Junior School Teachers in Tanzania Face Career Advancement Dilemma

Junior school teachers in Tanzania, particularly those deployed from primary schools, are facing a career advancement dilemma. Monica Kimani, a Thika-based teacher, expressed frustration with the Teachers Service Commission (TSC) for overlooking teachers who had already risen through the ranks in primary schools before being deployed to junior schools. When the Competency-Based Education (CBE) system was introduced, teachers were moved to junior schools to address a shortage of tutors, but this deployment did not translate into career advancement for all.

The deployment of primary school teachers to junior schools did not consider their previous experience and qualifications. Teachers deployed to junior schools were placed in job group C2, meaning those who had already attained this grade received no additional benefit. Under the current structure, junior school teachers can progress to C3 after three years, but the next grade, C4, is associated with administrative positions in primary and senior schools, which do not exist in junior schools. This has left teachers uncertain about how they can advance beyond C3.

Protas Kanake, a junior school teacher deployed in Kiambu, says his experience in school leadership has not helped him navigate the new system. He had been a head teacher in the private sector since graduating in 2009, gaining administrative experience before moving to the public sector in 2020. However, the TSC did not factor in this experience during his deployment to junior school. Kanake and other teachers are calling for clear modalities for career progression for junior school teachers.

The lack of clear administrative structures in junior schools has also left teachers feeling isolated. Karanja, a junior school teacher deployed in Nairobi, says that junior school teachers report to senior teachers and deputy head teachers based in the primary section, which can lead to a sense of negligence. The teachers' grievances are unfolding amid a growing contest between the Kenya Union of Post-Primary Education Teachers (Kuppet) and the Kenya National Union of Teachers (Knut) over their representation.

The deployment of teachers to junior schools has also sparked a dispute between Kuppet and Knut over union representation. Kuppet accused Knut of violating the rights of teachers seeking to switch unions, arguing that deployment effectively moved the affected teachers into the post-primary education sector. However, some deployed teachers say the movement from Knut to Kuppet has not always been voluntary, with some teachers discovering deductions in favour of Kuppet on their payslips without their consent.

Knut Secretary-General Collins Oyuu rejected Kuppet's accusations, saying the union has not prevented teachers from choosing their preferred organisation. He accused Kuppet of influencing the TSC to move deployed teachers into its membership without their consent. Oyuu cited 9,830 teachers deployed to junior schools who were returned to Knut following a court order after expressing their preference to remain members of the union.

The TSC's deployment of primary school teachers to junior schools has created a dilemma for teachers, who feel stuck with limited career progression. The dispute between Kuppet and Knut over union representation has added to the uncertainty. As the education sector continues to evolve, it remains to be seen how the TSC will address the concerns of junior school teachers and provide clear modalities for their career advancement.

Key points

• Junior school teachers deployed from primary schools feel stuck with limited career progression due to the TSC's deployment policies.
• The lack of clear administrative structures in junior schools has left teachers feeling isolated and uncertain about their career advancement.
• The dispute between Kuppet and Knut over union representation has added to the uncertainty faced by junior school teachers.