Evaluation of the Teacher Professional Development (TPD) Programme in Kenya in the light of Knowles’ Conception of Andragogy

Abstract

It is a common global practice for teachers to undergo capacity building in order to enhance their professionalism and improve service delivery. In Kenya, the Teachers Service Commission (TSC) launched a compulsory Teacher Professional Development (TPD) Programme in September 2021, aimed at developing the teachers’ professional outlook and enhancing their performance. However, the programme has received criticism from major stakeholders in the education sector concerning development of its content, and its implementation procedure. This study sought to analyze the TPD course’s development andimplementation processes against the established conventional procedure. The study established that TSC did not involve teachers in the preparation of the TPD’s policy framework despite being directly affected by the programme, contrary to Knowles’ conception of andragogy. As a university academic programme, the TPD was not approved by the Commission for University Education in Kenya, as required by the Universities Act No. 42 of 2012. The study recommends that TSC should halt implementation of the programme to pave way for an intensive public participation exercise involving teachers. The outcome of this exercise would inform the formulation of a proper mechanism of the TPD course development andits successful implementation.