KNUT Urges MPs to Give Primary Heads Control of Junior Secondary.
The Kenya National Union of Teachers (KNUT) has urged Members of Parliament to expedite the passage of Sessional Paper No. 10 of 2024. The union believes this policy document is vital for resolving longstanding issues in basic education before learners transition to senior school in 2026.
If adopted, the paper would formalize a structure that integrates pre-primary to Grade Nine into one institution, headed by a single school leader.
The policy proposes adopting the 2-6-3-3-3 education system, replacing the phased-out 8-4-4. This comprehensive model intends to unify early childhood, primary, and junior school under one management to ease administrative conflicts and streamline learning progression.
KNUT argues that the policy will resolve conflicts that emerged after junior school was moved into primary institutions. Currently, there are no teachers trained specifically for junior school; instead, secondary-trained teachers were deployed. The situation has led to confusion and power struggles between staff.
If implemented, the policy would empower head teachers to manage institutions from pre-primary through Grade Nine, transforming them into comprehensive school administrators.
KNUT’s national deputy chairperson, Malel Langat, emphasized that passing the sessional paper would ease tensions between junior school educators and their supervisors.
Teachers’ Union Dispute and Representation
The policy could also redefine the representation of the 46,000 junior school teachers. These educators currently remit agency fees to the Kenya Union of Post-Primary Education Teachers (Kuppet), although KNUT claims them as members.
Dr. Langat called on lawmakers to hasten the paper’s adoption, asserting that it reflects recommendations from the Presidential Working Party on Education Reforms and would strengthen the sector.
According to Charles Ochome, Chairperson of the Kenya Association of Private Schools, some private institutions have already embraced the comprehensive model.
Others, particularly those with limited space, are opting to create standalone senior schools. He noted that although many parents prefer separate senior schools, those with sufficient land are able to allocate different zones for pre-school, middle school, junior school (JS), and senior school (SS).
Promoting Teacher Cohesion
KNUT Secretary-General Collins Oyuu has encouraged cooperation between junior and primary school teachers. He urged junior school educators to view their primary school counterparts as equals and to avoid internal divisions.
He also advised teachers to cultivate respectful working relationships with the Kenya Primary Schools Heads Association, noting that these leaders now oversee ECDE, primary, and junior school sectors.
Oyuu added that these head teachers should receive revised pay packages that reflect their broadened responsibilities.
The sessional paper outlines strategic reforms addressing access, equity, quality, governance, and financing within the Competency-Based Curriculum (CBC).
Since CBC’s 2019 rollout, it has been gradually implemented alongside the phase-out of 8-4-4. The first CBC cohort is currently in Grade 9 and is scheduled to transition to senior school next year.
Enrollment figures and learning infrastructure have shown growth. Between 2017 and 2022, pre-primary schools rose from 41,779 to 46,652, primary schools increased from 30,354 to 31,464, and secondary schools from 8,958 to 10,390.
Gross Enrolment Ratio (GER) in pre-primary improved from 77.1% to 111.2%, and in secondary education, enrollment expanded from 1.9 million to 3.9 million.
Learning Conditions and Funding
Pupil-teacher ratios remain a concern. In public primary schools, the PTR stands at 41, compared to 24 in private schools. At the secondary level, public institutions average 29 pupils per teacher, while private schools report 14. The policy intends to rationalize learning areas and curriculum designs in line with global and regional standards.
The paper also proposes a re-categorization of public secondary schools to align with career pathways at senior school level, promoting fair access to learning opportunities.
Read Also: KEPSHA Applauds School Heads for CBC Success, Urges Reforms in NEMIS and Capitation
Moreover, the government will be mandated to revise capitation grants for all basic education levels, create a Minimum Essential Package (MEP) for funding, and improve intergovernmental coordination for pre-primary education financing.
Additional reforms outlined in the paper include strengthening financial management and audits, regulating school uniform procurement, and formalizing scholarship and bursary management.
The policy further aims to establish frameworks for resource allocation, sharing, and stakeholder involvement in the education sector.
KNUT Urges MPs to Give Primary Heads Control of Junior Secondary.
