The Kenya Union of Post-Primary Education Teachers (Kuppet) has written to the Teachers Service Commission (TSC) requesting an urgent meeting over the management of Junior Secondary (JS) teachers.

The union is  pushing for the independence of the Junior Secondary wing or, alternatively, the transfer of JS to existing secondary schools.

In a letter dated October 2, Kuppet Secretary-General Akelo Misori warned that growing disquiet among Junior Secondary teachers over their placement under primary school headteachers is threatening the smooth rollout of the curriculum.

He argued that the current arrangement — which places JS under primary school leadership — undermines the professionalism and career progression of teachers trained to handle adolescent learners.

“The ongoing demands by Junior School teachers highlight significant concerns regarding their incorporation under a leadership structure headed by primary school headteachers with qualifications not aligned to the unique demands of Junior School education,” Misori said in the letter.

The letter comes after a series of attempts by a section of teachers in Junior School demanding the institution’s leadership be separated from the primary schools.

“This situation has led to calls for autonomous leadership that recognises the professionalism and career development needs of Junior School teachers,” he added.

Kuppet has consistently maintained that Junior Secondary, which caters for learners transitioning from upper primary, is more closely aligned with secondary education in terms of pedagogy, content, and learner needs.

Misori reiterated this position when Kuppet officials met President William Ruto at State House in September, where they pushed for JS to be domiciled in secondary schools to leverage existing resources, infrastructure, and administrative expertise.

Teachers have criticised the Teachers Service Commission (TSC) for restricting their participation in union activities during the third term, describing it as unconstitutional and a violation of their rights to association and expression.

A section of the Kenya Union of Post-Primary Education Teachers (KUPPET) officials said the directive was an attempt to silence teachers ahead of the union’s elections slated for January 2026.

In an internal memo addressed to regional, county, and sub-county directors, the TSC instructed all education officials across the country to ensure that schools remain free from union-related or social activities during the term.

The circular, which was dispatched to all field offices, further directed school administrators to strictly supervise learning institutions to ensure that they remain focused on academic programmes and that no external activities, particularly those related to union politics, should disrupt the school environment.

“No social activities, such as union campaigns, should take place in schools during working hours or at any time in a way that disrupts learning, exam preparation, or management,” reads the circular.

The directive comes just months before the KUPPET elections, which are expected to take place in January 2026.

Vihiga Branch Executive Secretary Sabala Inyeni faulted the move, saying it was unconstitutional and completely uncalled for. He termed it an infringement on the liberal and democratic rights of teachers.

“When teachers go to schools, they are not disrupting or interfering with any learning activities; they are simply exercising their rights as citizens and professionals. It is, therefore, very wrong for the TSC to come out and start issuing directives preventing participation. I hope this is not a gag to control who wins the elections,” Inyeni said.

Kisii Branch Executive Secretary Abincha Joseph said the directive came as a surprise, especially since the Registrar of Trade Unions had already issued timelines for the upcoming KUPPET elections scheduled to begin in January.

Laikipia County KUPPET Executive Secretary Robert Miano said the directive should only apply during the national examination period.

“This directive should only apply when national exams are underway, not during regular school activities,” Miano said.

The union officials have urged the TSC to withdraw the circular, arguing that it undermines teachers’ freedom of association and expression, and could interfere with the smooth conduct of union elections.

This year, national examinations and assessments will begin on October 17 and run until November 21, 2025, marking a critical phase for learners under both the 8-4-4 and Competency-Based Curriculum (CBC) systems.

The Kenya National Examinations Council (KNEC) Chief Executive Officer, David Njengere, said a total of 3,424,836 candidates will sit for the national examinations and assessments across the country.

Of these, 996,078 candidates have registered for the Kenya Certificate of Secondary Education (KCSE), 1,298,089 will sit for the Kenya Primary School Education Assessment (KPSEA), while 1,130,669 candidates will take the Kenya Junior School Education Assessment (KJSEA), the first group under the CBC system.

To ensure smooth administration, Njengere said the Council has deployed 54,782 invigilators and 12,126 supervisors to oversee this year’s KCSE examinations. An additional 24,213 centre managers have also been appointed to manage the KJSEA and KPSEA assessments.

“The field administration of the 2025 examinations and assessments is scheduled to start on Friday, October 17, and end on Friday, November 21, 2025,” Njengere said.

A qualified teacher since 2013, he spent a decade waiting, applying, and hoping, each passing year ending in heartbreak as his name failed to appear on the Teachers Service Commission (TSC) list.

“I graduated from Machakos Teachers College in 2013,” he recalls. “Since then, I have been tarmacking, applying for a TSC job almost every year, nine times, but nothing came through. I kept asking myself, will my chance ever come?”
To keep his family afloat, Nzomo became a driver, dabbled in small businesses, and took odd jobs, doing whatever it took to make ends meet.

“Previously, we learnt about vacancies from newspaper adverts,” he explains. “You would travel long distances to deliver your application papers in person, wait for a call that never came, and later discover others had been recruited. There was no kind of transparency we see now. You just went home and hoped, until the next advert.”Year after year, he repeated the same cycle: hope, effort, and disappointment. Yet through it all, one thing remained constant: his unwavering belief that one day, he would be formally employed and finally stand before a classroom again, not just as a volunteer, but as a teacher in his rightful place.

“But even as he worked behind the wheel or manned a shop counter, his heart never left the classroom.

“Teaching was never just about employment; it has always been my calling,” he says.
That calling was finally answered, a decade later.

“I am personally grateful for this government and for the current office, TSC Machakos, because the new system in place there is a lot of accountability and transparency.”

Through reforms introduced under President William Ruto’s administration, the government launched an ambitious plan to recruit 116,000 teachers in 2022, beginning with systemic changes at the TSC.

A key part of this transformation was digitizing the recruitment process, a shift that the TSC Chief Executive Officer, Dr. Evalyne Mitei, calls “A game-changer because we have digitized our systems. It allows every trained teacher to access recruitment opportunities directly. Every teacher in this country now knows that the process is digital; they do not have to ask anyone when the next recruitment will happen,” she explains.

Adding that “Our recruitment process is online, and this is basically the entire process where the teachers apply online, and we shortlist online. That would definitely ensure transparency and effectiveness of the process. It also gives access to our teachers from wherever they are to be able to see the advert and apply.”

“When the results were pinned on the county noticeboard and I saw my name, I could not believe it,” he says with a smile. “It felt like a heavy burden had been lifted.”

He reported to Kwanthanze High School, where TSC officials guided successful candidates through the employment process. Soon after, he received his official posting letter.

Initially deployed to Bomet County, Nzomo was later transferred closer to home following the end of the delocalization policy.

Today, Steven Nzomo is living his long-awaited dream, teaching at Ngelani Comprehensive School in Machakos County, where his passion for education finally meets his purpose.

His arrival coincided with Kenya’s shift from the 8-4-4 system to Competency-Based Education (CBE), a change he fully embraces.
“In 8-4-4, the teacher was doing most of the work; it was teacher-centred. But now, with CBE, we guide learners as facilitators. They are more innovative, creative, and exposed. It makes learning easier and impactful.”

For Nzomo, the classroom is more than a workplace; it is the fulfilment of a dream he refused to let die.

His story mirrors that of thousands of teachers across Kenya who endured years of waiting, but never gave up on their calling.

Acting TSC CEO Evelyn Mitei confirms that his experience is not unique, noting that recent reforms have breathed new life into the sector.
“We have teachers who have overstayed after graduation for more than 15 years. In the last two and a half years, we have hired 76,000 teachers, numbers that would have taken 20 years under the old system. Our policy of ‘first-out, first-in’ ensures those who have waited longest are finally recruited.”

On his part, TSC Chairperson Dr. Jamleck Muturi underscores the importance of these hires.

“The first important person in Competency-Based Education implementation is the teacher. Recruiting more teachers reduces shortages, lowers the teacher-pupil ratio, balances workloads, and ensures every child enjoys the constitutional right to quality education.”

President William Ruto has echoed this commitment, announcing that by January, an additional 24,000 teachers will be hired. Funding for teacher promotions has also been doubled from Ksh 1 billion to Ksh 2 billion annually, enabling at least 50,000 teachers to rise in rank each year,” he added.

Meanwhile, Deputy President Kithure Kindiki has further affirmed that education now takes the largest share of Kenya’s national budget, an unprecedented investment since independence.
Prof. Kindiki assured parents, teachers, learners and stakeholders in the sector that the government will intensify funding to ensure accessibility to relevant and affordable quality education across all levels of study.

Speaking when he presided over the Murang’a Technical Training Institute Graduation ceremony in Maragua, Murang’a County, the DP said the government takes education seriously because it is key in economic development and transformation.

For Nzomo, these policies are not just numbers or announcements. They are the realization of a dream he clung to for nine long years.

Today, he steps into his classroom with renewed purpose, knowing his struggle was not in vain. “Once we enable the teacher, we enable the village. And once we enable the village, we build the nation,” he says with a smile.

TSC POLICY ON MENTORSHIP & COACHING IN THE TEACHING SERVICE

VISION

A transformative teaching service for quality education

MISSION

To professionalize the teaching service for quality education and development

OUR CORE VALUES

• Professionalism
• Customer Focus
• Integrity
• Team Spirit
• Innovativeness

CONTENTS
VISION MISSION	ii ii
OUR CORE VALUES PREFACE FOREWORD ACKNOWLEDGEMENTS ACRONYMS DEFINITION OF TERMS 1.0          INTRODUCTION	ii v vi vii viii ix 1
2.0         RATIONALE	2
3.0         OBJECTIVES OF THE POLICY	2
4.0         POLICY STATEMENT	3
5.0          POLICY PRINCIPLES	3
5.1         National Values	3
5.2         Professionalism	3
5.3         Confidentiality	3
5.4         Non-Discrimination	3
5.5         Voluntary Participation	4
5.6         Collaboration	4
5.7         Sustainability	4
5.8         Protection of the Mentee	4
5.9         Lifelong Learning	4
6.0          THE SCOPE	4
7.0         LEGAL AND POLICY FRAMEWORK	5
The Constitution of Kenya Teachers Service Commission Act, 2012 5 Code of Regulations for Teachers (CORT) Code of Conduct and Ethics for Teachers (COCE)	5   5
7.5 International Labor Organization (ILO) Conventions	5
7.6 The Sexual Offences Act, 2018	6
8.0         IMPLEMENTATION FRAMEWORK	6
9.0          RISKS ANALYSIS	6
10.0      MONITORING AND EVALUATION	7
11.0       REVIEW OF THE POLICY	7
APPENDIX I: GUIDELINES FOR INDUCTION MENTORSHIP AND COACHING	8
1.0         Introduction	8
1.1          Objectives of Mentorship and Coaching	8
2.0         IMPLEMENTATION FRAMEWORK	9
3.0         IMPLEMENTATION STRATEGIES	10
4.0         TIMEC IMPLEMENTATION MODALITIES	10
5.0         IDENTIFICATION AND SELECTION PROCESS	11
5.1. Mentors/Coaches	11
5.2      Identification of Mentors at Institutional Level	11
5.3      Identification of Mentees	12
5.4        Orientation of Mentors and Mentees	13
5.5       The Mentorship and Coaching Session	12
5.5.1 Preparation	12
5.5.2 Negotiation	13

 

			iii
5.5.3 Progress Assessment		13
5.5.4 Closing		13
5.6 Duration of the programme		14
APPENDIX II: DUTIES AND RESPONSIBILITIES OF THE IMPLEMENTATION OFFICER		14
The Role of the Commission Secretary and Directors at the Headquarters The Role of National Trainers (NTs) The Role of Regional Directors and County Directors		14   16
1.3         The Roles of Sub-County Directors		16
1.4         The Roles of the Heads of Institutions		17
1.5         The Roles of Mentors/Coaches		16
1.6         The    Roles    of    Mentees……………………………………………………………………..		17
APPENDIX III: OTHER PARAMETERS		18
1.0         Security and Vetting		18
2.0          Conduct		18
3.0         Incentives		18
3.1         Dispute resolution		18
3.2         Discipline		18
3.3         Grievances		19
APPENDIX IV – PROGRAMME IMPLEMENTATION TOOLS		20
ANNEX I:            MENTORING AND COACHING AGREEMENT FORM		20
ANNEX II:          MENTORSHIP AND COACHING SESSION LOG		21
ANNEX III:           MENTORSHIP AND COACHING JOURNAL ANNEX IV:         INDUCTION, MENTORSHIP AND COACHING PROGRAMME FEEDBACK FORM (To be filled by the Mentor)		23   25
ANNEX V:           MENTORING AND EVALUATION TOOL (for supervisor) ACRONYMS
CEO	–              Chief Executive Officer
CD	–              Teachers Service Commission County Director
COCE	–              Code of Conduct and Ethics
CORT	–              Code of Regulations for Teachers
ILO	–              International Labor Organization
ITSD	–              Institute of Teacher Support and Development
MTs	–              Master Trainers
NTs	–                National Trainers
RD	–              Teachers Service Commission Regional Director
SCD	–              Sub County Director
TIMEC	–              Teacher Induction, Mentorship and Coaching
ToTs	–              Trainer of Trainers
TPAD	–              Teacher Performance Appraisal and Development
TPD	–              Teacher Professional Development
TSC	–              Teachers Service Commission

 

PREFACE

The Induction Mentorship and Coaching Programme has been established to complement other professional development initiatives such as the internship programme, school support programmes and those related to skills development in the teaching service. Mentorship and Coaching takes place when an experienced teacher or expert assists a teacher to grow in all spheres of their life as a proffessional.

The programme is in line with the Commission’s reform agenda and adoption of best practices in career development, professional conduct and performance management for efficient service de-livery in the teaching service. The programme is informed by the need to engage on preventive strategies and a corrective approach in the management of teacher professional conduct and per-formance. The mentor facilitates career and psycho-social development of a mentee by providing required professional support which will help to prevent occurrence of professional misconduct. This will result in improved performance in the teaching service leading to overall improved learn-ing outcomes.

The Mentorship and Coaching programme will help the teacher to make more informed decisions in their professional practice and personal lives, while also providing a full opportunity for them to access an exciting and fulfilling career. It is envisaged that the Mentorship and Coaching pro-gramme will influence employee retention by helping to establish a life-long learning culture that is attractive to top talent who desire growth opportunities in the teaching profession.

This Policy Framework will provide clear guidance in institutionalizing the mentorship and coaching programme in the teaching service. It outlines the mechanism for the roll out and for effective co-ordination at national, regional, county and institutional levels.

FOREWORD

The Constitution of Kenya mandates the Teachers Service Commission to manage the teachers and monitor the teaching standards in the learning institutions. This contributes to achievement of quality education in Kenya. The TSC Act, 2012 provides that the Commission shall monitor the conduct and performance of teachers in the teaching service among others.

Due to the changing dynamics in the teaching service largely contributed by globalization, technological changes and other social disruptions, the teachers require support systems to manage the rapid changes and fit in. The changing work environment has resulted in teachers having professional challenges especially where the support systems are weak. Over the years, the Commission has put in place regulations and policies to guide the implementation of its functions. However, the Commission still grapples with challenges of teacher conduct and performance, which aggravates the inadequate staffing in the teaching service.

Teacher professional misconduct leads to wastage in the education sector. The man-hours wasted in the form of lost teacher-learner contact time results in poor learning outcomes and a drop in performance at all levels. To address this challenge, the Commission, in its Strategic Plan 2019 -2023, committed to implement mentorship and coaching as a preventive strategy that pre-empts indiscipline amongst teachers rather than corrective mechanisms in management of discipline.

The Teacher Induction, Mentorship and Coaching (TIMEC) Programme will enable mentees get adequately guided on their rights and obligations as enshrined in the Code of Regulations for Teachers (CORT). This will ensure that they have the right information to enable them comply with professional ethics and ethos.

Apart from supporting teachers with challenges of professional misconduct, the programme will also help teachers appointed to take up new assignments and those with identified per- formance gaps under the Teacher Performance Appraisal and Development (TPAD). Teachers who are newly recruited and newly appointed Heads of Institutions will find the necessary support to cope with their work and perform optimally when supported under the TIMEC Programme.

The Commission will also ensure that those teachers with notable performance gaps will get the necessary support from the programme. Under the principle of lifelong learning, the programme will bridge gaps and make the teachers perform better in their work. It will improve a teacher’s self-esteem thereby resulting into a more productive professional.

Finally, it is my expectation that the implimentation of the policy will be a valuable guide to all persons involved in the process of managing the institutionalisation of Mentorship and Coaching in the teaching service

ACRONYMS

CEO                  –           Chief Executive Officer

CD                    –           Teachers Service Commission County Director COCE  –                        Code of Conduct and Ethics

CORT                –           Code of Regulations for Teachers ILO    –                        International Labor Organization

ITSD                             –           Institute of Teacher Support and Development

MTs                             –           Master Trainers

NTs                  –              National Trainers

RD                    –           Teachers Service Commission Regional Director SCD              –                        Sub County Director

TIMEC             –           Teacher Induction, Mentorship and Coaching ToTs       –                        Trainer of Trainers

TPAD               –           Teacher Performance Appraisal and Development TPD     –                        Teacher Professional Development

TSC                  –           Teachers Service Commission

 

 

 

 

 

 

DEFINITION OF TERMS

 

Coaching

An approach where a supervisor supports an individual or a team by building their skills, competencies and attitudes through direction and instruction inorder to learn a paricular skill (current skills or acquiring new skills) or work towards a set goal. The purpose of coaching is to improve the individual’s performance on the job.

 

Induction

This entails building the capacity of the field officers, members of the Boards of Management (BoM), institutional administrators and newly appointed teachers with regard to the professional regulations, the processes and procedures in the management of teacher discipline amongst others. It also familiarizes them with work procedures and standard requirements. These are critical in guiding the professional conduct and work ethics of a teacher.

 

Log

Is a record of sessions attended which enumerates sessions attended helping both the men-tor/ coach and mentee/ to keep track of the areas covered, review the action plan and prepare for the next session.

 

Mentorship

A structured, sustained process of enabling an individual to gain more knowledge and skills to assist him/her in advancing professional and personal skills and/or leadership capabilities for more effective service delivery, job perfomance and career management.

 

Mentee

A person who is guided and supported by a more experienced individual in the field of interest and area of competency building in order to promote continuous personal development and realization of their full pontetial.

 

Mentor

A specialist and an experienced person who seeks to pass skills, expertise and knowledge to a less experienced teacher with a view to fostering the latter‘s career and personal develpment. A mentor leads by example through his/her expertise or success.

 

Monitoring and Evaluation

Mechanisms put in place to ensure adherence to quality, standards, cost effectiveness and relevance of a Programme through continuous review of its implemtentation to meet the intended purpose as well as ensure its sustainability.

 

 

 

 

 

 

Teacher Cluster groups

These are formation of teachers at all educational levels within a certain geographical area whose activititie are connected, with the aim of successful innovative developments. Cluster groups provide a system for interraction, with the aim of creating conditions for support,

re-search and sharing experiences.

 

 

 

 

 

 

• INTRODUCTION

 

The Commission has a Constitutional and statutory mandate to implement among others, teacher management functions aimed at improving professionalism and integrity and safety and wellbeing of learners in learning environment. These include; exercising disciplinary control, enforcement of the relevant regulations, monitoring conduct and performance, promote professional support and devel-opment.

 

Teacher Induction Mentorship and Coaching (TIMEC) in the teaching service, is a structured teacher support programme aimed at embracing preventive measures in managing teacher professional conduct and performance. The professional support activities developed will enhance teacher competencies, knowledge and skills; for newly recruited teachers, including those on internship, teachers in service with performance gaps, newly appointed institutional administrators and those to be trained as mentors/coaches. The programme is based on a flexible model that allows mentors/coaches/ mentees to interract at institutional level or within zone or cluster groups, while at the same time, continue performing the teaching services.

Mentors will be drawn from; experienced registered teachers, succesful professionals, state and non state players depending on the felt needs. The teacher mentee will be able to develop professional skills and competences, practices and conduct, values and attitudes through experiential learning.

 

The Teacher Management supervisiors and institutional heads will be trained as Mentors/ Coaches so as to provide the needed support to the teachers. Mentorship and Coaching is based on participatory mode of learning and does not replace, but supplements, the role of immediate supervisor to provide on-the-job training and development. The lack of a policy on institutionalization of TIMEC has seen the practice focus only on induction of newly recruited teachers, albeit in an unstructured and inconsistent manner.

The policy will provide a Comprehensive framework to guide the institutionalization and im- plementation of the Programme.

 

 

• RATIONALE

The Teachers Service Commission has developed the TIMEC programme as part of a broader strategy to develop teachers’ professional ethics and practices. This entails capacity building in; knowledge, skills and competences with the aim of improving teacher conduct, perfor-mance as well as prevent occurrence of discipline. The initiative is one of the long-term inter-ventions aimed at professionalizing the teaching service. The mentees will be equipped with the necessary knowledge, skills, attitudes and values to cope with the new demands of tech-nological changes, curriculum implementation and social dynamics in the work environment. These include among others; induction on provisions of the Code of Regulations and Code of Conduct and Ethics, Careers Progression Guidelines and other relevant laws.

 

 

 

 

 

 

Through the programme, newly recruited teachers, teachers in service, newly appointed adminis- trators will be inducted, guided and supported. The programme will also target teachers experi-encing challenges in professional conduct and performance. The institutionalization of the pro-gramme will contribute to life-long learning, improved professional conduct and performance, provision of quality teaching and improved learning outcomes.

 

 

 

The objectives of the policy are to: –

1. Provide standard framework for implementation of the TIMEC programme at all
2. Inform the establishment of a platform of building capacity through engagement and shar-ing of knowledge and experiences between mentors/coaches and mentees.

• Provide guidance on the identification and development of a pool of mentors/coaches within the teaching service for sustenance of TIMEC programme.

1. Provide guidance on the establishment of partnership and linkages for support of the pro-grammes.
2. Provide guidelines on sustainability and significance in relation to other existing Commission’s policy on career progression, TPD and reward and sanctions.
3. Provide a framework for Monitoring and Evaluation on implementation of program at all levels

 

The Teachers Service Commission is committed to providing induction, mentorship and coaching opportunities to newly recruited teachers in public institutions to enhance their professional growth and development and retention. Teachers in service and those appointed to administrative positions, as well as teachers experiencing challenges in professional conduct and performance, will also be enlisted into the program. The support programmes will aim at building capacity in areas of need in order to improve their performance, service delivery and the wellbeing of learners

 

This Policy will be guided by the following principles: –

 

• National Values

The implementation of this Policy will be guided by the National Values and Principles of Governance as stipulated in Article 10 and Values and Principles of Public Service as stipulated in Articles 232 of the Constitution of Kenya.

 

 

 

 

 

 

• Professionalism

The participants will be required to uphold professionalism in their practice. The Mentors and Mentees          to conduct themselves professionally as stipulated in the Code of Regulation for teachers (CORT), 2015 and Code of Conduct and Ethics and other Legal instruments.

 

• Confidentiality

Mentors, Coaches and Mentees shall have the responsibility to maintain and re-spect confidentiality of all parties.

 

• Non-Discrimination

The process of identification and selection of Mentors, Coaches and Mentees will give an equal opportunity to all at any one period.

 

 

• Voluntary Participation

The selection of mentors will be anchored on the principle of volunteerism. The mentors will be encouraged to offer their services voluntarily for the good of the teaching profession, personal career growth and the society at large.

 

• Collaboration

The Commission will coordinate and seek to establish partnerships and collabora-tion with relevant stakeholders to support the Induction, Mentorship and Coaching Program.

 

• Sustainability

The Commission will promote institutional ownership of Induction, Mentorship and Coaching Programmes through partnership collaboration to ensure sustainability. This will require synergy and drawing on linkages with other relevant state and non -state stakeholders for an all-round development of the mentees. The programme will also be anchored to existing commissions policy that supports career growth, professional development and reward and sanction so as to motivate and encour-age teacher participation.

 

• Protection of the Mentee

The interests of the mentee shall be safeguarded while undertaking the program.

 

• Lifelong Learning

The Commission will ensure continuous professional development of teachers in order to improve and upgrade their knowledge, skills and competences in re-sponse to the ever changing socio economic and technological environment and the requirements in teaching and learning.

 

 

 

 

 

 

• THE SCOPE

The policy will apply to newly recruited teachers, newly appointed institutional administrators and teachers experiencing challenges in professional conduct and performance in the teaching service. It shall also apply to experienced teachers in service who will mentor and coach the above mentioned teacher.

 

 

• LEGAL AND POLICY FRAMEWORK

This policy is in compliance with the existing legal provisions and relevant regulations and circular released from time to time :-

 

• The Constitution of Kenya,2010

1. Article 237 – Functions of the Teachers Service Commission
2. Article 10 – National Values and Principles of

• Article 53 (1) on the rights of the child

1. Article 249(c) to promote Constitutionalism
2. Article 232(1)(i)- Values and Principles of Public

 

• Teachers Service Commission Act, 2012

The Act requires every registered teacher to comply with the teaching standards prescribed and also undertake career progression and professional development programmes. It also provides for the monitoring the conduct and performance of teachers in the teaching service.

 

• Code of Regulation for Teachers (CORT).

The CORT stipulates that the commission shall administer the performance appraisal system to monitor the conduct and performance of teachers, and use the tool to identify performance gaps and take corrective measures.

 

• Code of Conduct and Ethics for Teachers (COCE)

The COCE outlines the rules, values and behaviors that are required or prohibited as a condition of professional conduct and performance. It stipulates set of specific behaviors and values to be observed so as to maintain dignity and nobility of the teaching profession.

 

• International Labor Organization (ILO) Conventions

Article 1 (5) of the Human Resources Development Convention No. 142 of 1975, requires that vocational programmes and policies be enacted to enable all people to develop, apply and use their capabilities as per their own aspirations and societal needs and to improve the ability of the individual to understand and influence the working and social environment.

 

• IMPLEMENTATION FRAMEWORK

The Commission will use the existing administrative structures to roll out, monitor and evalu- ate the implementation of the programme. Guidelines for Implementation and Monitoring and Evaluation tool, have been developed to be used at all levels to guide and to monitor and evaluate the roll out.

 

 

• RISK ANALYSIS

The possible risks will continuously be analyzed and mitigation strategies put in place. The possible risks and mitigation strategies include: –

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11.0. REVIEW OF THE POLICY

The policy will be reviewed as and when need arises.

 

 

 

 

 

 

APPENDIX I: GUIDELINES FOR INDUCTION MENTORSHIP AND COACHING

 

1.0.      Introduction

The guidelines stipulate the processes and procedures to be undertaken to ensure standardized implementation of the programme at all levels.

 

• Objectives of Mentorship and Coaching
  • The institutionalization of Teacher Induction, Mentorship and Coaching pro-gramme (TIMEC) in the teaching service aims at building teachers competences and skills as well as knowledge on laws, regulations, policies, procedures, values and norms, governing the teaching profession.
  • The programme will focus on induction of newly recruited teachers, capacity building of newly appointed school administrators and teachers In-Service wish-ing to be developed as Mentors as well as provide professional support to teach-ers experiencing challenges in professional conduct and performance.
  • TIMEC aims at achieving the following short-term and long-term objectives; –
    • Institutionalization and Implementation of the programme in all public Basic Education Institutions
    • Empowered Institutional Administrators leading to well managed
    • Teachers with performance gaps supported and developed, leading to better performance hence job satisfaction and better self-esteem.
    • Teachers with professional misconduct supported through the relevant professional development practices leading to teacher retention in the teaching service.
    • Competent and empowered teachers supporting learners academic and psychosocial needs, hence improved curriculum implementation, safe and harmonize school environment.
    • Empowered learners who are mentored, guided and counselled on career choices, moral, psychosocial and emotional issues.
    • Entrenched continuous teacher professional development and lifelong learning
    • Teachers compliance with provisions of the Code of Regulations for Teachers (CORT) and Code of Conduct and Ethics (COCE) hence improved teacher professional conduct and performance.

 

 

 

 

 

 

 

10

2.0.      IMPLEMENTATION FRAMEWORK

• The TIMEC programme will be implemented on a cascade model and supervised using the existing TSC administrative The programme is flexible and hence may be customized as per the unique needs of a teacher or group of teachers at institutional, zonal, sub-county, county or regional levels.
• The mentors/coaches together with the mentees, will identify the performance gaps, set goals and map out strategic interventions. The findings will inform appropriate intervention plans/ modules to support the teacher(s) professional, performance and development needs.
• The head of institution/ supervisor will be responsible to ensure the programme is institutionalized and that mentors are identified and coached so as to support the mentees appropriately. The programme will use the lifelong learning approach to create and maintain a positive attitude to learning for personal and professional development for efficient service delivery.
• The programme activities for newly appointed institutional administrators will be at zonal, Subcounty, County or Regional level depending on the identified needs and category of institution, whereas activities targeting other teachers will be institutional based.

 

IMPLEMENTATION STRATEGIES; –

• The programme will be implemented on a cascade model, where National Trainers (NTs) will trainer Master Trainers (MTs) at regional and County who in turn train trainers of Trainers (TOTs). This approach provides a structured way of engagement where institutions will benefit from skills of an experienced teacher/ professional with unique and exemplary performance within the immediate environment/county/region.
• The Institute of Teacher Support and Development to capacity build the National Trainers and together, develop relevant modules for each target
• The ITSD to also develop guidelines to inform incorporation of TIMEC in TPD and mo-dalities of awarding credit pointed to those who have completed the
• The roll out will include capacity building and training activities for the following technical teams and relevant stakeholders: –
  • Capacity building of National Trainers and Quality Assurance and Standard offic-ers at the headquarters (NTs &QAS)
  • Capacity building of Master Trainers (MTs) at the Regional and County level
  • Training of Trainers of Trainers (TOTs) at Regional/County/ Sub County level/zonal,
  • Building capacity of field officers at all levels on implementation and supervision of the programme.

 

 

 

 

 

 

• Identification and Training of Mentors and Coaches at institutional, Zonal, Sub County, County / Regional levels.
• Building capacity of Instructional Leaders and Board of Management (BOM) on management of teacher discipline and institutional

 

TIMEC IMPLEMENTATION MODALITIES

• The Director of Field Services at TSC HQs is responsibility for the implementation of the Programme.
• The implementation has an in-built monitoring and evaluation component. TIMEC re-ports will be generated from school level through to the national level and will inform Commission policy decisions.

 

Mentors/Coaches

To qualify for enlisting into the TIMEC programme as a mentor/coach, one should be;

• A professional or expert/talented in a specific area;
• For a teacher/ institutional administrator, must have a specific area of specialization/subject gurus;
• Of good conduct and integrity;
• Willing to offer service as a volunteer;
• Persons of professional repute and enjoys respect of colleagues; and
• The following parameters will also be considered during selection of the mentors/coaches:
  1. Gender;
  2. Persons Living with Disability, c)Religion

 

Identification of Mentors

The mentors within an institution may be selected from the following: –

• Senior teachers
• Peer Teachers
• Team leaders
• Subject heads and subject experts
• The school administrators
• A pool of specialists from diverse fields

 

 

 

 

 

 

5.3.      Identification of Mentees

The following teachers are eligible for the programmes as mentees:

• Newly recruited teachers, including those on internship
• Teachers newly appointed to administrative positions;
• Teachers having challenges in performance;
• Teacher engaging in professional conduct
• Teachers selected to be developed as

 

Orientation of Mentors and Mentees

• The success of the programme is hinged on adequate orientation of the participants at the commencement stage. The orientation

programme will enable the prospective mentors and mentees to clearly understand their roles and respon-sibilities as well as the programme objectives.

• The orientation programme will entail the following among others:
  • An overview of the Induction, Mentorship and Coaching Programme
  • Expectations of a mentor/mentee
  • The level of commitment expected
  • Regulations, Guidelines, processes and procedures governing the TIMEC Pro-gramme
  • Other legal guiding principles including those governing communication structures, privacy, and
• The teachers enrolled to the programme will be mentored/coached at the school level as mentorship/coaching is a one-on-one interaction between a mentor and a mentee.
• The newly appointed institutional administrators will be mentored at Zonal/Cluster, Sub-county, County or Regional level depending on the identified are-as of needs. Mentors in a zone/cluster/School will be resource persons during zone/cluster/school meetings to share professional experiences and expertise.

 

The Mentorship and Coaching Session

The following activities will be undertaken during the sessions:

• Preparation
  • The mentor and mentee should both prepare individually and in partner-ship for the meeting.
  • The mentor may explore personal motivation and their readiness to be a mentor, assess their skills and identify their own areas for learning and development.
  • Mentor and mentee to both establish clarity about their

 

 

 

 

 

 

 

13

expectations and roles by completing a mentorship plan.

 

• Negotiation
  • The mentor and mentee to agree on the learning goals and define the con-tent and process of the relationship.
  • They will establish the ground rules and create a shared understanding about assumptions, expectations, goals, and
  • Draw a programmes activities schedule, and timelines, responsibilities, criteria for success and
  • Discuss confidentiality, boundaries, and limits as per

 

Progress Assessment

1. The mentor and mentee will assess the progress by completing the Mentorship Session Log and Journal at the end of every session. The Session Log will help both the mentor and mentee keep a record of sessions at-tended.
2. While the Journal will help both the mentor and mentee to keep track of the areas covered, review the action plan for the previous session and prepare another plan for the next session.

 

Closing

This outlines the procedure of ending a mentorship session. Tasks in this phase will include evaluating if the learning goals have been met and agreeing on the action plan of what needs to be done prior to the next session.

 

5.6.   Duration of the Programme

Mentorship shall be for a period, while coaching will be continuous based on need. The mentorship period shall be for at least one (1) year subject to satisfactory perfor-mance of the mentee. However, the mentor-mentee relationship may last beyond the mentorship period.

 

 

1. The Commission Secretary will establish the Steering Committee at the headquarters and the National Technical Committee at headquarters, and the Regional Technical Committee for the region to coordinate the implementation at programme activities.
2. Director Field Services (DFS) will be responsible for the overall implementation, monitoring, evaluation and reporting and the Director Quality Assurance and Standards through the Institute of Teacher Support and Development, develop the relevant modules, provide quality assurance on implementation and award TPD credit points and apply any other relevant reward to those who complete the programmes.

 

The NTs are member of the national technical committee at the headquarters and are responsible for; –

1. preparation of training materials and for the general monitoring, evaluation and reporting.
2. development of relevant induction, mentorship and coaching modules supported by the Institute of Teacher Support and Development (ITSD)

• coordination of trainings, handling emerging issues and providing Quality Assur-ance.

1. Monitoring and evaluation and periodic reporting on implementation process to the commission.
2. Providing technical support to the Regional Directors and County

 

• The Role of Regional Directors and County Directors

The Regional Directors, and County Directors, as members of the regional committees and as Master Trainers w (MTs) will be responsible for coordination, supervision and reporting of the implementation of the programmes. They will undertake the following activities;

1. Guide and coordinate the process of identification and selection of mentors and coaches at the various levels in the Region and County.
2. Maintain a databank of mentors and coaches

• Appoint a technical committee to oversee and coordinate the implementation of the programmes at their respective levels.

1. Organize Training of Trainers programmes for the identified Mentors/ Coaches
2. Facilitate as a MT during capacity building programmes of TOTs
3. Monitor and evaluation implementation of the programmes with a view to

 

 

 

 

 

 

 

15

address any challenges experienced or any emerging issues during the course of the mentorship and coaching year.

• Submitting progress reports of the programme quarterly and annually to the

 

Role of Sub-County Directors

• The Sub-County Directors (to work with Heads) to identify and train ToTs at Sub County and Zonal levels.
• Coordinating and supporting the field officers in the roll out of
• Providing opportunities for mentors, coaches and mentees to share their ex-
• Providing mentors with feedback on their
• Ensuring institutionalization of the programme at all levels and sensitization of relevant stakeholders on the benefits of the programme.
• As Master Trainers (MTs) build capacity of mentors and coaches among the identified professionals and champions such as beacon teachers, ICT champi-ons, performing heads, senior teachers, religious leaders, other professionals, depending on identified needs.
• Be resource persons during Zonal/cluster groups/school meetings to share professional experiences and expertise.

 

 

The Role of the Heads of Institutions.

1. Identifying and selecting mentors and coaches at school level who meet the set
2. As a TOT, train Mentors and Coaches at institutional

• Institutionalize TIMEC by articulating the benefits of Induction, Mentorship and Coaching as a teacher support initiatives aimed at improving conduct and

1. Create flexibility by allowing for time out for the mentors/coaches and mentees as scheduled, to allow for participation, tracking progress and feedback.
2. Support mentors and coaches to develop relevant activities based on the needs of mentees at the institutional level.
3. Sensitize the relevant stakeholders on the strategic benefits of the programme to the institution.

• Supervise the implementation of the programme at institutional level and address any emerging issues accordingly.
• Encourage and support eligible teachers to take up mentorship and coaching duties and responsibilities in the institution.

1. Maintain a databank of mentors and coaches at the school
2. Collaborate with other institutions to strengthen mentorship programme at

 

 

 

 

 

Zonal level /cluster groups.

1. Submit periodic reports to the Sub County Director for Primary and County Direc-tor for the post primary institutions.

• Any other relevant responsibilities assigned from time-to-

 

• The Roles of Mentors/Coaches.

The roles and responsibilities of the mentors/coaches will include; –

• Developing the mentorship/coaching plan with the mentee based on the identified needs
• Scheduling mentorship/coaching meetings with the
• Providing support by helping to clarify performance goals and development needs
• Mentoring/coaching, guidance and counseling of the mentees
• Assisting the mentee/ to achieve the set goals for the mentorship & coaching programme and giving feedback as required
• Inspire mentees to take action by encouraging their initiative and
• Acting as a role model which requires that mentors transfer desirable values and actions to mentees on professional conduct and performance.
• Facilitating the development of managerial and technical skills, pointing out specific areas of behavioral improvement by the mentees where appli-cable.
• Providing mentorship support activities mainly at the institutional level, as well as participating in Zonal/cluster group interactions to share ideas and innovations
• Maintain confidentiality at all
• Any other relevant responsibilities assigned from time-to-

 

The Roles of Mentees

During the mentorship and coaching process, a mentee will be required to: –

1. Identify areas of improvement
2. Take responsibility for own development

• Be clear about the mentorship/coaching goals to be learnt and achieved

1. Be proactive about initiating contact with the mentor using the various existing communication methods
2. Be willing to listen and learn
3. Ask for feedback and give feedback when required

• Prepare for meetings ahead of time
• Maintain punctuality at all times

 

 

 

 

 

 

 

17

APPENDIX III: OTHER PARAMETERS

 

• Security and Vetting

To ensure safety and confidentiality of information shared, the mentor and mentee will be required to sign a prescribed confidentiality declaration form.

 

• Conduct

Upon being enlisted into the Programme the mentor/mentees will abide by the following principles during their interaction at all times; –

• Be dedicated, create time and be committed to participate as
• Responsible to create a conducive environment that will foster honesty, fairness and mutual respect.
• Share information, ideas, knowledge and experiences to gain the maximum benefits through experiential learning.
• Maintain mutual respect for continuous professional

 

• Incentives

On successful completion of the programme,

1. A certificate of completion to be issued to both the mentor and the
2. The mentor and mentee to earn TPD points as provided for in the TPD policy frame-work and career progression guidelines.

• Certificate of completion of mentorship and coaching programme to be considered as an added advantage in promotions, appointment posts or recognition reward.

 

• Dispute resolution

The resolution of disputes if they occur between mentors and mentees to be dealt with in the following ways; –

 

Where mentors/coaches/mentees commit acts of misconduct, disciplinary action will be taken in accordance with the CORT, and/or the Laws of Kenya.

 

• Grievances

If a mentees or mentor feels aggrieved by any matter arising from their working conditions, they may lodge a complaint to the immediate supervisor and /or as per the Commission’s procedure.

 

I,                                                                          ,          do         hereby         accept         to            mentor,

                                                                            in his/her profession as a teacher/school administrator and trust that it will be a rewarding experience in enhancing his/her career and that it will be limited to discussing issues related to the teaching profession and career development.

I commit to abide by the following:

 

1. The induction, mentorship and coaching relationship will last for the necessary period of
2. To have mutual respect for opinions, individuals and decisions made in the process
3. The mentorship and coaching will be on a one-to-one contact. All the contents of our meetings will be treated with confidentiality.
4. To be punctual for agreed mentoring and coaching sessions
5. To maintain professional standards and behavior in all our interactions

 

 

6. My role as a Mentor will include:

 

 

 

7. Your role as a Mentee will include:

 

 

8. We will be honest and provide constructive feedback to each other, and be open to such

 

Mentor’s Name:                                                                 Signature:                                  

Date:                                                                                                                                             

 

 

Mentee’s Name:                                                           Signature:                                                                                     Date:                                                                                           

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name of Mentee: ……………………

Name of Mentor: ………………………

Mentoring and Coaching Venue……….…………… Date: ……………………………………

 

1. Areas Covered during the Mentorship and coaching Session:
   • ………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

…………………………………………………………

• ………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………

…………………………………………………………

• ……………………………………………………………………………………………………………………………………

…………………………………………………………………………………………….……………

2. Action Plan on the Areas:
   • …………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………

…………….………………………………………

• …………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………

………………….…………………………………

• ……………………………………………………………………………………………….……………………………………

…………………………………………………………………………………………………………

3. Review of Action Plan:
   • …………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………

…………… ………………….…………………..

• …………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………

…………… ………………………………………

• …………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………

 

(To be filled by the Mentor)

 

Name of Mentor: ……………………………………………………………………..…

Name of Mentee………………………………………………………………………….

 

1. Number of mentorship and coaching sessions scheduled to date
2. Number of sessions covered to date

If     the     two     above     are     not     consistent,    please     give     an        explanation

 

 

3. Main topics covered to date:

 

 

4. Did the       mentee       keep       time?       If       no,       please       provide       more            details

 

 

5. Is the time allocated for mentorship and coaching adequate to address the targeted areas? Please explain

 

6. Is the venue for mentorship and coaching appropriate? Please elaborate

 

7. Please share with us any key challenges faced during the Induction, Mentorship and Coaching

 

8. Suggest how these challenges should be

 

9. In your opinion, what would you say are the key successes so far of the Induction, Mentorship and Coaching Programme in relation to the set objectives?

 

10. What would you recommend to make the Induction, Mentorship and Coaching Programme more successful?

 

11. Any other feedback?

 

 

 

 

 

 

 

 

 

 

 

To be completed by a Supervisor

 

Region…………………………………  County………………………………….

Sub-County……………………………    Institution.……………………………………

 

S/NO	ACTIVITY	Timeline	Status
1.	Mentors/ Coaches identified
2.	The Mentoring/ Coaching Training Programme                                                                           is Conducted
3.	Evaluation of Mentoring/ Coaching training
4.	Mentors/Coaches  develop  first  draft  of  Mentoring/ Coaching plan
5.	Welcome/orientation of New Mentees and Mentors/ Coaches.
6.	Mentors/Coaches are matched with New Mentees.
7.	Mentor and New Mentees share expectations, develop 6- week plan and schedule regular meetings.
8.	Mentors begin to track Mentee activities
9.	Mentoring/ Coaching begins. Mentors/ Coaches support New Mentees and meet with them regularly to share information, to compare expectations, and to revise plans to meet New Mentees needs.
10.	End of first 6-week period   Mentors review their progress as Mentors/Coaches, identify new challenges, and offer support to Mentees.
11.	Mentors/ Coaches meet to share experiences
12.	End of 3 months   All Mentor/ Coach -Mentee pairs meet to share progress, identify needs, and revise plans for next the quarter   Midpoint evaluation of Mentoring/ Coaching Programme.
13.	Repeat steps 7- 12 for the next quarter
14.	Final evaluation of Mentoring/ Coaching Programme:- Mentor/Coach and Mentee Self-Assessment Final evaluation of Mentoring/ Coaching Training.

 

Name………………………………………………………                                                                                                 Sign……………………. TSC No…………………………………

Designation…………………………… Date……………………………………

 

TEACHERS SERVICE COMMISSION

ADVERTISED TSC PROMOTIONS VACANCIES FOR

CHIEF PRINCIPAL,
SENIOR PRINCIPAL,
PRINCIPAL,
DEPUTY PRINCIPAL,
SENIOR LECTURER,
SENIOR MASTER,
SECONDARY TEACHER 1,
SENIOR HEADTEACHER,
HEADTEACHER,
DEPUTY HEAD-TEACHER,
SENIOR TEACHER,
SENIOR CURRICULUM SUPPORT OFFICER AND
CURRICULUM SUPPORT OFFICER

The Teachers Service Commission is a Constitutional Commission established under Article 237 (l ) of the Constitution.

Pursuant to this mandate, the Commission invites applications from suitably qualified teachers and Curriculum Support Officers for the posts shown below in line with the Career progression Guidelines for Teachers. and Curriculum Support Officers.

S/ No.	Advert No.	Advert Name	TSC Scale	Grade	Posts
1	3/2025	Chief principal – Regular	D5	15	99
2	4/2025	Chief principal – TTC	D5	15	6
3	5/2025	Senior Principal – Regular	D4	14	490
4	6/2025	Senior Principal – TTC	D4	14	6
5	7/2025	Principal – Regular	D3	13	674
6	8/2025	Principal – SNE	D3	12	2
7	9/2025	Deputy Principal II – Regular	D2	12	971
8	10/2025	Deputy Principal II – TTC	D2	12	15
9	11/2025	Deputy Principal II – SNE	D2	12	4
10	12/2025	Senior Lecturer I – TTC	D2	12	23
11	13/2025	Senior Curriculum Support Officer	D2	12	19
12	14/2025	Curriculum Support Officer I	D1	11	56
13	15/2025	Deputy Principal III – Regular	D1	11	847
14	16/2025	Senior Head Teacher – Regular	D1	11	1,400
15	17/2025	Senior Head Teacher – SNE	D1	11	14
16	18/2025	Senior Lecturer II – TTC	D1	11	44
17	19/2025	Curriculum Support Officer II – Regular	C5	10	111
18	20/2025	Curriculum Support Officer II – SNE	C5	10	134
19	21/2025	Head-Teacher – Regular	C5	10	1,872
20	22/2025	Senior Lecturer III – TTC	C5	10	43
21	23/2025	Senior Master III – Regular	C5	10	737
22	24/2025	Deputy Head-Teacher II – Regular	C4	9	3,547
23	25/2025	Deputy Head-Teacher II – SNE	C4	9	19
24	26/2025	Senior Lecturer IV – TTC	C4	9	59
25	27/2025	Senior Master IV – Regular	C4	9	850
26	28/2025	Senior Master IV – SNE	C4	9	3
27	29/2025	Lecturer I – TTC	C3	8	18
28	30/2025	Secondary Teacher I – (Diploma) Regular	C3	8	994
29	31/2025	Senior Teacher I – Regular	C3	8	3,244
30	32/2025	Senior Teacher I – SNE	C3	8	141
31	33/2025	Senior Teacher II – Regular	C2	7	4,683
32	34/2025	Senior Teacher II – SNE	C2	7	188
TOTAL					21,313

Interested candidates, who meet the required qualifications, should submit their applications online through the TSC portal — www.teacbersonline.go.ke to be received latest Monday. 25th August 2025. Midnight.

Note

• Successful candidates shall be posted to schools where vacancies are available.

• Manual applications shall not be considered.

• Teachers Service Commission is an equal opportunity employer and persons with dis abilities are encouraged to apply.

SECRETARY/CHIEF EXECUTIVE

TSC.INTERVIEW AREAS

The Commission has developed a new interview score sheet for promotions. The following areas are tested and a candidate must score 50% and above in order to be deployed.

The interview areas and maximum marks to be awarded:

A). ADMINISTRATIVE ABILITIES IN THE CURRENT ASSIGNMENT

i). Achievements– 10 marks

ii). Co-curricular achievements- 8 marks

iii). Participation in Education affairs- 5 marks

iv). Knowledge on the formation, members and functions of BOG and PTA- 5 marks

v)Role of the sponsor- 2 marks

SUB-TOTAL: 30 marks

B). KNOWLEDGE OF EDUCATION ISSUES ESPECIALLY TRENDS IN THE POST INDEPENDENCE PERIOD

i). Knowledge of all Education Commissions– 3mks

ii). Purpose for formation of such Commissions or working parties- 3 marks

iii). Their respective recommendations- 3 marks

iv). Adoptions/implementation- 3 marks

SUB-TOTAL: 12 marks

C). KNOWLEDGE OF CURRICULUM DEVELOPMENT, IMPLEMENTATION AND EVALUATION

I). Curriculum Development

i). Structure of Kenya Institute of Education- 3 marks

ii). Function of Kenya Institute of Education– 3 marks

iii). Current trends in the curriculum- 5 marks

II). Implementation

 

i). Structure and function of Teachers Service Commission- 5 marks

ii). Functions and structure of MOEST – Inspection and Directorate: 4 marks

III). Evaluation

 

i). Membership of Kenya National Examination Council- 3 marks

ii). Relationship between TSC, MoE/MoST, KNEC and KIE– 5 marks

SUB TOTAL: 28 marks

D). LEGAL FRAME WORK IN EDUCATION

i). Teachers Service Commission- 1 mark

ii). Education Act- 1 mark

ii). Kenya National Examination Council Act– 1 mark

iii). Trade and Dispute Act- 1 mark

iv). TSC Code of Regulations for teachers- 1 mark

v). Schemes of Service for teachers- 1 mark

vi). A Manual for Heads of Secondary Schools in Kenya- 1 mark

SUB-TOTAL: 7marks

E). OTHER EDUCATIONAL ORGANIZATIONS AND INSTITUTIONS (SAGAs)

i). Kenya Institute of Education- 2 marks

ii). Jomo Kenyatta Foundation– 2 marks

iii). Kenya Literature Bureau- 2 marks

iv). Kenya Education Staff Institute– 2 marks

SUB-TOTAL: 8 marks

F). FUNCTIONS OF CENTRAL GOVERNMENT

i). Knowledge of the three arms of Government and their interrelationship- 3 marks

ii). Legislature; Its function, role of speaker, clerk and sergeant-at-arms–  3 marks

iii). Executive; Functions, role of the Permanent Secretaries vis-à-vis Ministers- 3 marks

iv). Judiciary; Functions, Structure, Attorney General, Chief justice etc.-3 marks

SUB TOTAL 12 marks

G). General Knowledge 3

GRAND TOTAL: 100%

 

1.What are the national goals of education?

• To foster nationalism, patriotism and promote national unity.
• To promote social, economic, technological and industrial needs for national development.
• To provide individual development and self-fulfilment.
• To promote social equality and responsibility.
• To promote sound moral and religious values
• To promote international consciousness and a positive attitude towards other nations.
• To promote a positive attitude towards good health and the environment.

2.What is the structure of the Ministry of education?

• Cabinet Secretary,
• 3 Principal Secretaries,
• Director…

3.What is the overall role of the Cabinet Secretary for Education?

• Formulation of policy direction and management of professional functions relating to education.
• Developing and implementing projects and programmes.
• Developing curriculum.
• Initiating training programmes.
• Running examinations.
• Giving grant-in-aid to schools.
• Dealing with audit report
• Admitting and transferring students.
• Dealing with discipline of students.

4.Who publishes for the Ministry of Education?      KLB

5.What is the structure of the T.S.C?     Chairperson,  Deputy, Secretary, Directorate

6.What are the TSC core values?

• Professionalism
• Customer focus
• Integrity-employees to work in a manner that demonstrates honesty, high moral and ethical standards and commitment to work.
• Innovation-employees to strive to inject new ideas and approaches in the service delivery.
• Team spirit

7.Outline the TSC mission and vision.

Vision to be a transformative teaching service for quality education

Mission   to professionalize  the teaching service for quality education.

8.What is inscribed in the TSC platform?

The nds

The motor board,

Map of Kenya, black board, the book

9.What are the functions of TSC?

Teachers Service Commission is mandated to perform the following functions:

• to register trained teachers;
• to recruit and employ registered teachers;
• to assign teachers employed by the Commission for service in any public school or institution;
• to promote and transfer teachers;
• to exercise disciplinary control over teachers;
• to terminate the employment of teachers.
• review the standards of education and training of persons entering the teaching service;
• review the demand for and the supply of teachers;
• advise the national government on matters relating to the teaching profession.

10.What empowers T.S.C to carry out its functions?

• The TSC Act (Cap212) of 1967
• The Constitution of Kenya Article 237(2) of 2010

11. What is the role of the secretary T.S.C?

Under the guidance of the Commission, the Secretary will perform the following duties:-

• Execute the decisions of the Commission.
• Be the head of the Secretariat.
• Facilitate, coordinate and ensure execution of the Commission’s mandate.
• Advise the Commission on teacher projections to facilitate staffing of learning institutions.
• Advise and make recommendations to the Commission on optimum utilization of available teachers.
• Make recommendations to the Commission on appointment and deployment to administrative posts in educational institutions.
• Ensure maintenance of the register of teachers and be custodian of all records of the Commission.
• Be the Accounting officer of the Commission and ensure proper and diligent implementation of Part IV of the TSC Act and any other written law.
• Ensure staff compliance with the constitution and other laws.
• Be responsible for administration and management of the secretariat resources.
• Promote professionalism in the teaching service.
• Advise the Commission on suitability of persons entering the teaching service.

12.What is the role of  KICD?

The Kenya Institute of Curriculum Development (KICD) is mandated to perform the following functions:

 

• Advise the Government on matters pertaining to curriculum development
• Evaluate, vet and approve, for application in Kenya, any local and foreign curricula and curriculum support materials in relation to the levels of education and training
• Implement the policies relating to curriculum development in basic and tertiary education and training;
• Develop, review and approve programmes, curricula and curriculum support materials that meet international standards for— (i) early childhood care, development and education; (ii) pre-primary education; (iii) primary education; (iv) secondary education; (v) adult, continuing and non-formal education; (vi) teacher education and training; (vii) special needs education; and (viii) technical and vocational education and training.
• Initiate and conduct research to inform curriculum policies, review and development.
• Collect document and catalogue information on curricula, curriculum support materials and innovations to create a data bank and disseminate the information to educational institutions, learners and other relevant organizations
• Print, publish and disseminate information relating to curricula for basic and tertiary education and training
• Collaborate with other individuals and institutions in organizing and conducting professional development programmes for teachers, teacher trainers, quality assurance and standards officers and other officers involved in education and training on curriculum programmes and materials
• Develop disseminate and transmit programmes and curriculum support materials through mass media, electronic learning, distance learning and any other mode of delivering education and training programmes and materials
• Promote equity and access to quality curricula and curriculum support materials
• Offer consultancy services in basic and tertiary education and training
• Incorporate national values, talent development and leadership values in curriculum development
• Receive, consider, develop and review curriculum proposals
• Perform such other function as may be assigned to it under the KICD Act No.4 of 2013 or any other written law.

13.The core functions of the KNEC are to:

• develop national examination tests;
• register candidates for the KNEC examinations;
• conduct examinations and process the results;
• award certificates and diplomas to successful candidates;
• issue replacement certificates and diplomas;
• conduct educational assessment research;
• conduct examinations on behalf of foreign exam boards.
• Also read;

14.What is the composition of the board of Management of a school and how are they chosen?

B.O.M is established under Section 55 of The Basic Education Act 2013.It is composed of;

• The head of the schools as the secretary of the board,
• 6 persons elected to represent parents or local community in case of County Sec. School
• 1 person nominated by the county board.
• 1 person representing teaching staff elected by teachers.
• 3 representatives of school sponsor
• 1 person to represent special interest group.
• 1 person to represent persons with special needs.
• 1 representative of the student council as an ex-officio.

15 .Differentiate between the roles of the B.O.M and P.A in a School.

BOM-Board of management

Some of the responsibilities and roles that are expected of this board includes;

• providing oversight on management of the school.
• monitoring curriculum delivery and learning achievement in the school.
• to ensure that the students engage in extra curriculum activities.
• to ensure the competence of the teachers in delivery of the content of the curriculum.
• develop all institutional policies and ensure accountability and prudent use of institutional resources.
• mobilizing resources for the institution development based on agreed strategic planning.
• to promote networking and partnership for the school
• to discuss and approve comprehensive termly and annual reports and forwards them to the county education board (CEB).
• to promote quality education and training for all learners in accordance with the standards set under the education acts, national policies, and county government policies
• to supervise and ensure quality in curriculum implementation and delivery and oversee the conduct of examination and assessments of school.
• to ensure and assure provision of proper and adequate proper physical activities as well as teaching and learning resources in order to create an enabling environment for the school community to perform their duties effectively and achieve set objectives of the institution.

PA – Parent Association

In order to help the school realize its purpose, parents play some important roles. These include,

• Raise money to help both the running and the activities of the school.
• Explain the roles of the school to the community, this is how teachers and community members come to a more harmonious relationship.
• They give their points of view to the teachers concerning academic improvement and moral standards.
• Help head teachers and their staff maintain effective discipline among their students.

16. 16. Define curriculum, co-curricular and core curriculum

Curriculum – all planned learning programs that facilitate formal, non-formal and informal learning.

Co-curriculum – voluntary curriculum that includes sport, clubs, student government and school publications.

Core curriculum – the body of knowledge, skills and attitudes expected to be learned by all students, generally related to a set of subjects and learning areas that are common to all students.

 

 

17.Distinguish between formal, non formal and informal curriculum

Formal curriculum – the curriculum in which there are deliberately organized, planned and written processes in a formally organized learning institution such as a school with organized structures such as classrooms.

Non formal curriculum – refers to any organized, planned and written learning activity that operates outside the formal education system. It emphasizes practical skills and targets particular population group.

Informal or Hidden curriculum – curriculum that constitutes a lifelong process in which people learn from every day experiences which are not necessarily planned or organized.

18. Give the process of curriculum development.

KICD has adopted a nine-stage curriculum development model as follows:

• Needs Assessment.
• Conceptualization and policy formulation.
• Curriculum designs.
• Development of syllabuses.
• Development of curriculum support materials.
• Preparation of curriculum implementers.
• Piloting/Phasing.
• National Implementation.
• Monitoring and Evaluation.

19. What is the difference between curriculum and syllabus?

Curriculum is all planned learning programs that facilitate formal, non-formal and informal learning while the syllabus is a course outline comprising a collection of topics on the same subject matter and a series of statements of what is to be learned within a given time frame. This consists of the content and objectives of the core subjects and optional subjects offered.

 

 

20. Give cases of interdiction where a teacher earns half salary.

• Fraudulent payment or excessive payment from public revenues for goods and services.
• Failure to comply with any law or applicable procedures and guidelines relating to procurement.
• Mismanagement of funds or incurring expenditures without planning.
• Any offence involving dishonesty under any written law providing for maintenance or protection of public revenue.

21.Name the different types of leave a teacher is entitled to and how many days in a year is a permanent and pensionable teacher entitled to annual leave?

Maternity Leave

A female teacher is entitled to 90 calendar days maternity leave from the date of confinement. This leave is exclusive of annual leave. The application for leave should be submitted to the DEO/MEO/DCE through the head of institution at least one month before the leave is due and must have supporting medical documents.

Paternity Leave

A male teacher can apply for paternity leave of up to15 days within the period of spouse’s maternity leave.

Study leave – with pay

Study leave– without pay

Annual leave

Permanent & pensionable teachers – 30 days with full pay each year.

Temporary or contract teachers – 30 days with full pay each year.

Sick leave

Permanent & pensionable teachers– 3 months with full pay ,another 3 month ½ pay in the calendar year.

Temporary or contract  teachers– 1 month full pay another 1 month ½ pay

Compassionate leave

In times of distress such as death, a court case, marital disharmony, arson and serious illness of a member of the family – maximum 15 days in a year.

 

Special leave

Short duration for teachers who have to travel abroad to participate in seminars or short courses or important events – max. 3 months in a year.

Compulsory leave

30 days with full pay to allow investigations into allegations.

Leave without pay

Special conditions eg accompanying a sick person for more than normal 15 days compassionate leave.

22. 22. When is a teacher given study leave with pay?

• Has worked for the commission for a min. of 5 years
• UT teacher seeking to undertake postgraduate diploma or degree in education.
• A teacher studying in an area of great need as specified in the study leave policy.
• Trained technical teacher admitted to a national polytechnic for a higher National Diploma provided the subject area is in demand in the teaching service.
• Has demonstrated a good record in performance.

23. What are the possible verdicts of interdiction?

A teacher has no offence hence revoke interdiction.

A teacher has committed an offence that does not warrant removal hence;

• Warning in writing.
• Surcharge
• Suspension not exceeding 6 months without pay.
• Retire in the public interest
• Refered for medical evaluation by Director of Medical Services.
• A teacher has committed an offence hence dismissal and deregistered.

23.Differentiate between interdiction and suspension.

Suspension – Temporary prohibition of a teacher from exercising his/her functions as a teacher pending determination of his/her disciplinary case.

Interdiction – removal of a teacher from service in accordance with regulation 153 of the TSC Code.

24a). What are the interdiction cases where a teacher does not earn any money?

• Chronic absenteeism
• Desertion of duty
• Having been jailed
• Misappropriation/mismanagement of public funds.
• Fraudulent claims & receipt of funds.
• Use of false certificates.
• Forgery, impersonation, collusion & immoral behavior.

1. b) Offences that can lead to removal from the register

• Immoral behavior with or towards a leaner
• Obtaining registration fraudulently
• Conviction of any offence against a learner or fellow member of staff
• Involvement in forgery, impersonation/or presenting false documents to the commission
• Mismanagement/misappropriation/embezzlement of public funds
• Theft of school property
• Incitement

1. c) Offences that can lead to dismissal from employment

• Negligence of duty
• Lateness to duty
• Chronic absenteeism
• Desertion
• Incitement
• Insubordination
• Failure to proceed on transfer
• Teaching without teaching certificate
• Proceeding on transfer without formal release
• Proceeding for assignments not organized by the commission without formal release.
• Failure to release a teacher to proceed on a transfer.
• Failure to forward correspondence by to and from TSC
• Failure to hand and take an institution upon transfer
• Failure to submit probation report in respect of newly recruited teacher at the expiry the probation period.
• Excluding a teacher from the teaching time table without authority from TSC
• Pecuniary embarrassment like failure to honour financial obligations

1. d) Meaning of offences
2. i) Infamous conduct-Acts that undermine status accorded to the teaching profession such as

• Drunkenness
• Fighting
• Conduct or behavior which contradicts the spirit and tenor of chapter six of the constitution 2010
• Forgery-presentation of false documents to the commission/ or its agents

1. ii) Mismanagement involves;

• Misappropriation an embezzlement of public funds
• Loss of public fund through negligence
• Failure to account for public funds as provided for in the law

iii) Misrepresentation entails

• Falsifying information
• Impersonation
• Failure to adhere to recruitment guidelines
• Any other act or conduct that is incompatible with the teaching profession

25. What is C.B.E? How is it calculated?

Curriculum Based Establishment – the number of teachers a school need in relation to the number of streams a school has.

It is calculated by considering the minimum lessons a teacher should teach(27) and the subjects offered in the school.

26..Name four education commissions since independence and what were the recommendations of the commissions.

• Ominde commission(1964)
• It reformed the education system inherited from the colonial government to make it responsive to the needs of independent Kenya.
• It proposed an education system to foster national unity and create sufficient human resource for national development
• English became a medium of instruction
• It set the entry age to class one at 6 years.

Bessay Report (1972)

• It recommended changes to the inherited curricular to make it relevant to local needs.

GachathiReport(1976)

• The report focused on redefining Kenya’s educational policies and objectives, giving consideration to national unity, economic, social and cultural aspirations of the people of Kenya.

Mackey Report (1981)

• It led to the removal of ‘A’ level and expansion of other post-secondary training institutions.
• It led to the establishment of Moi University.
• It recommended the stablishment of the 8-4-4 system of education and the commission of High Education (CHE)

Kamungecommission(1988)

• It focused on improving education financing, quality and relevance.
• From this report , the government produced Sessional Paper No 6 on Education & Training for the Next Decade & Beyond.
• This led to the policy of cost sharing in education between the government, parents and community.

Koechcommission(2000)

It recommended Totally Integrated and Quality Education and Training(TIQET) in order to accelerate industrial and technological development.

27. 27. On which grounds can a teacher be retired

• Age
• Public interest- gross misconduct
• Medical/ill health
• Abolition of office

Notice for retire – 3 months

28.Name three types of retirement benefits.

• Pension
• Gratuity
• Work injury benefits

29.What is the deadline for submission of Books of Accounts for auditing?

31st January following year

30. 30. Who is the TSC agent in your school?

The principal

 

 

 

31. Differenciatebetween informal education, formal education and non- formal education

 

Informal Education:– the truly lifelong process whereby every individual acquires attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment-from family and neighbours, from work and play, from the marketplace, the library and the mass media…’

Formal Education:– the hierarchically structured, chronologically graded “educational system”, running from primary school through the university and including, in addition to general academic studies, a variety of specialized programmes and institutions for full-time technical and professional training.’

Non-Formal Education:– any organized educational activity outside the established formal system-whether operating separately or as an important feature of some broader activity-that is intended to serve identifiable learning clientele and learning.

32.What are the five areas in a lesson observation form?

• Introduction & lesson organization
• Content delivery
• Teaching methods
• Learners involvement & communication
• Classroom management.

33 Name the seven areas enlisted for targets in a TPAD.

• Professional knowledge and practice
• Comprehensive learning environment
• Teacher professional development
• Teacher conduct and professionalism
• Participation in professional leaning community

 (KESI)

FREE SECONDARY EDUCATION WORKSHOP FOR PRINCIPALS OF SECONDARY SCHOOLS

 

Module I

 

INTRODUCTION TO FINANCIAL MANAGEMENT

 

PRUDENT FINANCIAL MANAGEMENT PRACTICES IN REGARD TO FREE SECONDARY EDUCATION

 

Introduction

1. a)

 

The Ministry of Education launched Free secondary Education (FSE) through its interim guidelines of January 2008.  This is part of Basic Education whose component of Free Primary Education (FPE) was initiated in 2003.  Through the FSE, government subsidy to schools based on capitation was disbursed and fully operationlized in January 2008.  The allocation per student are day secondary education Kshs. 22,244 per child per year.

b)The MOE, therefore expects that sound governance and accountability mechanisms shall be enhanced for greater participation and transparency by all institutions in public resource utilization.

1. Overall Responsibility for Resources Management in Educational Institutions

The management of the resources of a learning institution shall be the responsibility of the head of that institution.  The Board of Governors (BOM), the Parents Teachers’ Association (PA) or other stakeholder group may lend their support to the head of the institution in respect of resources management but that support does not constitute a change to the primary responsibility.

(d) Accountability of institutions’ management

The management of learning institutions shall be accountable to parents, students, the Government and donors as appropriate for the use of the institutions resources.

Definition of Financial Management

The financial management entails

 

• Planning
• Organising
• Directing
• Coordinating
• Control of all human and non-human resources in the institution.

(The participants to discuss the meaning of the above 5 pillars in a school situation).

The objectives of financial management

• Accountability to stakeholders
• Proper resource management
• Internal decision-making

Financial management in secondary schools is expected to be prudently undertaken and involves the following:

• Planning and budgeting
• Authorization
• Execution
• Recording and reporting

1. i) Planning and Budgeting

It is important that proper planning and budgeting is done by the school to ensure that the scarce resources are utilized in the most economical way and that transparency and accountability is upheld.

Activity – Participants to identify the difference between planning and budgeting.

 

1. ii) Authorisation

• The budget should be approved by the BOM by October of the preceding year. This should give adequate time for other procedures to be followed.
• Extra levies should be discussed by the BOM and then forwarded to the MOE for approval. Schools should not commence charging extra levies before such approval is granted.
• Virements if any should be properly authorized by the BOM, except in the tuition account(account I).

 

• Execution

This is the actual implementation of the budget which involves revenue collection, procurement and expenditure.

(To discuss with the participants the guidelines for FSE) (Circular No. Ref. MOE/G1/9/1/44 attached)

Procurement

Principals of secondary schools should familiarize themselves with procurement regulations as stipulated in the Public Procurement and Disposal Act 2005 and the Legal Notice of September, 2006 and KESSP procurement procedures.  Due to constant reviews of the procurement thresholds/ceilings, it is advisable to maintain an updated copy of the Public Procurement regulations

1. Recording and Reporting

 

• Adequate internal controls should be put in place to ensure accuracy and completeness in recording of financial transactions
• The recommended reporting procedures and timing should be followed.
• Monthly financial returns (Trial balances, bank reconciliation statement, cash survey reports list of imprest holders & RD cheque) and the annual financial statements should be promptly prepared and submitted to the relevant officer of the ministry of education by 15^th of the ensuing month and 31^st January of the proceeding year respectively .

 

 

 

 

 

 

 

 

 

 

 

 

The Financial Management Process

Expenditure priorities set by BOM and stakeholders

Receiving of funds

Payments

Reporting

Recording

Procurements

Budget = Financial Plan of prioritized activities

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity for discussion

 

How does the management of an education institution demonstrate to the parents, students, the government and other stakeholders how the institutions resources have been obtained and used?

FINANCIAL MANAGEMENT II

 

PLANNING AND BUDGETING

 

1. Definition of planning

 

2. Why Plan: (brainstorming session with participants)

 

3. Steps in Planning

 

• Evolve vision (define)
• Set mission (Give examples)
• Prepare the school development plan (period 3-5 medium term, 5-10 long term)

 

Budgeting

(i)           Definition

Emphasize that a budget is one of the tools for prudent financial management in the educational institutions.  It can either be one year for a given period.  It is used as instrument of expenditure control.  It should be flexible (to take care of variances).

 

(ii)          Timing of Budgeting Process

October to November: process including BOM approval should be complete before students go for December vacation.

(iii)        Format of Budget

Budget is composed of two components

 

1. The budget summary (Framework – i.e. income and expenditure for the various voteheads).
2. working notes (attachments)

 

 

iii a)       Working notes

 

Heading:  Summary of Draft Budget for the year_____________

 

Income:	Votehead	Ref.	Amount
			Current Year	Previous Year
Total
Expenditure
Total

 

 

iii b)       Working notes.

 

Vote No_____________Votehead________________

 

Expected Income:  Enrolment  x Allocation (Per Capita)
Expected Expenditure
S/No.	Item	Unit Qty	Rate	Amount
				Current Year	Previous year
Total

 

 

 (v)         Steps of Budgeting

 

By referring to the school development plan, expenditure items are identified and costed.

 

• Priority of expenditure items prepared
• Identify sources and value of income expected
• Match the expected income to the expected expenditure
• Prepare summary of draft fees structure where applicable eg-fee for boarding schools levies for PTA projects.
• Present to BOG and/or DEB for approval
• Recurrent expenditure – BOG approval only

Note

• Development expenditure – BOG/DEB approval
• Prepare the budget.
• Approval of budgets

–      Separate minute for approval of:

A/C I  Budget

A/C II Budget

A/C III Budget

A/C IV Budget

A/C V Budget etc.

 

Approval of budget:

 

Extracts of the minutes (Highlight to relevant text) relating to the budget should be attached to the approved budget and filed together.  Where the budget is approved with amendments, the adjustments should be incorporated in the budget and adopted by the BOM in the next meeting.

 

(vi)         Budgetary Controls

 

• Expenditure should be limited to budget ceilings
• Use of commitments register
• Virements – Approval or ratification by appropriate authority e.g. BOG, DEB etc.

 

 

(vii)       Creditors/Debtors

 

• Outstanding debtors should be collected
• To settle existing creditors (before the introduction FSE), appropriate levies should be approved by the relevant authorities.

 

Activity

 

Identify appropriate budget items in the vote of

1. local transport and traveling
2. RMI

 

 

Suggested Solution

 

Item                                                                  Unit                                    

 

Traveling to

 

 

Zone_______________________Trip x    Cost per trip

Division_____________________Trip x                 “

DEO’s Office_________________Trip x                 “

Bank_______________________Trip x                  “

PDE’s Office_________________Trip x                  “

TSC________________________Trip x                  “

Stakeholders meetings_________meetings x cost per meeting

Fuel________________________litres x        cost per litre

Major Service________________Service x     cost per service

 

 

 

Activity

 

A case study of budget preparation should be set and given to participants for practice in groups.  An item per votehead for a selected account should be used in the example.  A desired enrolment level should be used e.g. 100, 200 or 300 students.

 

FINANCE MANAGEMENT III

 

SCHOOL REVENUE AND EXPENDITURE CONTROLS

 

Checks Against Fraud and Irregularities

 

It is the responsibility of the Principal to ensure that adequate checks against fraud and irregularities are put in place and that proper steps are taken to ensure that they are functional.

Revenue and expenditure.

These are mechanisms put in place to ensure prudent financial management

Revenue Control Systems

 

• Use of receipt books
• Receipts registered with SCDE’s
• Counterfoil receipt issue register
• Fees Registers

 

Sources of revenue:-

 

1. GOK Grants – Kshs. 22,244 per child per year

 

2. Parental contribution of Kshs. for boarding which in the maximum their amount will vary from one school to another depending on BOG deliberations and the category of the school.

 

The day school where lunch is provided the maximum charge for lunch is Kshs. 5593

 

3. Development Funds is Parental Obligation

 

A maximum of Kshs. 2000 to be charged.  They must be approved by the SCDE where the charge is more than Kshs. 2000, the same should be approved by P.S. One project to run at a time.

 

4. Income Generating Activities

 

Income generated from the activities undertaken by the school should be budgeted for receipted and accounted for e.g. hiring of school facilities and farm projects.

 

Profit and loss account should be prepared to enable the analysis of the viability of the project.

 

5. Donations

 

All donations received by the school must be valued receipted and properly accounted for, recorded in relevant stores/ledger.  The BOG should be informed of the same and minuted.

 

6. All proceeds from the sale of school assets must be receipted and properly accounted for e.g. motor vehicles, furniture and equipment etc.

 

7. Specific GOK Grants

 

All specific and unique grants given to the school for a specified purpose must be receipted e.g. KESSP, CDF, LATIF, computers, pockets of poverty, fire extinguishers and should be used for the intended purpose.

 

• Schools should issue a receipt to acknowledge grants received on FSE

arrangement addressed to the Permanent Secretary, MOE and issue an acknowledgment letter.

 

Fees Payment – In Kind – This should be discouraged but where BOG approves it, it should be quantified and receipted and controlled to avoid overstocking.

 

 

Expenditure

 

The expenditure is classified into 3 categories based on the accounts operated by the schools ie.

 

1. Tuition A/C
2. Operations A/C

• Boarding A/C

 

1. i) Tuition A/C

 

• All payments from this account must be in cheques.
• Funds under this account shall be utilized for the procurement of teaching and learning materials only.
• No virements are allowed to or from this account
• Items of expenditure are for example:

– Textbooks

– Lab equipment

– Exercise books

– School based exams etc.

 

1. Operations A/C

 

• Payments should be within budgets as approved by the BOGs
• The funds should be utilized in financing recurrent expenditure
• Expenditure should be authorized, properly voted and supported.

 

• Boarding A/C

 

Funds from this account will be used to finance operation as budgeted per voteheads.

 

For proper accountability of the school motor vehicles, the following documents should be maintained and up dated.-

 

• Motor vehicle log book
• Motor vehicle registration book
• Motor vehicle work tickets
• Motor vehicle insurance policy
• Motor vehicle detail order
• Mileage claim forms – as stipulated in the government regulations

 

 

 

NB:                The BOG rate should not exceed the GOK rate as per accounting

regulation from MOE. (Refer to the instructions manual for secondary schools and colleges issued 2006 pg 36)

Imprest

 

An imprest requisition form is filled.  Then a payment voucher is prepared in the name of the imprest holder and entered in the cash book.  When the imprest is surrendered a payment voucher is prepared charging the votes affected.

 

Then an official receipt is prepared for the imprest holder for the total amount of the imprest.

 

Cheque Book Management

 

• At least three signatories should sign the cheques, the head of the institutions signature being mandatory and the two others being the chairman of the BOG and a Board member.

 

• Post dated cheques should not be allowed.

 

• Blank cheques should not be written.

 

• The cheque stab (counter foil) should be properly updated both with deposits and withdrawals.

 

• Cheques should be registered in CFRBR

 

• Cheques books should be kept under lock and key

 

Financial Control Register

 

• Counter foil receipt book register
• Cheques and money order register
• Fee registers
• Commitment register
• Postage registers
• Imprest register
• Rent register
• Livestock register
• Contract register

 

Contract Register

 

This is a very important and critical register to a school since it trades expenditure on numerous projects/contracts that schools undertake and involve huge payments and complicated accounting records.

 

Use:                             Used as an expenditure control instrument on projects undertaken by an institution

 

Format:                      Ref: page 105 of handbook of financial management instructions for secondary schools colleges and polytechnics issued 2006.

 

Example:                    An appropriate example should be made to illustrate the technicality and importance of a contract register.

 

                                      FINANCE MANAGEMENT

 

RECORDING AND REPORTING

 

(A)         Recording

 

1. Cash Book

 

• Analytical Cashbook required
• Each cashbook should be as per bank A/c maintained ie. Tuition, operations, boarding and 4^th A/C for other sources eg. CDF, PTA and IGA (income generating activities), USAID etc.

 

(B)         Posting

 

2. Receipt Side

 

• Opening balances to be indicated
• Receipts should be recorded as per revenue receipted
• Receipts should be analysed and be serialized
• Tuition revenue should be recorded in block in the bank column and posted to the votehead.
• Contra items should be reflected when they occur.
• In case tuition/operations money were issued in one cheque and a single receipt issued, either should be transferred to the other A/C

 

 

3. Payment Side

 

• Payment vouchers should be raised, serialized properly supported and authorized.
• Tuition payments should be reflected in block
• Contra items should be reflected when they occur.
• Cash payments should be recorded in cash column while cheque payments be reflected in bank column.
• Cheque numbers should be indicated in the cash book
• Cash book should be balanced monthly.
• Bank reconciliation should be prepared monthly and bank statements be availed as evidence.
• Cash book should be numbered on a monthly basis and be posted similarly in the ledger.

 

 

4. Internal Control of Cash Book

 

The cashbook should be checked, signed and stamped regularly by the accounting officer.

 

5. Savings Account

 

Only transactions relating to Savings Account should be recorded in the cashbook

 

(C)         Reporting

 

6. Trial Balance

 

To be submitted by 15^th of ensuring month to the relevant offices of the

ministry of education.

 

(i)         It should be prepared monthly and for each account

(ii)        It should have mandatory 7 columns

 

 

Example:

Trial Balance Extract

 

Particulars	Folio	Budgeted Estimates	Dr.	Cr.	Commitments	Balance Available

 

Balance available = approved estimate – (Dr + Commitments)

 

NB:          Incase of over expenditure, proper rules of virement  should be adhered

to and journal be used to correct the same.

 

iii)      Trial balances should be cumulative

1. Opening balances at beginning of the year to be constant
2. Trial balance to be submitted to relevant offices by 15^th of ensuing month.
3. Covering letter should be attached

• Cash survey to be attached, bank reconciliation
• List of imprest holders to be attached.

 

 

 

7. Financial Statements

 

Income and expenditure and balance sheet

 

This should be prepared at the end of the year and submitted by 31^st January of each ensuing year.

 

NB:        (i)           It is the responsibility of the school management to ensure the

above final accounts are prepared and forwarded as required.

 

(ii)          Submission of books should include all the documents as detailed in the a/c accounting instruction manual (Assumption each school has a copy)

 

(iii)        All schedules should be attached detailing any over………..provision of grant which should be in line with the enrolment list submitted to the Ministry.  Other debtors and creditors should also be indicated.

 

(iv)         Queries should be conducted for confirmation and clarification of issues raised.

 

(v)          Report of certificate to be written by the auditors involved.

Activity

 

Sokomo to Secondary School is a Public School in the Republic of Kenya.  In the current financial year, it transacted business as follows:-

 

Date	Transaction
Jan.2008	Account (III)   Opening balances   Cash………………………………………10,000 Bank…………………………………….. 200,000   Other transactions were as follows:   On 10.01.08 opened A/C I and A/C II bank accounts using A/C III cash Kshs.1000 each.   The school made transfers to accounts I &II as follows   A/C I:   (15.1.08) PV No. 001………20,000 (cheque No.001) (17.1.08) pv No..002…….20,000 (cheque No.002)   –      A/C II (18.1.08) pv No.001……….10,000 (CHQ. No.003) No.002…………………………..30,000 (CHQ. No.004) No.003…………………………… 5,000 (CHQ. No.005)
25/1/2008	The following expenses were incurred by account I   P.V. No. 001 paid Masai staioners Ksh.20,000.00 in respect of supply  of stationery.  Vide cheque No.2501.   P.V. No.002- Paid Muka Booksellers Ksh.20,000 in respect of supply of text books videcheque No.2502   The expenses for account II were as follows:-
25/1/2008	PV. No 001 paid imprest of Ksh.10,000.00 to the Headteacher Mrs. Mary Wema traveling to Mombasa for a workshop vide cheque No.2701.
25/1/2008	Pv. No. 002- paid Juma contractors Ksh.30,000 for repair of roof vide cheque No.2702
25/1/2008	Pv. No. 033 paid Nairobi suppliers Ksh.5,000.00 for solar panel maintenance, vide cheque No.2703.
1/3/2008	Received government grant amounting to Kshs.500,000.00 forFSE which was credited in A/C I Bank account.  In the Kshs.500,000 there was Kshs.200,000 which  later transferred to A/C II bank account through cheque No.001 of A/C I.

 

It was also decided that earlier expenses incurred in A/C III on behalf of acc.I and II be refunded.

 

Required

 

 

1. Pass entries into the school cash books and balance the same
2. Prepare the trial balance for Account I as at 31^st March, 2008.

PROCUREMENT PROCEDURES IN

EDUCATIONAL INSTITUTIONS

 

Introduction

 

• The biggest amount of school funds are used in the procurement of various goods and services. To ensure that these funds are properly utilized, procurement procedures are therefore put in place.

 

Definition

 

Procurement is the process of acquiring goods, works and services for an organization.

 

• The procedures of undertaking such a process are clearly articulated in the Public Procurement Regulations 2006 (Legal Notice No. 174).

 

• The Head of the institution has to observe procurement procedures that ensures quality goods/works/services are acquired at competitive prices. This will enable the institution to have adequate resources necessary for effective budget implementation.

 

• In the budgeting stage, the requirements and respective costs are identified. Based on the magnitude of activities and cost, an appropriate procurement method is chosen.  This gives rise to a procurement plan, which articulates the requirements/needs to be acquired and the various steps in the procurement process with respective time schedules.  Whereas, the budget is approved by the BOG, the procurement plan shall be approved by the tender committee, a body charged with the responsibility of procurement of goods/works/services in an institution.

 

Objectives of Procurement Procedures

 

1. Enhance transparency and accountability of funds ensuring that the stakeholders get value for their money.

 

2. Enhances efficiency by ensuring that entities acquire quality goods/works/services at reasonable prices.

 

3. Increases integrity and public confidence

 

The various procedures adopted ensure that there is fair treatment of suppliers and therefore for suppliers to get an order, their products must be of good quality and reasonable price.

 

Procurement Cycle

 

Means the cycle that starts with the initiation of the process of an individual procurement requirement and when the goods/works or services have been delivered and accepted.

 

1. Tender Committee

 

For procurement to be done as required, a procuring entity needs to set up a tender committee.  In case of secondary schools, the composition is as below:-

 

Position                                             Details

 

Chairperson                                     The Deputy Principal appointed in writing by the Principal

 

Deputy Chairperson                       The officer in charge of finance or equivalent appointed by the Principal

 

At least 6 Heads of Department or members of teaching staff including matron or officer in charge of boarding facilities where applicable appointed in writing by the Principal.

 

Secretary                                          The officer heading the procurement unit

 

The quorum for the tender committee is 5 members including the chairperson.

The principal shall appoint an alternate member for each member of the tender committee and only the alternate shall attend any meeting of the tender committee whenever the member is unable to attend.

 

Responsibilities of the Tender Committee

 

1. i) Ensure that procurement and disposal is done within the regulations and the Acts.

 

1. ii) Approve the selection of the successful tender or proposal

 

iii)          Award the procurement contract

 

1. iv) Ensure that the procuring entity does not pay in excess of the prevailing market rates

 

1. v) Review the selection of procurement method and ensure adoption of any other that is within the Act.

 

1. vi) Pre-qualification of suppliers for restricted tendering, request for

quotations/proposals.

 

vii)         Review tender documents and requests for proposals to be in line with the Procurement Act/Regulation 2006.

 

viii)        Approve variations of contract conditions of contracts previously awarded by the committee

 

1. ix) Approve bids through open tender for sale of the institution’s stores

 

The tender committee undertakes the procurement process with assistance of

other sub committees.

 

Procurement Committee

 

This committee is responsible for procurement  of goods/works/services whose

value does not exceed Kshs. 500,000.00 using the direct procurement or request

for quotations methods.

 

Composition

 

• Chairperson – An official delegated by Principal
• Other members – Finance officer or officer carrying related activities
• 3 other members appointed by the principal

 

Quorum for meeting – Chairperson and at least two other members.  Any member who is unable to attend meeting may delegate to another person but such a person should possess the necessary skills/experience to represent him/ her in the meeting.

 

Decisions of the procurement committee shall be by consensus and where there is no consensus, the decision shall be through voting by simple majority.  Where there is a tie, the chairman shall have a second or casting vote.

 

The procurement committee may invite independent advisers or members of the procurement unit to explain submissions or provide technical advice, where required the committee can:-

 

• Approve submission
• Reject a submission with reasons
• Approve a submission subject to minor clarifications by the procurement unit

 

1. Evaluation Committee

 

• Consists of chairperson and at least 2 members all appointed by the accounting officer or the Head of the procuring entity upon recommendation by the procurement unit.

 

• Charged with the responsibility of the technical/financial evaluation of tenders and give report to the tender committee.   Members of this committee should not be those in tender committee – one should be from user department.

 

• The evaluation committee shall undertake the tasks of:-

 

(a)                  The technical evaluation of the tenders or proposals received in strict adherence to the compliance and evaluation criteria set out in the tender document.

 

(b)                 Performing the evaluation with all due diligence and within a period of 30 days after opening of tenders.

 

Each tender received is assigned a rating by the committee and such a report with recommendations is submitted to tender committee for the final decision.

 

Note:  The evaluation and comparison shall be done using the procedures

and criteria set out in the tender documents and no other criteria shall be used.

 

A worked example on evaluation given on the lesson plan attached.

 

1. Inspection and Acceptance Committee

 

• Comprised of a chairman and at least 2 members appointed by the accounting officer or the head of the procuring entity on recommendation of the procurement unit.

 

• Purpose – To inspect and review the goods/services to ensure compliance with the terms and specifications of the contract.

 

Accept or reject goods, works/services on behalf of the procuring entity.

 

Pre-Qualification of Suppliers

 

• Advertisement in local dailies for bidders to know of the prequalification and declare their interest in participating and demonstrate their ability in a given business.
• Prospective bidders are given standard application forms to complete giving out the necessary data and return them for evaluation just like an open tender. Those who qualify are then requested to bid on appropriate bidding documents.

 

The following information is normally requested for pre-qualification:

 

• Contractors identification
• Experience and performance
• Personnel
• Equipment
• Financial status
• Present commitments
• Personnel and equipment available for the proposed project
• Any other relevant information on the project.

 

Procurement Methods

 

Depending on size and nature of transaction involved, the entity may use any of the methods here below to procure goods/works/services:

 

• Direct procurement
• Open tender

–  National competitive bidding

–  International competitive bidding

 

• Restricted tender
• Request for quotations
• Request for proposal
• Low value procurement
• Use specifically permitted procedures

 

Direct Procurement – Used where no reasonable alternative exists – dealing with only one bidder

 

Open tender – Advertisements made in dailies of wide circulation nationally and internationally.

 

Restricted Tendering – This method is available for large and complex contracts.  This method is justified in view of the cost involved in preparing tenders for complex and specialized goods, works or services and the desirability of avoiding tenders from unqualified bidders.  Most complex project contracts are often let through this method, the bidders are first selected through pre-qualification.

Request of Quotations – It is used for readily available goods/works/services.  At least 3 quotations are received before selection process – maximum 10 out of pre-qualified suppliers.

 

 

Request for Proposals  – Applicable for services of intellectual nature. At least 3 proposals maximum 7 out of those who expressed the interest.

 

Low Value Procurement –  Applicable if use of the other methods will be time consuming and can cost more than the cost of goods/services/works for goods whose value in budget does not exceed Kshs. 5000.00

 

–   If the procedure is not being used for the purpose of avoiding

competition.

 

The use of the procedure has been recommended by the committee after market survey.

 

Use of Specially permitted procedures – Where the market conditions or behaviour do not allow effective application of the Act and Regulations i.e. in use of frequent fluctuations of prices e.g. maize.

 

For specialized or particular requirements that are governed by harmonized international standards or practices.

 

1. Disposal Committee

 

Members

 

• An officer in charge of finance
• The head of procurement unit who shall be secretary
• The head of the accounting department
• Two heads of departments and user department
• The committee shall select a chairman from among its members
• The disposal committee will first meet within fourteen days of its appointment and subsequently at least once in every quarter.

STORES MANAGEMENT

 

Definition

 

Stores management is the process of planning, organizing and coordinating all the stores activities of an institution.

 

Importance

 

1. Enhances proper planning of procurement of goods
2. Ensure proper accountability
3. Guards against loss of stores hence ensures optimum use
4. Enhances prudent decision making
5. Ensures that the right quantities and qualities are delivered to school.
6. Ensures timely deliveries.

 

 

1. Receiving

 

Entails receiving/verification and recording of goods

 

Receiving

 

• Should be received by the officer in charge of central stores
• The goods upon delivery should be accompanied by the following:

 

1. A copy of the LPO/LSO
2. Delivery note
3. Invoice

 

Verification

 

On receipt the officer in-charge should verify the following:

 

1. Compares the delivery not against those quoted in LPO’s
2. Check the delivery notes against the physically delivered items to establish the right quantity has been delivered.
3. Quality of technical/specialized goods should be verified in consultation with professionals/heads of department
4. The officer should sign the delivery notes upon satisfaction of the above and stamp
5. The principal should witness or delegate the receiving of the goods other than the officer in charge in the stores.

 

Recording

 

The following records are essential for the recording of the inventories

 

1. Consumable stores ledger (S1)
2. Permanent and expendable stores (S2)

 

Consumable Stores Ledger (S1)

 

• This register records all items of stores whose life does not exceed one financial year.
• This includes among others e.g. foodstuff, stationery etc.

 

Permanent and expendable stores (S2)

 

This register contains all the items of permanent nature and whose service is not limited to one financial year examples – Expendable: plastic buckets, textbooks

etc.  Permanent – furniture, farm implement etc.

 

Stock Taking

 

This is the process in which the administration of an institution verifies the agreement between the book quantity of stores and the physical presence of the stores.  The physical presence is confirmed by physical counting of the stores concerned.

 

Methods of Stock Taking

 

There are two methods

 

1. Periodic stock taking

 

This is a method which involves physically counting and knowing physical quantities of all types of stores at given date. eg. months, termly or 100% count at the end of the year.   When undertaking the exercise, the following should be considered.

 

(a)          Adequate number of staff should be available and should receive clear and precise instruction on the procedure to be followed.

 

(b)          The stock taking should be done at a weekend or overnight so as not to interfere with the normal operations of the school.

 

(c)          The completed stock sheet should have random independent checks to verify their correctness.

 

(d)          The quantities of each type of stores should be checked against the stock record to expose any gross errors and any discrepancies be reconciled.

 

2. Continuous Stock taking

 

This is the preferred system of stock-taking stock under this approach involves operating a system whereby a proportion of stock is checked daily so that over an year all stock is checked at least once and high value and fast moving items can be checked severally.

 

• The staff conducting the stock take should be independent of store keepers.
• The bursar, or some other appointed staff should conduct the stock take.

 

NB:  The principal has a duty to perform random checks on any inventory item as an internal check.

 

Re-order

 

To enhance smooth running of the institution, the store keeper should be able to calculate the

 

1. Reorder level
2. Reorder quantity
3. Safety stock
4. Delivery period

 

To facilitate the availability of the above information, he will require

 

1. a) The daily consumption quantities
2. b) The pensability/durability
3. c) Storage space/facilities

 

Centralized Stores

 

This is a system of store keeping whereby all items of stores are received and issued to user department from a central location.  The opposite of this is decentralized stores where the stores are received and issued from different locations e.g. food items at the dining hall, lab chemicals at the laboratories, stationery at the secretaries office etc.

 

Advantages of Centralization

 

1. Less risk of duplication of stores
2. Higher quality staff may be employed and utilized optimumly
3. Closer control
4. More security from pilferage
5. Reduced paper work
6. Ease at stock taking
7. Modern stock-keeping techniques may be applied

 

Disadvantage

 

1. Less convenient for outlying user department
2. Delays in obtaining materials
3. Greater internal transport cost in carrying materials
4. Stores situation might not be technically advisable for special care items e.g. lab chemicals

 

 

STORES KEEPING – PRACTICALS

 

The facility divides the participants into 10 groups. To each group a sample of S1 lodger, S2 ledger and 2 in inventory books are provided. The facilitator takes the participants through the structure of the books explaining such issues as:-

 

• Index of each ledger and its meaning
• Meaning of ledger folio
• Completeness of stores ledger recording
• Meaning on S1 ledger of total receipts, total issues and the balance carried forward.
• Meaning on S2 ledger of inventory No., new receipts, issues to inventory, write-offs/ transfers, balance in stock, stock on charge, inventory holder, signature or issue voucher e.t.c .
• Use of the inventory books and their role in handing over/ taking over exercises.

The participants are then tasked to enter records of stores as out lined on the transaction sheets attached.

 

 

 

 

 

 

 

ENTRIES INTO LEDGER

SAWA secondary school had the following stores transaction in the month of January 2007

DATE	TRANSACTION
1.1.07	Opening balances: Maize    200kg  @ 20 each Beans 40kg @ 40 each Casio calculators- 4- @ 2000 each Ms computers- 2 -@ 10000 each F3 maths books- 20- @ 40 each F2 english – 10-  @ 100 each
10.1.07	BOUGHT the following; TR- microscopes- 2- @ 5000 each from A Maize- 50 bags- @ 1600 each from B Mercury (Red)- 10 litres- @ 2000 per litre from C F.1 science books- 50- @ 150 each from D Exercise books (120pg)- 2 cartons- @  2500 each from D
15.1.07	Issued the following : Maize- 300kg- to cateress Beans -10kg- to cateress Calculator- 3- to MP Ndirangu (1 returned) Mercury- 5 litres- to Musau F.1 science books- 40- to Musau  (10 returned first, 5 returned 2nd ) Exercise books-  1 carton- to students Ms computers- 1- to Musau
30.1.07   Transfer the closing balance of maize to the next available ledger folio.	Balanced the stores ledgers for the following items Items                         ledger folios   Maize Beans Casio calculator Ms computers F3 maths books F.2 books English TR microscopes Mercury (red) F1 Science books Exercise books (120pg)
1.2.07	The school bursar checked and certified the following records as correct:- Casio calculators Ms computer Mercury (red)
2.2.07	The school principal checked and certified the following records as correct. Casio calculator Mercury (red)

 

You are required to record the transactions into the school’s ledger books and the relevant inventories.

A collection of the Best TSC Interview Questions and Answers {TSC Official}:

SENIOR TEACHER I (REGULAR PRIMARY SCHOOL– T-SCALE 8

REQUIREMENTS FOR APPOINTMENT

For appointment to this grade, a teacher must: –

i. Have served as Senior Teacher II T- Scale 7 for a minimum period of three (3) years;

ii. Have satisfactory rating in the performance appraisal process;

iii. Have demonstrated ability to supervise, mentor and provide professional support to other teachers;

iv. Meet the requirements of Chapter Six (6) of the Constitution; and

v. Meet any other requirement the Commission may deem necessary.

NB: – Candidates in Asal and Hard to staff counties who have served in the current grade for at least 2 years are eligible.

PRINCIPLES OF TEACHING
1. Proceed from simple to complex
2. Proceed from known to unknown
3. Proceed from part to whole
4. Proceed from particular to general
5. Motivate learners to learn
6. Do not teach in isolation
7. Teach to learners’ individual difference

METHODS OF TEACHING
1. Problem solving method
2. Play way method
3. Story telling method
4. Lecture method
5. Discussion method
6. Field trip/excursion method
7. Assignment method
8. Project method
9. Demonstration method

QUALITIES OF A GOOD TEACHER
1. Good class control
2. Good characters
3. Keeping the diary
4. Neatness
5. Kindness
6. Mastery of subjects
7. Effective communication
8. Initiating contact with parents
9. Able to face reality
10. Flexibility

ROLES OF A TEACHER
1. learning facilitator
2. School leader
3. Curriculum specialist
4. Instructional specialist
5. Classroom supporter
6. Resource provider
7. Mentor

TEACHING SKILLS
1. Patience
2. Confidence
3. Communication
4. Enthusiasm
5. Creativity
6. Dedication
7. Organization

TSC Junior Secondary Advertised Slots in all Counties- Business Studies Subject Combinations

COUNTY	SUBJECT COMBINATION	NO. OF POSTS ON P&P	NO. OF INTERNSHIP POSTS	TOTAL NO. OF POSTS DECLARED
BARINGO	BST/………….	19	45	64
BOMET	BST/………….	22	52	74
BUNGOMA	BST/………….	32	76	108
BUSIA	BST/………….	17	42	59
ELGEYO MARAKWET	BST/………….	13	30	43
EMBU	BST/………….	13	31	44
GARISSA	BST/………….	5	11	16
HOMA BAY	BST/………….	26	61	87
ISIOLO	BST/………….	3	7	10
KAJIADO	BST/………….	15	35	50
KAKAMEGA	BST/………….	38	91	129
KERICHO	BST/………….	20	47	67
KIAMBU	BST/………….	22	53	75
KILIFI	BST/………….	22	52	74
KIRINYAGA	BST/………….	9	21	30
KISII	BST/………….	26	63	89
KISUMU	BST/………….	21	50	71
KITUI	BST/………….	39	93	132
KWALE	BST/………….	15	36	51
LAIKIPIA	BST/………….	9	22	31
LAMU	BST/………….	3	8	11
MACHAKOS	BST/………….	28	66	94
MAKUENI	BST/………….	28	67	95
MANDERA	BST/………….	7	16	23
MARSABIT	BST/………….	5	12	17
MERU	BST/………….	30	71	101
MIGORI	BST/………….	22	54	76
MOMBASA	BST/………….	4	12	16
MURANGA	BST/………….	21	50	71
NAIROBI	BST/………….	16	38	54
NAKURU	BST/………….	32	77	109
NANDI	BST/………….	23	55	78
NAROK	BST/………….	24	58	82
NYAMIRA	BST/………….	14	35	49
NYANDARUA	BST/………….	13	32	45
NYERI	BST/………….	15	35	50
SAMBURU	BST/………….	5	11	16
SIAYA	BST/………….	21	50	71
TAITA TAVETA	BST/………….	7	17	24
TANA RIVER	BST/………….	5	12	17
THARAKA NITHI	BST/………….	14	32	46
TRANS NZOIA	BST/………….	17	40	57
TURKANA	BST/………….	9	21	30
UASIN GISHU	BST/………….	18	44	62
VIHIGA	BST/………….	14	35	49
WAJIR	BST/………….	6	15	21
WEST POKOT	BST/………….	17	40	57

New TSC Salary Scales for Deputy Principal 2 and Senior Master 1 in the 2023/2024 CBA

TSC: IMPLEMENTATION OF PHASE 1 OF THE THIRD REMUNERATION CYCLE FOR TEACHERS

1. Introduction

On 28^th August, 2023, the Teachers Service Commission signed an addendum Agreement to the 2021-2025 Collective Bargaining Agreements (CBA) with the Kenya National Union of Teachers (KNUT), Kenya Union of Post Primary Education Teachers (KUPPET) and Kenya Union of Special Needs Education Teachers (KUSNET).

The agreement has reviewed the remuneration payable to teachers which will be implemented in two (2) phases with effect from 1^st July 2023. The second phase will be implemented on 1^st July 2024 for the teachers who will be in service at the material time.

2.   Application

This Circular shall apply to all teachers employed by the Commission and are in service as at 1^st July, 2023.

3.   Incremental Dates

Teachers converting into the new salary scales will retain their current incremental dates. However, where the incremental date falls on 1^st July, 2023 teachers will be granted their annual increment on the existing salary scales then convert to the new salary points with effect from the same date.

4.   Annual Salary Increment

Annual salary increment for all teachers will continue to apply as provided for in the Code of Regulations for Teachers (2015).

5.   Grading & Salary Structure

The Grading structure and designations will continue to apply as set out in Table 1 while the new salary structure and Conversion Tables after the review are as set out in Tables 2-12 attached to this Circular.

6.   Allowances

House allowance rates are categorized in four (4) clusters namely:

1. Cluster 1: Nairobi City
2. Cluster 2: Mombasa, Kisumu and Nakuru Cities, Nyeri, Eldoret, Thika, Kisii, Malindi and Kitale
3. Cluster 3: Other former
4. Cluster 4: All other

The House allowance rates for Clusters 1, 2 and 3 have been retained. However, Cluster 4 rates have been reviewed to be implemented in two phases. The first phase has been factored in the August payroll with arrears backdated to 1/7/2023. The second phase will be paid on 1/7/2024. The house allowance rates are indicated in Appendix A. All other Allowances shall continue to be paid where applicable, as set out in Appendix B.

DEPUTY PRINCIPAL 2 AND SENIOR MASTER 1 SALARY STRUCTURE AND CONVERSION TABLES.

TABLE 5: CONVERSION OF DEPUTY PRINCIPALS II AND SENIOR MASTER I
GRADE D2 – T SCALE 12
BASIC SALARY AS AT 30.06.2023			BASIC SALARY W.E.F 01.07.2023
SALARY POINTS	SALARY	ALLOWANCE GRADE	SALARY POINTS	SALARY	ALLOWANCE GRADE
1	91,041	D2	1	92,119	D2
2	93,850	D2	2	95,101	D2
3	96,745	D2	3	97,552	D2
4	99,730	D2	4	100,661	D2
5	102,807	D2	5	103,861	D2
6	105,979	D2	6	107,157	D2
7	109,249	D2	7	110,551	D2

Click here to access the TSC Head of Institution, HOI, Online Portal.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TSC CAREER PROGRESSION GUIDELINES FOR THE TEACHING SERVICE

The Commission has developed Career Progression Guidelines for the teaching service which became operational with effect from 8th November, 2017.

These Guidelines provide for the policies and procedures that have standardized teachers’ professional development. The grading structure has taken into account the Job Evaluation report.

The Guidelines provide all basic requirements for career progression, training and promotion of teachers.

Pathways for teachers have been defined and clear job descriptions/specifications have been provided at every level.

The Guidelines have provided the broad framework in school management, administration and ensure that curriculum implementation is structured and every teacher is clear on what is expected upon joining the teaching career.

The Guidelines effectively replaces the following:

• Schemes of Service for non-Graduate teachers
• Schemes of Service for Graduate teachers
• Schemes of Service for Technical teachers and Lecturers

The comprehensive Career Guidelines have been uploaded for access on the TSC Website www.tsc.go.ke. All teachers and Education stakeholders are advised to read the provisions in the Guidelines.

 

The following are the major highlights:-

 

• Minimum entry requirement for entry into the teaching profession;
• Basic requirement for promotion from one grade to another;
• Entry to Administrative Grade;
• Additional responsibilities for School Administrators; and
• Requirements for deployment to teach in:­
  • Primary School
  • Secondary School
  • Teacher Training College
  • Special Institution
  • Centre for Mathematics, Science and Technology Education in Africa {CEMASTEA)
  • Kenya Institute of Special Education (KISE)
  • Technical Colleges and Polytechnics

All employees of the Commission and any prospective professional teacher is advised to note the strict entry requirements that form the standards for the teaching profession.