Cherui, Rodgers GowonKipkenei, SimonWaiyaki, Winnie2025-05-022025-05-022024Cherui, R. G., Kipkenei, S., & Waiyaki, W. (2024). Primary Teacher Education and Kenya’s Vision 2030. The Lacuna in the Transformation Agenda. Journal of Conflict Management and Sustainable Development.3008-1238https://repository.daystar.ac.ke/handle/123456789/6700Journal ArticleThe content of basic education in the new curriculum has been designed to equip all learners with relevant knowledge, skills, competencies and values. However, the major challenge facing the education sector concerns the changing of instructional practices towards greater collaborative relationships between teachers and learners. Teaching and learning are what ultimately make a difference in the mind of the learner, and thus affect knowledge, skills, attitudes and the capacity of young people to contribute to contemporary issues. The objective of this paper was to determine the quality of teacher graduate and the capacity to transform the education system given the introduction of competence-based curriculum (CBC) aimed at transforming Kenya towards the attainment of vision 2030. The paper has relied on available secondary data and reviews existing literature on the role of teacher trainer in building capacity for teacher trainee to be able to fit in the ever changing world. The study revealed a worrying fact in that there is an indication that teachers in the field have little knowledge on how the new curriculum will benefit the Kenyan population differently from the previous system hence making them shy away from serious debates concerning the new curriculum. The study concluded that new government educational programs like TUSOME, Kenya Primary Education Development (PRIEDE), Strengthening Mathematics and Science Education (SMASE) among others excluded most teacher trainers and trainees from their implementation leading retraining of teachers who would have been well prepared and informed. This paper recommends that teacher trainers and trainees be involved in every process involving curriculum change. It also recommends that the government incorporate teacher trainers and trainees as the mainstream partners in the implementation of the new curriculum and that training must be done by well-informed trainers.enQualityImplementationStakeholdersCurriculumTransformativeskills and primary teacher education.Article