Student numbers triple at TTCs as government eases admission criteria

Teacher Training Colleges (TTCs) have recorded a threefold increase in student enrolment after the government lowered the minimum entry requirements, breathing new life into institutions that were on the verge of collapse.

Statistics show enrolment at TTCs has risen from 10,000 students in 2021 to more than 27,000 currently following the reforms.

The surge follows recommendations by the 42-member Presidential Working Party on Education Reforms (PWPER), appointed by President William Ruto and chaired by educationist Prof Raphael Munavu, to review the education sector and suggest interventions. The proposal to adjust entry requirements for pre-service teacher education was central in reviving TTCs that had struggled with low student numbers.

Currently, the minimum entry grade for diploma programmes in Early Childhood, Primary, and Special Needs Education is a Kenya Certificate of Secondary Education (KCSE) C (plain) or its equivalent, with no subject cluster requirements. For the Diploma in Technical Teacher Education, applicants must have a KCSE C (plain) and a C+ in relevant Science, Technology, Engineering, and Mathematics (STEM) subjects.

Kenya Union of Post-Primary Education Teachers (Kuppet) Secretary General Akelo Misori said the change followed a strong advocacy campaign to prevent TTCs from collapsing.

“Many TTCs had ground to a halt. Experienced tutors were being deployed to secondary schools as student numbers dwindled,” Misori said.

While commending the reforms, Misori noted that TTCs still face key challenges, including delays in capitation gg. disbursement, inadequate infrastructure, staffing gaps, and the conversion of some TTCs into universities by the government. Despite the hurdles, stakeholders said the sector has made meaningful progress and remains crucial to sustaining the Competency-Based Education (CBE) framework.

Kuppet chairman and Emuhaya MP Omboko Milemba called on the government to also allow TTCs to admit day scholars.

“Let the students live within the community so that the people around the colleges will see the importance of the institution. Then we would reduce the cost of education and boost enrolment,” Milemba said.

The presidential task force also highlighted systemic challenges in Kenya’s teacher training landscape.

“The profession is not attracting students. There is inequitable teacher distribution—some counties face acute shortages, while others are overstaffed. TTCs are underutilised, with many having more teachers. Critical issues include inadequate facilities and lack of access to Higher Education Loans Board (Helb) loans,” reads the report.

Kenya Teachers Colleges Principals Association (KTCPA) said some TTCs, particularly in North Eastern Kenya, continue to struggle with enrolment as they don’t attract students from other regions.

“Without allowing walk-in admissions, these colleges risk having no students. The taskforce reforms, especially lowering the KCSE entry requirement to C plain (without subject clusters), have significantly boosted enrolment across TTCs,” the Association said, urging the Ministry of Education not to tie admissions to TTCs to bed capacity.

Kenya National Union of Teachers (Knut) Deputy National Chairman Malel Langat added that the reduction of qualifications gave many deserving students, particularly those from Arid and Semi-Arid Lands (ASALs), the chance to access TTCs.

“The reduction of qualifications gave many deserving students, particularly those from ASAL regions, the chance to access TTCs,” Langat said.

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