TSC Holds Stakeholders’ Forum on Proposed Changes to Teacher Registration Regulations
The Teachers Service Commission (TSC) is currently holding a Stakeholders’ Engagement Forum at Kenya Institute of Special Education (KISE) to discuss proposed amendments to Regulation 20 of the Code of Regulations for Teachers.
The forum has brought together education stakeholders, policy experts, teacher representatives, and other key players in the education sector to deliberate on reforms aimed at strengthening teacher registration and professional standards in Kenya.
Speaking during the opening session, Acting Commission Secretary Ms. Evaleen Mitei, MBS, emphasized the importance of aligning teacher registration policies with the changing demands of the education sector.
“As the education landscape evolves with CBC and new technological advancements, our registration framework must stay responsive and robust. Shaping the teaching service involves the views of all of you,” noted Ms. Mitei.
The proposed amendments come at a time when Kenya’s education system continues to transition under the Competency Based Curriculum (CBC), which has introduced new approaches to teaching, learning, assessment, and teacher preparedness.
TSC says the review of Regulation 20 seeks to ensure that teacher registration processes remain relevant, efficient, and capable of supporting modern educational needs. Stakeholders are expected to provide recommendations that will help improve professionalism, accountability, and adaptability within the teaching service.
Education stakeholders have welcomed the consultative approach by TSC, noting that inclusive dialogue is critical in shaping policies that directly affect teachers and learners across the country.
The engagement forum is also expected to address emerging issues related to digital learning, teacher qualifications, professional conduct, and evolving classroom demands in the era of technology-driven education.
The discussions and recommendations collected during the forum will play a key role in informing future policy decisions and possible revisions to the Code of Regulations for Teachers