The Teachers Service Commission (TSC) has unveiled a new set of allowances aimed at attracting and retaining teachers in special schools. This announcement was made by TSC Chief Executive Officer, Nancy Macharia, during her appearance before the Cohesion and Equal Opportunities Committee, chaired by Hon. Adan Haji.
The initiative is part of a broader strategy to address the acute shortage of teachers in special needs schools, which currently stands at 5,362. Ms. Macharia highlighted the introduction of a Readers Facilitation or Aid allowance specifically for teachers who are blind, deaf, mute, or have physical disabilities. This new allowance is designed to recognize and compensate for the additional challenges these teachers face in their professional duties.
“Special school allowances are another incentive introduced for teachers with special education skills,” said Ms. Macharia. She further explained that these incentives come in addition to standard allowances such as hardship and commuter allowances, acknowledging the unique challenges faced by teachers in special education settings.
Addressing Teacher Shortages
To combat the teacher shortage, TSC has already made significant strides by hiring and deploying 1,763 teachers to various schools in May. Ms. Macharia announced that an additional 3,600 teachers are scheduled to be posted to special needs schools in September this year, January, and June next year. This phased deployment approach is necessitated by budget constraints but is expected to gradually alleviate the staffing shortages.
Unique Staffing Norms
The TSC has also developed and implemented unique staffing norms tailored specifically for special needs education schools. These norms take into account the type and severity of disabilities of the learners, ensuring that class sizes are manageable and conducive to effective teaching. For instance, classes for mentally handicapped learners are limited to four students per teacher, while those for physically handicapped learners can have up to 15 students.
“The aim is to ensure that teachers can provide adequate attention to special needs learners,” Ms. Macharia explained. “The fewer the number of special needs learners per teacher, the better the provision of quality services.”
Committee Feedback
The committee, represented by its vice-chairperson Hon. Liza Chelule, commended the TSC for its efforts to improve the welfare of teachers in special needs schools. However, she noted that more work is needed to address the challenges faced by these institutions. Hon. Chelule recounted visits to special needs schools across various regions, including Coast, Nyanza, Western, and Rift Valley, where she observed that both the schools and teachers operated under deplorable conditions.
Shinyalu MP Hon. Fred Ikana echoed these sentiments, highlighting that the harsh conditions experienced by teachers in special schools discourage others from seeking employment in these institutions, further exacerbating the shortage.
Moving Forward
The introduction of these allowances is a significant step towards improving the conditions and retention rates of teachers in special needs schools. However, as highlighted by the committee members, continued efforts and additional measures are necessary to ensure that these schools and their staff are adequately supported. By addressing both the financial and operational challenges, the TSC aims to create a more favorable environment for educators dedicated to serving special needs learners, ultimately enhancing the quality of education provided in these vital institutions.
