Primary school heads have made a strong appeal to the Teachers Service Commission (TSC) for promotions, citing the escalating responsibilities that have emerged with the establishment of Junior Secondary Schools (JSS). The conference, attended by over 23,000 primary school heads from across the country, serves as a crucial platform for addressing pressing issues in the education sector.
New Responsibilities with Junior Secondary Schools
The introduction of the Competence-Based Curriculum (CBC) has transformed the educational landscape in Kenya, placing additional burdens on primary school headteachers who are now tasked with managing not only primary and pre-primary schools but also the new JSS. This shift has prompted school heads to call for recognition and promotion to reflect their expanded roles.
Johnson Nzioka, the national chairperson of the Kenya Primary Schools Heads Association (Kepsha), emphasized the urgent need for a policy that allows headteachers to advance from job Group D1 to D2. He expressed concern that many administrators remain stagnant in their current positions due to a lack of clear pathways for career progression. “How will these teachers be appreciated? Will there be an opening where they can progress from D1 to D2?” he questioned, highlighting the frustrations of many headteachers who feel undervalued.
The implementation of comprehensive schools institutions that integrate different educational levels under a single management structure has further complicated the responsibilities of primary school heads. Nzioka pointed out that these administrators are now secretaries to the boards of management for these comprehensive schools, which adds layers of accountability and oversight.
Stagnation in Career Progression
The call for promotions comes against a backdrop of stagnation that many headteachers face. As Nzioka articulated, the lack of a progressive movement policy has left many educators feeling demoralized. “We expect the Head of the Public Service and the TSC to give us an assurance about this issue to address the problem of stagnation with finality,” he stated, urging government officials to respond to their concerns.
The pressure on headteachers has been amplified by the government’s decision to domicile Grade 9 pupils in primary schools, reversing an earlier plan to place these students in secondary schools. This decision means that primary school heads will need to accommodate an influx of new students, intensifying their administrative workload. The anticipated arrival of Grade 9 students next January necessitates immediate action to ensure that schools are adequately prepared.
Government’s Commitment to Infrastructure Development
In response to these challenges, President William Ruto recently announced that the government is committed to constructing over 11,000 classrooms in public schools by January 2025. This initiative is seen as a critical step towards supporting the educational framework and accommodating the growing number of students. The government has partnered with the National Government Constituency Development Funds to facilitate this construction, aiming to create sufficient learning spaces for all pupils.
During the conference, the role of the Education Cabinet Secretary, Julius Ogamba, and TSC Chief Executive Officer Nancy Macharia will be pivotal in addressing the concerns raised by headteachers. Their presence at the conference underscores the government’s recognition of the vital role that school heads play in the successful implementation of educational policies.
Addressing Educational Challenges
The conference not only aims to address the immediate concerns regarding promotions and infrastructural needs but also to engage in broader discussions about the structural changes affecting the education sector. The move to comprehensive schools represents a significant shift in how education is delivered in Kenya, requiring a reevaluation of support systems for educators and the resources available to them.
Primary school heads are at the frontline of implementing the CBC, and their input is essential in shaping policies that impact the quality of education. As they navigate the complexities of their roles, it is imperative that the TSC and the government provide the necessary support and recognition to ensure that these educators can effectively lead their schools.
Conclusion
The demands put forth by primary school heads to the TSC highlight the urgent need for policy reforms that acknowledge the evolving landscape of education in Kenya. As the government prepares for the influx of Grade 9 students and the ongoing implementation of the CBC, it must prioritize the professional development and promotion of headteachers. Recognizing their contributions and addressing their concerns will be vital in fostering a stable and effective educational environment for both educators and learners.
The upcoming discussions during the Kepsha annual general conference are expected to pave the way for meaningful engagements between educators and government officials, ultimately shaping the future of primary education in Kenya. By addressing the challenges faced by school heads, the government can enhance the quality of education and ensure that all students receive the support they need to thrive in their academic pursuits.
