board that mixes government representatives and independent members. Key posts include a presidentially appointed chairperson, national and education ministry principals, the Attorney‑General’s representative, and the Secretary to the Teachers Service Commission. The College’s chief administrator will lead daily operations and serve as academic head under a fixed term.
The Kenya School of Education (KSE): in‑service development
KSE focuses on continuous professional development for practising teachers and education managers. Its main roles include:
- Designing and evaluating in‑service training programmes.
- Delivering induction courses for school and county education boards and parent bodies.
- Running assessments, awarding certificates/diplomas for in‑service programmes, and carrying out research and consultancy.
KSE will partner with the Teachers Service Commission, private sector and international organisations to deliver relevant training at scale. It will start with five existing institutions as branches, preserving their staff, assets and certificates.
Governance and leadership at KSE
The School’s Board mirrors KTTC’s structure for consistency. A presidential chair, ministry and legal representatives, curriculum and TSC links, and three independent members form the governing body. The School’s chief executive will oversee operations, reporting to the Board under a fixed term.
What this means for teachers, trainees and schools
For prospective teachers, a centralised KTTC network means clearer admission standards, recognised certificates and a single national pathway into the profession. Existing trainees should expect their qualifications to remain valid and be absorbed into KTTC’s records.
For serving teachers, KSE promises structured continuing professional development, standardised induction programmes and opportunities to gain recognised in‑service credentials. School managers and board members will also have access to tailored induction and management training.
Practical resources and next steps for trainees and teachers
If you are preparing for teacher training or upgrading your qualifications, useful study and curriculum resources are available. Review past papers for teacher education to plan your study: Diploma in Education past papers. To align classroom practice with national standards, consult the CBC curriculum designs. Serving teachers looking for ready lesson support can use curated CBC lesson plans while undertaking in‑service courses.
Final note
These two institutions aim to create a joined‑up system for teacher training in Kenya: KTTC builds the pipeline of new teachers, and KSE keeps practising educators up to date. The model emphasises consistent governance, recognised qualifications and nationwide reach. If the Bill becomes law, expect phased transitions as campuses and branches are formally absorbed and operations shift to the new national structures.
