The introduction of the Competency-Based Curriculum (CBC) in Kenya has ushered in significant changes in the education sector, including the creation of Junior Secondary Schools (JSS). However, these changes have not been without challenges, particularly for Junior Secondary School teachers, who now find themselves at odds with the current system. As these educators seek independence from primary school leadership and call for the formation of their own union, their concerns are sparking debate on the future of education in Kenya. This article delves into the grievances raised by JSS teachers, the friction they are experiencing, and the potential impact of their demands on the education system.
The Context of JSS Teachers’ Grievances
Junior Secondary Schools were introduced as part of the CBC to bridge the gap between primary and secondary education. JSS students, typically aged 12-14, are expected to undergo a more specialized and advanced curriculum than their primary school counterparts. As a result, the teachers recruited to handle JSS are largely graduates, many of whom would have traditionally been posted to secondary schools under the former 8-4-4 system.
However, despite their qualifications, these JSS teachers have been placed under the administrative leadership of primary school heads. This has led to friction, with many teachers feeling that the current arrangement undermines their professional autonomy and hinders their ability to effectively teach the new curriculum. According to Omari Omari, the national chairman of JSS teachers, this system is untenable, with many teachers reporting instances of being compelled to teach primary school classes—a role they believe is outside their mandate.
“Allow the JSS teachers to be independent,” Omari asserted during a World Teachers’ Day luncheon in Nairobi, organized by Nairobi Senator Edwin Sifuna. He highlighted that in many schools, the relationship between JSS teachers and primary school heads has deteriorated to the point where “schools are currently crime scenes where JSS teachers want to fight head teachers, and head teachers want to fight our teachers.”
The Case for Independence
The demand for independence from primary school leadership is rooted in the belief that JSS teachers require a distinct management structure to fully execute their duties. Unlike their primary school counterparts, JSS teachers are expected to teach more specialized subjects such as science, mathematics, and social studies, in line with the CBC’s goals of fostering critical thinking and practical skills.
However, the existing structure, which places JSS teachers under the supervision of primary school heads, is seen as an impediment to this goal. Primary school heads, whose experience is primarily in managing the early years of education, may not have the expertise required to oversee a curriculum that is more demanding and specialized. As a result, there is a growing consensus among JSS teachers that they should be allowed to operate independently, with their own administrative and managerial structures.
“We need a clear command system on the management of JSS teachers,” Omari stated, emphasizing that the current arrangement is causing unnecessary friction and inefficiency. By allowing JSS teachers to function independently, the government could help eliminate these conflicts and ensure that the CBC is implemented more effectively.
The Push for a New Union
In addition to seeking administrative independence, JSS teachers are also advocating for the formation of their own union. Currently, most teachers in Kenya are either members of the Kenya National Union of Teachers (KNUT) or the Kenya Union of Post Primary Education Teachers (KUPPET). However, JSS teachers argue that these unions have not been effective in addressing their unique concerns.
“The two unions have not proved effective in advocating for our rights,” Omari said, calling for the establishment of a new union that would specifically represent the interests of JSS teachers. The formation of such a union would allow JSS teachers to have a stronger voice in negotiations with the Teachers Service Commission (TSC) and the government.
At the luncheon, attended by Early Childhood Development Education (ECDE) teachers, primary and secondary school teachers, JSS teachers, and officials from both KUPPET and the TSC, Omari also called for the inclusion of teachers’ representatives at the TSC. This is a longstanding demand that has yet to be fulfilled, despite repeated calls from the teaching profession.
Currently, the TSC, which is responsible for handling the human resource function for teachers in Kenya, does not have a slot for teachers within its ranks. This absence of representation has fueled dissatisfaction among teachers, who feel that their concerns are not adequately addressed by the commission. Omari’s call for teachers’ representation at the TSC echoes a similar proposal made under the Building Bridges Initiative (BBI), which collapsed in 2022 after being declared unconstitutional by the courts.
Political Support and Legislative Action
The teachers’ demands have found support from some political leaders, including Nairobi Senator Edwin Sifuna. During the luncheon, Sifuna reiterated his support for the inclusion of teachers in the TSC, noting that this had been one of the proposals made by the Orange Democratic Movement (ODM) under the BBI.
“Under the BBI, it was ODM that pushed for this and even proposed the formation of a Health Service Commission to address matters of health, but unfortunately, this did not come to pass,” Sifuna explained. He expressed his belief that it is “high time we pushed for this to ensure the well-being of teachers,” signaling that legislative efforts to address the teachers’ concerns could be on the horizon.
One of the key legislative proposals being considered is the delinking of JSS teachers from primary school management. By establishing clear administrative structures for JSS teachers, the government could address the current power struggles and allow both JSS and primary school teachers to focus on their respective roles. Sifuna has indicated that he is willing to push for legislation that would facilitate this change.
The Potential Impact on Education
The demands made by JSS teachers come at a crucial time for the Kenyan education system. The successful implementation of the CBC hinges on the ability of educators to deliver quality instruction, particularly in the critical years of Junior Secondary School. However, the current conflicts between JSS teachers and primary school heads threaten to undermine these efforts.
If the government heeds the teachers’ calls for independence and the formation of a new union, the education sector could see significant improvements in the management and delivery of the JSS curriculum. By allowing JSS teachers to operate independently, the government would be ensuring that these educators have the autonomy and support they need to fulfill their roles effectively.
At the same time, the inclusion of teachers’ representatives at the TSC could help address some of the broader issues facing the teaching profession. With direct input from teachers, the TSC would be better positioned to understand and respond to the challenges that educators face on the ground.
Conclusion
As Kenya continues to navigate the challenges of implementing the CBC, the concerns raised by Junior Secondary School teachers should not be ignored. Their calls for independence from primary school leadership and the formation of a new union highlight deeper issues within the education system that need to be addressed.
By delinking JSS teachers from primary school management, the government could help resolve the current friction and ensure that both groups of educators are able to focus on their respective roles. Furthermore, the inclusion of teachers in the TSC could provide a much-needed avenue for addressing the concerns of the teaching profession as a whole.
As the debate continues, it is clear that the future of education in Kenya will depend on the ability of policymakers to respond to the needs of teachers and students alike. For JSS teachers, the fight for independence is not just about autonomy—it’s about ensuring that the next generation of learners receives the quality education they deserve.
