The acting Chief Executive Officer of the Teachers Service Commission Evaleen Jesang Mitei.
Teachers across the country will be required to complete a mandatory five-year professional development programme to renew their teaching licences under a new framework unveiled as part of sweeping reforms to professionalise the teaching service.
In a major policy shift, the Teachers Service Commission (TSC) announced that the new Teacher Professional Development (TPD) programme will be offered free of charge, addressing widespread concerns raised by teachers over the cost of the previous framework.
Acting TSC Chief Executive Officer Evaleen Mitei said the redesigned programme has been developed following extensive consultations with teachers and education stakeholders and is now ready for implementation.
Data from the Ministry of Education shows that TSC currently employs about 458,000 teachers in primary, junior and senior schools across the country, while thousands of trained and registered teachers remain unemployed.
"We have a new TPD framework. All of you participated and gave us your views, and we have improved it. It is now ready to roll out. The first thing teachers want to hear is that it is free. We will not charge any money for Teacher Professional Development," Ms Mitei said during the 49th Kenya Secondary School Heads Association (KESSHA) annual conference in Mombasa.
However, Ms Mitei clarified that while the training will not attract any fees, it will become a mandatory requirement for the renewal of teachers' practising licences every five years.
"The purpose of TPD is to improve teachers' competencies. Like other professions, the teaching service must also be licensed. That is why the five-year programme will lead to the renewal of your teaching licence," she said.
She explained that Kenya has developed a Teacher Mobility Policy to facilitate teachers seeking employment abroad, but many have encountered challenges because the country does not have a formal teacher licensing renewal system comparable to those in other professions.
"We have developed a teacher mobility policy because many Kenyan teachers want to teach abroad. Some face challenges because we do not have a licensing system. Lawyers and many other professionals renew their licences after continuous professional development. We are equally professionalising the teaching service," Ms Mitei said.
Teachers Service Commission (TSC) headquarters in Upper Hill, Nairobi.
Under the new framework, most learning will be conducted online through a Learning Management System, with only a few face-to-face sessions.
The digital platform will enable teachers and school administrators to access learning modules remotely, making the programme more flexible and reducing travel costs that previously discouraged participation.
"When the TPD modules are rolled out, we will have a Learning Management System that will help teachers access the various learning modules online. Please ensure that both teachers and principals undertake the programme," she said.
The Commission said separate professional development modules have been designed for classroom teachers and school administrators.
While teachers will focus on strengthening pedagogical skills and classroom practice, principals and deputy principals will undergo specialised training in leadership, financial management, governance and school administration.
Teacher Professional Development is expected to play a central role in supporting the implementation of Competency-Based Education (CBE), which demands new teaching approaches, learner-centred instruction and competency-based assessment.
According to the employer, continuous professional learning is necessary to equip teachers with the knowledge, practical skills and leadership competencies required to respond to changing learner needs, technological advancements and emerging education policies.
"Teacher Professional Development programmes provide teachers with an opportunity to enhance their professional knowledge, pedagogical skills and leadership competencies. Through structured learning programmes, teachers are better equipped to respond to emerging educational trends, technological advancements, changing learner needs and evolving policy priorities," said Ms Mitei.
The new framework complements the Commission's ongoing teacher retooling programme, which has been preparing teachers for the implementation of CBE since the rollout of the new curriculum.
The reforms are also aligned with the Constitution, the Basic Education Act, Kenya Vision 2030, the National Education Sector Strategic Plan and Sustainable Development Goal Four on quality education.
Besides introducing the new TPD framework, TSC said it is reviewing teacher staffing norms to align them with the requirements of CBE and ensure more equitable deployment of teachers across schools.
The Commission is also strengthening teacher induction, mentorship and coaching through the Teacher Induction, Mentorship and Coaching (TIMEC) framework to support newly recruited teachers while providing continuous professional guidance to experienced educators.
At the same time, TSC continues to implement the Teacher Performance Appraisal and Development (TPAD) system for classroom teachers and Performance Contracts for heads of institutions to improve accountability and institutional performance.
Ms Mitei said the Commission has also reviewed Career Progression Guidelines and developed new job descriptions that have been submitted to the Salaries and Remuneration Commission as part of wider reforms aimed at modernising the teaching profession.
Despite the ongoing reforms, she acknowledged that teacher shortages, inadequate funding, rapid technological change and increasing demand for specialised teachers under CBE remain significant challenges facing the education sector.
She said TSC will continue working with the Ministry of Education, the Kenya Institute of Curriculum Development, the Kenya National Examinations Council, the Kenya Education Management Institute, teacher unions and development partners to ensure the reforms improve classroom practice and learning outcomes.
The success of CBE, she said, depends largely on the preparedness of teachers.
“We must continuously build their capacity to ensure every learner receives quality education," Ms Mitei said.
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