Teachers' unions in Kenya have renewed calls for reforms in the education sector, focusing on promotions for Early Childhood Development Education (ECDE) teachers, employment of unemployed P1 teachers, and greater administrative autonomy for Junior Secondary Schools (JSS). The unions emphasized the critical role of ECDE teachers in laying the foundation for learners' education. Kenya Union of Post Primary Education Teachers (KUPPET) chairman Omboko Milemba highlighted the plight of ECDE teachers, who have been overlooked despite their importance.
Milemba criticized inconsistencies in teachers' remuneration and collective bargaining agreements, arguing that ECDE teachers should benefit from policies governing their welfare. He also called for the employment of P1 teachers who have remained outside the teaching service for years, particularly those aged 45 and above. The unions urged the government to consider the plight of these teachers, emphasizing that their age should not prevent them from contributing to the education system.
The KUPPET chairman raised concerns over the administration of Junior Secondary Schools, citing uncertainty over teachers' and administrators' places within the school system. He called for JSS to be granted administrative autonomy to address tensions between primary school heads and JSS teachers. Milemba argued that separating the administration of JSS would clarify lines of authority and reduce friction in schools.
Kenya National Union of Teachers (KNUT) Secretary-General Collins Oyuu called for shortening Collective Bargaining Agreement (CBA) cycles from four years to three, aiming to complete the current agreement within the next phase. Oyuu credited the government and TSC with addressing concerns raised by teachers, including stagnation in job grades and teacher recruitment. The teacher promotion budget had been increased from Sh1 billion to Sh2 billion, and the number of teachers targeted for promotion had also risen.
Oyuu noted that the government had moved beyond the traditional annual recruitment of about 5,000 teachers, employing over 100,000 teachers on permanent and pensionable terms in the last three years. He also pointed to improved relations between the government and universities, with KNUT signing memoranda of understanding with five universities aimed at improving teachers' professional development.
Kenya Union of Special Needs Education Teachers (KUSNET) Secretary-General James Torome called for enhanced welfare and professional recognition for teachers serving learners with special needs. He welcomed the inclusion of lecturers from the Kenya Institute of Special Education, Kenya Institute for the Blind, and curriculum support officers in discussions on career progression guidelines. Torome emphasized the need for special-needs teachers to receive comparable allowances to those enjoyed by other teachers.
The unions' calls for reforms come as they assess progress on commitments made to teachers, including promotions and employment, amid ongoing reforms in the education sector. The government has increased teacher recruitment, easing shortages in schools. The unions' demands aim to address the challenges faced by teachers and improve the overall education system in Kenya.
Key points
- Kenyan teachers' unions demand promotions for ECDE teachers and employment of unemployed P1 teachers.
- The unions call for greater administrative autonomy for Junior Secondary Schools to address tensions between primary school heads and JSS teachers.
- The government has increased teacher recruitment, employing over 100,000 teachers on permanent and pensionable terms in the last three years.
