As Kenya rolls out the Competency-Based Curriculum (CBC), there is growing recognition that the foundation of quality learning begins with how teachers are trained. This study set out to understand how ready Teacher Training Colleges (TTCs) are to support digital learning and teaching practices, especially those that enhance foundational skills in literacy, numeracy, and socio-emotional development. Commissioned by the Ministry of Education, with support from Vodafone and Safaricom Foundations, the baseline covered 19 public TTCs across the country. Data was collected from 330 teacher educators and 358 trainees, focusing on ICT infrastructure, digital competencies, teaching practices, and institutional support. The findings paint a mixed picture. On one hand, most TTCs are still struggling with limited ICT resources-weak internet connections, low access to devices, and a lack of structured training for tutors. Policies and strategies to guide digital integration are largely missing. On the other hand, there is clear interest and willingness from both tutors and trainees to embrace technology, and many institutions have already started experimenting with blended learning models. The study recommends investing in digital infrastructure, building the capacity of tutors through regular training, and developing practical, curriculum-aligned digital content. There is also a need to establish policies that support and sustain ICT use in teacher training. Equipping TTCs with the right tools and support systems will be key to ensuring that future teachers are prepared to foster strong foundational learning outcomes in the classrooms they will eventually lead. |
