Kenya is facing a significant teacher employment crisis as more than 314,000 teachers applied for just 46,000 available Junior Secondary School (JSS) positions. This stark mismatch between demand and supply highlights the long-standing issue of teacher shortages, which the government has struggled to address despite its efforts to improve the education system. The overwhelming number of applicants is an indicator of not only the country’s high unemployment rate but also the pressing need for more teachers to support the implementation of critical reforms in Kenya’s education sector.
Record Number of Applicants
According to the Teachers Service Commission (TSC) CEO, Nancy Macharia, a total of 314,117 teachers applied for positions in primary, junior, and secondary schools. Of these, 93,646 applied for primary school positions, 144,177 for JSS roles, and 76,294 for secondary schools. This large pool of applicants is competing for just 6,000 primary school positions, 39,950 junior school positions, and 450 secondary school positions, making it a highly competitive process for those seeking employment.
The TSC, the body responsible for the recruitment and deployment of teachers in Kenya, has confirmed that it is prioritizing intern teachers for these positions. Intern teachers who have been serving on contract terms in schools across the country will be given priority during the recruitment process, although the commission emphasized that there will be no automatic transition to permanent employment. As Macharia clarified, “All employment vacancies are filled competitively in line with the principle of fair competition and merit.”
Teacher Shortages: A Persistent Challenge
Kenya has been grappling with a severe shortage of teachers for years, and the issue remains one of the biggest challenges to the country’s education sector. While the implementation of the Competency-Based Curriculum (CBC) has introduced Junior Secondary Schools (JSS) as part of the education structure, the capacity of these schools has been severely constrained by a lack of trained and qualified teachers.
The shortage of teachers cuts across all levels of education, with some schools struggling to cope with overcrowded classrooms and limited resources. In her appearance before the National Assembly’s Education Committee, Macharia reiterated that the current recruitment drive is part of the commission’s broader strategy to address the gap. However, she also acknowledged that the problem will not be fully solved with this wave of recruitment.
“The persistent shortage of teachers at all levels has been a longstanding issue that the government has struggled to address,” Macharia noted.
President Ruto’s 2022 Campaign Promise
During his 2022 presidential campaign, President William Ruto promised to hire 116,000 teachers over two years as part of his pledge to transform the education system and improve the quality of learning in schools across the country. The current recruitment of 46,000 teachers on permanent and pensionable terms is a significant step in that direction. The move has been hailed as the largest teacher recruitment effort in the nation’s history.
Kenya Union of Post-Primary Education Teachers (KUPPET) Secretary-General Akello Misori commended the government’s effort to recruit such a large number of teachers, acknowledging the positive impact it would have on the education sector. However, even with these efforts, the shortage remains significant, and the recruitment does not fully meet the demand.
While the recruitment of 46,000 teachers represents a historic achievement, Kenya still has a long way to go to ensure that schools are fully staffed with qualified teachers. With over 314,000 applicants, many of whom are well-qualified and experienced, competition for the available slots is fierce. The excess number of applicants reflects the desperate situation many teachers face in trying to secure permanent employment within the country’s education system.
The TSC’s Role and Financial Challenges
The Teachers Service Commission plays a critical role in managing teacher employment in Kenya. In recent months, the commission has been working on vetting the applications and issuing employment forms to the successful applicants. Teachers who are recruited through this process are expected to report to their respective schools in January 2025.
The recruitment process, which aims to convert teacher interns into permanent employees, represents a shift in the way the TSC is addressing the shortage of teachers. By focusing on existing intern teachers, the commission hopes to streamline the recruitment process while rewarding those who have already demonstrated their commitment to the profession.
However, the TSC’s efforts have been complicated by significant budget cuts. Documents presented to the National Assembly’s Education Committee show that the recurrent budget of the TSC has been slashed by KSh10.28 billion. The commission’s new gross recurrent budget for the 2024/2025 financial year now stands at KSh347.49 billion, down from the initial allocation of KSh357.77 billion.
In addition to these cuts, the commission’s development budget has also been reduced by KSh38 million. This decrease is expected to affect several government-funded projects aimed at improving the education sector, including initiatives to build new schools and upgrade existing infrastructure. The new development budget stands at KSh404.32 million, down from the previous allocation of KSh442.32 million.
The Way Forward: Challenges and Opportunities
The current teacher employment crisis in Kenya underscores the need for a more sustainable and long-term solution to the country’s teacher shortage. While the recruitment of 46,000 teachers represents a step in the right direction, it is clear that much more needs to be done to meet the growing demand for teachers across the country.
One of the key challenges facing the government is how to balance the need for more teachers with the available budget. The significant cuts to the TSC’s budget raise questions about the government’s commitment to addressing the shortage, and there are concerns that further reductions could undermine efforts to recruit and retain qualified teachers.
At the same time, the TSC’s focus on converting teacher interns into permanent employees represents an opportunity to create a more stable and experienced workforce. By prioritizing those who have already served as interns, the commission is able to tap into a pool of teachers who are already familiar with the education system and are well-positioned to take on permanent roles.
However, the large number of applicants who will inevitably be left without a job raises concerns about the future of the teaching profession in Kenya. For many teachers, the competition for limited positions is becoming increasingly intense, and there are fears that the shortage of jobs could discourage talented individuals from pursuing careers in education.
Conclusion
The teacher employment crisis in Kenya is a reflection of deeper systemic issues within the country’s education sector. While the recruitment of 46,000 teachers is a positive step, it is clear that more needs to be done to address the persistent shortage of qualified teachers. The government must find a way to balance the need for more teachers with the available budget, while also ensuring that the recruitment process is fair and transparent.
As Kenya continues to implement reforms like the Competency-Based Curriculum, the demand for teachers will only increase. It is therefore essential that the government takes a long-term approach to addressing the shortage, ensuring that schools are fully staffed and that all students have access to quality education. With over 314,000 applicants vying for just 46,000 positions, the scale of the challenge is clear but so too is the opportunity to create a more effective and sustainable education system.
