TPD rollout in limbo as TSC concludes stakeholders’ meeting

The Fate of Teacher Professional Development (TPD) Program rollout faces uncertainity after several issues were raised by Stakeholders. This is after the Teacher service Commission (TSC) organized a one day stakeholders meeting with the main aim of getting feedbacks on TPD.

After lengthy deliberations, The Findings on Challenges which cut across all regions of the nation included

1. High Cost of Training

Teachers and unions highlighted that the cost of TPD modules (often borne by teachers) is unaffordable.
County governments and religious groups also noted that many rural and low-income areas are disproportionately affected.

Also read: TSC to engage Teachers, Stakeholders on TPD Program ahead of rollout

2. Lack of Inclusive Planning

Teachers, unions, and school heads expressed dissatisfaction with limited consultation before the rollout of TPD.
Some universities and teacher colleges echoed this concern, noting they were involved late or minimally in the content development phase.

3. Content Relevance and Delivery

Teachers, heads associations (KPSHA, KSSHA), and universities criticized the modules for being overly academic and not directly addressing classroom challenges.
Delivery through mainly online platforms posed challenges, especially in remote areas with poor connectivity.

4. Time Constraints and Work-Life Balance

Teachers found it difficult to attend training without interfering with teaching schedules.
School heads raised concerns about managing both teaching duties and professional development simultaneously.

Continue reading: Teacher Professional Development, TPD, Course at KEMI

5. Unclear Impact on Career Progression

Teachers and unions requested clarity on how TPD certification would affect promotions or performance evaluations.
Many expressed concern that effort and cost were not matched by tangible career benefits.

Also read: TSC- HOW TO REGISTER FOR TPD TRAINING FOR TEACHERS

Recommendations from Stakeholders.

On the other hand, the following Recommendations came from Stakeholders:

1. Government and TSC Sponsorship

Most stakeholders urged the TSC to fully or partially finance TPD to ease the financial burden on teachers.

2. Collaborative Design and Review

Teachers’ unions, universities, and teacher colleges recommended a multi-stakeholder curriculum review team to improve content relevance and delivery methods.
Religious sponsors and county governments requested contextual adaptation of the modules.

3. Practical and Differentiated Training

Universities and school heads called for more practical, hands-on modules and differentiated learning based on subjects, teaching levels, and school types

4. Flexible Learning Models

KPSHA and KSSHA advocated for blended training (in-person and online) and flexible scheduling (e.g., during school holidays).

5. Infrastructure Support

County governments emphasized the need to improve ICT infrastructure in rural schools to support online training.

6. Clear Policy and Career Path Linkage

Teachers and unions requested a transparent policy showing how TPD impacts career progression, promotions, and appraisal systems.

7. Monitoring and Evaluation

All stakeholders supported the establishment of regular feedback and monitoring systems to assess the impact and relevance of TPD programs over time

Stakeholders.

The meetings, that were held across the eight regions, attracted key stakeholders included: Teachers (in both Primary and Secondary schools) and the Teachers’ Unions; The Kenya Union of Post -Primary Education Teachers (Kuppet) and The Kenya National Union of Teachers (KNUT).

Others were: representatives from the Universities and Teacher Training Colleges, the Kenya Primary School Heads Association (KPSHA) and the Kenya Secondary School Heads Association (KSSHA).

Religious Organizations (faith-based education sponsors), County Governments, TSC Officials and Ministry of Education Representatives also attended the meeting.