African Indigenous Knowledge Systems in Normative Teacher Training for Competency- Based School Environments in Kenya

Justina Syonthi Ndaita
Kisii University
Email: srndaita@kisiiuniversity.ac.ke

Abstract: The introduction of the Competency-Based Curriculum (CBC) in Kenya has generated debate regarding teacherpreparedness, particularly in fostering moral and ethical competencies essential for holistic learner development. Although CBC emphasizes values such as integrity, responsibility, and respect, there remains limited clarity on how these competenciesare embedded, assessed, and implemented in teacher training programmes. This study explored the integration of African Indigenous Knowledge Systems (IKS), grounded in communal dialogue, collective learning, and culturally embedded moral values, into normative teacher education as a strategy to address these gaps. Guided by the theories of holism and constructivism, the study examined the moral competencies expected of teachers under CBC, the extent to which university-based teacher training programmes address ethical competence, and how IKS can support the development of thesecompetencies among teachertrainees.The study employed a qualitative reviewand synthesis of secondary data, including policy documents, empirical studies, and theoretical literature. Findings revealed significant gaps in moral and ethical training within existing teacher education programmes, minimal integration of IKS, and inadequate mechanisms for assessing ethical competencies despite CBC’s holistic intentions. The study established that IKS-based pedagogies characterized by experiential learning, dialogue, and community engagement offer culturally relevant approaches to strengthening normative teachertraining. It recommends the development of structured ethical pedagogy modules, standardized assessment tools, enhanced capacity building for teacher educators, and stronger collaboration with communities. Integrating IKS in teacher education can bridge policy-practice gaps and support the development of morally grounded, socially responsible educators aligned with CBC reforms.