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TSC Implements Localized Recruitment to Enhance Teacher Retention
The Teachers Service Commission (TSC) has introduced a policy prioritizing the recruitment of teachers within their home counties. This initiative aims to reduce transfer requests and promote stability in schools. Under the new guidelines, preference is given to applicants from the sub-county level, followed by those from the county, then the region, and finally from other counties . This approach is designed to ensure that teachers are more invested in their local communities, thereby enhancing the continuity of learning and reducing disruptions caused by frequent transfers.
Promotion Criteria Now Emphasize Age and Years of Service
In a significant shift, TSC's promotion interviews now prioritize a teacher's age and length of service in their current grade. This change addresses the longstanding issue of career stagnation among educators. Previously, promotions were closely tied to administrative roles, limiting advancement opportunities for classroom teachers. The new criteria aim to recognize the dedication and experience of long-serving teachers, ensuring a more equitable promotion process .
Reforms in Job Groups to Streamline Career Progression
TSC plans to abolish certain job groups, specifically B5 and C5, as part of its efforts to streamline career progression. This move is intended to eliminate redundancies and provide clearer advancement pathways for teachers. By restructuring the job groups, TSC aims to address promotion stagnation and align the career progression framework with current educational needs .
New Staffing Norms Aligned with Competency-Based Curriculum
With the implementation of the Competency-Based Curriculum (CBC), TSC is developing new staffing norms tailored for comprehensive and senior secondary schools. These norms will consider the number of learning areas a teacher handles, ensuring that teacher deployment ratios are optimized for effective curriculum delivery. Educators are encouraged to provide input on these norms to inform TSC's staffing decisions.
Supportive Measures for Teachers Facing Disciplinary Issues
TSC is adopting a more supportive approach to disciplinary cases, particularly those related to alcoholism and absenteeism. Instead of immediate interdiction, affected teachers will be placed in mentorship, coaching, and rehabilitation programs. This initiative aims to address the root causes of such issues and provide teachers with the necessary support to overcome personal challenges.
Negotiations Underway for 2025–2029 Collective Bargaining Agreement
TSC, in collaboration with the National Education Reform Committee (NERC) and teachers' unions, is negotiating the 2025–2029 Collective Bargaining Agreement (CBA). Key proposals include extending career grades for both primary and secondary school teachers. For instance, primary school teachers currently capped at grade D1 may see an extension to D2, while senior secondary school teachers could progress up to D6. These changes aim to provide better career progression and remuneration for educators .
Migori County's Commitment to Early Childhood Education
Migori Governor Dr. Ochilo Ayacko highlighted the county's investment in Early Childhood Development and Education (ECDE) infrastructure during the KEPSHA conference. To date, the county has constructed 140 ECDE classrooms, with plans to build 50 more in the current financial year. Additionally, 25 teachers have been recruited to replace those who have exited the teaching service, demonstrating the county's commitment to early childhood education.
Call for Enhanced Support for School Heads
KEPSHA Nyanza Regional Chairperson, Elly Ondiek, acknowledged the support from TSC and the county government but highlighted ongoing challenges faced by school heads. These include shortages of teachers, inadequate infrastructure, and insecurity in certain regions. Ondiek urged TSC and the Ministry of Education to expedite teacher recruitment and provide sufficient learning materials to enable headteachers to deliver quality education effectively.
The reforms introduced by TSC signify a comprehensive approach to enhancing teachers' welfare and the quality of education in Kenya. By focusing on localized recruitment, equitable promotion criteria, supportive disciplinary measures, and collaborative negotiations for better remuneration, TSC aims to create a more stable and motivated teaching workforce. These initiatives, coupled with county-level investments in education infrastructure, are poised to significantly improve the educational landscape in Kenya.
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