Author(s): Moses Gunda NJENGA

Title: POLICIES FOR EFFECTIVE TVET TEACHER CONTINUING PROFESSIONAL DEVELOPMENT IN KENYA

Source: I. Szőköl - P. Tóth - K. Horváth - Š. Gubo (eds.): 12th International Conference of J. Selye University. Sections of Pedagogy and Informatics. Conference Proceedings

ISBN: 978-80-8122-373-0

DOI: https://doi.org/10.36007/3778.2020.195

Publisher: J. Selye University, Komárno, Slovakia

PY, pages: 2020, 195-202

Published on-line: 2020

Language: en

Abstract: Despite the many initiatives undertaken to improve its quality, Kenya’s Technical and Vocational Education and Training continues to face numerous challenges. Literature suggests that the persistence of these challenges can be explained in part by the deficient pedagogical competencies and limited subject knowledge in some of Kenya’s TVET teachers. There is therefore a strong need for Continuing Professional Development (CPD) for TVET teachers in Kenya. In this article it is argued that Continuing Professional development (CPD) of TVET teachers in Kenya has been erratic due in part to a lack of supportive policies. An analysis of several of Kenya’s key education policy documents reveals a lack of clarity in the policies meant to guide the continuing professional development of teachers. Kingdon’s Multiple Streams framework, suggests that the policy gaps are as a result of policy makers lacking clear and viable policy options to stimulate and sustain CPD. Consequently, from a review of literature on effective continuing professional development, various policy options are suggested. These include clarity in the requirements for teachers to engage in CPD and a supportive rather than prescriptive policy framework that allows teachers to innovatively choose what and how they will learn. It is further proposed that career progression should be linked to professional learning. To support the development of a viable policy framework current TVET teacher learning practices and acceptability of suggested solutions should be empirically investigated.

Keywords: Continuing Professional Development, TVET, Policy, Kenya

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