Teachers in Kenya, like many other professionals, face various challenges in their day-to-day duties. However, one thing that has consistently been brought up is the issue of fair compensation. With an upcoming Collective Bargaining Agreement (CBA) negotiation scheduled for next year, members of the Kenya Union of Post-Primary Education Teachers (KUPPET) are pushing for the introduction of allowances that are tailored to the unique demands of the teaching profession. Among the allowances sought are the standing allowance, detoxification allowance, and special duty or acting allowance. These new demands could potentially shape the future of how teachers are compensated for their work in the country.
A Call for Standing Allowance: Teaching as a Strenuous Job
The demand for a “standing allowance” has been raised by Ronald Tonui, KUPPET’s Assistant Treasurer, who believes that teaching is an inherently strenuous profession that requires adequate compensation for the physical strain teachers endure. According to Tonui, teaching involves long hours of standing while managing and instructing students in classrooms, which is a physically demanding task.
He compared this situation to other professions where extraneous allowances are provided for jobs that require employees to engage in physically or mentally challenging activities. Yet, despite the evident demands of teaching, teachers have not been given similar considerations. “Others are asking for extraneous allowances and have been given, but we are yet to be given any. Standing allowance must be in our payslips,” Tonui emphasized during the KUPPET Siaya branch Annual General Meeting held in Siaya Town.
Tonui’s call for standing allowance is particularly relevant when considering that teachers often stand for hours on end, not only in the classroom but also during co-curricular activities and administrative tasks. Many professions, including those in the healthcare and military sectors, have allowances for physical strain, so KUPPET feels it’s time the teaching profession is recognized in the same way.
Detoxification Allowance for Science Teachers
Another significant proposal put forward is the introduction of a detoxification allowance, specifically targeting science teachers. Those teaching subjects like chemistry are often exposed to hazardous chemicals during practical lessons. Ronald Tonui pointed out that the exposure to such substances poses a significant health risk to teachers, and as such, there should be compensation in the form of a detoxification allowance.
Chemistry teachers regularly work with chemicals such as acids, bases, and other volatile substances, many of which can cause harm if not handled properly. In laboratories, teachers are responsible for both their safety and the safety of their students. Despite following safety protocols, prolonged exposure to some of these chemicals could lead to long-term health complications. This makes the call for detoxification allowances not only reasonable but also necessary for ensuring the well-being of teachers who dedicate themselves to science education.
The proposal for a detoxification allowance mirrors similar allowances offered in other industries where workers are exposed to potentially harmful substances, such as in mining or healthcare sectors. KUPPET’s demand for such an allowance underscores the need for the Teachers Service Commission (TSC) to take into account the diverse challenges teachers face, particularly those who engage with hazardous materials in the course of their duties.
Acting or Special Duty Allowance: Compensation for Additional Responsibilities
In addition to the standing and detoxification allowances, KUPPET is also pushing for the introduction of a special duty or acting allowance. This proposal is aimed at teachers who temporarily or unofficially assume roles of higher responsibility, such as acting as principals or heads of departments, without being formally compensated for these extra duties.
Tonui noted that many teachers have been placed in acting roles for extended periods but have yet to receive any financial benefits for taking on these additional responsibilities. This situation is particularly common in schools where there may be a leadership gap, and senior teachers are called upon to step into managerial positions without an accompanying increase in salary or allowances.
For teachers who assume such roles, the additional administrative workload comes on top of their regular teaching duties, making the job even more demanding. The special duty allowance would help acknowledge the extra effort these teachers put in, ensuring that their contributions are appropriately recognized and rewarded.
A United Push for New Benefits
KUPPET’s call for these new allowances comes at a crucial time, as teachers across the country prepare for the next CBA with the TSC. This agreement is expected to address several key issues, including salary increases, allowances, and working conditions for teachers. According to Tonui, a salary increase is a must in the new CBA, but KUPPET is also focused on securing the unique benefits that reflect the specific demands of the teaching profession.
Tonui’s remarks at the KUPPET Siaya branch AGM were an invitation to union members to actively participate in shaping the new CBA by coming forward with their own suggestions and ideas on what should be included. This collaborative approach to the negotiations highlights KUPPET’s commitment to ensuring that the voices of teachers are heard and that their concerns are addressed in a comprehensive manner.
The union’s leadership is also optimistic about their strength as a labor movement, particularly following the recent decision by their sister union, the Kenya National Union of Teachers (KNUT), to snub a nationwide strike. Tonui described KNUT’s decision as a “blessing in disguise” for KUPPET, allowing them to prove their capability to lead a strong countrywide teachers’ strike if necessary. He further emphasized that KUPPET’s ability to mobilize teachers nationwide demonstrated their commitment to advocating for teachers’ rights and pushing for better working conditions.
The Broader Implications for Teachers’ Welfare
The push for the introduction of new allowances is part of a broader effort to improve teachers’ welfare in Kenya. Over the years, teachers have expressed concerns about inadequate compensation, particularly in comparison to other professions. The introduction of benefits such as standing and detoxification allowances could set a precedent for the way teachers are treated and compensated, not only in Kenya but across the continent.
Moreover, these demands highlight the evolving nature of the teaching profession, where teachers are expected to take on diverse roles, from instructing students to managing school resources and even acting in leadership positions. As the demands placed on teachers grow, so too should the compensation and benefits they receive.
In the long term, the success of KUPPET’s demands could lead to improved job satisfaction and retention rates within the teaching profession. Ensuring that teachers are fairly compensated for their efforts is not only a matter of equity but also an investment in the future of education in Kenya. When teachers are adequately supported, they are better able to focus on their primary mission: providing quality education to students.
Conclusion
As KUPPET prepares for the upcoming CBA negotiations with the TSC, the union’s demands for standing allowance, detoxification allowance, and special duty allowance are critical steps toward improving teachers’ welfare. The teaching profession is unique in its challenges, and these allowances would go a long way in recognizing the physical, health, and administrative burdens that teachers face daily.
By advocating for these benefits, KUPPET is sending a strong message that teachers deserve more than just a salary increase they deserve to be compensated for the full scope of their work. As the negotiations unfold, the success of these proposals will be watched closely by teachers and stakeholders alike, with the potential to reshape the landscape of education in Kenya.
