Teachers Embrace TPAD


Teachers have embraced the TPAD performance assessment system introduced five years ago almost universally. This is according to an intimate document from the Teachers Service Commission.

More than 93% completed the assessment forms by the end of the academic year in April, compared to 87% by the end of Term 2 and 86% by the end of Term 1.

By the end of the academic year (term 3), 341,760 teachers finished the forms, an upsurge of 4,917 of the teachers who passed out the task in the previous term. The standing report by the Teachers’ Service Commission Director of Quality and Standards Dr. Mugwuku Nthamburi shows.

The Teacher Performance Assessment and Development implementation was introduced in 2017. However, disruptions started owing to disagreement from teachers’ unions and confrontation from the teachers mainly because of the innovation of the idea of evaluating their efficiency.

The Kenya Union of Post Primary Education and the Kenya National Union of Teachers rejected the policy change, saying they were not referred to and that the assessment process was complex and a waste of time.

They blamed the Teachers Service Commission for unsettling teaching and learning by forcing tutors to spend many hours in cyber cafes filling and downloading the assessment forms.

Teachers protested that the paperwork involved was laborious and required dependable Internet which they said was inaccessible in some places.

Teachers Service Commission explained that the organization was an implement to help it get real-time responses about the actions going on in teachers’ competencies, schools, learning in individual schools, the standards of teaching, and gaps in training. learning in individual schools.

Dr. Nthamburi’s report to Teachers Service Commission regional directors, 22,607 teachers representing 6.61% did not finish the process for term three and their assessments were incomplete at various stages.

4,703 tutors did not complete assessing themselves, 5,829 acquiesced to their forms but were not evaluated by their administrators while 6,059 forms had missing signatures.

Dr. Nthamburi asked the managers to send a report presenting the reasons for defiance in their counties, a list of tutors who have not been apprehended in the system and the reasons why bench of missing schools, and a clarification as to why some systems had missing signatures.

He also asked the directors to demonstrate how they would ensure 100 percent compliance in their areas besides giving suggestions on how the online system can be improved.

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