Kamagambo Teacher Training College

VISION:

To be a Model Teacher Training College in Kenya

MISSION:

To Produce Wholistic Teachers who uphold professional and Christian values

OBJECTIVES:

• To develop students and staff who have an excellent relationship with God as reflected in their lifestyle.
• To adopt management and leadership practices that will result in effective delivery of services to our clients.
• To improve in performance in national examinations (PTE).
• To promote unity and diversity among members of the TTC.
• To expand the teacher training programme by offering diploma and certificate in ECD, and diploma in education.
• To promote teachers who are competent and competitive in the labour market.

Enrollment in TTC for the period 2000 - 2010

	TTC 1						TTC 2						TOTAL TTC 1+2
YEAR	MALE	FEMALE	TOT	SDA	OTHER	TOT	MALE	FEMALE	TOT	SDA	OTHER	TOT
2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000	218 228 167 216 162 208 160 0 0 58 43	220 228 202 267 221 275 225 0 0 167 147	438 456 369 483 383 483 385 0 0 225 190	119 283 303 237 250 0 0 145 150	150 200 80 256 135 0 0 80 40	369 483 383 0 385 0 0 225 190	191 192 212 149 202 156 156 0 0 60 61	224 206 255 215 276 226 194 0 0 169 142	415 398 467 364 478 382 350 0 0 229 203	215 200 274 259 292 231 210 0 0 158 143	200 198 195 105 186 151 140 0 0 71 70	415 398 467 364 478 382 350 0 0 229 0	853 854 836 847 861 865 635 0 0 454 0
TOTAL	1461	1953	3413	1488	942	2036	1381	1909	3288	1984	1318	3085	6205

 

As at May 4, 2010 the TTC had an enrolment of 853 teacher trainees. This is an over enrollment by 363 trainees considering the capacity of the physical plant (35 trainees per class). It is anticipated that by September 2011 the enrolment will stabilize at 600 trainees so as to reduce the strain on the facilities that are currently in place. This makes financial self-support a constant challenge in terms of the staff requirement to support the programme and the fees charged.

Out of the current total trainee enrollment in the TTC only about 56% is Seventh-day Adventist whilst about 44% are non-Adventists. This has caused a great threat to the spiritual tone of the campus. The admission criterion into the P1 TTC programme is a minimum of C plain in the KCSE examination. The relatively low percentage of SDAs enrolling in this programme is an indication that Adventists have a higher aspiration for higher education than the P1 teacher training. Clearly the TTC programme in its present form is not serving the interests of the majority of Adventists who are seeking higher education. In fact, the government of Kenya, through its department of curriculum development is working on a document to upgrade the P1 course to a Diploma level.

The TTC section has been in existence since 1928. Teachers in their thousands have passed though this college. In the last 15 years the enrollment has more than trebled from 250 to over 900 trainees. With such a raid increase there are challenges that the college faces to cope with the demand for knowledge.

However, the greatest challenge facing the TTC programme is its bleak and uncertain future. So far the Government of Kenya has not spelt out a clear policy on the recruitment of the P1 graduates. Teachers Service Commission (TSC) which is the employing arm of the government for teachers has not absorbed thousands of P1 graduates over the past decade. Prior to 1993 graduates of this programme were automatically employed by the TSC. This lack of employment has been attributed to the conditionality imposed on the Kenya Government by the World Bank.

The TTC programme is based on the Kenya Government curriculum for the Primary Teacher Education and the trainees are examined by the Kenya National Examinations Council. It is therefore difficult to modify or diversify the programme. It is worth noting that the private sector is the major employer of KAC TTC graduates.

Consequent to the gloomy future of the P1 training the programme should be phased out gradually and replaced by higher programmes in elementary education.