Teachers medical cover AON Minet will be scrapped as the government eyes a review to give teachers a better medical cover similar to that of the civil servants.

Teachers will be moved from AON Minet cover to Social Health Authority (SHA) starting December 2025 in new TSC changes.

Teachers will be enrolled in the Public Service Medical Fund which is popular with civil servants.

This comes shortly after President William Ruto met thousands of teachers in State House where he promised to review the current teacher medical cover.

Ruto promised to review the current medical cover to ensure it is aligned with the present health needs of teachers and their families.

Teachers are paying for their medical cover through their monthly medical allowance but there have been numerous complaints from teachers over bad services.

Teachers in lower job groups, like Primary Teacher II (Grade B5), get Ksh1 million in inpatient coverage and Ksh150,000 for outpatient needs.

Meanwhile, senior educators, such as Chief Principals (Job Group D5), enjoy larger provisions, with Ksh3 million for inpatient care and Ksh450,000 for outpatient services.

Some benefits however remain consistent across the board, regardless of your job group. For instance:

• Dental Cover: Ksh45,000
• Optical Cover: Ksh60,000
• Last Expense Cover: Ksh300,000

Maternity coverage, however, is scaled with job grades, ranging from Ksh120,000 for Grade B5 to Ksh300,000 for Grade D5.

If you’re a TSC-employed teacher between 18 and 65 years old, you’re covered under this scheme.

It also extends to your loved ones—you can add one registered spouse and up to four dependent children.

These children are eligible for coverage from birth until age 18 (or up to 25 if they’re in school). And here’s a thoughtful inclusion: there’s no age limit for children with certified disabilities.

Want to know what the plan actually covers? Let’s break it down:

1. Inpatient Benefits

You’re covered for almost everything you’d need in a hospital. This includes:

• Doctor’s fees (surgeons, anesthetists, consultants)
• ICU and HDU care
• Medications and laboratory tests
• Imaging services like X-rays, CT scans, and MRIs
• Specialized treatments, including chemotherapy and radiotherapy
• Costs for internal surgical appliances

Essentially, if you’re hospitalized, this plan has you sorted.

2. Outpatient Benefits

Outpatient care is equally robust and includes:

• Routine visits to your general doctor or specialist
• Diagnostic tests
• Physiotherapy sessions
• Treatment for chronic illnesses, such as diabetes or hypertension
• HIV/AIDS care, including access to antiretrovirals

This means you don’t have to delay routine checkups or treatment for ongoing conditions.

3. Maternity Coverage

For teachers planning or expecting children, the maternity benefits are especially generous. They include:

• Antenatal and postnatal care
• Delivery costs (normal and C-section—whether elective or emergency)
• Routine immunizations under the Kenya Expanded Programme on Immunization (KEPI)

With everything from initial checkups to delivery costs covered, it’s a reassurance every new parent will appreciate.

4. Dental and Optical Cover

Need a root canal or a new pair of glasses? This plan won’t let you down. Dental benefits include:

• Common procedures like tooth extractions and scaling (if medically necessary)
• X-rays and dentures for injury-related losses
• Dental crowns for restorative care

For optical care, the benefits cover:

• Glasses and lenses
• Frames
• Ophthalmic surgeries and related ultrasounds

These add-ons are crucial for everyday wellness, ensuring your vision and dental health get the attention they deserve.

Additional Perks You Should Know

This scheme isn’t just about the basics—it also addresses more complex health needs. You can count on:

• Emergency evacuation (road or air) in critical situations
• International referrals for specialized care
• Support for terminal illnesses like cancer and kidney failure
• Services for chronic conditions such as arthritis, diabetes, and hypertension
• Rehabilitation for substance abuse or work-related trauma

Kenya’s education system has metamorphosed over time, with crucial changes having been instituted in 1980s. In 1985, the 7-4-2-3 structure and system was replaced with 8-4-4, the system which introduced a broad-based curriculum at all levels.

The 8-4-4 system was intended to raise the quality of education, accessible to all and more importantly make it more relevant to the world of work. The system was to create pathways to middle-level and higher education and training to produce skilled, solid and effective manpower to meet the demands of the economy.

The scope of the 8-4-4 structure and system expanded to incorporate technical skills and pre-primary (4-5-year-old children), moreover it was designed to teach children to develop critical thinking skills and problem solving, more so, there was more equitable learning environment.

However, due to poor funding and lack of commitment by the State, part of thestructure and system of 8-4-4 were abandoned midstream, the reason why the Government succumbed to pressure from UNICEF to introduce Competency Based Education (Competency Based Curriculum – CBC).

The rollout of CBC was carried out in amorphous and haphazard manner in that, it was hastily implemented; lacked strategic planning; there was no thorough consultation in the development of the curriculum and teaching tools; teachers were not adequately trained; and worst of it all, there were no proper funding structures for the implementation of the new curriculum. Indeed, these were some the reasons that led CBC not to be captured in the Sessional Paper No. 1 of 2019 on Policy Framework for Reforming Education and Training for Sustainable Development in Kenya.

RECOMMENDATIONS

In sum, based on the findings and conclusions of the study commissioned by KNUT on Teacher Preparedness For The Implementation of CBC In PrePrimary And Lower primary Grades In Kenya these are the recommendations that were made:

 

• Since noresearch was done to justify the change from Outcomes Based Curriculum to Competency Based Curriculum framework, the Presidential Working PartY on Education Reforms should commission summative evaluation of the pilot phase of CBC to determine its effect on  This means that CBC should not be implemented further before the results of the summative evaluation shows that it is a better approach than Outcome Based Approach.
• Afterthe evaluation, Kenya Institute of Curriculum Development (KICD) should partner with universities and curriculum experts to conduct a comprehensive revision of CBC. The Ministry of Education should initiate a mechanism for systematic In-service and Pre-service training of teachers on

Cil The Working Party on Education Reforms should recommend the creation ofa framework for teacher training programme that would facilitate the paradigm shift from teaching to learning. Various components of the curriculum design are not properly grasped by most teachers, especially delivery of content on learning areas and key competencies, assessment using rubrics, reporting and evaluating learners.

• The Competency-Basedapproach of using rubrics to test competence in learners should be made practically possible within the contexts of learners across the  It is worth noting that most primary schools have 60-100 learners ina class to be managed by only one teacher.

Adequate resources and educational facilities are paramount. First-and-forern°st,

the ministry should construct enough classrooms in all primary schools to cater for all grades where CBC is taught. It is indeed degrading and devastating to have

learning under trees or shades in this era. Priority should be given to the construction of more classrooms.

• Moreteachers should be trained and employed to achieve the international beSt

practice and the UNESCO recommended teacher/students ratios of 25-35 pupils ina class to facilitate learning using the CBC approach.

41 There is need of adequate and effective training of facilitators and trainers• Continuous training and retraining of teachers for efficient implementation of CBC should be conducted in all counties.

CONCLUSION 

Based on the Summative Evaluation Of The Pilot Phase Of CBC a report which was developed from a study commissioned By KNUT, it was concluded that:

• Since pilot testinghad not improved learners’ achievement on various competencies, the Presidential Working Party on Education Reforms should recommend the review of the content of the new curriculum, and fresh pilot te5ting carried out.
• Foreffective curriculum reform, stakeholders should be consulted fromtime-to­
• Sinceadaption of CBC was not based on international best practices as there was no

research done to justify its introduction, the Working Party should focus on the review of curriculum content, teacher preparedness, funding of CBC, development of school infrastructures and the resuscitation of the Digital Literacy Programme since School Laptop Project was central to the implementation of Competency Based Education.

• Aschool curriculum that emphasizes competencies (skills) to the neglect of cognitive abilities such as applications, analysis, evaluation, synthesis, and affecthtedomain (values) is not appropriate for Basic Education leaners. Thus, the WorkingParty should seriously consider reintroducing cognitive abilities in CBC.
• Althoughthere were adequate textbooks in most schools, these institutions did not

have teaching and learning technologies – this seriously undermined the use of child­

centred teaching methods. Hence, the Working Party should come upwith comprehensive recommendations on how to fix the existing gaps in teachingand

learning technologies.

0 Parents/guardians and other key stakeholders have negative attitude towards

the

 

new curriculum – partially because they were not sensitized on CBC before it was rollout. The Working Party herefore has to come up with recommendations on how parents and other stakeholders would be sensitized on the same.

All-in-all, the likelihood that CBC in its present form and the current implementation matrix will improve the quality of education in Kenya is highly questionable owing to variety of factors such as poorly trained teachers, lack of teaching and learning techno Iogy,, excessively

packed content, lack of adequate and proper infrastructures and insufficient funding. Thus

the Working Party has to address fully these challenges, and more importa,ntl1Yrecommeod

 

the new curriculum to be remodelled on an education system which is based on Industrial Revolution.

the

4th

 

The Working Party should come up with a hybrid between CBC and knowledge-based education. The model should also be integrated with the 21st Century skills of competencies and values but aligned to the 4th Industrial Revolution philosophy.

 

 

 

PROFESSIONALISE TEACHING CAREER –

Professionalising teaching may set the stage for improvements in the Teaching sub-sector, but this cannot be realised before the review of Teachers Service Commission Act (2012} and Basic Education Act (2013). Particularly, the Code of Regulations for Teachers and the Code of Ethics need comprehensive review to achieve the desired changes.

Therefore, the Presidential Working Party on Education Reforms should study all laws governing the Basic Education sub-sector and make recommendations for the review of the

.legislations with a view to addressing duplication of mandate, ambiguities, constraints and improving linkages between the Ministry of Education and Teachers Service Commission.

 

The Working Party as a matter of fact has to re-evaluate and redefine TSC Act and the Basic Education Act, and promptly make consequential changes on the laws governing Basic Education. To begin with, TSC has to split to create a separate body to serve as the teacher employer, and another being a professional body to serve as the teachers’ regulator.

 

The taskforce should thus re-examine and assess the Constitution and the enabling Acts, and make recommendations why the law on education should be reviewed with the view to creating a teacher regulating body. The Working Party should specifically relook at TSC Act which allows the Commission to perform the duties of both a regulator and employer.

 

The regulator, probably to be known as Teaching Council of Kenya should be charged with specific functions that include:

 

• Registrationof teachers;
• Developand review the Code of Conduct and Regulations for Teachers;
• Disciplineerrant teachers;
• Regulateprofessional conduct of teachers;
• Promote,protect and advance the general interests of teachers;
• Collaboratewith unions to set terms and conditions of service for teachers;
• Investigate allegations of professional misconduct andimpose such sanctions as may be necessary, and
• Advisethe National Government on matters relating to the teaching

 

The professional body should also accredit Teacher Training Colleges and faculties of education in universities; facilitate career progression and more importantly, monitor quality control and assurance of education facilities and services.

 

On the other hand, TSC should be confined to:

 

(i} To formulate policies to achieve its mandate;

• Recruit,employ and deploy registered teachers;
• Assignteachers employed by the Commission;

(iv} Promote and transfer teachers;

(v) Terminate the employment of teachers;

I

{vi) Review the demand for the supply of teachers;

(vii} Manage the payroll of teachers in its employment; and

{viii) Collaborate with the professional body and teachers’ organizations to facilitate a seamless Teaching Service and also develop linkages with middle-level colleges and universities for the purposes of keeping abreast with dynamics at these levels of learning and training.

It should_be noted that Article 237 which established TSC does not give the Commission powers to regulate teachers, moreover it does not confer TSC with the function of quality assurance and standards. Training and capacity building of teachers which include, Teacher Professional Development is a function of the Ministry of Education -the Commission can only offer advice where necessary.

 

 

 

 

 

SIGNATURE .. —;q·•·

/…tL / fl-.?-–

DATE…..

Updated TSC Code of Conduct and Ethics for Teachers

(Legislative Supplement No. 57)

LEGAL NOTICE N0. 162

THE TEACHERS SERVICE COMMISSION ACT

(No. 20 o/2012)

THE TEACHERS SERVICE COMMISSION (CODE OF CONDUCT AND ETHICS FOR TEACHERS) REGULATIONS, 2015.

ARRANGEMENT OF REGULATIONS PART I-PRELIMINARY

I -Citation.

• Application of

PART II- REQUIREMENTS

• Compliance . 5-Ruleoflaw. 6 – Public trust
• Fundamental rights and
• Nepotism or
• Duty to protect lO – Integrity.

I I -Conduct of duties. 12- Profesionalism.

13-Conflict of interest. 14-Confidentiality.

15-Care of public property 16-Political activity.

• Improper
• Proffesional
• Misleading
• Evaluation of
• Sexual relations with

 

984                                  Kenya Subsidiary Legislation, 2015

 

• Sexual
• Relations with fellow employees and the 25- Pornography.

26-Prohibited drugs and psychotropic substances. 27 – Financial dealings and private affairs.

28-Official dealings.

29-Canvassing for favours in service. 30-Endorsing of private activities.

• Civil and charitable
• Private
• Acting for
• Acting through
• Subversive
• Declarations of income, assets and 37-Reporting.
• Reporting
• Breach of this
• Review of this

Appendix-Staff Integrity Pact Form A – Report of Gifts Received

For B-Declaration of Conflcit of Interest

 

Kenya Subsidiary Legislation, 2015                                   985

 

THE TEACHERS SERVICE COMMISSION ACT

(No. 20 of2012)

IN EXERCISE of the powers conferred by section 48 of the Teachers Service Commission Act, (No. 20 of 2012) and section 37

• as read together with section 52(1) of the Leadership and Integrity Act, 2012, the Teachers Service Commission makes the following Regulations:-

THE CODE OF CONDUCT AND ETHICS FOR TEACHERS, 2015 PART I-PRELIMINARY

1. This Code may be cited as the Code of Ethics for Teachers,

 

2015.

2. In this Code, unless the context otherwise requires-

“Act” means the Leadership and Integrity Act, 2012;

“asset” means a thing, tangible or intangible, owned, whether

 

wholly or in part, or controlled by a teacher, which has an actual or determinable economic value and can be sold, exchanged or otherwise used or applied to meet an obligation or acquire something else in return;

“bid rigging” refers to a benefit that is given or received for not submitting a tender, proposal, quotation or bid; or withdrawing or changing a tender, proposal, quotation or bid; or submitting a tender, proposal, quotation or bid with a specified price or with any specified

I,                                          inclusions or exclusions;

“conflict of interest” refers to instances when a teacher’s personal interest clashes with his or her official duties;

“client” means a person to whom services are rendered by a teacher and includes learners, parents and other members of the public;

“employer” means a person, institution or entity that engages the services of a teacher;

“harmful sexual activity” means any act of a sexual nature that may cause physical, emotional or psychological torture which includes but not limited to flirtation, sodomy, sexual intercourse, lesbianism, defilement, indecent touching, rape, sexual assault;

“learner” means a person undergoing instruction in an educational institution;

“pornography” means explicit depiction of sexual subject matter electronically or otherwise;

“pornographic materials” includes but not limited to material such as literature, photography, or other printed or visual material depicting sex organs or sexual activity in a way that is designed to arouse sexual excitement, erotic stimulation rather than education;

“teacher” means a person who has been trained as a teacher as provided for in law and registered as a teacher;

“unethical behaviour” refers to any action or omission that contravenes the provisions, spirit and tenor of this Code;

 

986            Kenya Subsidiary Legislation, 2015

 

 

“values” refers to norms, principles and standards of behaviour expected of a teacher as amplified by Articles 10 and 232 of the Constitution of Kenya and the Commission’s core values;

“Secretary” refers to the Chief Executive Officer of the Teachers Service Commission appointed pursuant to Article 250 (12) of the Constitution of Kenya;

“sex toy” means an object or device that is primarily used in facilitating human sexual pleasure;

“Sexual harassment” refers to an act by a teacher who persistently makes any sexual advances or requests including gestures, cat calls, jokes or comments including innuendos, regarding another person’s sexuality if the person doing it knows or ought to know or has reasonable grounds to know, are unwelcome;

“subversive activity” means any act which by its nature, upsets public order, peace and security and shall include anything done to endanger, undermine or is detrimental to public policy and interest; and

“vacancy” means an existing and available post for recruitment, transfer and promotion at the Commission.

3. This Code shall apply to all registered PART II-REQUIREMENTS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Application.

 

4. (i) Every teacher has a responsibility to comply with the

provisions of this Code.

• Ali teachers shall 1n addition, comply with the provisions of the General Leadership and Integrity Code set out in Part II of the Act.
• The General Leadership and Integrity Code in paragraph (2) shall form part of this Code.
• All teachers shall abide by the guiding principles of Leadership and Integrity set out under Chapter Six of the

5. (1) A teacher shall respect and abide by the Constitution and Rule of

the law.

(2) A teacher shall carry out the duties of his or her office in accordance with the law.

 

6. A teacher’s position is of public trust and the authority and responsibility vested in his or her office shall be exercised in the best interest of the learners, institution and members of the public.
7. (1) Every teacher shall respect and uphold the personal rights and freedoms of all persons as guaranteed in Chapter 4 of the

(2) Notwithstanding the generality of the provisions in Para raph (1), a teacher in the performance of his duty shall not discriminate directly or indirectly against any person on any ground including, race, sex, pregnancy, marital status, health status, ethnic or social origin, colour, age, disability, religion, conscience, belief, culture, dress, language or birth.

Public trust.

 

 

 

Fundamental rights and freedoms.

 

Kenya Subsidiary Legislation, 2015                                 987

 

 

8. A teacher shall not while performing his duty practice nepotism, favoritism, tribalism, cronyism, religious bias or engage in corrupt or unethical practices.
9. (1) A teacher shall be entrusted with the duty of care of a child, including a child with special needs and shall take all reasonable steps to ensure the child is protected from abuse, neglect, harmful cultµral practices, all forms of violence, discrimination, inhuman treatment, corporal punishment and exposure to hazardous or exploitative Jabour.

(2) A teacher shall not deny learning materials or remedial teaching services to a learner on account of their natural abilities.

Nepotism or favpritism.

 

 

Duty to prot ct children.

 

10. (1) A teacher shall carry out his or her duties with honesty and impartiality and shall not allow family, social, political or other rel<1tionships to inf!Dcence his or her conduct or judgment.

a

• A teacher shall not use or lend the prestige of his or her office to advance his or her private interest or those of others and shall npt knowingly convey or permit others to convey the impression that i111YOne is in special position to influence him or
• A teacher shall not use his or her office to unlawfully or wrongfully enrich himself or any other person or accept a personal loan or benefit which may compromise the teacher in carrying out the assigned duties.

.          (4) A teacher shiill not misappropriate public funds.

1l. A teacher’s assigned duties shall take precedence over all his           Conduct of duties.

or her other activities and in the performance of these duties, the following standards shall apply-                         ·

• maintainance of professional competence;
• adherence to the provisions of the Code of Regulations for Teachers and this Code;
• patience, dignity, and courtesy to all stakeholders with whom the teacher deals with in an official capacity;
• prompt, efficient, lawful, reasonable and prpcedural fairness in the execution of responsibilities;
• demonstration of honesty and impartiality in the conduct pf public affairs;
• non engagement in activities that amount to abuse of office;
• accuracy and honesty in representation of information to the public;
• non engagement in wrongful conduct in furtherance of personal benefit;
• prudent management of public resources; and
• maintenance of proper official

 

988                                  Kenya Subsidiary Legislation, 2015

12. (1) A teacher shall ensure that his or her private and public

conduct upholds the dignity and integrity of the teaching service.

• A teacher shall, at all times, be of good conduct whether or not on official duty and shall, in particular-
  • maintain a neat and decent standard of dressing which befits the dignity and image of the teaching service;
  • ensure that his or her appearance and personal hygiene is not offensive to workmates or those they serve;
  • observe official working hours, be punctual and meet deadlines;
  • not be absent from duty without proper authorization or reasonable cause;
  • develop and maintain relevant professional records to enhance efficient and competent performance of duty;
  • perform his or her duties in an efficient and competent manner;
  • exercise diligence, care and attention and seek to achieve high standards of professionalism in the delivery of services;
  • practice and promote adherence to merit in appointments to any position in the Commission with guiding principles being qualifications, merit, competence and experience; and
  • seek to contribute and enhance the standards of performance and level of professionalism in the teaching
• A teacher shall actively and personally promote a culture in the teaching service that aims at providing fast, friendly, responsive and efficient service and shall be courteous to all persons in the provision of such service.
• A teacher shall carry out his or her official duties in a manner that inspires public confidence and integrity of his or her
• A teacher who is a member of another professional body shall adhere, observe, and subscribe to the ethical and professional requirements of that body.

 

13. (I) A teacher shall avoid being in a position in which his or her personal interests conflict with his or her duties.

• A teacher shall neither participate in any tendering process where his or her personal or proprietary interests conflict with his or her duties and shall not award tenders to self, spouse, relatives, business associate nor be involved in bid-rigging.
• A teacher shall disqualify himself or herself from any matter where his or her impartiality might reasonably be questioned including but not limited to instances in which-

Conflict of interest.

 

Kenya Subsidiary Legislation, 2015                                     989

 

• a teacher has a personal bias, prejudice or interest over the subject matter;
• a teacher or his or her family or a close connection has a financial or any other interest that could substantially affect the outcome of the matter in issue; or
• a teacher, or his or her spouse, or a person related to either of them or the spouse of such a person or a friend or a business associate is a party to the matter in issue.

• If any teacher is present at a meeting or any committee at which any matter is the subject of consideration and in which matter the person, the person’s spouse, relative or business associate is directly or indirectly interested in a private capacity, that person shall as soon as is practicable after the commencement of the meeting, declare such interest and shall not take part in any consideration, discussion or proceedings touching on the matter in question.
• Notwithstanding paragraph (4) , in cases where a teacher has prior knowledge of the existence of a personal interest in the matter, such a teacher shall declare his or her interest using the prescribed form to the relevant authority and refrain from participation in the deliberations with respect to the matter.

14. (1) A teacher shall ensure that confidential information or

documents entrusted to his or her care are adequately protected from improper or inadvertent disclosu!.’e.

(2) A teacher shall follow the Commission’s Regulations, procedures and directives for safeguarding information and documents and shall not disclose any information in contravention of such Regulations, procedures and directives.

 

15. (1) A teacher shall take all reasonable steps to ensure that public or institutional property in his or her custody, possession, or control is taken care of and is in good condition.

• A teacher shall not use public or institutional property, funds or resources at his or her disposal for activities that are not related to his or her official
• A teacher shall surrender to the issuing authority all public or institutional property in his or her custody, possession, or control at the expiry of the teacher’s appointment or upon transfer to another station.

Care of public and institutional property.

 

16. (1) A teacher shall maintain political neutrality at all times Political

and shall not act in a manner that may compromise or be perceived to compromise his or her neutrality.

• A teacher shall serve impartially with loyalty, honesty and objectivity regardless of the teacher’s political views.
• A teacher shall not-
  • act as an agent for, or further the interests of a political party or candidate in an election;

 

990                                  Kenya Subsidiary Legislation, 2015

 

 

• manifest support for or opposition to any political party or candidate in an election;
• engage in any political activity or campaigns that may compromise or be seen to compromise the dignity of his or her office; or
• use public or institutional resources for the furtherance of any project for the purpose of supporting a candidate or political party.

• A teacher who intends to contest an election shall retire or resign from service at least six months before the date of election.

17. (1) A teacher shall not use his .or her office to improperly enrich himself or others.

• Without limiting the generality of paragraph(!), a teacher shall-
  • neither ask for, nor accept any property or benefit of any kind, for himself or for any person, on account of anything to be done, done or omitted to be done, by the teacher in the discharge of his or her duties or by virtue of his or her official position;
  • not either directly or through family members, solicit or accept any gifts, gratuity, hospitality, free passages or favours from any person or any body corporate or unincorporated that might reasonably be thought to influence, or intended to influence, the teacher in the performance of his or her duties.
• Where a gift or donation of the nature specified in paragraph

2 is given without the knowledge of the teacher or it would be offensive to custom or good public relations to refuse the gift, such a teacher may accept the gift provided that such acceptance shall not unduly influence his or her decision in the performa,nce of his or her duty.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Improper enrichment.

 

• Notwithstanding any other provisions of this paragraph to the contrary, but subject to section 14(2) of the General Leadership and Integrity Code, a teacher may accept-
  • gifts which are occasional or in the form of a souvenir;
  • personal gifts or donations from relatives or friends, on such special occasions. as may be recognized by custom;
  • gifts that are granted pursuant to a recognised institutional reward system for performance; and
  • non-monetary gifts given to him orher in his or her official capacity but not exceeding the value of twenty thousand

18. (1) A teacher involved in the receipt and administration of

donations to an institution shall ensure that proper records are kept of

 

Kenya Subsidiary Legislation, 2015                                   991

 

 

the donations and that the donations are used for the purposes for which they were given.

(2) A teacher who has reasonable grounds to believe that-

• proper records of any donations for the institution have not been kept; or
• any donations for the institution have not been used for the purposes for which they were given;

shall inform the Secretary or any other relevant authority.

19. A teacher who has a duty to give advice shall give honest, accurate, and impartial advice without fear or favor.

to

• A teacher shall not knowingly give false or misleading information to members of the public or any other teacher.

21. (1) A teacher shall evaluate learners honestly based on their

(2) A teacher shall ensure that internal and external examinations are conducted fairly and without cheating.

22. (l) A teacher shall not-

(c:1)   engage in any sexual activity whatsoever with a learner, regardless of whether the learner consents;

• make a request to, or exert pressure on a lyarner for sexual activity or favour; or
• flirt with a
• For purposes of this paragraph, a teacher shall not:-
  • send learners to their persoi:ial residences for whatever reason;
  • induce, coerce, threaten or intimidate a ]earner in any way and particularly in regard to their academic performance, in exchange for sexual relations;or
  • facilitate non disclosure or cover-up of cases of sexual abuse against a learner.
• A teacher sl;lall pot;-
  • release a learner from s_chool for any reason before notifying the parent or guardi;m;
  • send a learner away from school earlier than 6.00am or later than twelve 110011 except in cases of emergency.

 

 

 

 

 

 

 

 

 

 

 

 

 

Professional advice.

 

 

 

 

Evaluation of learners.

 

 

 

 

Sexu\11 rela\i<ms with learners.

 

23. (1) A teacher shall not- Sex11al

h11rassment.

• sexually harass a fellow erpployee or members of the public;
• persistently make requests or exert pressure for sexual activity or favour which he or she knows or ought to know is unwelcome; or

 

992                                 Kenya Subsidiary Legislation, 2015

 

 

• make intentional or careless physical contact that is sexual in nature.

(2) It shall be the duty of the person alleging sexual harassment to report the same to the relevant authority.

24. A teacher shall-
    • treat fellow employees and the public with dignity, courtesy and respect;
    • avoid behavior that is unbecoming, abusive, belittling or threatening to fellow employees or any member of the public; and
    • not bully or perpetrate offensive behaviour which is vindictive, cruel, malicious or humiliating and is intended to undermine a fellow employee or a member of the public.

 

 

 

 

 

Relations with fellow employees.

 

25. (1) A teacher shall ensure that his or her station of work is

free of pornography and pornographic material.

(2) A teacher shall not-

• supply pornographic materials to a fellow employee, a learner or a member of the public;
• expose a learner to pornography, sexual toys or assist a learner in obtaining access to the same;
• sell, let to hire, distribute, exhibit or in any manner put into circulation; or
• make, produce or have in his or her possession any pornographic book, pamphlet, paper, drawing, painting, art, representation, figure or any other obscene object.

 

26. (I) A teacher shall not-
    • supply illicit drugs, cigarettes, or alcohol to a learner;
    • expose a learner to illicit drugs, cigarettes and alcohol; or
    • assist a learner to access illicit drugs, cigarettes and

(2) A teacher shall-

• ensure that his or her work place is free from illicit drugs, cigarettes and alcohol;
• not peddle or consume illicit drugs, cigarettes and alcohol while on duty; or
• not report to work while under the influence of illicit drugs or

27. A teacher shall –
    • live within his or her means and avoid incurring any financial liability he or she cannot satisfy;

Prohibited drugs and psychotropic substances.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Financial dealings and private affairs.

 

Kenya Subsidiary Legislation, 2015                                   993

 

 

• not neglect his or her financial obligations or neglect to settle them;
• not evade taxes;
• not use or lend the prestige of his or her office to sanction or endorse his or her own private activities or the private activities of any other person;
• conduct his or her private affairs in a way that inspires public confidence in the integrity of his or her office; and
• ensure that his or her private affairs do not interfere with his or her official duties or affect the dignity of his or her office and that the risk of conflict with non-official duties is minimized.

28. A teacher shall –
    • practice and promote the principles of equity, inclusiveness, protection of the marginalized, integrity and professional competency;
    • not, knowingly and deliberately, withhold information that is not protected with a view to disadvantage any person including teaching vacancies or posts, promotions or other official correspondence;
    • not engage in private business during official working hours; and
    • not, if serving on a full time basis, engage in any other gainful Gainful employment for purposes of this Code refers to, but is not limited to work that a teacher may-
      • pursue and perform for money or other forms of regular compensation or remuneration;
      • perform which is inherently incompatible with his or her official responsibilities;
      • perform and which results in the impairment of judgment or conflict of interest;
      • perform and which affects the performance of his official duties; or
      • perform on a full time basis during official working

29. A teacher shall not canvass or lobby, either directly or indirectly, for any favours in the teaching service or in any other
30. A teacher shall not use his or her position or title or any authority associated with his or her office in a manner that could reasonably be construed to imply that the Commission or institution sanctions or endorses any activities, either by him orher or by any other person, that are not activities of the institution.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Official dealings.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Canvassing for favours in service.

 

 

Endorsing private activities.

 

994                                  Kenya Subsidiary Legislation, 2015

 

 

31. (1) A teacher is part and parcel of the society i11 which he orshe lives and whereas he or she should not be isolated, he orshe is expected to remain within dignified limits and to particularly-
    • project a good image in the community where he or she Jives by participating appropriately in the communal activities; and
    • set a good example to the learners and the public by obeying lawfully established authority and being Jaw

• A teacher may contribute towards or attend a public co\lection but shall not;
  • participate in such a way as to reflect adversely on his or her integrity or to interfere with the performance of his or her official quties; and
  • use pis or her office to solicit for funds for public

32. A teacher JUqY engage in teaching or learning activities outside normal school hours to promote education provided that he or she shall not conduct holiday tuition.

33, (1) A teacher shall not, in a manner that may be detrimental to the security interests of Kenya, be an agent for or further the interests of a foreign government, organization or individual.

(2) For the purpose of this paragraph:-

• ;m individual is deemed foreign if the individual is a non­ citizen; and
• an organization is foreign if it is incorporated or registered outside Kenya or if it is wholly or substantially owned by a foreign government, organization or individual.

34. (I) A teacher who:-
    • causes anything to be done through another person that would, if done by the teacher,would be a contravention of this Code; or
    • allows or qirects a person under his or· her supervision or control to do anything that is a contravention of this Code;
    • would be in breach of the provisions of this

(2) Paragraph (1) shall not apply with respect to anything done without the teacher’s knowledge, consent or the teacher took reasonable steps to prevent it.

35: A teacher s,,aJI not subscribe to or be involved in asspciations, sponsor or support a group that is proscribed or involved iq any subyersive µctivity.·

36. A ft:icicher (;ngaged in public service must submit-

( )      an initial decl ration within thirty days after employmi;:nt;

Civil and charita le activities.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Holiday tuition..

 

 

 

Acting for foreigners.

 

 

 

 

 

 

 

 

 

 

 

Acting through others.

 

 

 

 

 

 

 

 

 

 

 

 

 

Subversive associatio11.

 

 

Declaration o’t income, assets a11d liabilities.

 

Kenya Subsidiary Legislation, 2015                                   995

 

• a final declaration within thirty days after leaving employment; and
• bi-annual declarations as provided for in Part VI of the Leadership and Integrity Act, 2012.

37. (I) If a teacher considers that anything required of him orher

is a contravention of this Code or is otherwise improper, unethical or unlawful, the teacher shall report the matter to an appropriate authority.

• Every teacher shall be under an obligation to report to the appropriate authority any breach of the provisions of this Code.
• Such information received in respect of paragraph (2) shall be dealt with in strict confidentiality with a view to protecting the

38. (1) The Commission may investigate or cause to be

investigated any allegation of breach of this Code so as to determine the veracity of such allegation.

• The Commission may carry out investigations on a teacher’s improprieties on its own initiative or pursuant to a complaint by any
• The Commission may refer a matter to another appropriate body for investigation which shall investigate the matter within a reasonable time and submit a report to the Commission on its
• Upon the submission of a report, the Commission shall ensure that the findings of the investigations are implemented within ninety

 

• An investigation may be carried out under this paragraph notwithstanding the fact that the person being investigated has ceased or is not an employee of the Commission.

39. For the purposes of section36(1) of the Leadership and Integrity Act and paragraph 37(1) of this Code a teacher may report any matter to the Secretary, head of institution or any other appropriate authority as the case may be.
40. Any teacher who is alleged to have violated the provisions of this Code will be subjected to the laid down disciplinary procedures under the Teachers Service Commission Act and the Code of Regulations of Teachers.
41. This Code may be reviewed from time to time as the Commission may deem appropriate.

 

 

 

 

Reporting Authority.

 

 

 

Breach of this Code.

 

 

 

Review of this Code.

 

996            Kenya Subsidiary Legislation, 2015

STAFF INTEGRITY PACT (TO BE FILLED IN DUPLICATE)

I.. ……………………………………..TSC/…………….  do hereby confirm  that I

have read the contents of the Teachers Service Commission Code of Conduct and Ethics for Teach rs ( Revised 2014) and hence commit to adhere to its provisions at all times and uphold both my personal integrity and the integrity of the Commission.

Date:………………………… Sign:…………………………………………………….

In the presence of:

 

 

 

 

 

SECRETARY

TEACHERS SERVICE COMMISSION

(FORM A)

Report of Gifts Received

To:   (approving   Authority)   ………………………………………………………………………..

Description of Offer or:

 

 

Name and title:

 

 

Company:_    ……………………………………………………………………………………..

Relationship  (Business/personal):………………………………………………………………

Occasion on which the gift was/is to be received: ……………………………………………..

Description  &  (assessed)  value  of  gift:………………………………………………………..

Suggested Method of Disposal

• Retained by receiving staff
• Retained for display/ as a souvenir in the office
• Shared among the officers
• Reserve as luck draw prize at staff function
• Donate to charitable organization
• Return to offer or
• Others (please specify)

 

 

Name  of  receiving  staff……………………………………………………………………….

Title………………………………………. Date……………………………….

Part B -Acknowledgment (to be completed by approving authority)

 

Kenya Subsidiary Legislation, 2015                                    997

 

To (receiving staff)

 

The recommended method of disposal is *Approved/Not Approved

The gift(s) concerned should be disposed of by way of:…………………………………. Name of Approving Authority …………………………………………………………………

Title……………………………………………………···············································   Department.      ……………………………………………………………………………………

Date……………………………………………………………………………………………..

 

 

*Please delete as appropriate

 

 

(FORMB)

 

DECLARATION OF CONFLICT OF INTEREST

 

Part A-Declaration (to be completed by declaring staff) To: (Approving Authority)

I would like to report the following existing/potential* conflict of interest situation arising during the discharge of my official duties:

Persons/companies with whom/which I have official dealings and /or personal interest

1. ……………………………………………………………………………………………………..
2. ………………………………………………………………………………………………………
3. ………………..················································—-·—-······–·······························

Brief description of my duties which involve the persons/companies mentioned above and these are the areas of real/possible conflict of interest.

1. ……………………………………………………………………………………………………..
2. ……………………………………………………………………………………………………..
3. ……………………………………………………………………………………………………..

Name  of   Declaring  Staff ………………………………………………………………………………

Title……………………………………………………………………………………………………

Department   …………………………………………………………………………………………….

Date……………………………………………………………………………………………………..

Part B-acknowledgment (to be completed by approving authority) To: Declaring Staff

The information contained in your declaration for……………… is noted. It has been decided

that:

You should refrain from performing or getting involved in performing the work, as described in Part A, which may give rise to connict of interest.

 

998            Kenya Subsidiary Legislation, 2015

You should continue to handle the work as described in Part A, provided that there is no change in the information declared above.

Other conditions (please specify):

 

 

 

Name  of  Declaring  Staff ………………………………………………………………………………….

‘ritle………………………………………………………………………………………………………..

Department………………………………………………………………………………………………..

Date……………………·…………………………………………………………………………………..

THE GOVERNMENT PRINTER. NAIROBI

New teacher disciplinary offences proposed in TSC amendment Act 2024

New teacher disciplinary offences proposed in TSC amendment Act 2024

THIRD SCHEDULE
(Section 35C.)

DISCIPLINARY OFFENCES IN THE TEACHING SERVICE

The following shall constitute disciplinary offences in the teaching service;

(a) Immoral behavior with a learner, including;

i. sexual intercourse;
ii. sodomy;
iii. homosexuality;
iv. sexual harassment or flirtation;
v. love relationship;
vi. exposure to pornography;
vii. buying gifts intended to influence learners into immoral conduct; and
viii. aiding immoral conduct;

(b) professional misconduct including;

i. negligence of duty;
ii. chronic lateness to duty;
iii. chronic absenteeism;
iv. desertion;
v. incitement;
vi. insubordination; and
vii. poor performance of duty

(c) infamous conduct including

i. drunkenness;
ii. fighting;
iii. use of vulgar and abusive language
iv. cyberbullying

(d) sending or hosting learners in teachers’ residences, guest house, hotels, lodging;

(e) engaging learners to undertake household chores at teachers’ residence;

(f) submitting forged documents to the Commission to influence decision making processes;

(g) falsification and alteration of official documents or data;
(h) mismanagement, misappropriation and embezzlement of public funds;

(i) violation of procurement regulations;

(j) engaging in fraudulent activities that contravene the provisions of this act and the regulations made herein

(k) violation of Guidelines and directions issued or disseminated by the Commission;

(l) undertaking or facilitating holiday tuition;

(m) charging unauthorized fees and levies;

(n) withholding learners National Examinations certificates;

(o) administration of corporal punishment;

(p) exposing learners to and/or supplying them with illicit drugs and psychotropic substances;

(q) failure to register candidates for national examinations;

(r) commission of, and/or abetting any act leading to examination irregularities as provided under the Kenya National Examination Council Act and regulations;

(s) falsifying school enrollment data;

(t) aiding an unregistered person to gain the employment as a teacher;

(u) theft of institutional property;

(v) giving false or misleading information to the Commission;

(w) engaging in other gainful employment while an employee of the Commission

(x) conviction on a criminal offence by a Court of law which renders an employee unfit to remain in employment; or

(y) any other offence as may be provided in the Regulations.

TSC Minet Latest List of all Service Providers, Hospitals in Meru County: Their Contacts, Location and Services Offered

Region	County	Sub-county	Town	Name of Service Provider	Access	Services
EASTERN	MERU
EASTERN	MERU	IGEMBE SOUTH	MAUA TOWN	BLISS GVS HEALTHCARE LTD MAUA	DIRECT	OP
EASTERN	MERU	NORTH IMENTI	MERU TOWN	BLISS GVS HEALTHCARE LTD MERU	DIRECT	OP/DENTAL(NHIF ACCREDITED)
EASTERN	MERU	NORTH IMENTI	MERU TOWN	SANITAS FAMILY HOSPITAL	DIRECT	OP
EASTERN	MERU	NORTH IMENTI	MERU TOWN	NAIROBI WOMENS HOSPITAL MERU	DIRECT	IP/OP/MAT/DENTAL
EASTERN	MERU	NORTH IMENTI	KIIRUA	ST THERESAS MISSION HOSPITAL KIIRUA	DIRECT	IP/OP/MAT
EASTERN	MERU	SOUTH IMENTI	NKUBU	BLISS GVS HEALTHCARE LTD NKUBU	DIRECT	OP/OPTICAL
EASTERN	MERU	SOUTH IMENTI	NKUBU TOWN	JEKIM MATERNITY AND NURSING HOME	DIRECT	OP/DENTAL
EASTERN	MERU	IGEMBE SOUTH	MAUA TOWN	MAUA METHODIST HOSPITAL	DIRECT	IP/OP/MAT
EASTERN	MERU	NORTH IMENTI	MERU TOWN	MEDICROSS KENYA MERU	DIRECT	OP/DENTAL/OPTICAL
EASTERN	MERU	NKUBU	NKUBU	JEKIM HOSPITAL NKUBU	DIRECT	IP/OP/MAT
EASTERN	MERU	NORTH IMENTI	MAKUTANO TOWN	MEDIWELL HEALTHCARE K LTD	DIRECT	OP/DENTAL
EASTERN	MERU	NORTH IMENTI	KAMBAKIA	MERU JORDAN HOSPITAL LTD	DIRECT	IP/OP/MAT
EASTERN	MERU	SOUTH IMENTI	MITUNGUU MARKET	MITUNGUU HOSPITAL	DIRECT	IP/OP/DENTAL/MAT
EASTERN	MERU	IGEMBE SOUTH	MAUA TOWN	ROBINS HEALTHCARE LIMITED	DIRECT	OP/DENTAL/OPTICAL
EASTERN	MERU	NORTH IMENTI	MERU TOWN	MERU DOCTORS PLAZA	REFERRAL	OP
EASTERN	MERU	IGEMBE NORTH	LAARE MARKET	TUURU COTTOLENGO HEALTH CENTRE	DIRECT	OP

Mwalimu National SACCO has made changes on its  online loan approval at the TSC T-Pay Portal. Here are the latest guidelines;

RE: CHANGES IN LOAN APPROVAL ON TSC T-PAY

Following changes of loan approval process on T-pay, the SACCO would like to advise its members on the new additional steps introduced by TSC to improve on security measures;
i. User verification where a six code is sent to the user’s Mobile phone on login attempt for keying in to allow access to payroll details; and,

ii. ‘Approve’ and ‘Cancel’ options has been enhanced by an automated feature where a security code (OTP CODE) will be sent to the user for feeding again for the ‘Approval’ to go through: This happens when the ‘Approve’ button is selected.

The purpose of this communication is to guide our members on TSC payroll to always ‘Approve’ transactions fed upon verification to allow closure of Sacco loan processing.

Kindly note that ‘Cancelling’ fed transactions has led to undue delays in Turn Around Time on disbursement of loans applied.

This has led to the Sacco calling a number of applicants individually to agree on whether to proceed as per application.

We have engaged relevant persons at TSC County Director’s Offices to allow ICT Officers to guide on this new development and assist those who have not updated their details online towards seamless service delivery.

TSC Jobs For Curriculum Support Officer I, Job Grade D1, TSC Scale 11 – CSO 1

Requirements for the Appointment

For appointment to this grade, one must have:

(i) Served as Curriculum Support Officer; TSC Scale 10 for a minimum period of Three (3) years

(ii) Bachelor’s degree in Education from a recognized institution;

OR

A Bachelor’s degree plus a Post Graduate Diploma in Education from a recognized institution;

iii. Masters degree in Education/special education from a recognized institution;

iv. Certificate in computer applications skills;

v. Demonstrated merit and ability as reflected in work performance and results;

vii. Attended a Management course lasting for not less than 2 weeks

NOTE:

i. During the interview, candidates will be required to produce the original of:

a. National Identity Card,

b. Academic and professional certificates.

c. Appointment & Designation letter to the current grade.

ii.  Candidates who will be successful in the interviews will be required to present valid documents of chapter 6 of the Constitution before they are considered for the appointment.

iii. TSC is an equal opportunity employer and persons with disabilities are encouraged to apply.

iv. For details of the advertisement, applicants are advised to visit the TSC website: www.tsc.go.ke

This position will be closed on 5th July 2023 at 5:00 p.m.

GUIDELINES FOR RECRUITMENT OF TEACHER INTERNS, POST PRIMARY INSTITUTIONS – 2023/2024 FINANCIAL YEAR

1.0  GENERAL INFORMATION

 Following the advertisement for recruitment of teacher interns, Regional  Director, Nairobi, County Directors and Sub-County Directors are required to conduct the selection exercise for the advertised vacancy (ies) for applicants wishing to be engaged in the TSC Internship programme and submit Merit Lists to the TSC Headquarters. The lists should be ratified by the Regional Selection Panel for Nairobi and County Selection Panel for other counties.

Applicants will be required to submit their applications to the Secretary, Teachers Service Commission online through teachersonline.go.ke for the institution where a vacancy has been declared. Applicants will be required to upload copies of professional and academic certificates together with any other relevant document as may be applicable.

The Selection Panel is required to exercise the highest degree of transparency and accountability, as stipulated in the Public Officer Ethics Act, and TSC Code of Conduct and Ethics (COCE, 2015).

The TSC Regional Directors are required to induct TSC County Directors within their areas of jurisdiction, who in turn are expected to induct members of the Sub – County Selection Panels involved in the recruitment process on the relevant Sections of the Act and the Code of Regulations for Teachers (CORT, 2015) before the commencement of the selection exercise.

The TSC County Director together with the TSC Sub-County Directors MUST ensure that the recruitment process is done in strict adherence to the laid down protocols by the Ministry of Health on containment of COVID- 19 pandemic.

TSC Sub-County Directors in liaison with their respective TSC County Directors MUST ensure that venues for selection process are accessible to applicants with disability.

All applicants MUST be registered teachers as per Section 23(1) of the Teachers Service Commission Act, 2012. Applicants  who are not duly registered  shall not be  considered for recruitment.

TSC Sub-County Directors MUST confirm online registration status of the applicants at shortlisting stage to avoid engaging unregistered/deregistered teachers or ineligible applicants

Applicants whose names differ in the academic and professional certificates and/or identification cards MUST present an Affidavit, sworn under the Oaths and Statutory Declarations Act, Cap 15 of the Laws of Kenya to explain the variance in

Applicants who re-sat either KCPE or KCSE examinations (or their equivalents) MUST present certified copies of the certificate(s) of the national examination(s) in question for all the attempts. Copies of the certificates must be certified by the Sub-County Directors.

Upon generation of Applicants’ Lists from, the TSC County Director shall share the lists with the TSC Sub-County The TSC Sub-County Directors shall convene the Sub- County Selection Panel(s). The Selection Panel(s) shall identify interview venues, dates and time which shall be communicated to the applicants.

All the applicants shall be invited for the verification of The applicants shall be informed of the interview venue, date and time at least seven (7) days before the verification exercise.

The verification exercise shall be conducted at the Sub-County level through the TSC Sub-County Selection Panel under the leadership of the TSC Sub-County Director.

After the verification exercise, the TSC Sub-County Director shall compile a Merit List of all applicants whose documents have been verified. The Merit Lists shall be used to recruit teacher interns and any subsequent recruitment process within the financial year.

Upon invitation for interview, applicants shall be required to present originals and clear photocopies of the following documents: –

1. 1. National identification card;
   2. Certificate of Registration as a teacher:
   3. Diploma/Degree certificate and official transcripts:
   4. KCSE certificates or its equivalent (include certificates for attempts if one re-sat

exams):

KCPE certificate or its equivalent (include certificates for attempts if one re-sat exams),”  Primary  and   Secondary   School   leaving   certificates  and   other  relevant testimonials;

National Council of Persons with Disabilities (NCPWD) Card (where applicable);

1. An Affidavit sworn under the Oaths and Statutory Declarations Act, Cap 15 of the Laws of Kenya to explain the variance in names:
2. Letter of certification of results by KNEC (where applicable).

Persons with disabilities shall be required to indicate their disability status together with the nature of disabilities to inform their placement:

• The Commission shall ensure that 5% of all the advertised slots are reserved for the recruitment of teachers with disabilities in accordance to the provisions of Constitution and the
• In the event of a tie, consideration for selection will be determined as per the order of priority shown hereunder:
  1. Length of Stay since graduation:
  2. Strength of academic and professional certificates

N/B: lf applicants lie af aggregate grades, su6jecf grades shall be considered.

Preference shall be given to applicants hailing from the respective Sub- Counties/Counties.

The names of interviewed applicants ranked in order of performance in the selection process for each vacancy (Appendix iii) shall be submitted to the Commission by the TSC County Director together with successful applicants’ recruitment

Applicants who have served under teacher internship programme or have been employed by the Commission are not eligible

 

During the interview, the Sub-County Selection Panel shall develop County Merit List. The Merit List shall be used in the subsequent recruifment processes involving a similar vacancy in the sub-county within the financial year or as directed by the Commission from time to time

 

• The Sub-County Selection Panel shall submit the vacancy specific merit list to the TSC County

 

• The TSC County Director shall compile County Merit This data bank shall be used to replace teacher interns in the county within the financial year.

 

The TSC County Director shall forward the County merit list to the Regional Director who will compile the Regional Merit Lists. The Regional Director Shall forward the Regional Merit Lists to the Director Staffing at the Headquarters. This data bank of interviewed candidates shall be used to replace those exiting service within the Financial Year or as it may be directed by the Commission.

 

= › Where data bank exhausted from the county data bank, replacement shall be done using the regional data bank. Where candidates are exhausted within a region,

vacancies shall be filled using the National data bank or as it may be directed by the Commission.

 

• AUTHENTICATION OF ACADEMIC, PROFESSIONAL AND OTHER RELATED DOCUMENTS

i)                Applicants  must  present  original  and legible photocopies  of the following documents: –

1. National identification card;
2. Certificate of Registration as a teacher;
3. Diploma/Depree certificate and accompanying transcripts;

d/    KCSE certificates or its equivalent (include certificates for attempts if one re- sat exams);

1. KCPE certificate or its equivalent (include certificates for attempts if one re-

sat exams);

f)             Letter of certification of results by KNEC (where applicable);

1. Primary and Secondary School leaving certificates and other relevant testimonials:
2. National Council   of  Persons with  Disabilities   (NCPWD)  Card (where applicable);
3. An Affidavit sworn under the Oaths and Statutory Declarations Act, Cap 5 of the Laws of Kenya to explain the variance in

 

NB:         Provisional transcript(s) shall not be accepted.

 

1. The selection panel shall verify that: –
   1. The applicant meets the requirements stipulated in the TSC advertisement;
   2. All submitted original academic and professional certificates, as well as official transcripts are

 

iii)                Any applicant(s) who present forped/fake academic, professional and other documents commit(s) an offence and shall be disqualified and/or deregistered.

 

1. The TSC Sub-County Director shall certify photocopies of the certificates and confirm they are true copies of the applicant’s oriqinol academic and professional certificates prior to the
2. Once the interview process is completed, Sub-County Merit List based on the interview results shall be compiled and communicated to all applicants at the end of interview

 

vi)          It is the responsibility of the TSC County Director/Representative to ensure that

the:

1. Exercise is fair and transparent:
2. The Selection Panels are satisfactorily sensitized on the recruitment process:
3. The interviews are conducted as stipulated in these guidelines and any other circulars applicable to the process:
4. Only the successful applicant(s) on the Merit List are engaged as teacher interns.

 

1. vi) The TSC Sub-County Director shall ensure that successful applicant(s) from the Merit List is/are engaged as teacher interns.

 

viii) All relevant recruitment documents shall be submitted to the TSC County Director’s office by the TSC Sub-County Director. The TSC County Directors shall convene a County Selection Panel. The panel shall conduct verification of the documents and ensure that all the requirements are met by the successful applicants before signing Internship Agreement and Offer of Internship Letters and submitting the recruitment documents (as per the approved checklist) to the TSC Headquarters within the stipulated timelines.

 

 

• SELECTION PANEL FOR INSTITUTIONS WITH BOMs
  • Chairperson, Board of Management
  • Head of the Institution
  • Subject Specialist
  • Parent Association (PA) Chairperson
  • TSC County Director/ Representative

TOTAL

Chairperson Secretary Member Member Member

• SELECTION PANEL FOR SCHOOLS WITHOUT BOMs

(a)        TSC County Director/ Representative

• Head of the Institution
• Subject Specialist
• PA Chairperson
• PA Member

TOTAL

• SELECTION PANEL FOR JUNIOR SECONDARY SCHOOLS

 

Chairperson Secretary Member Member Member

• TSC Sub County Director Chairperson
• TSC Sub County Human Resource Officer Secretary
• Curriculum Support Officer/Subject Specialist –         Member

TOTAL                                                     3

SELECTION CRITERIA

 

1. The TSC Sub-County Director shall provide to the selection panel a list of all shortlisted applicants as received from the TSC County

ii)                The selection panel shall interview only those who meet the set criteria. The TSC Sub- County Director should note any inconsistency (ies), adhere to the guidelines and puide the applicants /seIection panel and the Commission accordingly.

 

• Applicants shall appear in person before the selection panel. The selection panel shall score each applicant based on the selection score guide (Appendices 1 (a) or 1 (b))

NB.    An applicant with disabilities related fo hearing and/or speech shall be allowed fhe

company of a sign language interpreter.

 

• QUALIFICATIONS

 

• , Graduate Teachers

Applicants must have a minimum mean grade of C+ (plus) at KCSE and C+ (plus) in each of the two teaching subjects or two (2) Principles and one (1) Subsidiary pass at ‘A’ Level. In addition, they must have either:

 

• A Bachelor of Education Degree with two (2) teaching subjects or,

 

• A Bachelor of Science or Arts Degree plus a Post Graduate Diploma in Education (PGDE) with two teaching subjects or,
• Bachelor of Science with Education/Bachelor of Arts with Education with two teaching subjects or,

 

• Bachelor of Science in Agricultural Education and Extension with two teaching subjects.

 

• : Applicants with the following qualifications ore also eligible;
  1. Bachelor of Education holders with a mean grade of C Plain and C Plain in the two teaching subjects at KCSE and have undertaken a Diploma in Education or those who obtained a Mean trade C (Plain) at KCSE and C (Plain) in the subjects of study at A-Level and obtained at least 1 Principle and 2 Subsidiaries for Sciences, 2 Principles and 1 Subsidiary for Arts prior to undertaking a Bachelor of Education Degree
  2. Diploma in Education Holders with a Mean Grade of C+ (Plus) and C+ (Plus) in the two teaching subjects at KCSE and have undertaken a Bachelors of Education

 

iii)      Bridpinp/Pre-university certificates for those who completed the course before December 31sf, 201S are considered.

 

 

• Diploma Teachers

Applicants must have a minimum Mean Grade of C+ (Plus) at KCSE or its equivalent with at least C+(plus) (or Credit pass) in the two teaching subjects or one (1) Principle and two (2) Subsidiaries at ‘A’ level. In addition, they must have: a Diploma in Education from a recognized Teacher Training Institution with at least C+ (Plus) in the two teaching subjects.

 

 

N.B:

1. Diploma Teachers who graduated in 2008 or before with a mean grade of C (plain) and C (plain) in the two teaching subjects are eligible

 

1. Hearing and visually impaired teachers who enrolled for training with Mean Grade of C (Plain) and C (Plain) in the two teaching subjects are

5.3.           Technical Teachers

Applicants must have a minimum Mean Grade of C+ (Plus) at KCSE or its equivalent with at least C+ (Plus) in the two teaching subjects or one (1) Principle and two (2) Subsidiaries at ‘A’-Level in subjects studied. In addition, they must have either:

1. Bachelor of Education Technology (B.ED TECH): or,
2. Bachelor of Science (BSc) in any relevant technical Subject (s) /Course: or

• Higher Diploma in a technical course; or

N.B:

1. A Diploma in a technical

Further, applicants under category (ii) above MUST possess a Diploma in Technical Teacher Education from Kenya Technical Trainers College (KTTC), previously known as Kenya Technical Teachers College.

 

• Applicants whose training is in subjects that are currently not in the Secondary School Curriculum do not qualify, irrespective of their havinp undertaken a Post Graduate Diploma in Education (PGDE) and/or This category includes but is not limited to Bachelor of Science /BacheIor of Arts in:

 

Natural Resources       – Horticulture

Meteorology              – Farm Machinery

Forestry                     – Sociology Animal Husbandry   – Journalism

Fisheries Anthropology Biotechnology Theology / Divinity

 

• Applicants with Economics/Commerce/Accounting can apply for Business Studies and those with Social Education and Ethics (SEE) can apply for CRE/IRE.
• Diploma Teachers with English/other subjects qualify for employment as teachers of English/Literature on condition that they have adequate units in both Lanpuape and Literature.
• All applicants must have studied the two teaching subjects at KCSE except for Agriculture, Business Studies, Home Science, and Computer For those who did not study Busines5 Studies and Computer Studies, one should have attained a minimum of C+ (Plus) in Mathematics at KCSE. For those who did not study Agriculture and Home Science, one should have attained a minimum of C+ in Biology at KCSE.

 

• Graduate Teachers should have studied a minimum of eight (8) course units in each teaching subject. In addition, the teachers must have studied Special Methods in their two teaching subjects of choice together with a minimum of three (3) months teaching practice.

Enhancement certificate(s) and transcripts shall only apply where an applicant had not covered the minimum number of units during the depree/ diploma programme.

 

8) Applicants who chose to study a third subject must ensure that they have studied all the units in the chosen subject as offered by the selected institution for four years of study together with special methods and teaching practice. In addition, there should be evidence that the applicants have covered the approved credit hours for the course.

 

8) Applicants previously  employed under contract  and whose  services  were terminated due to inadequate units in teaching subjects and have since obtained enhancement certificates with adequate units are eligible to apply.

Kenya Sipn Language (KSL) and Braille are considered as teaching subjects in Special Needs Education e.p. Biology/KSL and Geography/Braille.

 

• VALIDATION OF DOCUMENTS BY THE TSC COUNTY DIRECTOR

 

The TSC County Directors should: –

1. Ensure that the Internship Agreement and the Offer of Internship Letter have all the attachments required as provided for in the approved checklist/s:
2. Vet the recruitment documents to verify that the applicant(s) recruited qualify for enpapement as a teacher intern as per the provisions of the recruitment guidelines:

• Ensure that all documents are duly sipned as required: including the score sheets, Minutes of the Selection Panels, Internship Agreement and Offer of Internship Letter confirming that the candidate qualifies/merits to be engaged as a teacher intern;

1. Compile complaints received and submit appropriate action taken or recommendations to the

 

7.0  DOCUAAENTSTO BESUBMITTEDTOTHETSC HEADQUARTERS

The TSC County Director is required to hand over the following documents to the TSC Headquarters:

1. Duly signed Internship Agreement and Offer of Internship Letter together with:
   1. Certified copies of:
      • National Identification Card;
      • Certificate of Registration as a teacher:
      • Academic certificates:
      • Professional certificates and all official transcripts;
      • Letter of Certification of results by KNEC (where applicable):

 

• NCPWD Card (where applicable):
• An Affidavit sworn under the Oaths and Statutory Declarations Act,

] 5 of the Laws of Kenya to explain the variance in names (where applicable);

• Bank plate/Card (front face):
• KRA PIN Certificate;
• NHIF

1. Two (2) passport size colour photographs in respect of successful applicant(s);
2. Original Medical Examination report in form GP

A list of all interviewed applicants in order of merit for the advertised vacancies in (Appendix (III a);

 

 

• A copy of the system generated list of all applicants clearly showing those who failed to attend the interview: (Appendix III b);

 

1. List of applicants with disabilities; (Appendix VI);

 

1. Duly signed Minutes of the Selection Panel and the Sub-County Selection Panel:  Completed selection score guide duly signed:

vii)     Duly completed pay point particulars form.

 

8.0       COMPLAINTS

Any applicant who is dissatisfied with the process should submit to the TSC County Director a written complaint immediately and send an email to the TSC Headquarters through email address: dirstaffinqAtsc.go.ke not later than seven (7) days after the selection process;

 

The TSC County Director should within seven (7) days analyze and address all complaints raised after the selection process has been completed and promptly inform the Headquarters on the action taken:

 

iii) Where on applicant is dissatisfied with the decision of the TSC County Director in (ii) above, or where the complaint is made against the TSC County Director, the applicant shall appeal to the Appeals Committee on staffing functions at the TSC Headquarters. The Appeals Committee shall investigate the allegations and take appropriate action within fourteen (J 4) days.

 

P.0      IMPORTANT NOTES

 

2019. Merit Lists shall be made available to members of public wishing to see them on request in a manner that will not put the recruitment process into jeopardy and in total adherence to the Data Protection Act,

 

1. Clarification and advice on issues of qualifications arising from these guidelines, should be sought from the TSC County

 

Notwithstanding the decentralization of the function of teacher recruitment pursuant to Section 20 of the TSC Act, the Commission is not precluded in carrying out recruitment directly from the TSC Headquarters.

 

1. The TSC Regional Directors shall:

Ensure guidelines are adhered to within their regions;

1. Coordinate the teacher recruitment process within their respective regions:
2. Sensitize County Directors and oversee the sensitization of other officers including

members of the Selection panels involved in the process;

1. Ratify the Merit Lists for use during recruitment;
2. Shall undertake measures to resolve complaints arising from the process within their

regions.

 

Attached find the following Appendices for use during the selection exercise

 

Appendix I:

 

 

 

 

Appendix II: Appendix III a: Appendix III b:

 

Appendix IV: Appendix V: Appendix VI:

1. Selection Score Guide for Post Primary Institution Teachers
2. Selection Score  Guide  for Post Primary Institution  teachers with disabilities
3. Grading System

Board of Management and TSC Checklists List of interviewed applicants.

List of all applicants clearly showing those who never turned up for interview

Declaration Form I Declaration Form II

List of applicants with disabilities

 

 

 

 

D°‹. NANCY NJERI MACHARIA, CBS

   ECRETARY/CHIEF EXECUTIVE

 

APPENDIX  1 (a)

SELECTION SCORE GUIDE FOR TEACHER INTERNS — POST PRIMARY INSTITUTIONS

Applicants should be awarded marks during the selection in accordance with the areas specified below.

APPLICANT’S NAME                               QUALIFICATION                          TSC No.                  

 

	SCORING AREAS	MAXIMUM SCORE	ACTUAL SCORE	AVERAGE SCORE BY THE PANEL
A (I)	Academic and Professional qualifications Bachelors of Education (BED) Degree (i) First Class—-————- (iij  Second Class ———-——- (ii) Pass——————-“ ”—- OR Bachelor of Arts (BA) Degree + PGDE or Bachelor of Science (BSC) + PGDE (i)  First Class—————–  — (ii)   Second C loss ————-—– (iii)  Pass————————————   MAXIMUM SCORE
		os
		03
		02
		0
		03
		02
		05
(II)	Diploma + Dip. Tech. Education
	(i)  Distinction—————————	05
	(ii) Credit—————————-——	03
	(iii) Pass———————————–	02
	OR
	Diploma in Education
	(i)  Distinction—————————	05
	(ii) Credit——————————–	03
	(iii) Pass———————————–	02
	MAXIMUM SCORE	0S
B.	Age
	50 years old and above 47 – 49 years old	25 1 5
	44 — 46 years old	10
	43 years old and below	05
	MAXIMUM SCORE	25

 

 

 

N.B: For purposes of scoring part C, the year an applicant satisfactorily qualified to be a teacher as per the Commission policies shall be the year used to determine the length of stay since graduation and not the certificate is used to score part A of this score sheet.

 

 

We certify that the information entered above is correct fo the best of our knowledge.

Sign                                                                        Sign                                      

 

 

(Secretory, Sub-County Selection Panel)

 

Name                                           Date     

(Chairperson Sub-Counfy Selection Panel) Name Date  

 

 

 

APPENDIX 1 (b)

SELECTION SCORE GUIDE FOR TEACHERS WITH DISABILITIES — POST PRIMARY INSTITUTIONS APPLICANT’S NAME                               QUALIFICATION                          TSC No.                       

	SCORING AREAS	MAXIMUM SCORE	ACTUAL SCORE	AVERAGE SCORE BY THE PANEL
A (I)	Academic and Professional qualificafions
	Bachelors of Education (BED) Depree
	(i) First Class—————————-
	(i) Second Class ——————–	05
	(iii) Pass——————————–	03
	OR	02
	Bachelor of Arts (BA) Depree + PGDE or
	Bachelor of Science (BSC) + PGDE
	(i)  First Class—————————–	05
	(ii) Second Class ——————–	03
	(iii) Pass—————–——————–	02
	MAXIMUM SCORE	05
(II)	Diploma + Dip. Tech. Education
	(i)  Distinction———–—————–	05
	(ii) Credit———————————	03
	(iii) Pass———————————-	02
	OR
	Diploma in Education
	(i)  Distinction————————–	05
	(ii) Credit——————————	03
	(ii) Pass———————————-	02
	MAXIMUM SCORE	05
B.	Age
	50 years old and above	25
	47 – 49 years old	1 5
	44 — 46 years old	10
	43 years old and below	05
	MAXIMUM SCORE	25

 

 

 

• : For purposes of scoring part C, the year an applicant satisfactorily qualified to be a teacher as per the Commission policies shall be the year used to determine the length of stay since graduation and not the certificate is used to score part A of this score

 

We confirm that the information entered above is correct to the best of our knowledge.

Sign                                                                       Sign:                                            (Secretory, Sub-County Selection Panel)                 (Chairperson, Sub-County Selection Panel) Name                                                                     Name:                                         

Date                                                                      Date:                                           

 

APPENDIX I  (c)

 

GRADE POINT AVERAGE (GPA) GRADING SYSTEM

 

 

 

S/NO.	GPA	CLASS	MARKS
	3.7 — 4.00	First Class	81 — 100
2	3.0 — 3.6	Upper Second	71 — 80
	2.3 — 2.9	Lower Second	6 l — 70
4	1 7-22	Pass	51 — 60
	0— 1.6	Fail	50 and below

 

APPENDIX    II

CHECK LISTS

BOARD OF MANAGEMENT CHECK LIST

The successful applicant will be required to submit the following to the TSC Sub-County Director: –

1.            Original and clear copies of the following: –

1. National Identity card (both sides);
2. NCPWD card (where applicable);

• 2 passport size colour photographs;

1. Certificates and testimonials; KCPE, KCSE, ‘A’ Level, Diploma, Depree etc;
2. Letter of certification of results by KNEC (where applicable);
3. Official Academic transcripts:

• Certificate of Registration as a teacher
• KRA PIN certificate:

1. Bank Plate/Cord (front face);
2. Duly filled pay point particulars’ form;
3. NHIF Card;

• Primary and secondary school leaving certificates and other testimonials:
• Original Medical Examination report in form GP 69;
• Acknowledgement of receipt of recruitment documents.

 

 

TSC CHECK LIST

The TSC Sub-County Director is required to submit to the TSC County Director the following:

1. Minutes of the selection panel duly signed and clearly showing how many applicants were shortlisted for interview from the system generated merit list and the selection criteria used:

 

2. Completed selection score guide duly signed;

 

3. Certified copies of the following: –
   1. National Identity card (both sides):

NCPWD card (where applicable);

• 2 passport size colour photographs;

1. Certificates: KCPE, KCSE, ‘A’ Level, Diploma, Degree etc;
2. Letter of Certification of results from KNEC (where applicable):
3. Official Academic transcripts;

• Certificate of Registration as a teacher:
• KRA PIN certificate;

 

 

lx.

 

X.

 

XI.

 

XII.

 

xiii.

 

XiV.

 

 

XV.

 

Bank plate/Card (front face);

Duly filled pay point particulars form:

NHIF card;

Primary and secondary school leaving certificates and other testimonials: Original Medical Examination report in form GP 69;

A copy of the Personal Accident Insurance to cover for personal risks during the

internship period;

Acknowledgement of receipt of recruitment documents.