Addressing the Science Teacher Shortage in Kenya

The shortage of science teachers in Kenya has become an alarming concern, particularly as the country grapples with the changing dynamics of its education system. During a recent appearance before the National Assembly Education Committee, the Teachers Service Commission (TSC) CEO Nancy Macharia highlighted a critical gap in staffing science subjects, particularly in junior secondary schools (JSS). This issue has prompted significant concern from various stakeholders, as the implications of such a shortage on the quality of education are profound.

Kenya’s education system is undergoing considerable transformation, including the rollout of the Competency-Based Curriculum (CBC) and the introduction of junior secondary education. The transition has brought to light several inadequacies in resource distribution, with the shortage of science teachers being one of the most pressing challenges. Despite the presence of over 400,000 unemployed teachers nationwide, the TSC has struggled to recruit enough qualified science teachers, leading to a crisis that threatens the future of students in the country.

The Scale of the Shortage: A National Problem

Nancy Macharia’s appearance before the parliamentary committee revealed a grim reality regarding the recruitment of science teachers in Kenya. While there are a significant number of unemployed teachers, the majority are trained in arts subjects. According to Macharia, the TSC often struggles to fill vacancies in subjects like physics, chemistry, and biology, particularly in rural and marginalized areas. Many schools, especially those at the junior secondary level, are inadequately staffed with science teachers, a situation that could lead to long-term effects on student learning outcomes.

“We have more than 400,000 unemployed teachers in the country,” Macharia stated. “But when we advertise for positions in science subjects like physics, we hardly receive any applications. There is a clear disparity between the number of arts and science teachers, with a majority being trained in the arts.”

This situation presents a paradox: Kenya has a high number of unemployed teachers, yet schools continue to struggle with filling key science positions. This shortage is particularly acute in the newly established JSS, which requires a broad range of science teachers to deliver the CBC curriculum. The shortage, Macharia acknowledged, is not just about the number of teachers but also about the mismatch between available teachers and the subjects in demand.

The Impact on Students

The shortage of science teachers in Kenya has serious implications for the quality of education students receive, particularly in critical subjects that form the foundation of future careers in STEM (Science, Technology, Engineering, and Mathematics) fields. Several MPs during the committee session voiced concerns over the long-term consequences of this shortage, particularly for students in rural areas where teacher shortages are most pronounced.

Kasipul Kabondo MP Eve Obara raised concerns about the current situation, where arts teachers are often forced to teach science subjects due to the staffing crisis. “We are aware of situations where arts teachers are teaching science,” Obara stated. “In many cases, they are just reading material back to students, and it begs the question: are we being fair to our students? Are they truly learning anything?”

This scenario paints a worrying picture of students receiving subpar instruction in critical subjects that require specialized knowledge and teaching skills. Physics, chemistry, and biology are subjects that demand hands-on practical lessons and an in-depth understanding of scientific concepts, which non-specialized teachers may not be able to provide effectively. The implications of this could be disastrous for the country’s long-term goals of developing a workforce equipped for the demands of a science-driven global economy.

Addressing the Root Causes of the Shortage

The shortage of science teachers in Kenya is not a new issue, but it has become more pronounced with the introduction of the CBC and the expansion of JSS. The problem appears to stem from multiple factors, including the lack of interest in science subjects among prospective teachers, poor incentives, and systemic issues within the teacher recruitment process.

1. Lack of Interest in Science Subjects: One of the primary reasons for the shortage is the lower enrollment of students in science-related teaching courses. Many students entering teacher training institutions prefer arts subjects, which are often perceived as easier to master and teach. This preference is reflected in the number of teachers available for recruitment, with arts teachers significantly outnumbering science teachers.
2. Poor Incentives for Science Teachers: Science subjects, particularly physics, require more than just theoretical knowledge; they demand practical expertise, which can be difficult and costly to acquire. The remuneration for science teachers does not adequately reflect the additional effort and skill required. As a result, fewer teachers are attracted to these roles, leading to chronic shortages.
3. Systemic Issues in Teacher Recruitment: The TSC has acknowledged that the recruitment and redistribution of teachers have not always followed the needs of individual schools. Some subjects are overstaffed, while others remain critically understaffed. This mismatch can be attributed to a lack of targeted recruitment policies that prioritize science subjects or provide adequate incentives for teachers to take up these positions in underserved areas.

What Is Being Done?

In response to the concerns raised by the committee, Macharia assured that the TSC is taking steps to address the shortage. The commission plans to recruit 20,000 additional teachers in January, with an emphasis on filling vacancies in science subjects. Furthermore, all 46,000 intern teachers currently working in schools are expected to be absorbed into permanent roles, providing some relief to the staffing crisis.

“We have communicated with the education ministry and have reached out to schools multiple times regarding the lack of science teachers. Action needs to be taken,” Macharia stated. She also promised that the commission would conduct a comprehensive analysis of the data to determine the exact percentage of science teachers among the unemployed teachers, a move that could help to identify potential solutions to the shortage.

The Role of Government and Stakeholders

The committee, led by Julius Melly, chair of the National Assembly Education Committee, has called on the government to prioritize the recruitment of science teachers as part of its broader education reforms. The shortage of science teachers threatens to undermine the gains made by the CBC and could negatively impact Kenya’s development goals in the long run.

“We cannot afford to overlook the staffing crisis in our schools, particularly in subjects that are critical for the development of our country,” Melly stated. “The commission must ensure that schools are staffed according to the rules, with adequate numbers of science teachers to meet the needs of students.”

Marakwet West MP Timothy Toroitich added, “Of the 400,000 unemployed teachers, what percentage are science teachers? This is a critical question that must be answered if we are to understand the true extent of the problem.”

Conclusion

The shortage of science teachers in Kenya is a national crisis that requires urgent attention. The TSC’s efforts to recruit more teachers, coupled with the government’s focus on education reform, could provide some relief to the problem. However, without targeted interventions, such as providing better incentives for science teachers and encouraging more students to pursue science education courses, the shortage is likely to persist.

The quality of science education in Kenya is at risk, and the country’s long-term development goals in STEM fields could be compromised if this issue is not addressed. It is time for all stakeholders, including the government, TSC, and education institutions, to come together and find sustainable solutions to this pressing challenge.