Unions Question TSC Promotion Criteria for 14,000 Teachers
The recent promotions by the Teachers Service Commission (TSC) have been met with mixed reactions from teachers and their unions.
While many teachers were elated to be recognized and advance in their careers, disappointment arose when some received regret letters stating that their applications were unsuccessful.
The promotion process has illuminated the complexities of career progression within the education sector, prompting a closer examination of the selection criteria and transparency in decision-making.
The Promotion Process
Sources revealed that the promoted teachers had advanced from job group B5 to D5. These promotions were accompanied by interviews earlier in the year, as TSC had advertised vacancies for various administrative roles.
These vacancies emerged due to natural attrition and were intended to enhance administrative capacities within educational institutions.
Union Perspectives and Reactions
The Kenya National Union of Teachers (Knut) and the Kenya Union of Post-Primary Education Teachers (Kuppet) have been vocal in responding to the promotions.
Collins Henry Oyuu, the Secretary-General of Knut, expressed gratitude for the promotions while highlighting the need for an equitable allocation of resources.
Oyuu called for the remaining funds to be allocated for promotions, as he recognized the long-standing wait for career advancements among teachers.
Dan Aloo, the Mombasa branch secretary of Knut, appreciated the promotions but underscored the scale of expectations.
He mentioned that the number of promoted teachers, though significant, was only a small fraction of the total teaching workforce.
Moreover, Aloo stressed the significance of recognizing the efforts of teachers in implementing essential educational policies, such as the competency-based curriculum and the 100 percent transition policy.
Akello Misori, the Secretary-General of Kuppet, expressed the union’s intention to seek clarity on the promotion process during discussions with TSC officials.
Misori highlighted the importance of the collective bargaining agreement in addressing teachers’ concerns and ensuring fair treatment.
The Need for Transparency
The lack of transparency and clarity surrounding the promotion criteria has been a recurring concern among teachers and their unions. Many teachers who received regret letters have called for transparency in how the promotions were distributed.
Some have suggested that the National Assembly intervene to demand a detailed breakdown of the promotion allocation. The promotion of teachers has remained a contentious issue, with teachers accusing the employer of impeding their career progression.
The allocation of only Sh1 billion for promotions, despite a request for Sh2.2 billion by TSC, has further fueled dissatisfaction among teachers who feel that their dedication to the profession is not adequately recognized.
TSC’s efforts to fill senior administrative posts have faced significant challenges. The commission has had to re-advertise vacancies multiple times due to a lack of qualified applicants.
While TSC attributes this issue to a scarcity of suitable candidates, teachers argue that stagnation within the same job grades has contributed to the dearth of qualified applicants.
Conclusion
The call for clarity in the criteria used for selection and the desire for more equitable allocations are central themes that emerge from these reactions.
As the education sector grapples with these challenges, the voices of teachers, unions, and education officials remain pivotal in shaping a more inclusive and informed approach to career advancements and administrative appointments.
Ultimately, promoting a sense of fairness, transparency, and recognition within the teaching profession is essential for fostering a motivated and dedicated educator community.
Unions Question TSC Promotion Criteria for 14,000 Teachers