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TSC Online Recruitment Portal. The TSC online recruitment portal is used to apply for advertised TSC vacancies and check progress. This is the easiest and…
How to apply for advertised TSC Vacancies- Applications for the Teachers Service Commission (TSC) vacancies are done purely online. In filling the advertised teaching…
At least 14,000 teacher vacancies for elementary and secondary school teachers have been advertised by the Teachers Service Commission (TSC). In order to promote the…
The Teachers Service Commission, TSC, is carrying out online recruitment of new teachers. The Commission has at the same time invited applications for promotions…
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Education Cabinet Secretary Prof. George Magoha has said all teachers employed by the Teachers Service Commission (TSC) will now be enrolled to provide community service lessons. The CS said this on Thursday morning while addressing the media on stakeholder resolutions on reopening of learning institutions in Kenya in the face of the Corona crisis.
“Multi-agency teams (will) map out country to ensure teachers offer community service lessons on values to learners under an arrangement similar to the Nyumba Kumi framework. TSC will issue guidelines on the new plan that will come at no cost to parents.” Said CS Maghoha.
Present at the media briefing was TSC Boss Dr. Nancy Macharia who said the Commission will come up with guidelines on community service learning to be conducted by teachers.
This comes after President Uhuru Kenyatta asked the CS to convene a stake holders’ meeting to chat the way forward on reopening of learning institutions.
Magoha says the Ministry is expected to continue inspecting institutions of learning to ensure they are ready for reopening in January 2021.
He said most colleges and universities are not ready for reopening and will thus remain closed till January 2021. He asked the Universities to continue offering online programmes, including examinations and graduations to students.
The good news for teachers employed by the Boards of Management as the CS affirmed that they will be receiving their perks in coming weeks.
“The Government has set aside funds to pay salaries to Board of Government teachers, security staff and settle utilities,” confirmed the CS.
Teachers who applied for the various Teachers Service Commission, TSC, vacancies can track the processing status online. This year the Commission advertised a large number of vacancies; most of which required online applications.
The vacancies include: New recruitment of teachers on permanent basis, recruitment of intern teachers, redeployment to secondary schools and promotion to administrative posts.
Here are the posts; including post name, number of vacancies and key dates:
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A Kenyan teacher is poised to scoop the prestigious Global Teacher Award for his transformative work in education.
Dominic Ming’ate Orina, a teacher from Kurugwet Primary School in Bomet County, is toughening it out with 50 other contestants for the grand prize of $1 million (Sh129 million).
The 34-year-old took to social media to express his gratitude after being shortlisted.
“I am overwhelmed and honoured to let you know that I have been shortlisted for the top 50 of the 9th Global Teacher Prize!” he posted on Facebook on January 20.
Orina earned recognition for integrating practical skills and learner-centred approaches to deliver learning and empower the community through agriculture.
To support to his cause, the school’s head teacher provided a portion of land for students to conduct vegetable and rabbit farming.
In 2021, Orina and his students embarked on a farming project where they grew vegetables. Outside the classroom, Orina is running his ‘Dress Me Up Initiative’ that supports needy students with school uniforms.
The winner will be announced at the World Governments Summit in Dubai from February 11-13.
A Kenyan teacher is poised to scoop the prestigious Global Teacher Award for his transformative work in education.
Dominic Ming’ate Orina, a teacher from Kurugwet Primary School in Bomet County, is toughening it out with 50 other contestants for the grand prize of $1 million (Sh129 million).
The 34-year-old took to social media to express his gratitude after being shortlisted.
“I am overwhelmed and honoured to let you know that I have been shortlisted for the top 50 of the 9th Global Teacher Prize!” he posted on Facebook on January 20.
Orina earned recognition for integrating practical skills and learner-centred approaches to deliver learning and empower the community through agriculture.
To support to his cause, the school’s head teacher provided a portion of land for students to conduct vegetable and rabbit farming.
In 2021, Orina and his students embarked on a farming project where they grew vegetables. Outside the classroom, Orina is running his ‘Dress Me Up Initiative’ that supports needy students with school uniforms.
The winner will be announced at the World Governments Summit in Dubai from February 11-13.
Kenyan Teacher Shortlisted for Global Award
A Kenyan teacher is poised to scoop the prestigious Global Teacher Award for his transformative work in education.
Dominic Ming’ate Orina, a teacher from Kurugwet Primary School in Bomet County, is toughening it out with 50 other contestants for the grand prize of $1 million (Sh129 million).
The 34-year-old took to social media to express his gratitude after being shortlisted.
“I am overwhelmed and honoured to let you know that I have been shortlisted for the top 50 of the 9th Global Teacher Prize!” he posted on Facebook on January 20.
Orina earned recognition for integrating practical skills and learner-centred approaches to deliver learning and empower the community through agriculture.
To support to his cause, the school’s head teacher provided a portion of land for students to conduct vegetable and rabbit farming.
In 2021, Orina and his students embarked on a farming project where they grew vegetables. Outside the classroom, Orina is running his ‘Dress Me Up Initiative’ that supports needy students with school uniforms.
The winner will be announced at the World Governments Summit in Dubai from February 11-13.
A Kenyan teacher is poised to scoop the prestigious Global Teacher Award for his transformative work in education.
Dominic Ming’ate Orina, a teacher from Kurugwet Primary School in Bomet County, is toughening it out with 50 other contestants for the grand prize of $1 million (Sh129 million).
The 34-year-old took to social media to express his gratitude after being shortlisted.
“I am overwhelmed and honoured to let you know that I have been shortlisted for the top 50 of the 9th Global Teacher Prize!” he posted on Facebook on January 20.
Orina earned recognition for integrating practical skills and learner-centred approaches to deliver learning and empower the community through agriculture.
To support to his cause, the school’s head teacher provided a portion of land for students to conduct vegetable and rabbit farming.
In 2021, Orina and his students embarked on a farming project where they grew vegetables. Outside the classroom, Orina is running his ‘Dress Me Up Initiative’ that supports needy students with school uniforms.
The winner will be announced at the World Governments Summit in Dubai from February 11-13.
The Kenya Union of Post Primary Education Teachers – KUPPET, is a registered trade union that represents teachers in secondary schools and other post primary learning institutions. If you are a teacher, employed by the Teachers Service Commission (TSC) ,then it is necessary that you join either KUPPET, KNUT and even KEWOTA (which is an association for female teachers).
The Labour Relations Act of Kenya (2007), Part VI Section 49 provides for deduction of Agency Fee from employees covered by Collective Agreements (CBAS). An employee paying agency fee is not a member of the union.
How to confirm KUPPET Membership from the the TSC online Payslip system.
To confirm your membership in KUPPET follow the following procedure:
Click My Transaction and then Check Running Transaction Details,
For a KUPPET Member the Ref Account column should show “KUPPET”
For a teacher paying Agency Fee the Ref Account column shows “AGENCY FEE”
How to join KUPPET using Online T-Pay Registration System
1. Log in “TSC ONLINE PAYSLIP”
2. Go to “3RD PARTIES”
3. Click “CLICK HERE TO SEND YOUR PAYSLIP
4. Click “SELECT CATEGORY”
5. Go to “SWA”
6. Select “COMPANY CATEGORY”
7. Go to “KUPPET UNION DUES”
8. Click “SEND PAYSLIP
(A message “Pay slip for this month has already been sent to KUPPET UNION DUES” will appear).
9. Alert the branch office by sending your Official Name, TSC Number and Name of Institution by SMS to the executive secretary or any elected Branch Executive Committee (BEC) member. The will follow it up with the TSC to ensure that you union membership status is updated.
The same process is followed when joining KNUT and KEWOTA online.
Joining a union of your choice is a noble action that you should embrace. Being a union member enables you to participate in the election process at branch level. The union can as well arbitrate in matters between teachers and the employer, TSC.
TSC advertises 19000 promotions: The Teachers Service Commission (TSC) has announced 19000 promotions vacancies for teachers.
The vacancies include roles such as chief principals, senior principals, principals, deputy principals, senior lecturers, senior masters, headteachers, and senior teachers in both primary and secondary schools.
TSC advertises 19000 Promotions vacancies- How to apply & requirements
The TSC noted that the recruitment aims to address stagnation in job groups and relieve teachers currently performing administrative duties in acting capacities.
There are 44 positions for chief principals in T-Scale 15. The Commission said applicants must have served as Senior Principal (T-Scale 14) for at least three years, achieved satisfactory ratings in performance appraisals, and demonstrated the ability to supervise and mentor other teachers.
For Chief Principal roles in Teachers Training Colleges (TTCs), three posts are available. Candidates must meet similar criteria and have a proven track record of providing professional support to colleagues.
The commission announced 126 posts for senior principals in secondary schools (T-Scale 14). It noted that qualified candidates must have served as Principal or Deputy Principal I (T-Scale 13) for a minimum of three years, alongside a satisfactory appraisal record.
Additionally, 652 vacancies for principals (T-Scale 13) are open to teachers who have served as Deputy Principal II or Senior Master I (T-Scale 12) for at least six months.
“Applicants for these roles must demonstrate leadership and mentorship capabilities,” the Commission said.
Three positions for Deputy Principal (TTC) T-Scale 13 are available, requiring candidates to have served as Deputy Principal II or Senior Master I for at least six months. Another 786 posts for Deputy Principal II (T-Scale 12) and 1,408 posts for Deputy Principal III (T-Scale 11) have been announced, with similar requirements for experience and performance ratings.
Thirteen posts for Senior Lecturer I (T-Scale 12) and 32 posts for Senior Lecturer II (T-Scale 11) at TTCs are available. Other roles include 1,987 posts for Senior Master III (T-Scale 10), 2,221 posts for Senior Master IV (T-Scale 9), and 61 posts for Senior Lecturer III (T-Scale 10).
The commission is also recruiting 3,653 Deputy Headteachers II (T-Scale 9) and 308 headteachers (T-Scale 10) for regular primary schools. Senior teacher positions include 4,708 posts for Senior Teacher I (T-Scale 8) and 1,364 posts for Senior Teacher II (T-Scale 7).
TSC has urged teachers currently performing administrative duties in acting capacities to apply for the advertised roles. It added that those who had submitted applications in previous advertisements are also encouraged to reapply.
The recruitment process is expected to enhance the efficiency of school management and provide career progression opportunities for educators. Applications are now open, with detailed requirements provided in the TSC advertisement.
As the Teachers Service Commission (TSC) prepares to conduct promotional interviews for the 2025/2026 financial year, principals are expected to play a key role in assessing teachers’ readiness for advancement.
These interviews, which form part of TSC’s structured promotion process, rely on principals to provide detailed feedback on various aspects of a teacher’s performance, conduct, and potential.
The promotional exercise follows the advertisement of 21,313 posts earlier this year and the subsequent shortlisting of eligible candidates.
Principals’ evaluations are therefore crucial in guiding the Commission to make merit-based decisions, ensuring that only teachers who meet the required standards are considered for higher responsibilities.
TSC Interview Guide
Below are the seven key questions TSC asks principals during teacher promotion interviews.
Question 1. Knowledge of the job and performance (whether the teacher has knowledge of the subject matter and teaching methodology or lacks basic knowledge of the subject)
TSC assesses whether the teacher demonstrates strong subject-matter knowledge and mastery of effective teaching methodologies.
On this question, the principal answers whether the teacher has demonstrated excellent knowledge of the subject matter and consistently applies effective teaching methodologies in class.
It will include details of whether the lessons of the teacher are well-prepared, engaging, and adapted to meet the diverse needs of students.
The principal answers whether the teacher actively participates in departmental activities and applies innovative approaches that enhance learning outcomes.
Overall, the teacher meets and often exceeds expectations, applying their knowledge and skills effectively to promote student understanding and success.
Performance of Teachers Ranking
Outstanding (5):
The teacher must have demonstrated excellent knowledge of the subject matter and consistently apply effective teaching methodologies. Lessons are well-prepared, engaging, and adapted to meet the diverse needs of students. Performance often exceeds expectations.
Very Good (4):
The teacher has a strong grasp of the subject and teaching methods. Lessons are clear and mostly well-structured, meeting expectations while occasionally showing innovation.
Good (3):
The teacher meets most expectations in subject knowledge and teaching methods. Lessons are generally clear, but some areas may need improvement to fully engage all students.
Fair (2):
The teacher shows limited knowledge of the subject or teaching methods. Lessons sometimes fail to meet objectives, and improvement is needed in planning and delivery.
Poor (1):
The teacher lacks adequate subject knowledge and effective teaching methods. Lessons often fail to meet their objectives, and significant improvement is needed.
Question 2: Ability to coach students and participate in co-curricular activities
The principal is expected to give details on whether the teacher can participate in the co-curricular activities.
According to TSC policy on coaching, the principal oversees the implementation of induction, mentorship, and coaching programs provided by TSC-recruited teachers in public institutions.
Teachers already in service, those appointed to administrative positions, and those facing challenges in professional conduct or performance are also included in the program.
The teachers’ union developed the programme as part of a broader strategy to enhance teachers’ professional ethics and practices.
The programme focuses on capacity building in knowledge, skills, and competencies, aiming to improve teacher conduct and performance, as well as prevent disciplinary issues.
Question 3: Acceptance of responsibility (whether the teacher seeks and readily accepts responsibility at all times or is Reluctant to carry full responsibility of the post, passes it on wherever possible, etc.)
The principal will state whether the teacher effectively fulfills their roles and responsibilities while in school.
This includes:
Lesson Preparation: Prepares a weekly lesson note and submits it to the HOD for vetting before teaching.
Teaching: Covers the number of periods allocated on the timetable.
Record Keeping: Maintains teaching records including lesson notes, subject attendance registers, subject mark books, continuous assessment booklets, schemes of work, teacher and class timetables.
Classroom Management: Ensures classroom cleanliness, promotes students’ well-being, and provides guidance and support.
Discipline: Maintains discipline in and outside the classroom; refers serious cases to appropriate authorities.
Assessment: Checks and provides feedback on student work, sets and marks assignments, tests, and examination scripts promptly.
Examination Duties: Participates in the invigilation of internal and external examinations.
Meetings: Attends staff, PTA, and other meetings punctually and actively participates in discussions.
Extra-curricular Activities: Takes charge, alone or with other teachers, of at least one school club or society.
Additional Duties: Performs other assignments given by the HOD or other school authorities.
Question 4: Initiative (whether the teacher readily perceives what needs to be done and gets on with it in a practical manner or needs constant supervision).
Here, the head of the school will provide feedback indicating that a teacher’s suggestions and implementation of innovative methods contribute to school development activities and acknowledge their responsibility for professional growth.
This proactive approach has a positive impact on student engagement and overall school improvement.
Question 5: General conduct and personal characteristics, i.e., self-starter, friendly, co-operative, tactful, understanding of general office rules, sensitive to feelings of others, etc.
If the head of the institution says yes, he shall answer: The teacher is a self-starter who approaches tasks with initiative and diligence. They maintain a friendly and cooperative attitude with colleagues and students, exercise tact in sensitive situations, and demonstrate a solid understanding of school and office rules. The teacher is also considerate of the feelings of others, contributing to a positive and respectful work environment.
Question 6: Suitability for advancement (Does the teacher, in your opinion, have the potential for further advancement? Yes or No.)
If yes, the answer from the principal shall be: Yes. The teacher has demonstrated potential for further advancement. They consistently show commitment to professional growth, take on responsibilities beyond their core duties, and apply innovative approaches in teaching. Their leadership skills, reliability, and ability to mentor other staff make them suitable for higher responsibilities.
Question 7: Overall assessment for suitability for promotion to a higher post, e.g, outstanding worker, thoroughly reliable in performance, or performance constantly below the standards required.
The principal response shall include:
The teacher is an outstanding worker who is thoroughly reliable in performance. They consistently meet and often exceed expectations in teaching, administration, and professional conduct. Their competence, dedication, and positive influence on both colleagues and students make them highly suitable for promotion to a higher post.
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The National Assembly Committee on Education, chaired by Hon. Julius K. Melly has questioned the Teachers Service Commission on the status of teachers’ medical scheme and the government’s policy on hardship, housing, and other allowances for teachers.
Appearing before the Committee, TSC Acting Chief Executive Officer, Ms. Evaleen Mitei outlined the scope and performance of the existing three-year medical scheme running from December 1, 2022, to November 30, 2025.
She explained that the scheme covers all teachers and their dependents under a family size of M+6 where both spouses are teachers and M+5 where only one spouse is a teacher.
“The current medical cover provides a wide range of benefits including inpatient, outpatient, dental, optical, maternity, local and international evacuation, as well as funeral expenses. In addition, we have enhanced the cover to address emerging challenges such as premature births and delays in pre-authorization,” Ms. Mitei said.
Hon. Julius Melly pressed for assurance that the services meet teachers’ needs.
“Have you done an assessment of the current medical cover and how it is working for teachers.”
The Commission also revealed that consultations are underway to transition teachers, alongside civil servants and the National Police Service, into the newly established Public Officers’ Medical Scheme Fund under the Social Health Authority (SHA).
Ms. Mitei informed the Committee that a Technical Working Group comprising the National Treasury, Office of the Attorney General, TSC, the Police Service, and SHA has been constituted to address the legal and financial framework.
She added, “It is proposed that teachers will be on-boarded to the new scheme under SHA from December 1, 2025, once all consultations and frameworks are finalized.”
Lawmakers questioned the involvement of teachers in the decision to move to SHA.
Hon. Phyllis Bartoo and Hon. Rebecca Tonkei asked whether the teachers through their inoka have been engaged in public participation and stakeholder engagement.
Committee members expressed concern about the transition. Committee Vice Chair Hon. Eve Obara noted, “We have has this medical cover for years and the current medical cover is expiring in a month. Are you going to be able to onboard all these teachers into SHA in this short time.”
She added that, “We cannot afford a downgrade of benefits. Teachers have long complained of delays and denials; SHA must guarantee better, services.”
Hon. Clive Gesiaro emphasized the need for accountability, “We want to see timelines, we want to see deliverables. Teachers cannot be left in limbo during the transition.”
On the matter of allowances, the TSC informed the Committee that the designation of hardship areas is the mandate of the Ministry of Public Service, Human Capital Development and Special Programmes, through Legal Notice No. 534 of 1997.
Ms. Mitei explained that hardship allowance continues to be paid to teachers in designated regions, while house allowance is paid under categories of Nairobi, major municipalities, and other areas as guided by the Salaries and Remuneration Commission (SRC).
Hon. Abdul Haro noted with concern that the TSC was referring to a gazette notice from 1997. “This is an outdated gazette notice. Hardship areas in the country have changed since 1997.”
She clarified that following SRC’s advisory and the 2023 addendum to the 2021–2025 Collective Bargaining Agreement (CBA), Isiolo Municipality was upgraded from Cluster 4 to Cluster 3 for house allowance effective July 2024.
“Teachers in Isiolo are now benefitting from enhanced rates under Cluster 3, in line with other municipalities,” she said.
The Commission further indicated that the Ministry of Public Service is reviewing hardship designations to align with current socio-economic realities.
Committee Chair, Hon. Melly pledged to further engaged stakeholders on the medical scheme transition and the review of allowances.
“Our teachers deserve dignity and fairness. This Committee will continue to work with the Commission and relevant agencies on this matter,” he said.
The Teachers Service Commission, TSC, will now require teachers to pay for a review of their disciplinary cases. The teachers who may be unsatisfied with the Commission’s decision (once their cases are first heard) will now part with Sh2,000 for the cases to be heard again. This is per the latest circular from the the teachers’ employer and which reads;
‘Pursuant to the Fifth Schedule of the Code of Regulations for Teachers 2015, the Commission charges two thousand shillings (Ksh. 2000/-) for application for Review of a discipline case. In case of application for review of a discipline case, deposit Ksh. 2000 in your name to the bank details below. Forward the bank deposit slip to TSC Headquarters (Discipline Division) to enable processing of your application. BANK NAME: NATIONAL BANK OF KENYA BANK BRANCH: HARAMBEE AVENUE ACCOUNT NAME: TSC – SECRETARIAT ACCOUNT NUMBER: 01001005707400.’
Teachers who violate the provisions of the Code of Regulations for Teachers and the TSC Code of Conduct and Ethics always face disciplinary action from their employer; the Teachers Service Commission (TSC). This may include warning or interdiction.
Teachers interdicted on cases of incitement, insubordination, infamous conduct and negligence of duty will be paid half salary during the period of interdiction.
FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;
Here is a summary of the interdiction and disciplinary process of a teacher:
Reporting a misconduct: Any allegations of misconduct against a teacher are reported to any of the following: the TSC Secretary, the County Director, the head of institution/ head teacher/ Principal, the Board of Management Secretary or any government law enforcing agency e.g the EACC and Police. The report may be made through writing or verbally
Investigating the allegations: Upon receiving the report on the allegations, the TSC carries out investigations; directly or through its agents like: the BOM, Head of institution or the County Director.
Interdiction process: If the investigations reveal glaring gross misconducts, the TSC or BOM serves the teacher with a letter of interdiction specifying the actual allegations against the teacher.
Proceeding for interdiction: The interdicted teacher or head of institution must clear and leave the educational institution within 48 hours (2 days) upon receiving the letter of interdiction.
Salary status during interdiction: An interdicted teacher shall be paid half salary during the period of interdiction except if the interdiction is due to: Chronic absenteeism, desertion of duty, having been jailed or held in legal custody, misappropriation or mismanagement of public funds, fraudulent claims and funds receipt, use of false certificates, Forgery, impersonation, collusion and immoral behaviour.
Reporting status of interdicted teacher: An interdicted teacher shall be required to report to the Teachers Service Commission’s nearest Sub-County office once a month. This is done in order to ascertain progress of discipline case and to provide an updated contact address.
Invitation to appear before a disciplinary panel: An interdicted teacher shall receive official written communication for the hearing of the discipline case at least a month before the date of hearing. The communication is done through: the teacher’s last known address, the address of the teacher’s next of kin, hand delivery, the last station of work (before interdiction) through the head of institution, the permanent address provided by the teacher at recruitment, a telephone call to the teacher, an email to the teacher, an SMS to the teacher’s phone number and the TSC’s website.
Composition of the Disciplinary Panel: Administration of a disciplinary process shall be either at the County offices of Commission’s head quarters. The panel shall consist of: A TSC’s represemntative (Chair), 2 directors, An officer from division dealing with matters touching on the discipline(EACC, Children’s,)
Powers of the disciplinary panel: Administer oaths, invite witnesses, require the teacher to produce identification and professional documents, inform teacher of offence committed and allowing such a teacher to give defense, examine witness and allow the teacher to cross examine witnesses.
Determination of a discipline case: TSC shall, within 28 days after hearing date, inform the teacher of its decision regarding the disciplinary case and give adequate reasons for decision arrived at.
Administering disciplinary action: The TSC, after hearing the disciplinary case, may determine that:
the teacher is not guilty of the offence and shall revoke the interdiction.
a teacher has committed an offence that does not warrant removal from the register and may: warn the teacher in writing, surcharge the teacher, suspend the teacher for a period not exceeding 6 months without pay, retire the teacher in the public interest, dismiss the teacher from the teaching service, refer the teacher for medical evaluation to determine suitability of the teacher to continue executing teaching services.
a teacher is guilty of the offence and his name be removed from the register.
TSC Medical Scheme- Are you looking for a list of all Teachers’ Medical Scheme Service Providers (Hospitals) List 2021 per County, Minet Managers’ Contacts and office locations? You can now get the latest list of all medical scheme service providers and Minet Offices in Kisii County.
TSC MINET APPROVED SERVICE PROVIDERS (HOSPITALS) IN KISII COUNTY
Over 23,000 educators, whose promotions have been on hold due to parliamentary inquiries, are now poised to ascend to higher job grades and enjoy increased salaries. The National Assembly’s Education Committee has granted the Teachers Service Commission (TSC) the go-ahead to move forward with their promotions.
For nearly two months, 23,388 teachers have been in limbo since their employer revealed their new statuses on April 2, 2025. The Education Committee had initially put the brakes on these promotions amid allegations of misconduct and launched an investigation into the situation.
Following the inquiry, the MPs have instructed that 1,864 teachers be removed from the promotions list after it was discovered they had not completed the required three years in their current positions, as stipulated by TSC regulations.
This decision was reached during a private meeting between the MPs and TSC commissioners, as confirmed by the committee chairman, Mr. Julius Melly, who announced that the promotions would take effect immediately.
Additionally, the committee recommended that qualified teachers from densely populated counties be prioritized for further promotions on a pro-rata basis to ensure fairness, particularly favoring those who have served for seven years in one grade and are within three years of retirement.
During the investigation, the TSC revealed that 5,291 teachers had been promoted without fulfilling the three-year service requirement in their current grades. The commission urged the MPs to retain 3,427 teachers in grades D3 (principals) and C4 (deputy principals), citing a lack of qualified applicants for these critical administrative roles.
The TSC explained that these two grades had not attracted enough qualified candidates nationwide. Consequently, they opted to waive the three-year service requirement and replace it with a six-month service stipulation. The committee had requested evidence of a teacher shortage to justify this decision, and the TSC provided data indicating a significant gap in eligible applicants.
Before advertising the positions in November, the TSC analyzed its database and found 1,410 vacancies in Grade D3, with only 598 teachers meeting the three-year requirement. For Grade C3, 7,460 teachers were eligible for promotion against 3,386 vacancies for deputy headteachers in Grade C4.
The commission’s policy decision to temporarily relax the three-year requirement resulted in a surge of applicants: 1,694 for Grade D3 and 4,521 for Grade C4, surpassing the available vacancies.
In 18 counties, including Migori, Busia, and Mandera, the TSC waived the three-year rule for the deputy principal III (Grade D1) position. The TSC typically shortlists at least three candidates for each vacancy to maintain competitiveness and ensure the best candidates are chosen.
As a result of the November 2024 advertisement, 1,410 teachers were promoted to Grade D3 and 3,686 to Grade C4 across the nation. This waiver also aimed to tackle the ongoing issue of teachers acting in administrative roles and address applicant shortages in Arid and Semi-Arid Lands (ASAL) and other challenging areas.
The TSC’s analysis revealed that many administrators were serving in lower grades than their responsibilities warranted, without receiving acting or special duty allowances. The National Assembly allocated Sh1 billion for teacher promotions, which the TSC indicated could only accommodate 5,690 teachers, leaving 19,598 vacancies due to departures in the current financial year.
In a previous meeting, committee members criticized the TSC for its lack of transparency and failure to uphold equity principles. Data presented showed that four ethnic groups—Kikuyu, Kalenjin, Luhya, Kamba, and Luo—secured over two-thirds of the promoted positions, raising concerns about ethnic balance in the appointments.
These findings echo similar issues raised by the Senate Committee on National Cohesion regarding skewed ethnic representation in the hiring of Junior School teachers, with the TSC defending its decisions based on the availability of qualified applicants by region and subject area. Recent figures indicate that 65 percent of the 25,252 teachers promoted came from just five communities, with the Kikuyu leading at 18.3 percent, despite representing only 17.1 percent of Kenya’s population. The Kalenjin followed at 15.8 percent, the Luhya at 12.4 percent, the Luo at 9.4 percent, and the Kamba at 9 percent.
STATUS REPORT ON THE RESOLUTION OF THE DEPARTMENTAL COMMITTEE ON EDUCATION REGARDING TEACHERS PROMOTION
Attached, hereto find the response with respect to the above report for further action.
BACKGROUND
The Teachers Service Commission is established under Article 237 (1) of the Constitution with the overall mandate of teacher management and regulation of the teaching service as provided under Article 237(2) and (3) of the Constitution.
As a public organ, the Commission is bound by the National Values and Principles of Governance set out under Article 10 of the Constitution as well as the Values and Principles of Public Service set out under Article 232 of the Constitution.
To implement the mandate of the Commission, the Parliament enacted the Teachers Service Commission Act and the Code of Regulations for Teachers (CORT).
The two legislations provide for powers and procedures within the functions of the Commission. Notably, section 11 of the Act requires the Commission to among others, formulate policies to achieve its mandate.
STATUS REPORT OF THE RESOLUTIONS OF THE COMMITTEE
Resolution Numbers 1,2, 3 & 5
As earlier presented before this Committee, prior to the publication of the advert in November 2024, the Commission analyzed its database to establish whether there were requisite numbers to fill the promotional vacancies totaling 25,252.
As you may recall, the national assembly appropriated Kshs1 billion for promotion of teachers.
This budgetary allocation could only promote 5,690 teachers. The balance of 19,598 vacancies arose out of exits from 1st July 2024 to 30th June 2025.
The analysis yielded 2 exceptional grades that warranted special treatment. The two grades are: Grades C4 (Deputy Head Teachers) and Grade D3 (Principals).
In the Commission’s database, only 598 teachers had served for three years and above in grade D2 as at the date of the advert and therefore, were eligible for promotion to Grade D3 as per the Policy, yet there were 1,410 vacancies in Grade D3.
Similarly, only 7,460 teachers had served for three years in grade C3 as at the date of the advert and therefore were eligible for promotion to Grade C4 as per the Policy, yet there were 3,686 declared vacancies for Deputy Headteacher in Grade C4.
It is important to note that the Commission’s standard practice is to shortlist at least three candidates for every advertised vacancy. This is intended to uphold competitiveness and ensure that the best-suited candidates are selected. In the case of the just-concluded promotion exercise, the number of teachers who had met the three-year requirement in the feeder grades fell significantly short of the number of vacancies available for both principals and deputy headteachers positions.
As such, to facilitate a competitive promotion process and ensure that the vacancies were filled-particularly to address the persistent issue of teachers serving in acting capacities, the Commission made a policy decision to temporarily waive the three-year requisite service in one grade and instead allow teachers with a minimum of six months’ service to apply in the two grades.
In a nutshell, the two Grades which are administrative positions (Principals and Deputies headteachers) did not have sufficient qualified teachers nationally. As a result, the Commission waived the three years’ requisite service in one grade before promotion and substituted it with 6 months service.
The objective of this waiver was twofold: to attract sufficient applicants for these key positions and to address the perennial problem of teachers acting in administrative positions and shortage of applicants, especially in ASAL and Hard to staff areas.
As a result of the waiver, Grade D3 attracted 1,694 applicants against 1,410 available vacancies while Grade C4 attracted 4,521 applicants against 3,686 available vacancies.
In the Commission’s database, only 598 teachers had served for three years and above in grade D2 as at the date of the advert and therefore, were eligible for promotion to Grade D3 as per the Policy, yet there were 1,410 vacancies in Grade D3.
Similarly, only 7,460 teachers had served for three years in grade C3 as at the date of the advert and therefore were eligible for promotion to Grade C4 as per the Policy, yet there were 3,686 declared vacancies forbDeputy Headteacher in Grade C4.
It is important to note that the Commission’s standard practice is to shortlist at least three candidates for every advertised vacancy. This is intended to uphold competitiveness and ensure that the best-suited candidates are selected. In the case of the just-concluded promotion exercise, the number of teachers who had met the three-year requirement in the feeder grades fell significantly short of the number of vacancies available for both principals and deputy headteachers positions.
As such, to facilitate a competitive promotion process and ensure that the vacancies were filled particularly to address the persistent issue of teachers serving in acting capacities, the Commission made a policy decision to temporarily waive the three-year requisite service in one grade and instead allow teachers with a minimum of six months’ service to apply in the two grades.
Honorable members, you may note that while the Commission had over 10,000 potential applicants for grade C4 (Deputy Headteachers) only 4,521 applied.
Subsequently a total of 1,410 were promoted in grade D3 (Principals) and 3,686 promoted in grade C4 (Deputy headteacher) positions across the country.
As earlier presented before this committee, out of the 25,252 teachers promoted a total of 5,291 teachers were promoted without the requisite three years in service in one grade.
Out of 5,291 teachers promoted without the requisite three years, 3,427 are in grades D3 and C4 described.
The Commission requests that these teachers be retained since the two grades did not attract the requisite numbers nationally as described above.
However, in compliance with the Committee’s recommendations, the balance of 1,864 teachers who were promoted but have not met the requisite three-year requirement has been removed from the Promotion list.
In compliance with the Committee’s resolutions, the vacancies created from the above have been redistributed proportionately across the country based on the number of interviewed applicants. Priority has been given to teachers who have served for seven years in one grade and have three years to retire from service.
See Appendix 1 is a table showing redistribution of teachers promoted per County; below.
Table showing redistribution of teachers promoted per County
Resolutions 4&6
Development of Promotion
Guidelines:
In compliance with the Committee’s resolution Number 4, the Commission has resolved that going forward, it will develop, publicize and disseminate Promotion Guidelines clearly setting out standardized promotion criteria and procedures for promotion to ensure the process is fair, transparent and accountable.
In developing the Guidelines, the Commission will undertake public participation as required under Article 10 of the Constitution. To this end, the Commission will consult with key stakeholders including teacher unions, Associations and teachers in general before the same is adopted.
Regarding Resolution Number 6, the Commission will ensure total compliance with the Constitutional principles of equity, inclusiveness and non-discrimination. The Commission will apply the principle of Affirmative Action in its promotion processes while adhering to the provisions of its policies regarding eligibility for promotion.
CONCLUSION.
The Commission appreciates the support from the Departmental Committee on Education. This support has been instrumental in addressing staffing gaps, teacher motivation and retention across the country.
The Commission remains committed to working closely with the committee and all the stakeholders to ensure efficient and effective implementation of its mandate.
Do you have any question on the Teachers Service Commission (TSC) and you are wondering where to get the correct response? Wonder no more. Here are the TSC Frequently asked Questions and their answers. We have researched and provided you with the accurate and official answers to all of your TSC Questions. Check below:
TSC FREQUENTLY ASKED QUESTIONS ON ONLINE PORTALS.
Which link can I use to access my payslips online?
The TSC has provided a list of contacts through which teachers can reach out directly to the relevant HR officers. Each HR contact specializes in different aspects of the commission’s functions, from handling transfer requests to processing promotions, pensions, and registrations.
Here’s a breakdown of the key contacts:
Joshua (Contact: 0729418138) – For general inquiries or follow-ups, Joshua is one of the primary contacts available for assistance.
Ngunyi (Contact: 0717216712) – Teachers can reach out to Ngunyi for queries regarding specific HR issues.
Beatrice (Contact: 0723387840) – Beatrice is available to assist with any problems or questions teachers might have.
Harriet (Contact: 0711352423) – Harriet is another key contact for addressing HR-related concerns at TSC HQ.
Elizabeth (Contact: 0737406800) – For inquiries regarding registration or promotion processes, Elizabeth is available to help.
Ayabei (Contact: 0739341255) – Teachers can contact Ayabei for issues related to transfers or pensions.
Juliet (Contact: 0731255872) – Juliet is another resource available for HR-related concerns.
Magdalene (Contact: 0714291448) – Magdalene handles queries related to registration and promotions.
Macua (Contact: 0729418138) – Similar to Joshua, Macua is also available for general HR inquiries.
Judith (Contact: 0739341255) – Judith can assist with various HR-related issues.
James (Contact: 0106066993) – For any additional inquiries or follow-ups, teachers can reach out to James.
Further, users may seek help on activation of the email, virtual meetings and remote learning through the following address; emailactivation@tsc.go.ke. All other normal queries and/or issues, to be sent to info@tsc.go.ke.
How do I reset my TSC email password?
If you forgot your password, this is how you can reset it. From the log in page, click on the “Forgot your password?” link.On the new page, enter your email address in the field and click “Send Instructions”. Access the TSC Email Activation Portal Here.
How to activate TSC Tpay?
For first time users visit the local TSC Human Resource Office.
How to create a Tpay account on phone?
Steps to activate T-Pay
Login credentials: Enter your TSC number and the password that you set over at the local TSC office. Upload your profile picture: Once logged in, upload your passport photo and click on “Save.” Phone number verification: Enter your phone number and request an OTP (One-Time Password).
How to approve teachers transfer online, by the Head of Institution?
Go to TSC website (www.tsc.go.ke) and click Online Services,select HRMIS and click on ‘Teacher Transfer’ button. Select HOI Portal.
How can you access your P9 form in Kenya?
For teachers employed by the government this is available on the TSC online website .
Employees in the human resource sector can get theirs from the Government Human Resource Information Systems (GHRIS)
Transfers are subject to availability of vacancies and replacement . If a vacancy is a available and the school gets a suitable replacement, the teacher requesting for the transfer gets it.
Briefly Explain the TSC Leaves that a Teacher can apply for.
A teacher can apply for the following leaves, online:
1. Sick Leave
2. Annual Leave
3. Compassionate Leave
4. Paternity Leave
5. Maternity Leave
6. Study Leave
7. Special Leave
8. Adoption Leave
9. Spouse of Diplomat Leave
What is the TSC Annual Leave?
(1) A teacher in the employment of the Commission shall be entitled to a maximum of thirty days leave with full pay in respect of each calendar year worked irrespective of the terms and conditions of service.
(2) Annual leave shall only-
• (a) be taken during school holidays; and
• (b) not be accumulated to be carried forward from year to year.
• 110. An application for annual leave shall be made-
• (a) during school holidays; and
• (b) in the manner set out in Form N under the Twenty Seventh Schedule ;
A teacher who on account of illness, is unable to attend to the duties assigned by the Commission as required, shall apply for Sick leave to the Commission through the Head of institution in the manner set out in Form P under the Twenty Eighth Schedule.
An application for sick leave shall be forwarded to the Commission not later than forty eight hours where the teacher attended hospital as an out- patient and not later than seven days where the teacher is an in-patient.
What is the TSC Sick Leave
A head of institution shall forward a teacher’s application for sick leave with the relevant medical documents to the sub county director; and
Where the teacher is unable to apply for sick leave in person due to the nature or extent of sickness, the head of institution shall inform the sub county director in writing within fourteen days;from the date of receiving information of the sickness
A head of institution who on account of illness, is unable to attend to the duties assigned by the Commission as required, shall apply for sick leave to the Commission through the sub county director in the manner set out in Form P under the Twenty Eighth Schedule.
An application for sick leave by a head of institution shall be forwarded to the Commission not later than forty eight hours where the head of institution attended hospital as an out- patient and not later than seven days where the head of institution is an in-patient.
The sub county director shall forward a head of institution’s application for sick leave with the relevant medical documents to the County Director.
Where the head of institution is unable to apply for sick leave in person due to the nature or extent of sickness, the sub county director shall inform the county director in writing within fourteen days from the date of receiving information of the sickness.
The Commission may approve sick leave for a teacher in any period of twelve months continuously, which sick leave may be granted-
• (a) for a maximum period of three months with full pay;
• (b) on half pay for a further three months where the sickness extends beyond the third month; and
• (c) without pay where the sickness extends beyond six months until the teacher resumes duties.
The Commission shall, where a teacher applying for sick leave is serving on contractual terms for a period not exceeding one year, grant sick leave-
• (a) for a maximum period of one month with full pay;
• (b) on half pay for a further one month when the sickness extends beyond the first month; and
• (c) without pay where the sickness extends beyond two months until the teacher resumes duty.
Where the teacher is continuously on sick leave for a period exceeding one year, the Commission shall recommend to the Director of Medical Services to convene a Medical Board to determine whether or not such a teacher is fit to continue teaching
Where a teacher who has been on sick leave continuously for more than six months in a period of twelve months reports back for duty, the teacher shall report for posting in person to the county director and shall produce a Certificate of Medical Fitness from a registered medical practitioner.
A registered Medical Practitioner may recommend that on account of illness, a teacher may-
• (a) be admitted to a hospital for treatment;
• (b) be granted off-duty to recuperate; or
• (c) receive medical treatment at home.
Where a registered medical practitioner recommends a leave of less than six months for a teacher or head of institution, the teacher or Head of institution shall apply for sick leave to the Commission and the leave may be granted by the county director.
Where a teacher has continuously been on Sick leave for a period exceeding six months, the county director shall forward the teacher’s application for Sick leave to the Secretary.
The Commission shall, where a teacher fails to apply for Sick leave in accordance with these Regulations, consider the teacher to be absent from duty without permission and may take disciplinary action against the teacher.
The Commission shall consider the recommendation for Sick leave from a registered Medical Practitioner-
• (a) only where the leave authorized does not exceed a maximum of two weeks; and
• (b) where a further medical report submitted to the Commission to the effect that the teacher requires to be absent from duty for a period exceeding two weeks.
A teacher who donates an organ to a patient shall apply for Sick leave as per the registered Medical Practitioner’s recommendation.
A teacher who submits false medical documents to the Commission shall be subject to disciplinary action provided that such action shall not be a bar to criminal charge under any written law.
Where a teacher is referred by a registered medical practitioner to seek medical attention outside the country, the teacher shall be entitled to sick leave with pay.
Where a teacher seeks medical attention outside the country without recommendation from a registered Medical Practitioner, the Commission may approve sick leave without pay upon verification of a medical report from the health institution which the teacher attended.
What is the TSC Maternity Leave
(1) A female teacher may apply to the sub county director through the head of institution for maternity leave in the manner set out in Form Q under the Twenty Ninth Schedule.
(2) A female teacher shall give the head of institution at least three months written notification of the intention to proceed on maternity leave which shall be accompanied by a letter from a registered medical practitioner indicating the expected date of delivery.
(3) The Commission may grant a female teacher maternity leave for one hundred and twenty calendar days with full pay with effect from the date of delivery and the teacher shall not forfeit her annual leave on account of having taken maternity leave.
(4) A female head of institution may apply for maternity leave to the sub county director in the manner set out under paragraph (1).
The Commission shall take disciplinary action against a female teacher who proceeds on Maternity leave without written approval from the Commission.
What is the TSC Paternity Leave
(1)The Commission shall upon application, grant a male teacher twenty one calendar days Paternity Leave with full pay within the duration of the wife’s maternity leave which leave maybe granted only once a year.
(2) An application for paternity leave shall be in the manner set out in Form R under the Thirtieth Schedule.
(3) The Commission may take disciplinary action against a teacher who proceeds on paternity leave without written approval from the Commission.
What is the TSC Study Leave
(1) A teacher who intends to proceed on study leave shall apply to the Commission through the head of institution by completing the application for Study leave in the manner set out in Form S under the Thirty First Schedule ;
(2) A teacher may only proceed on study leave with written approval from the Commission and after being released in writing by the Head of institution.
(3) A teacher who proceeds on study leave without the written approval from the Commission and before being formally released in writing by the head of institution shall be considered to have deserted duty and shall be liable for disciplinary action.
(4) The Commission may take disciplinary action against a head of institution who fails to release a teacher to proceed on study leave when the leave has been granted.
(1) The Commission may grant study leave to a teacher who:-
•(a) has worked for the Commission for a minimum period of five years from the date of first appointment;
•(b) seeks to undertake a postgraduate diploma or postgraduate degree; and
•(c) has demonstrated a good record in performance.
(2) A teacher who intends to apply for a scholarship shall apply through the Commission if the teacher meets the conditions of the study leave policy stipulated and these Regulations.
(3) The Commission may grant study leave without pay to a teacher who:-
• (a) applies to study in an area that is not in the school’s curricula or an area that is not covered by the study leave policy; or
• (b) wishes to take study leave before completing three years upon resumption of duty from study leave irrespective of whether such leave was with or without pay.
(4) A teacher appointed or deployed by the Commission to an administrative position who takes study leave for a period exceeding six months shall relinquish the position.
(5) The Commission shall in approving an application for study leave by a teacher, take into consideration the staffing position of the institution at which the teacher is stationed.
(1)A teacher who is granted study leave with pay shall execute a Bond in the manner set out in Form T under the Thirty Second Schedule .
(2) Where the Commission grants leave with pay to a teacher on a government scholarship or a Commission scholarship, the teacher shall be bound to the Commission to the extent of the amount equivalent to the value of the scholarship, salaries and allowances paid during the scholarship.
(3) Where the Commission grants leave with pay to a teacher on a self or private sponsorship, the teacher shall be bound to the Commission to the extent of the amount equivalent to the salaries and allowances paid during the study leave.
(4) A teacher who contravenes the conditions of a bond under these Regulations shall pay to the Commission the remainder of the total value of the Bond.
(5) Where a teacher transfers service from the Commission to a public body, the teacher shall be exempted from the provisions of bonding under these Regulations provided that the bond shall be transferred to the institution engaging the teacher.
(6) A teacher who exits service on account of mandatory retirement age, medical reasons or death shall be exempted from the provisions on bonding under these Regulations.
(1) Where a teacher intends to change the area, programme or institution of study, the teacher shall notify the Commission within thirty days from the date of such change.
(2) Where a teacher intends to change the area, programme or institution of study after the Commission has approved the study leave, the teacher shall notify the Commission in writing and shall provide details of the new area of study or institution and shall attach relevant documentary evidence.
(3) A teacher shall not proceed with the new area of study or institution without a written approval from the Commission.
The Commission shall take disciplinary action against a teacher who provides false information in regard to study leave, or who fails to comply with any regulation on study leave under this Code.
(1) A teacher granted study leave for a period exceeding six months shall apply to the Commission for posting at least thirty days before the expiry of the study leave.
(2) The Commission shall take disciplinary action against a teacher who fails to apply for posting after the expiry of study leave and shall stop the salary of the teacher where the teacher was on paid study leave.
(3) A teacher who is granted study leave for a period less than six months shall report back to his former station on expiry of the study leave.
(4) Where a teacher fails to report back to his former station on expiry of the study leave, the Commission shall stop the teacher’s salary and may take further disciplinary action against the teacher.
• 125.
(1) The Commission may extend the study leave granted to a teacher provided that the extension shall be without pay.
(2) The Commission may on reasonable grounds, before the expiry period of a study leave, terminate a teacher’s study leave.
• 126.
(1)A teacher on study leave shall submit progress reports and result slips or transcripts after every semester to the Commission.
(2) The Commission shall cancel the study leave and recover any salaries and allowances paid to a teacher who fails to submit progress reports or result slip after every semester.
(3) Where a teacher is granted study leave with pay and is on a government scholarship the teacher shall submit a Certificate of Qualification in the area of study within one year of completion of the study leave.
(4) The Commission shall, where a teacher granted study leave with pay and is on a government scholarship, fails to submit a Certificate of Qualification, recover from the teacher an equivalent amount of salaries and allowances paid during the study leave period.
What is the TSC Study Leave with Pay
• 127.
(1)The Commission may grant study leave with pay to a teacher on permanent and pensionable terms of service for purposes of attending a course, study or training which in the opinion of the Commission is of national interest and relevant to the teaching service.
(2) The Commission shall, when granting study leave with pay to a teacher, consider the demand for the skills in a subject area or area of specialization irrespective of the authority awarding the scholarship or the institution where studies are to be undertaken.
(3) The Commission may grant study leave with pay to:-
• (a) a teacher who applies through the Commission and is selected for training locally or abroad, by a recognized body including government bodies or sponsoring agent, subject to the conditions of the study leave Policy;
• (b) an untrained graduate teacher, studying for Post Graduate Diploma in Education in a public university or an accredited private university;
• (c) an untrained technical teacher undertaking professional training in pedagogy at the Kenya Technical Teachers College or any other accredited institution;
• (d) a trained technical teacher, admitted to a national polytechnic for a Higher National Diploma provided the subject area is in demand in the teaching service;
• (e) teachers admitted to a public university and other accredited private universities to study a postgraduate degree in any of the areas specified in the study leave policy; and policy.
• (f) a teacher on permanent and pensionable terms who proceeds for further education on private sponsorship or is admitted privately to an accredited private university, national polytechnic or institute of technology, if studying in an area of great need as specified in the study leave
(4) A teacher who is granted study leave with pay and is on Government or development partners sponsorship for a course of study undertaken outside the country for a period that exceeds thirty days shall contribute twenty per cent of the basic salary per month payable from the date of departure to undertake the studies to the day immediately before the expiry of the study leave.
(5) A teacher who is granted study leave with pay and is on Government or development partners sponsorship for a course of study undertaken within the country for a period that exceeds thirty days shall contribute ten per cent of the basic salary per month payable from the date of departure to undertake the studies to the day immediately before the expiry of the study leave.
(6) The Commission may in special circumstances, grant study leave with full pay to a teacher who is on government sponsorship for a course of study for a period exceeding thirty days.
What is the TSC Study Leave Without Pay
• 128. The Commission may grant study leave without pay to:-
• (a) a teacher on Permanent and Pensionable terms who proceeds for further education on private sponsorship or is admitted privately to a national polytechnic or institute of technology, if studying in areas other than those specified in the study leave Policy;
• (b) teachers studying for a postgraduate degree in an area other than the areas specified in the study leave Policy; or
• (c) a teacher studying privately for a doctorate degree.
• 129. The Commission may from time to time revise the study leave policy.
• 130.
(1) The Commission may upon application by a teacher studying on part time basis or holiday based mode, who intends to undertake research or project work, grant a three month leave with pay to the teacher.
(2) An application by a teacher to the Commission for leave to undertake research or write a project shall be in the manner set out in Form S under the Thirty First Schedule.
(3) Where the Commission grants leave to a teacher to undertake research or project work-
• (a) the leave shall not be extended beyond the three months granted; and
• (b) the area of study shall be relevant to the area of specialization and an area that would have qualified for study leave with pay in accordance with the study leave policy.
What is the TSC Compassionate Leave
• 131.
(1) A teacher may be granted leave, of up to fifteen calendar days on compassionate grounds at the discretion of the sub-county director or head of institution.
(2) An application for compassionate leave shall be made in writing by the teacher to the head of institution for approval.
(3) An application for compassionate leave shall be made in writing by the head of institution to the sub-county director for approval.
Compassionate Leave without pay/Leave of absence without pay
• 134.
(1) The Commission may upon application, and on its own discretion, grant leave of absence or compassionate leave without pay to a teacher where in the opinion of the Commission the teacher has a proven case of exceptional hardship.
(2) A leave of absence under this regulation-
• (a) shall not exceed three months;
• (b) shall be granted by the Secretary in person only once within a calendar year; and
• (c) may be extended at the discretion of the Commission.
(3) An application for leave of absence on compassionate grounds or in exceptional hardship shall be made to the Commission in writing through the head of institution.
• 135.
(1) The Commission may grant unpaid leave to a teacher whose spouse is in diplomatic service during the period the spouse is on assignment of duty outside Kenya.
(2) An application for leave by a spouse of a person in diplomatic service shall be made to the Commission in writing and shall be accompanied by relevant documentation.
(3) A spouse of a person in diplomatic service shall apply to for posting one month before the end of assignment of duty.
What is the TSC Special Leave
• 132.
(1) The Commission may grant special leave with pay to a teacher who has been selected and appointed to attend a meeting, conference, workshop, study tour or seminar for a duration not exceeding three months where in the opinion of the Commission, the participation of the teacher is of national or public interest or is relevant to education and the teaching service.
(2) An application for Special Leave shall be made to the Commission in writing and shall be accompanied by the relevant documentation.
• 133.
(1) The Commission may grant special leave with full pay to a teacher who is selected to represent Kenya in national, regional or international events for the necessary period of training and subsequent participation in the sport.
(2) An application for special leave for sports persons shall be made to the Commission in writing and shall be accompanied by the relevant documentation.
What is the TSC Compulsory leave with full pay
•136.
(1) The Secretary may in person, send a teacher on Compulsory leave with full pay to allow for investigations into allegations against the teacher.
(2) The leave under paragraph (l) shall be for a period of time not exceeding thirty days and shall state in writing the reasons for the leave.
(3) The Board of Management shall not have the power to send a teacher on compulsory leave.
•137. A teacher in the employment of the Commission shall not spend leave outside Kenya without written permission from the Commission.
•138.
(1) The Commission shall observe public holidays as stipulated in the Constitution, national legislation or any other day as may be gazzetted by the Government;
(2) Idd-Ul-Fitr holiday will be observed on the 30th day from the date of commencement of Ramadhan or the 1 day of the next month, which will be gazzetted by the Government;
(3) The Commission shall recognize as Public Holidays, Iddul-Adha and Diwali for teachers belonging Islamic faith and Hindu faith respectively.
• This part provides for the various categories of leave that the Commission may grant to a teacher and outlines the conditions and procedure under which leave may be approved.
The Commission may not grant leave to a teacher on account of exigencies of duty at the institution.
Permission to be Absent from Duty
• 108.
(1) A teacher who is unable to attend to the duties assigned by the Commission as required, shall apply in writing to the head of institution for permission to be absent from duty.
(2) Permission to be absent from duty may be granted by the head of institution in writing and may only be granted in accordance with the provisions of this Code.
(3) A head of institution shall apply for permission to be absent from duty to the sub- county director.
(4) A teacher who is absent from duty without permission granted in writing as provided in this regulation shall have committed a gross breach of these Regulations and such absence may be without pay and may result in interdiction or any other disciplinary action.
What is the TSC Adoption Leave
Shall be given to male and female teachers who want to adopt a child.
What is the TSC Spouse of Diplomat Leave
Shall be given to teachers who are spouses of Diplomats like Ambassadors.
TSC FREQUENTLY ASKED QUESTIONS ON TSC SALARIES & ALLOWANCES.
What allowances are paid to teachers by TSC?
Allowances paid to teachers are classified as either remunerative or reimbursable.
Remunerative allowances are paid with salary while reimbursable allowances are refundable upon application.
What are the TSC Remunerative allowances?
There are two types of remunerative allowances;
Automatic
which include:
house
medical
commuter
hardship
Paid on application
which include:
Responsibility allowance
This is paid to headteachers,deputy headteachers and senior teachers.
Special duty allowance
This is payable to teachers below job group M appointed to administrative posts by commission and deployed in arid and semi-arid lands.
Readers allowance
This is paid to a visually impaired teacher who has engaged a reader whose minimum qualification is not below KCSE D+/KCE Division III. The allowance is paid at a fixed rate determined from time to time by the commission.
Interpreters Allowance
This is payable to deaf teachers who engage interpreters while on study leave.
Special school allowance
This is paid to teachers specialized in special needs education and who have been deployed to teach in special schools or units.
Transfer Allowance
This is payable to teachers who have been transferred from one district to another, provided the transfer is initiated by the Commission.
Reimbursable Expenses
The commission reimburses the following expenses to teachers
Travelling expenses:
The teacher is eligible for reimbursement only in the following circumstances;
Where a teacher’s interdiction has been revoked.
While traveling to attend an interview
Travelling to a station on first posting outside home District
Traveling from duty station outside home District on retirement
Teachers working in hardship areas travelling to and from home during school holidays. The teacher’s home District must be outside the hardship area.
Teachers should apply on prescribed forms attaching supporting documents.
Quota per diem:
This is daily subsistence allowance paid to teachers on official assignment. Application must be made at least 14 days before travelling.
Wha are Salaries Returned to TSC?
Salaries are returned to the Commission due to:
Closure of your current bank account before the new one is operational.
Recalling of salary by the Commission.
Any returned salary should be claimed in writing through the head of institution.
What are Salary Over Payments?
An employee is required to notify the Commission of any erroneous payment. Where the over payment is as result of death, the next of kin should notify the bank immediately. To prevent over payment, Heads of institutions should report cases of death and absenteeism within 48 hours.
What is TSC Recovery of over payment?
Over payment constitutes government liability whose recovery takes priority over all other deductions on payroll. Over payment will be recovered as follows:
In reinstatement cases, outstanding over payment will be recovered in full
In cases of retirement or death, any government liability is recovered in full from pension benefits or gratuity.
When you are trying to register and you get invalid user name, ensure that you are filling the names starting with a capital letter and the rest in small letters e.g. Mary Wakimu, Typing all capital or all small letters will result in an invalid names error.
What are the latest TSC Registration Requirements for teachers?
The Teachers Service Commission Act 2012 Article 237, requires the commission to register all qualified teachers before they can teach in any public or private institution. A teacher who meets the requirements for registration will be issued with the certificate of Registration bearing a TSC number within 30 days. The names of all registered teachers will be published every year.
Requirements:
Applicants are required to apply for registration online and the user-guide is also available.
One should scan and upload the following documents:
Certified copies of academic and professional certificates
National identity card
Bank slip
One passport size photo
KRA pin
GP69 form
Certificate of good conduct
Entry and work permits for non-Kenyans.
For New Registration a non-refundable fee of Kshs. 1050/- paid during the process through E-Citizen government payment methods (MPesa, Airtel Money, KCB Cash,Equity Cash, E-Agent), is required before submitting your application.
For Duplicate Certificate Application, a non-refundable fee of Kshs. 2050/- paid during the process through E-Citizen government payment methods (MPesa, Airtel Money, KCB Cash,Equity Cash, E-Agent), is required before submitting your application.
The Commission undertakes the teacher transfers to ensure equitable distribution and optimal utilization of teaching resources. Transfers are handled by specific committees depending on the scope of the transfer: –
Teachers wishing to transfer must submit a complete online application through their head of institution.
Transfers are granted based on the availability of a vacancy and a suitable replacement.
Transfers are generally conducted during school holidays, except under circumstances determined by the Commission.
Approved transfers require a transfer letter and a release letter from the current head of institution.
The head of institution must release the transferred teacher within the stipulated time and exit them through the posting, entry/exit portal.
Upon reporting, the receiving head of institution must immediately submit an online entry report via the posting, entry/exit portal.
The Commission have the discretion to transfer a teacher whether or not the teacher applies or decline to transfer a teacher upon application.
If a teacher appeals against a transfer decision, they are still required to report to the new school as assigned while awaiting the Commission’s final decision on the appeal.
Once a transfer application is submitted, one can track its status through the online portal. The status options are as follows:
Acknowledged: The transfer request is under review and is pending the availability of suitable replacement or vacancy.
Not Approved: The transfer cannot be processed due to the unavailability of a vacancy or suitable replacement.
For detailed instructions on how to apply for transfer, refer to the user manual available on the TSC website.
Teachers may submit appeals related to transfers within seven (7) days of the date of transfer either to the County Director, Regional Director or the Director- Staffing.
Interested candidates must submit their applications online for declared vacancies in specific institutions or sub-counties/counties.
Only registered teachers, as per Section 23(1) of the TSC Act, 2012, are eligible to apply.
Shortlisted candidates are notified and invited to attend interviews conducted by a selection panel.
The recruitment process is guided by the TSC Guidelines for Recruitment of Teachers.
The County Panel will vet the applicants’ documents and thereafter successful candidates are required to fill employment forms. TSC County Directors forward the completed forms and merit lists to TSC headquarters.
Successful candidates are then issued appointment letters. Failure to accept the appointment within the stipulated period result in automatic cancellation.
Aggrieved candidates may lodge their complaints with the Commission within seven (7) days of the selection date.
More details are posted at www.teachersonline.go.ke during the teacher recruitment.
When should I Report for Duty?
Upon employment, the teacher is required to report to the duty station within two weeks from the date of posting. The head of institution should then promptly submit a Casualty Return to the TSC headquarters.
When does TSC Appointment me to to payroll?
The effective date of appointment should not be earlier than the one indicated in the letter of offer of employment. The salary entry point, grade and automatic allowances will be based on qualifications and previous experience.
GIVE ME THE STEP BY STEP GUIDE ON HOW TO APPLY FOR YOUR TRANSFER ONLINE.
To apply for your transfer, online, follow the simple steps below;
Go to TSC website (www.tsc.go.ke) and click online services and select Teacher Transfer.
Enter your details-TSC No, ID Number, Mobile No and click login.
A six-digit authorization code will be sent through your mobile number. Enter the authorization code and click login.
On successful login, the system is able to detect if you are either a primary or a post primary teacher.
Click ‘Submit a Request for Transfer’ to proceed.
Enter all the details, and check the declaration box.
After entering all the details and checking the declaration box, click ’OK’i. The system will display your current station and the requested County.
Teacher training programs
ii. Click “File Attachment(s)’ button to attach supporting document(s) in case the request for transfer is due to insecurity and/or medical grounds.
iii. You can also Edit, Withdraw or Print the transfer request.
Click Browse to select the document to attach.
Enter your Remarks.
Check the dialogue box and Click Ok after attaching the document.a. Your attachment(s) will be displayed. You can either Remove or View your attachment.
b. Click Submit Button.
c. Once your application is successfully delivered, application status changes to “Pending”. (Please note the application status will keep on changing)
Click Logout to exit from the system.
TSC FREQUENTLY ASKED QUESTIONS ON TPAD.
1. How do I reset my pasword?
You can now easily reset your TPAD password, online. Visit this link for your guide; How to use the new TPAD 2. In case of any further problems contact TSC through; TSC Contacts or Contact your County Director, Deputy County Director, Sub-County Director, County Staffing Officer or your County ICT Officer for assistance with resetting your passwords.
2. I cannot find a teacher in TPAD
Ensure the teacher is captured in TMIS (Teacher Management Information System) by the Principal/Headteacher.
The Career Progression Guidelines for Teachers, 2018
The Policy on Appointment and Deployment of Institutional Administrators, 2017
Teachers are eligible for promotion based on the specific criteria outlined in the respective advertisements
Interested candidates must submit their applications online for the advertised vacancies through the TSC website at www.tsc.go.ke within the specified time period
The number of advertised vacancies is subject to budgetary provisions and the available vacancies in the establishment
The Commission conducts a thorough assessment based on established criteria, including interviews and performance evaluations
Teachers who are promoted will receive official communication from the Commission, including new deployment instructions where applicable
The Commission may decline to consider a teacher for promotion if they:
Have not completed one year from the date an administrative warning was issued
Have not completed two years from the date they were found guilty following a disciplinary action
Promotion is subject to the teacher’s willingness to take up the post immediately and report to the station where the vacancy exists
The offer of promotion will lapse if not taken within 30 days
TSC FREQUENTLY ASKED QUESTIONS ON TSC DISCIPLINE: INTERDICTION
Why does TSC Discipline Teachers?
Teachers who violate the provisions of the Code of Regulations for Teachers and the TSC Code of Conduct and Ethics will face disciplinary action which may include warning or interdiction.
State the TSC Disciplinary Process
A Head of institution may initially issue a verbal warning or caution the teacher in writing on minor breaches.
In case of persistent misbehaviour, the teacher may be required to show cause why disciplinary action should not be taken against him/her.
From the teacher’s response, the head of institution may serve the teacher with a warning or present the case before the agent.
The agent shall;
Investigate and assemble relevant evidence.
Invite the accused teacher in writing to defend himself/herself against specified allegation.
Call witnesses to give evidence in the presence of the accused teacher.
Allow the teacher to cross-examine each witness.
In case of desertion where teacher’s whereabouts is unknown, the agent will interdict without any delay.
What are some of the TSC Disciplinary hearing outcomes?
After the preliminary hearing the agent may reach any of the following decisions;
No case to answer.
Warn the teacher administratively.
Interdict the teacher.
NB: In some cases TSC or agent can interdict a teacher without inviting him/her for preliminary hearing.
An interdicted teacher should write a defense statement within 21 days from the date of interdiction and provide contact address. A case will normally be heard within three months after interdiction. In case of delay the teacher is advised to make enquiries.
What happens to my Salary during interdiction?
Teachers interdicted on cases of incitement, insubordination, infamous conduct and negligence of duty will be paid half salary during the period of interdiction
What should I do after interdiction and submission of the required evidence?
After interdiction and submission of the required evidence the teacher shall be given a chance to defend himself/herself in person before the Commission. A case shall be heard and determined in the absence of the teacher if he/she fails to appear during the hearing. From the evidence gathered, the Commission may;
Revoke the interdiction.
Warn the teacher.
Suspend the teacher from duty.
Dismiss the teacher from service.
Retire the teacher in the public interest.
Dismiss and remove from the register of teachers.
It is an offence for a teacher to engage in teaching in any institutions (public or otherwise) during the period of interdiction or suspension or on removal from the registry of teachers.
Where a teacher has been suspended from duty, he/she will be posted 14 days before the expiry of the suspension.
A teacher will be posted immediately in cases of revocation and warning. A teacher who does not receive communication within 28 days after hearing should make enquiries to the Commission Headquarters in person.
What are some of the offences that can lead to TSC interdiction and dismissal?
The Commission may take disciplinary action against a teacher who commits any of the following offences:
Immoral behaviour, including but not restricted to:
Sexual intercourse
Sodomy
Lesbianism and
Sexual harrasment
Proffesional misconduct including but not restricted to:
Negligence of duty
Lateness to duty
Chronic absenteeism
Desertion Incitement and
Insurbordination
Infamous conduct including but not restricted to:
Drunkeness
Fighting
Conduct or behaviour which in the opinion of the Commission contradicts the spirit and tenor of Chapter six of the Constitution
Forgery/ presentation of forged documents
Mismanagement, misappropriation and embezzlement of public funds
Any other act of conduct that is incompatible with the teaching proffession
TSC FREQUENTLY ASKED QUESTIONS DURING TEACHER PROMOTIONS INTERVIEWS
Ministry of Education
What is the structure of the ministry of education? (i) Cabinet secretary
(ii) Principal secretaries: state dep’t of science & technology, state dep’t of education
(iii) Science & technology secretary/education secretary- Professional Arm (SAGAS & Administration Department)
(iv) Directors of education- science & tech, technical & vocational edn, primary edn, sec & tertiary edn, university edn, schools audit, adult & continuing edn, youth training.
(v) Administration support
(vi) County director of education, science and technology
What is the overall role of the cabinet secretary in charge of education? Provide free and compulsory basic education to every child
Ensure compulsory admission and attendance of children of compulsory school age at school or an institution of offering basic education.
Ensure that children belonging to marginalised, vulnerable, or disadvantaged groups are not discriminated against and prevented from pursuing and completing basic education
Provide human resource including teaching and non-teaching staff, infrastructure including school buildings; learning and teaching equipment’s; and appropriate financial resources
Ensure quality basic education conforming to the set standards and norms;
Provide special education and training facilities for talented and gifted pupils and pupils with disabilities
Ensure compulsory admission, attendance, and completion of basic education by every pupil;
Monitor functioning of schools.
What is the role of the principal secretary and education secretary?
Principal secretary Is the top civil servant and the accounting officer in the ministry
Executes policy matters concerning education
Formulates and implement’s policies
In charge of overall supervision and control matters related to parastatal bodies and institutions under the ministry of education e.g. JKF, KICD etc.
Chairs the cabinet management committee and he is also a member of board of higher institutions of learning and education councils e.g. UON council Education secretary
Who publishes for the ministry of education?
What is the role of KICD, inspectorate and KNEC? KICD
Advise the government on matters pertaining to curriculum development
Evaluate, vet, and approve for application in Kenya, any local or 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, curricular 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 organisations.
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 standard 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 other mode of delivering education and training programme materials.
Promote appropriate utilisation of technology to enhance3 innovations and achievements of a knowledge based economy.
Offering 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.
DIRECTORATE OF QUALITY ASSURANCE AND STANDARDS Establishing, maintaining, and improving standards in all basic and training institutions
Quality assurance and standards assessment of basic educational and training
Coordination, organization, and implementation of co-curriculum activities at national and international levels
Vetting of expatriate teachers and institutions offering international curriculum
Liaison with KNEC on assessment of pre-service primary, ECDE and diploma teacher education examination teaching practice
Policy formulation and implementation on matters related to quality assurance
Developing of assessment standards
Liaison with KNEC in moderation, awards and National assessment and learning achievement (NASMLA) and examinations
Liaison with KICD on curriculum design, development and evaluation.
Talent identification and development in schools and colleges
Advising the cabinet secretary and principal secretary on all matters of quality assurance and standards in the country.
KNEC It performs the administration of primary, secondary, and tertiary examinations on behalf of the Government.
It test-runs draft curricula and carries out equivalence procedures of certificates and diplomas issued by other examining bodies.
It awards certificates and diplomas to successful candidates in such examinations
It makes rules regulating the conduct of examinations and for all purpose incidental where to
Differentiate between the roles of the BOM and PTA in a School.
BOM (a)promote the best interests of the institution and ensure its development;
(b) promote quality education for all pupils in accordance with the standards set under this Act or any other written law;
c) ensure and assure the provision of proper and adequate physical facilities for the institution;
(d) manage the institution’s affairs in accordance with the rules and regulations governing the occupational safety and health;
(e) advise the County Education Board on the staffing needs of the institution;
(f) determine cases of pupils’ discipline and make reports to the County Education Board;
(g) prepare a comprehensive termly report on all areas of its mandate and submit the report to the County Education Board;
(h) facilitate and ensure the provision of guidance and counseling to all learners;
(i) provide for the welfare and observe the human rights and ensure safety of the pupils, teachers, and non-teaching staff at the institution;
(j) encourage a culture of dialogue and participatory democratic governance at the institution;
(k) promote the spirit of cohesion, integration, peace, tolerance, inclusion, elimination of hate speech, and elimination of tribalism at the institution;
(l) encourage the learners, teachers and non-teaching staff and other, parents and the community, and other stakeholders to render voluntary services to the institution;
(m) allow reasonable use of the facilities of the institution for community, social and other lawful purposes, subject to such reasonable and equitable conditions as it may determine including the charging of a fee;
(n) administer and manage the resources of the institution;
(o) receive, collect and account for any funds accruing to the institution;
(p) recruit, employ and remunerate such number of non-teaching staff as may be required by the institution in accordance with this Act; and
q) perform any other function to facilitate the implementation of its functions under this Act or any other written law.
PTA The functions of the Parents Association shall be to—
(a) promote quality care, nutritional and health status of the pupils;
(b) maintain good working relationship between teachers and parents;
(c) discuss, explore, and advise the parents on ways to raise funds for the physical development and maintenance;
(d) explore ways to motivate the teachers and pupils to improve their performance in academic and co- curricular activities;
(e) discuss and recommend charges to be levied on pupils or parents;
(f) undertake and oversee development projects on behalf of the whole Parents Association.
(g) assist the school management in the monitoring, guidance, counseling and disciplining of pupils; and
(h) discuss and recommend measures for the welfare of staff and pupils.
What is the composition of the board of management of a school and how are they chosen? The Board of Management established under section 55 shall consist of the following members appointed by the County Education Board:
(a) six persons elected to represent parents of the pupils in the school or local community in the case of county secondary schools;
(b) one person nominated by the County Education Board;
(c) one representative of the teaching staff in the school elected by the teachers;
(d) three representatives of the sponsors of the school;
(e) one person to represent special interest groups in the community; and
(f) one person to represent persons with special needs;
(g) a representative of the students’ council who shall be an ex officio member
What does the ‘orange Book’ contain? Approved list of text books and other instructional materials for schools.
B. THE TEACHERS SERVICE COMMISSION
What is the structure of TSC? (i) The commissioners- chairperson, vice chairperson, commissioners (7)
(ii) The secretary & deputy commission secretary
(iii) Directors- HRM, Administration, Teacher management, Finance, ICT, Accounts & Internal audit
(iv) Senior deputy directors
(v) Deputy directors
(vi) Assistant deputy directors
(vii) Principal officers
(viii) Chief/senior officers
COUNTY STRUCTURE (i) TSC county director
(ii) TSC deputy county director (2)
(iii) Assistant deputy directors-ICT, Teacher management, HRM, Procurement and stores, Accounts,
(iv) County principal officers- ICT, Data analyst, Quality & standards, Staffing, Disciple, HRM, Pension, procurement, Stores, Accountant, Corporate communication, integrity assurance, services, AIDs control unit, Internal auditor,
(v) County chief officers-
What are the functions of TSC? Registration of trained teachers
Recruitment and employment of registered teachers
Assign teachers employed by the commission for service in any public school or institution;
Manage the payroll for teachers in employment
Promotion and transfer of teachers
Exercise disciplinary control over teachers
Formulate policy to achieve its mandate
Ensure teachers comply with the teaching standards prescribed under the commission Act
Review the demand and supply of teachers
Review the standards of education and training of persons entering the teaching service
Facilitate career progression and professional development for teachers in the teaching service including the appointment of head teachers and principals
Monitor the conduct and performance of teachers in the teaching service.
What empowers TSC to carry out their functions? The constitution of Kenya Article 237(1) and the teachers service commission Act
What is the role of secretary of TSC? The head of the secretariat
The accounting officer of the commission
The custodian of records of the commission
Execute the decisions of the commission
Assign duties to and supervise the staff of the commission
Facilitate, coordinate, and ensure the execution of the commission mandate
Ensure staff compliance with public ethics and values
Performs general administration of the commission
Perform any other duties as may be assigned by the commission
Name three types of retirement benefits. Pension, marriage & death Gratuity, and work injury benefits
When is a teacher given, study leave with pay? When selected for training by the commission, MOE or ministry of state for public service
UT teachers in employment of TSC studying for a PGDE in approved universities
UT technical teachers undertaking professional training in KTTC.
Trained technical teachers & lecturers studying higher diploma or master’s degree in engineering, applied science, business studies and technical education
P1/AT IV admitted in KISE to study a diploma in special education
Teachers admitted in accredited local universities for master’s degrees in selected areas.
Under what circumstances can a teacher request for a special leave? When a teacher has been selected, and appointed to attend a meeting, workshop, study tour or seminar for a duration not exceeding three months, which is of national interest or is relevant to education and teaching service
Who is the TSC agent in your school The head of the institution
C. KICD
Define curriculum, what is co-curricular?
CURRICULUM
“curriculum” means all the approved subjects taught or programmes offered and includes all the activities provided at any institution of basic education; CO-CURRICULAR Are activities, programmes, and learning experiences which complement what students learn in the academic curriculum in school.
Distinguish between formal and non-formal curriculum?
Formal education” means the regular education provided in the system of schools, and other formal educational institutions; Non-formal education” means any organized educational activity taking place outside the framework of the formal education system and targets specific groups/categories of persons with life skills, values and attitudes for personal and community development;
What do you understand by ‘hidden curriculum’? Unwritten, unofficial, and often unintended lessons, values and perspectives that students learn in schools or in the social environment.
Give the process of curriculum development It consists of nine stages namely:
Need assessments: Information gathering, situational analysis and establishment of gaps
Policy formulation: national goals, levels and subjects, number of skills areas/subjects.
Designing of the curriculum: subject content, skills and topic objectives, scopes, and sequence charts, writing workshops, and subject panels.
Syllabus development: writing workshops, subject panel meetings, course panel meetings, academic board meetings and printing and production of syllabuses.
Development of curriculum support materials. Production of non-print materials, vetting of teaching and learning materials, procurement, and distribution of materials to school.
Teacher preparation: development of training syllabuses manuals, in servicing of teachers and field officers on the new curriculum.
Pre-testing/Piloting in sample schools- monitoring and supervision of the curriculum implementation, correction of curriculum and curriculum support materials.
National Implementation- monitoring, supervision, and evaluation of the curriculum
Revision, review of curriculum: syllabus revision process, subject panel, course panel and academic board.
What is the difference between curriculum and syllabus?
Curriculum: is a broad overview of the studied courses. Syllabus: it gives a brief overview of the course objectives, expectations, reading list, assignments etc. it’s a detailed specification of objectives and content within a defined field of study. its derived from the curriculum and shows what’s to be learned within a specified period of time.
Give cases of interdiction where a teacher earns half salary. Incitement, insubordination, infamous conduct, and negligence of duty.
How many days in a year is a permanent and pensionable teacher entitled to annual leave? Maximum of thirty days.
What are the possible verdicts of interdiction? From the evidence gathered the commission may;
Revoke the interdiction
Warn the teacher
Suspend the teacher from duty
Dismiss the teacher from service
Retire the teacher in the public interest
Dismiss and remove from the register
Differentiate between interdiction and suspension.
Interdiction– temporary prohibition of a teacher from exercising the powers and functions of the teachers’ office pending determination of the teachers disciplinary case. Suspension– the removal of a teacher from duty after determination of a disciplinary case.
What are the interdiction cases where a teacher does not earn any money? Chronic absenteeism, desertion of duty, refusal to go on transfer, having been jailed or held in legal custody, misappropriation or mismanagement of funds, forgery, fraudulent claims and receipts of funds, use of false certificates, impersonation or collusion and not of good moral conduct.
Name the different types of leave a teacher is entitled to. Annual leave- max of 30 days during school holidays. apply to head of institution.
Sick leave- max 3 months with full pay, further 3 months with half-pay
Compassionate leave- time off duty to commiserate with immediate or expanded family in times of distress. Granted for max of 15 days in any one calendar year.
Special leave- granted to those traveling abroad to participate in seminars or short courses, important events etc.
Maternity leave- granted to female teachers up to a max of 90 days excluding school holidays., on account of confinement,
Study leave- granted with or without pay to those who have taught for atleast 5 years.
Paternity leave- granted to male teachers up to a max of 10 days during the period of spouse’s maternity leave.
What is CBE? How is it calculated? CBE stands for Curriculum Based Establishment. It shows the staffing requirements of an educational institution.
(i) Divide the total lessons for each subject by ‘27’ to get the number of required teachers per subject.
(ii) Sum the shortfalls for principal, deputy principal and H.O. D’s and divide it with ‘27’
(iii) Sum the results in (i) and (ii) above to get the total number of teachers required by the school.
(iv) Get the difference between the value in (iii) and the actual number of teachers in the school to get the under/over staffing levels.
D. HISTORY OF DEVELOPMENT OF EDUCATION
Name four education commissions since independence. Ominde report, The Wanjigi Report (GoK, 1983); The Kamunge Report (GoK, 1985), The Mungai Report (GoK, 1995); The Ndegwa Report (GoK, 1991) and The Koech Report (GoK, 1999).
What were the recommendations of the following: (a) Ominde commission (b) Kamunge commission (c) Koech commission? Ominde Report 1964 — it sought to reform colonial education. It proposed one that would foster unity and create human resources for national development.
Gachathi Report 1976 — redefined policies and emphasised national unity and socio-economic and cultural aspirations of Kenya. Proposed a nine-year primary school curriculum.
Mackay Report 1981 — removed A-Level education and established Moi University, 8-4-4 and Commission for Higher Education.
Kamunge Report 1988 — focused on education financing, quality, and relevance. This led to cost-sharing and abolition of students allowances in tertiary institutions & universities.
Koech Report 1999 — proposed Totally Integrated Quality Education and Training (TIQET) and the re-introduction of pre-university opportunities in post-secondary education. The Government did not adopt it, but some proposals have been adopted.
Odhiambo Report 2011- its focus was how re-align the education sector to vision 2030 and the constitution of Kenya 2010. It recommended a curriculum reform that gives a structure of two cycles; Basic education cycle of 14 years (2-6-3-3) which is free and compulsory and higher education cycle (2 years of middle college or 3 of university).
Kilemi Mwiria report 2014- recommended optimal class size of 45 students, deployment of teachers and head teachers outside their home counties to foster national integration, harmonize terms of employment for support staff with that of other civil servants
E. FINANCIAL MANAGEMENT
What is the deadline for submission of the Books of account for auditing? Four months from the end of each financial year of the government.
F. PROCUREMENT
Name two members of a tender committee in a school.
Under what circumstances can a school use direct procurement method. When there is only one person who can supply the goods, works or services being procured
When there is no reasonable alternative or substitute for the goods, works or services
There is an urgent need for the goods, works or services
Because of the urgency, the other available methods of procurement are impractical
The circumstance that gave rise to the urgency were not foreseeable and were not as a result of dilatory conduct on the part of the procuring entity
What are the pitfalls in school procurement?
G. CURRENT AFFAIRS
What are the sustainable development goals? The SDGs are a UN-sponsored effort to create a common set of development goals for all communities in every country, with a deadline for attainment of 2030.
What is vision 2030? It’s a national long term development blue print that seeks to create a globally competitive and prosperous nation with a high-quality life by 2030, that aims to transform Kenya into a newly industrializing middle income country providing a high-quality life to all its citizens by 2030 in a clean secure environment.
What are the pillars of Vision 2030? The vision is anchored on three pillars namely economic, social, and political.
Economic pillar- seeks to achieve an average economic growth rate of 10% p.a. and sustaining the same until 2030 in order to generate resources sufficient for MDGs and vision goals
Social pillar- aims to create a just, cohesive, and equitable social development in a clean and secure environment
Political pillar- seeks to realize an issue based, people-centred, result-oriented and accountable democratic system.
What are the benefits of Devolved management in education?
Give two functions of the County Executive in charge of Education. Evaluate performance of education in the county and advise the governor
Work in partnership with county education board in establishing efficiency and effective delivery of education services in the county
Suggest budgetary allocation for education department
Represent the governor at county level education meetings
Promote private investing in education.
FUNCTIONS OF THE MINISTRY OF EDUCATION (i) Standards assessment and supervision of educational institutions
(ii) Schools administration programmes
(iii) Registration of education and training institutions
(iv) Curriculum development
(v) School equipment
(vi) ECD, care and development
(vii) Primary and secondary education, special education, continuing education,
(viii) Recruitment and remuneration of teachers
(ix) Capacity building of officers and institution managers
(x) Publishing curricula literature
(xi) Research authorization, co-ordination, inventory and dissemination.
VISION OF MOE– quality education for development MISSION– to provide, promote and co-ordinate lifelong education, training and research for sustainable development.
SCHOOL FINANCIAL MANAGEMENT The school accounts are audited annually (i) School financial statements Trail balance
Statement of income and expenditure
Balance sheet
Statement of assets and liabilities
(ii) School income sources Grants from MOE
Tuition fees from MOE
Rents
PTA/ development levy
Textbook fund
Activity/sports
Donations, parents’ contribution
Caution
Examination fee
Statutory deductions e.g. NHIF, NSSF, PAYE
(iii) Expenditure (a) Recurrent expenditures
Personal emoluments- payroll for non-teaching and support staff
Tuition and boarding- school equipments, stores, textbooks
Contingencies- small expenditures that cannot be accounted for in other vote heads e.g. postage, uniforms
Local transport and travel(LT&T)
Repairs, maintenance, and improvement (RMI)
Examinations
Electricity, water and conservancy (EWC)
Activity/ Sports
Education improvement fund (EIF)
(b) Non-recurrent expenditure
Buildings
Permanent equipment.
Special provisions.
(iv) Types of budgets Project budget- for specific project
Period budget- all activities in the planning period
(v) Records used in procurement Local purchase order (LPO)
Local service order (LSO) (vi) Records used in delivery of goods Delivery note
Stores ledger
Invoices/ job card
(vii) Records used in receiving cash Receipt books
Cash books
Counterfoil receipt books register- recording used and un used receipt books (viii) Records used in paying out/ disbursing cash Payment vouchers
Expenditure support documents e.g BOM minutes
Cheque book
Payroll
Cash book (ix) Other documents
(x) Cash can be withdrawn from the bank in five ways Cash withdrawal
Cheque to pay suppliers
Standing order
Direct debit initiated by the institution e.g. bank draft (xi) Bank statement reconciliation At the end of every month, the institution compares entries in the cash book with those in the bank statement and prepare reconciliation. The purpose of reconciliation includes:
Confirming accuracy of bank entries
Identifying any payments or receipts in the bank but missing in the cashbooks and vice versa.
DEFINITION OF TERMS Allowance- monetary compensation paid to a teacher in addition to the salary
Common cadre promotion- promotion of a teacher from one grade to the next upon completion of a specified period of service subject to meeting specified qualifications.
Deployment- appointment of a teacher to an administrative position, a higher administrative position, to the Secretariat of the commission, in an acting capacity and includes posting from primary institution to a post primary institution and withdrawal of administrative duties
Desertion- being absent from duty continuously for a period of fourteen days or more without written authority
Dismissal- decision of the commission to terminate the services of a teacher.
Embezzlement- fraudulent conversion of public funds and property entrusted to the teacher to personal use
Incitement- any act, utterance, attempt or omission on the part of a teacher directed towards learners, teachers, workers or parents in an educational institution leading to or likely to lead to breach of peace, destruction of property, bodily harm, loss of life or disruption of learning of any kind.
Insubordination- failure or refusal by a teacher to obey a lawful instruction issued by the commission or a person placed in authority by the commission
Interdiction- temporary prohibition of a teacher from exercising the powers and functions of teacher’s office pending determination of the teacher’s disciplinary case
Log book- an official book maintained in an education institution in which a series of events taking place within the institution are recorded by date of their occurrence
Misappropriation- use of public funds for unauthorized purposes by the teacher
Mismanagement- handling of public funds or property in an inefficient, irregular or in any manner likely to cause loss to the institution
Pecuniary embarrassment- a situation of high indebtness that a teacher would find himself after failing to live within his means occasioning financial liability that he cannot satisfy thus rendering himself unproductive.
Suspension-removal of a teacher from duty
Transfer- reassigning a teacher or head of an institution to perform teaching or administrative duties in a different institution.
Procurement- is the process of identifying, selecting and engaging suppliers of goods and services or works.
TSC
REQUIREMENTS FOR ENTRY IN THE TEACHING SERVICE The person entering the teaching service shall:
Obtain a valid certificate of registration
Possess the relevant qualifications prescribed by the commission
Possess a certificate of good conduct from the criminal investigation department
Meet the requirements of chapter six of the constitution.
PERFORMANCE STANDARDS FOR A TEACHER A teacher shall comply with the following performance standards:
Take out teaching certificate from the commission
Undertake Professional Development Programme prescribed by the commission
Possess the professional documents stipulated in the regulation 42 (1)(a)
Use the appropriate teaching and learning resources where available
Be proficient and possess mastery of the subject content
Have mastery of appropriate pedagogical skills
Be able to plan and effectively implement each teaching and learning activity, including the objectives, scope, timing, and teaching resources
Be able to assess, provide feedback and report to learners about achievement in learning
Be professional and adhere to ethical practice
Be prudent in the management of resources.
TEACHER’S PROFESSIONAL DOCUMENTS A teacher’s professional documents as stipulated in regulation 42(a)(i) of the COR are:
A certificate registration
Syllabi for the relevant cycle of education approved by the KICD
Schemes of work
Lesson plans
Lesson notes
Record of work
Learners progress records
Learners value added records
Class attendance register
Any other legal documents pertaining to education
ROLE OF HEAD OF INSTITUTION IN QUALITY ASSURANCE The head of institution shall in performing the role of quality assurance within the institution:
Teach- undertake a reasonable teaching load
Assignment of teaching and other official duties to teachers
Supervise and ensure quality implementation of the curriculum
Develop the institutional plan and ensure that institutional academic targets and objectives are met.
Verify teachers’ professional documents
Supervise the actual coverage of syllabus
Ensure that teachers attend classes
Ensure that adequate teaching and learning materials approved by KICD are available for the implementation of curriculum.
Advice the commission on optimum curriculum based establishment in the institution
Update the commission and other stakeholders on institutional performance
Ensure a conducive teaching and learning environment in the institution
Induct new teachers and ensure mentoring programmes are in place on the professional requirements as outlined in the COR.
Offer guidance and be a role model to teachers
Implement educational policies and co-curricular programme developed by the cabinet secretary responsible for the time being for matters of education
Ensure maintenance of teaching standards and professional records by the teachers under his/her supervision.
Be the custodian of the institutional records and submit returns to the commission and approved agents as required
Produce all the relevant records and documents for inspection upon request
Appraise all teachers under their supervision
Offer technical advice to the Board of Management and other stakeholders in the institution to enable the institution to meet its objectives
Implement the resolutions of the board of management in his/her capacity as its secretary
Ensure proper management and maintenance of institutional resources.
Perform any other role that may enhance teaching standards and professionalism among teachers.
FUNCTIONS OF TSC COUNTY DIRECTOR
Facilitate the processing of teacher registration and enforcement of requirements for teacher registration
Coordinate teacher recruitment at the county and ensure that the commission’s recruitment guidelines in force are adhered to
Maintain a data base of registered teachers including the unemployed teachers within the county
Manage aspects of teacher management as per the existing policy and guidelines within the county through recruitment, transfers, posting, receiving, and recommending teachers study leave, handling disciplinary matters as directed by secretary and identifying through a competitive process and recommending to the secretary, teachers to be deployed to administrative positions.
Implement guidelines issued by the commission from time to time
Maintain a data base of all administrative posts in the county
Maintain a data bank of all teacher vacancies available at the county
Coordinate identification and selection of candidates for Teacher Professional Development Courses within the county as per the guidelines issued by the commission from time to time
Coordinate teacher promotion under the common cadre establishment within the county
Ensure that teachers comply with the teaching standards prescribed by the commission
Monitor the conduct and performance of teachers at the county level
Oversee performance appraisal of teachers at the county level
Submit other reports related to performance of teachers at the commission may require from time to time
Transmit reports from heads of institution to the commission
Supervise teachers within the county
Advise respective county governments on matters relating to the teaching profession
Receive and transmit teachers’ documents for processing of pension and related dues
Perform other duty as may be assigned by the commission from time to time.
ROLE OF THE SUB COUNTY DIRECTOR Facilitate the processing of teacher registration
Update and submit data on staffing levels to the county office
Assign teachers employed by the commission to public institutions within the sub-county
Co-ordinate teacher performance management activities within the sub-county
Investigate allegations of professional misconduct within the sub-county
Receive applications for transfer of service of teachers to public institutions for submission to the county office
Receive retirement documents for processing of pension and related dues and submit to the county office
Supervise staff within the sub-county office
Perform any other duty as may be assigned by the county director.
ROLES OF TSC QUALITY ASSURANCE AND STANDARDS OFFICER Ensure educational institutions comply with performance standards
Summon and interview teachers and any other person to provide information or material relating to standards assessment
Request from any teacher the production of any teaching documents and materials referred to in regulation 42(1)(a).
Carry out performance assessment and discuss the findings with the teacher concerned for purposes of corrective action and continuous improvement
Examine and record any teaching material or document that will assist in compiling a report for purposes of preventive and corrective action
Ensure maintenance of discipline and work ethics among teachers
Compile reports in respect of performance standards and assessment carried out and submit the same to the commission for appropriate action
Verify other reports from relevant agencies before the commission takes appropriate action
Conduct joint standard assessment with other relevant government agencies
Monitor performance of teachers in schools
Perform all other duties as may be necessary to promote standards in teaching profession.
FUNCTIONS FOR A CURRICULUM SUPPORT OFFICER Identify the training needs of teachers and heads of institutions and advise the commission accordingly
In liaison with the county director and school administrators, provide support services to teachers and to continuously advise on teaching techniques, selection of appropriate text books, lesson demonstrations and the challenges noted during assessment
Organize and conduct, in conjunction with the county director, courses on curriculum delivery and implementation through seminars, workshops, retreats and in-service programmes
Acquire appropriate resources including resource books, consumables, audio-visual aids and other materials necessary for teaching and learning
Assist teachers to develop teaching aids and other reference materials
Update teachers on curriculum changes, pedagogy, content coverage and any other emerging issues in the teaching service
Develop work programmes for the curriculum support centres
Visit schools, observe teaching techniques, give demonstrative lessons and advise teachers on the appropriate methods, techniques, and resources needed effective teaching and learning
Assist teachers to develop and use appropriate teaching and learning materials
Assist in the setting up and organization of subject panels and examination and assessment procedures in schools at the zonal level
Provide professional guidance and counseling to teachers and disseminate information on curriculum, evaluation, text book selection and training
Collect and submit data on school enrolment, staff establishment, staff changes and other related information
Participate in the organization and management of co-curricular activities
Work with quality assurance and standards officer to improve teaching and learning
Enter an institution to perform demonstrative lessons to teachers for classroom practice
Prepare regular progress reports for transmission to the county director
Perform all other duties as may be necessary to promote standards in the teaching profession.
GROUNDS FOR ADMINISTRATION OF DISCIPLINARY ACTION (a) Immoral behavior, including but not restricted to;
Sexual intercourse
Sodomy
Lesbianism
Sexual harassment or flirtation
(b) Professional misconduct including but not restricted to;
Negligence of duty
Lateness to duty
Chronic absenteeism
Desertion
Incitement
insubordination
(c) infamous conduct including but not limited to;
drunkenness
fighting
conduct or behavior which in the opinion of the commission contradicts the spirit and letter of chapter six of the constitution
(d) forgery
(e) mismanagement and embezzlement of public
(f) any other act or conduct that is incompatible with the teaching profession.
THE ROLE OF THE SPONSOR Participate and make recommendations of review of curriculum, syllabus, books and other teaching aids
Representation in the school management committees and Board of management
Provide supervisory and advisory services in matters regarding spiritual development in schools including the appointments of chaplains at their own expense
Maintenance of spiritual development while safeguarding the denominational or religious adherence of others
Offer financial and infrastructural support
ROLES OF COUNTY DIRECTOR OF EDUCATION The County Director of education shall, subject to the authority of the Cabinet secretary and in consultation with the County Government, perform the following functions;
Implementation of educational policies
Co-ordination and supervision of all education officers and support staff at the county level
Management of basic education, adult continuing education, non-formal education, special needs education, tertiary and other educational programmes
Initiating educational policies at county level
Liaise with KNEC on management of national examinations
Maintenance of quality assurance and standards in the county
Management and monitoring the implementation of educational programmes
Advising and facilitating the establishment and registration of learning institutions by the county government
Administration of education management information system and the related information and communication technology at the county level
Facilitating the auditing of all basic education institutions in the county
Advise the county educational board on selection and appointment of BOM’s, school management committees, and parents associations
Co-ordinate capacity building and development for officers, school managers, BOM and curriculum implementers
Admissions, transfers, and discipline of students
Co-ordination of partners and education providers in the county including links with government departments on all educational matters
Supervision of handing and taking over in schools and educational institutions in consultation with the TSC
Oversee the proper management and maintenance of school buildings, property, and infrastructure development
Monitoring and evaluation of education programmes
Management of co-curricular activities, sports education, and talent development in the basic education institutions in the county
Any other duties assigned by the cabinet secretary.
FUNCTIONS OF EDUCATIONAL STANDARDS AND QUALITY ASSURANCE COUNCIL Ensure standards and maintain quality in institutions of basic education
Administer policies and guidelines set for basic education
Supervise and oversee curriculum implementation and delivery
In co-operation with County Education Board, monitor the conduct of assessments and examinations in institutions of basic education
Monitor and evaluate standards and quality in basic educations.
FUNCTIONS OF NATIONAL EDUCATION BOARD It collaborates with the quality assurance and standards commission and other stakeholders to promote standards in basic education and training
Works with all relevant authorities and agencies to ensure that all the barriers to the right to quality education are removed and that the national and county governments facilitate the realization of the right to education by all Kenyans.
Initiate guidelines for approval by the cabinet secretary on establishment of basic education institutions
Puts measures in place to ensure all children attend and remain in school to complete basic education requirements
Puts measures to ensure transition to the next level of education, especially for vulnerable and marginalised children is guaranteed.
FUNCTIONS OF THE COUNTY EDUCATION BOARD The functions of the County Education Board shall be to—
(a) oversee in consultation with the county government, the operation and management of youth polytechnics, pre-primary education including early childhood care and education programmes in the county;
(b) coordinate and monitor education and training in the County on behalf of the national government and the county government;
(c) interpret national policies in education based on the county’s needs;
(d) initiate proposals for policy reforms;
(e) plan, promote, develop, and coordinate education, training and research in the county in accordance with the provisions of this Act, the national education policy and the laws and policies of the county government;
(f) collaborate with the Board of Management, the Principal, the Head Teacher, and other appropriate authorities in the management of basic schools;
(g) register and maintain a data bank of all education and training institutions within the county;
(h) monitor curriculum implementation in basic education in the county;
(i) monitor the conduct of examinations and assessments at the basic education and training levels in the county in collaboration with all the relevant national bodies;
(j) collaborate with the Teachers Service Commission on teacher management within the county;
(k) prepare and submit a comprehensive school termly annual report including Educational Management Information System data to the Cabinet Secretary on all areas of its mandate including education and training services, curriculum, policy implementation and school based audit report within the County;
(l) coordinate with all relevant agencies to ensure that all the barriers to the right to quality education are removed and with National Government to facilitate realization of the right to education within the county;
(m) put measures in place to ensure all children and youth of school going age within the county attend and stay in to complete basic education.
(n) perform such other functions as may be necessary for the better carrying out of the functions of the county education board under this Act or any other written law.
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 respect for and development of Kenya’s rich and varied culture
To promote international consciousness and a positive attitude towards other nations
To promote a positive attitude towards good health and the environment.
ROLE OF EDUCATION IN NATIONAL DEVELOPMENT Education is an important exit route from poverty
It assists in the production of skilled manpower
It increases an individual’s productivity by imparting skills and attitudes that are favourable to work
It can reduce social and economic inequality
It instils attitudes of cooperation, punctuality, leadership, creativity, and global citizenship
It inculcates favourable attitudes in the whole development process by encouraging positive habits among the educated
It promotes economic growth by raising people’s income and encouraging investment
Evidence from parts of the world indicate that countries with high growth rates are the same ones with most educated manpower
CARDINAL PRINCIPLES FOR EDUCATION FOR ALL (EFA)
Dakar, Senegal April 2000;
Free and compulsory primary education of good quality
Expansion of early childhood care and to all young children
Training and life skills for youths and adults
Adult literacy programmes
Eliminate gender disparities in access, progression, and completion
Improve overall quality of education
MILLENIUM DEVELOPMENT GOALS (MDGs) Eradicate extreme poverty
Achieve universal primary education
Promote gender equality and empower women
Reduce child mortality
Improve maternal health
Combat HIV/AIDS, malaria, and other diseases
Ensure environmental sustainability
Develop a global partnership for development
SUSTAINABLE DEVELOPMENT GOALS They build on the foundation laid by the MDGs, and sought to complete the unfinished business of the MDGs and respond to new challenges. They SDGs
End poverty in all its forms
End hunger, achieve food security and improved nutrition and promote sustainable agriculture
Ensure health lives and promote well-being for all at all ages
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Achieve gender equality and empower all women and girls
Ensure availability and sustainable management of water and sanitation for all
Ensure access to affordable, reliable, sustainable, and modern energy for all
Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
Build resilient infrastructure, promote inclusive, and sustainable industrialization and foster innovation
Reduce inequality within and among countries
Make cities and human settlements inclusive, safe, resilient, and sustainable
Ensure sustainable consumption and production patterns
Take urgent action to combat climate change and its impacts
Conserve and sustainably use the oceans, seas, and marine resources for sustainable development
Protect, restore, and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss
Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable, and inclusive institutions at all levels
Strengthen the means of implementation and revitalize the global partnership for sustainable development.
THE TSC LOGO AND EXPLANATION (i). The hands- symbolize TSC’s authority in teaching service. The embracing form of hands is a sign of its warmth and compassion for employees
(ii). The motor Board- duty to review teaching standards, training, fitness to reach prospective teachers
(iii). Map of Kenya- TSC’s area of jurisdiction.
(iv). The black board- the teaching service
(v). The Book- teachers register, TSC’s policies, code Act, |Records, Knowledge, and information
(vi). TSC letters and sun rays- supply of TSC teachers to all public schools in Kenya
(vii). The circle and platform- the scroll with TSC motto represents the unity of purpose in its mission, flexibility and adaptability to changes
(viii). Black- National aspiration
(ix). Gold- Leader in teaching service
(x). Blue- TSC’s vision as in “the sky is the limit”
EDUCATION TRENDS SINCE INDEPENDENCE Education trends refer to policy direction and changes that the education sector goes through from time to time.
The government has addressed challenges facing education using the following strategies;
a) Educational commissions- comprise a group of people who have expertise in various fields appointed by the government to carry out a general overview. E.g. Ominde & Koech commissions.
b) Education committee- appointed by the government to look into specific aspects of education and make recommendation. E.g. Gachathi committee
c) Presidential working party- appointed by the president to look into a particular aspect of education e.g. Mackay & Kamunge presidential working parties.
d) Presidential degree- is an official order or directive issued by the president e.g. provision of free milk to all children in primary schools in Kenya
e) Task force- a group formed for a short period of time to deal with a particular problem. In education, it’s usually appointed by the cabinet secretary. E.g. Odhiambo & the Kilemi Mwiria task forces.
f) Sessional Papers- professional paper prepared by the responsible ministry to address inadequacies in the sector and come up with a policy framework to address these issues e.g.
(i) Sessional paper No. 10 of 1965 formally adopted the Ominde report and identified three urgent interventions; eradication of poverty, illiteracy, and diseases
(ii) Sessional paper No. 6 of 1988 which adopted the Kamunge report. It laid emphasis on cost sharing in education
(iii) Sessional paper No. 1 of 2005 which was based on the recommendations of the National conference on Education training and research of November 2003. It provides for the integration of secondary education as part of basic education cycle and established two centres of excellence in every district.
(iv) Sessional paper No. 14 of 2012- provided the establishment of education standards and quality assurance and accreditation commission (ESQAC), National education board (NEB), county education board (CEB) and reforming curricular to align it with the provisions of the 2010 Constitution and the aspirations of Kenya vision 2030.
CHAPTER SIX OF CONSTITUTION OF KENYA, 2010 Cap 73 (2) Guiding principles of leadership and integrity
(a) Selection on the basis of personal integrity, competence and suitability, or election in a free and fair election
(b) Objectivity and impartiality in decision making, and in ensuring that decisions are not influenced by nepotism, favouritism, and other improper motives or corrupt practices.
(c) Selfless service based solely on the public interest, demonstrated by honesty in the execution of public duties and the declaration of any interest that may conflict with public duties
(d) Accountability to the public for decisions and actions
(e) Discipline and commitment in the service to the people.
CHAPTER FOUR OF CONSTITUTION OF KENYA, 2010 Cap 53 (1) CHILDREN’S RIGHT Every child has a right to:
(a) To a name and nationality from birth
(b) To free and compulsory basic education
(c) To basic nutrition, shelter, and health care
(d) To be protected from abuse, neglect, harmful cultural practices and punishment, and hazardous and exploitative labour
(e) To parental care and protection, which includes equal responsibility of the mother and father to provide for the child, whether they are married to each other or not
(f) Not to be detained, except as a measure of last resort, and when detained, to be held-
(i) For the shortest appropriate period of time
(ii) Separate from adults and in conditions that take account of the child’s sex and age.
S
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.
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. 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. 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?
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
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
d) Meaning of offences
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
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. 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. 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
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.
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
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.
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
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 15th of the ensuing month and 31st 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 ofprioritized 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
The budget summary (Framework – i.e. income and expenditure for the various voteheads).
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
local transport and traveling
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.
Tuition A/C
Operations A/C
Boarding A/C
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.
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 4th 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 15th 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
Opening balances at beginning of the year to be constant
Trial balance to be submitted to relevant offices by 15th of ensuing month.
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 31st 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
Pass entries into the school cash books and balance the same
Prepare the trial balance for Account I as at 31st 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.
A. 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
i) Ensure that procurement and disposal is done within the regulations and the Acts.
ii) Approve the selection of the successful tender or proposal
iii) Award the procurement contract
iv) Ensure that the procuring entity does not pay in excess of the prevailing market rates
v) Review the selection of procurement method and ensure adoption of any other that is within the Act.
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
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
B. 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.
C. 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.
D. 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:
A copy of the LPO/LSO
Delivery note
Invoice
Verification
On receipt the officer in-charge should verify the following:
Compares the delivery not against those quoted in LPO’s
Check the delivery notes against the physically delivered items to establish the right quantity has been delivered.
Quality of technical/specialized goods should be verified in consultation with professionals/heads of department
The officer should sign the delivery notes upon satisfaction of the above and stamp
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
a) The daily consumption quantities
b) The pensability/durability
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 Itemsledger 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.
What is your name?:
Here you should tell them your name in full and clearly how you are called. Show confidence while responding to the question. Don’t look down. If looking them in the eye isn’t easy for you, fix your eye on their foreheads.
Tell us something about yourself:
Here, give a summary of your qualifications. What. Keep your response concise while highlighting your relevant experience and skills. Talk about your achievements and goals related to the position you’re applying for.
READ ALSO TSC CEO Nancy Macharia in hot soup after MP were captured distributing PNP Letters in Kisii.
Why are you interested in this job/company/ why should we hire you.
Research the about the job demands and explain how your skills and values will align with their mission and values. Mention one specific aspect of the job that excites you and how you can contribute to the school’s success.
What are your strengths?:
Here, you need to mention skills that are relevant to the job, showcasing your abilities such as problem-solving, leadership, attention to detail, or teamwork. Provide good examples that relates to the job and explain how they have helped you in past roles.
READ ALSO TSC Announces Internship Vacancies: Application Process Unveiled
What are your weaknesses?:
You need to choose a weakness that is not always directly related to the job you want but mention steps you’ve taken to improve on it. Emphasize concisely your willingness to learn and grow.
Tell me about a challenging situation you faced at work and how you handled it?
Your are required to share a work-related challenge you encountered and describe the actions you took to resolve it. Highlight your problem-solving skills, ability to remain calm under pressure, and how you learned from the experience.
Where do you see yourself in five years?
READ ALSO TSC Speaks On Changing Qualifications For BED to B-
Show ambition and a desire for growth within the Education sector/company. Mention your career goals and how they align with the potential opportunities and advancement at the organization.
What makes you the best fit for this role?:
Highlight specific skills and experiences that make you well-suited for the position. Be sure to mention how your background aligns with the requirements and responsibilities outlined in the job description.
Remember to prepare thoughtful, concise, and honest answers. Practice answering these questions beforehand to build confidence and improve your responses. Good luck with your interviews!
We have done our best to answer the following Questions on TSC. In case you have any queries, contact us on educationnewshub3@gmail.com.
How do I activate my TSC email address?
How do I reset my TSC email password?
How do I send an email to TSC?
How to activate TSC Tpay?
How do I change my email address on TSC?
How can I check my TSC profile update status?
How to create a Tpay account on phone?
How to approve teachers transfer online?
What is the WhatsApp number for TSC?
What is the salary of a teacher in Kenya?
Who is the CEO of TSC?
How to get P9 form for TSC?
Is the TSC portal open now?
How to claim for unpaid salary by TSC?
How do I get my TSC email?
Can you change your email on TPT?
How can I get my TSC username and password?
How do I know if my TSC application is successful?
The Teachers Service Commission, TSC, pays a newly employed graduate teacher in Kenya a minimum of Sh34,955 in basic salary per month. Such a teacher falls under grade C2 (formerly Job group K) and their job title is Secondary Teacher II.
Apart from the basic salary you are also paid allowances. You will receive Sh5,000 in commuter allowance per month for C2 teachers. Leave allowance is only paid once a year at a rate of Sh6,000 per year. House allowance is paid monthly at a rate of Sh16,500 to Sh7,000.
As stipulated in the TSC appointment letter, the newly employed teacher remains on probation for a period of not less than six (6) months. In some cases the probation period may be extended if the teacher’s performance is unsatisfactory.
It is important to note that your salary will be subjected to deductions before you get your net pay in the account. The deductions are either statutory (HELB, PAYE, NHIF) or third party (loans, savings and union dues).
Holders of Diploma in Education have an entry basic salary of Sh27,195 per month. They are also entitled to various allowances.
Primary school teachers enter the teaching service at Grade B5 (Job Group G) with a monthly basic salary of Sh21,756.
The Teacher Performance Appraisal and Development (TPAD) system, implemented by the Teachers Service Commission (TSC), serves as a performance evaluation mechanism designed to assess teachers’ work against established standards.
This evaluation system ensures accountability, enhances teaching quality, and aids in teacher development.
Key Objectives of TPAD
Oversight Role:
Heads of institutions play a critical role in overseeing teacher appraisals within their schools, ensuring that all educators are evaluated accurately.
Promotion and Career Development:
Appraisal reports are used as a basis for decisions regarding teacher promotion, deployment, and rewards.
Training and Development:
The TPAD system helps identify training needs and areas where corrective measures may be necessary in cases of underperformance.
Guidelines and Tools:
The system includes guidelines and appraisal tools that are periodically reviewed and accessible through the TSC website.
How to Create a TPAD Account
To participate in the TPAD system, teachers must first create an account. Follow these steps:
1. Visit the TPAD Portal: Go to https://tpad2.tsc.go.ke/auth/create_account.
2. Fill in the Required Details:
TSC Number
ID Number
Phone Number (07xxxxxxxx)
Email Address
Password (confirm password)
Mode of notification (select SMS)
3. Create Account: After submitting the details, a success message will appear, and a verification token will be sent to the phone number you registered. Enter the token and click “Verify Token” to complete the process.
Adding Your Bio Data
Once registered, users are required to input their bio-data and academic information:
1. Bio/Institution Information: Enter basic information such as contact details and institutional affiliation.
2. Subjects Combination: Add your teaching subjects by selecting from the list provided.
3. Educational Information: Provide details about your KCSE grade, highest level of education, and institution of study.
TPAD Roles
Roles of Teachers
1). Self-Appraisal:
Teachers are expected to perform self-appraisals in areas such as lesson planning, teaching, and classroom management.
2). Data Upload:
Teachers must create and upload their appraisal data online for review.
Roles of Principals
1). Induct New Teachers:
Principals introduce newly recruited teachers to the TPAD system.
2). Activate and Manage Teacher Accounts:
Principals activate new teacher accounts and remove those who leave the institution.
3). Oversight and Appraisal:
The Principals monitor the appraisal process, evaluate teachers, appraise deputy principals, and submit termly appraisal reports.
4). Observations and Arbitration:
Principals observe teacher performance and mediate any disputes that arise during the appraisal process.
Roles of Deputy Principals
1). Lesson Attendance:
Update lesson attendance records on a weekly basis.
2). Appraisal of HODs and Teachers:
Deputy principals appraise heads of departments (HODs) and teachers under their supervision.
3). Observation and Arbitration:
They schedule appraisal meetings, observe teaching practices, and help resolve disputes in teacher appraisals.
TPAD Process Steps
The TPAD process is structured and follows eight key steps:
1). Development of Appraisal Calendar: An appraisal calendar is developed, specifying timelines.
2). Setting Targets: Teachers set performance targets in alignment with the teaching standards.
3). Implementation of Targets: Teachers implement the set targets, and evidence is gathered to support the process.
4). Self-Appraisal: Teachers evaluate their own performance based on competencies and standards.
5). Appraisal Rating: Appraisers review evidence and rate the teacher’s performance.
6). Appraisal Meeting: The appraiser and appraisee meet to discuss ratings and evidence.
7). Gap Identification: Both the appraiser and appraisee identify areas of improvement.
8). Support and Development: Teacher support and performance development measures are implemented to address gaps.
TPAD Teaching Standards
The new TPAD tool comprises five standards classified into three broad categories. These categories evaluate various aspects of teaching, such as:
1). Professional Knowledge: Teacher’s understanding of content and pedagogy.
2). Professional Practice: Delivery of lessons, classroom management, and assessment techniques.
3). Professional Engagement: Teacher’s participation in co-curricular activities, parent-teacher engagement, and collaboration with colleagues.
Conclusion
The TPAD system is a comprehensive mechanism that ensures teachers are held accountable for their performance while also providing opportunities for growth and development. With the system’s structured appraisal process and clear roles for teachers, principals, and deputy principals, it supports the continuous improvement of teaching quality across Kenyan schools.
Step Three: Fill in your ID Number and click Verify
Step Four: Complete your unique Question and click Verify
Step Five: Click on View my Credentials to acquire your Email and Temporary Password
Step Six:
After hitting the View my Credentials button a few details will appear on the screen. i.e: your user email and temporary password.
Take note of your user email and temporary password since this will be needed to access your
portal.
Above all this information there is a login at Office.com, click on Office.com.
xxxx
Step Seven:
Fill in the username (your username will be your email address and the name used while on the portal) you acquired in step 6 above. Then press the next button.
xxxx
Step Eight:
As a security precaution, you will be required to add more information as a Security for
your account. Click on Next
xxxx
Step Nine:
Use the scroll to search for Kenya (+254).
Key in your phone number and check the TEXT ME A CODE Click next to verify your phone number .
07xxxxxxx
Key in the code from your phone and click on Next to successfully secure your account
Once the Verification is done Click NEXT to complete a password reset
Step Ten: Key in your Temporary Password and your New password
xxxx
Once you have Reset your password click on Sign in to access your Office 365 account
TSC advertises Internship Opportunities – May 2025 Intake
The Teachers Service Commission (TSC) is a constitutionally established independent commission, founded under Article 237 of the Constitution of Kenya, 2010. The Commission is tasked with key responsibilities, including the registration, recruitment, deployment, promotion, and discipline of teachers in public schools and institutions across the country. As a fundamental arm of the Kenyan government’s education system, the TSC plays a vital role in maintaining professionalism, quality, and fairness in the teaching profession.
In keeping with the Government Internship Policy and Guidelines for the Public Service, and in recognition of the critical need to support Kenyan youth with meaningful employment and work exposure, the TSC is pleased to announce internship opportunities for the year 2025.
This internship programme aims to provide recent graduates with practical on-the-job experience, improve their competencies, and enhance their employability in an increasingly competitive job market. The Commission is looking for dynamic, motivated, and talented individuals who wish to gain hands-on experience in a professional work environment.
Available Internship Opportunities
The Teachers Service Commission invites applications from suitably qualified individuals to fill thirty (30) internship positions across four (4) areas of specialization. These placements are spread as follows:
Information Communication Technology (ICT)
Records Management
Human Resource Management and Development
Counseling and Psychology
These internships are designed to provide the selected candidates with experiential learning, mentorship, and exposure to real work environments within the public sector.
Minimum Academic and Professional Qualifications
To be eligible for consideration in this internship program, applicants must meet the following academic qualifications, as specified per area of specialization:
1. Information Communication Technology (ICT)
Applicants must hold a Bachelor’s degree from a recognized institution in any of the following fields:
Computer Science
Information Communication Technology
Software Engineering
Informatics and Computer Science
Computer Networks and Cyber Security
Business Information Technology
Information Security and Forensics
Or any other equivalent qualification
These fields are essential for supporting TSC’s digital transformation, data management systems, and general IT infrastructure.
2. Records Management
Applicants must possess one of the following from a recognized institution:
Bachelor’s degree in Information Science, Records and Archives Management, or Library Science; or
Bachelor of Technology in Information Studies; or
Higher National Diploma in Records / Archive Management or Information Studies.
Additional competencies will be highly valued. In particular, knowledge and practical experience in Electronic Documents and Records Management Systems (EDRMS) and Computerized Office Applications will be considered an added advantage. Interns in this category will support efficient documentation, data integrity, and access to institutional records.
3. Human Resource Management and Development
Applicants must have either:
A Bachelor’s degree in Human Resource Management or a Higher National Diploma in Human Resource Management; or
A Bachelor’s degree in Social Sciences or Business Administration (or an equivalent field), plus a Diploma in Human Resource Management from a recognized institution.
This category targets individuals interested in pursuing careers in people management, labor relations, or organizational development within the public sector.
4. Counselor / Counseling Psychology
To be considered for this specialization, candidates must have one of the following:
Bachelor’s degree in Counselling Psychology
Bachelor’s degree in Psychology (Counselling)
Diploma in Counselling Psychology from a recognized institution
Interns in this category will contribute to employee wellness initiatives and help promote a positive work environment through mental health support and psychosocial services.
General Internship Requirements
In addition to the academic qualifications listed above, all applicants must meet the following minimum requirements:
Age Requirement
Applicants must be Kenyan youth aged between 21 and 35 years at the time of application.
Graduation Period
Eligible applicants must have graduated within the last two (2) to five (5) years from an accredited and recognized institution.
Employment Status
Applicants must be unemployed graduates. Those who have not previously undertaken any internship in the Public Sector are eligible for this program.
Certificate of Good Conduct
A valid Certificate of Good Conduct from the Directorate of Criminal Investigations (DCI) must be presented at the time of engagement.
Desirable Personal Attributes
Beyond academic qualifications and eligibility requirements, successful candidates must also demonstrate the following personal competencies:
Integrity and Ethical Conduct
Applicants must be individuals of high moral standards and integrity. Honesty, accountability, and transparency are core values within TSC operations.
Professionalism and Self-drive
Ideal candidates should be goal-oriented, self-motivated, and passionate about contributing to public service. A positive attitude, enthusiasm for learning, and the ability to work with minimal supervision are essential traits.
Teamwork and Communication Skills
Strong interpersonal and communication skills are vital. The ability to work collaboratively in a team-oriented environment and build positive relationships with colleagues and supervisors is highly valued.
Internship Duration and Conditions
The internship will run for a twelve (12) month period. This is a full-time engagement that will offer interns immersive exposure to professional practices within the Commission.
Please note the following important conditions:
This internship does not guarantee future employment with the Teachers Service Commission.
Successful applicants will be required to adhere to TSC’s internal policies, including code of conduct and confidentiality agreements.
Interns are expected to be available for the entire twelve-month period without interruption, unless under unavoidable circumstances.
Monthly Stipend
This internship is classified as non-remunerative. However, each intern shall receive a monthly stipend of Kenya Shillings Twenty-Five Thousand (Kshs. 25,000) to help cater for their day-to-day expenses during the internship period.
Insurance Requirements
Selected interns are required to secure two essential types of insurance coverage prior to the commencement of their internship:
Personal Accident Insurance
This will cover interns against personal risks that may occur during the course of their duties within the internship period.
Medical Insurance Cover
Each intern must have a valid personal medical insurance policy for the entire internship duration. This ensures the intern’s access to medical services in case of illness or injury.
Proof of valid insurance coverage must be presented before onboarding.
Deployment Location
Successful interns may be deployed at any of the following workstations:
TSC Headquarters in Nairobi
TSC County Offices located in various counties across the country
Placement will depend on the Commission’s operational needs, and interns are encouraged to be flexible regarding location.
How to Apply
Interested and qualified candidates are required to submit their applications online via the official TSC recruitment portal:
Applicants are advised to ensure that they upload accurate and complete information, including valid contact details (email address and phone number). The system will generate a confirmation email upon successful submission.
The deadline for submitting applications is 26th May 2025.
Important Notes to Applicants
The Teachers Service Commission is an equal opportunity employer. We strongly encourage applications from:
Youth from marginalized communities
Persons living with disabilities
Minority groups
Only shortlisted candidates will be contacted, using the contact information provided during the application process. Please check your email regularly after submission.
Provision of false information or documents will lead to immediate disqualification and possible legal action.
Internship slots are limited and highly competitive. Early application is encouraged to avoid last-minute submission issues.
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The competition to replace the outgoing chief executive officer of the Teachers Service Commission, Ms. Nancy Macharia, has commenced, with just four months remaining until her departure from the position. Ms. Macharia, who is retiring at the end of June after completing her second and final five-year term, was appointed in June 2015. It has been confirmed that she is currently on leave as she prepares to step down.
During a recent appearance before the Education Committee of the National Assembly on February 20, 2025, the commission was represented by Commissioner Ibrahim Gedi Mumin in an acting role.
The CEO position at the TSC is significant, as it oversees the largest workforce of over 350,000 teachers. Officials from teachers’ unions have called for a transparent recruitment process and have shared their expectations for the next CEO. Opinions on Ms. Macharia’s tenure at TSC vary depending on whom you ask.
Acting TSC Boss ibrahim Gedi Mumin
Hesbon Otieno, the deputy secretary general of the Kenya National Union of Teachers (Knut), expressed the need for a collaborative leader who understands stakeholders and can implement a management style that satisfies everyone involved with the commission. He emphasized the importance of professionalism from the new TSC leader.
Mr. Otieno hopes that the next CEO will elevate the TSC and address unfinished business related to collective bargaining agreements, policy formulation, and the overall welfare of teachers to create a better working environment. He also mentioned that Knut anticipates a successor who will be attentive to the individual grievances of teachers.
Moses Nthurima, the acting secretary general of the Kenya Union of Post-Primary Education Teachers (Kuppet), stated that Ms. Macharia will be remembered for her contributions to the commission. He noted that the recruitment advertisement for her replacement may be posted by the end of April. While acknowledging Ms. Macharia’s transformative impact, he pointed out that Kuppet does not have a role in the recruitment process.
He praised Ms. Macharia for her reforms at the TSC, suggesting that her successor will have an easier task. However, he criticized her for allegedly allowing politicians to influence teacher recruitment, claiming that they have been taking recruitment letters from her office to distribute to their constituents. He emphasized the need for teacher employment to be based on merit rather than political connections.
According to the TSC Act, to be appointed chief executive officer, one must be a citizen of Kenya, and hold a degree in education from a university recognised in Kenya.
“Has had at least 10 years’ experience in education, administration and management, public administration, human resource or financial management and meets the requirements of chapter six of the constitution,” reads the requirements in the TSC Act (2012).
The Act states that the secretary shall hold office for a term of five years but shall be eligible for re-appointment for one further term of five years.
The new TSC boss shall be the head of the secretariat, accounting officer of the commission, custodian of all records of the commission and responsible for executing decisions.
However, according to the Act, the secretary may be removed from office in accordance with the terms and conditions of service for inability to perform the functions of the office arising out of physical and mental infirmity, gross misconduct, or misbehaviour.
TEACHERS SERVICE COMMISSION OF KENYA
ONLINE SERVICES
PAGE 1 of 5
Section A: Important Notes for Applicants (TSC Does Not Accept Paper Applications).1. All sections of this registration application MUST be completed in full.
2. Please fill in all the required information.
3. It is a serious offence to willfully give false information to the Teachers Service
Commission. The law provides that any person convicted of the offence may
be fined up to Ksh 100,000 or imprisoned for Twelve (12) months or both
(Section 44 of TSC Act No. 20 of 2012).
4. You can save part of this form and complete it on a later time if necessary.
5. Scan and Attach Only the Required Documents:
a. Only original documents should be scanned and uploaded.
b. For Expatriate Teachers, attach a letter of clearance from Ministry of Education
Vetting Committee.
6. For New Registration a non refundable fee of Kshs. 1055/- deposited to the TSC Registration Account
National Bank of Kenya (Direct Banking to A/C No. 01001000905001 or Simple
Banking using Pay Bill Business Number 625625 is required for processing your certificate.
Ensure you have Bank Deposit Slip before proceeding with the application.
7. ForDuplicate Certificate Application a non refundable fee of Kshs. 2055/- deposited to the TSC Registration Account
National Bank of Kenya Direct Banking to A/C No. 01001005707400.
Ensure you have Bank Deposit Slip before proceeding with the duplicate certificate application.
KINDLY NOTE THAT AS FROM 1ST SEPTEMBER 2017 REGISTRATION FEES WILL BE KSHS 1055/-
AND APPLICATION FOR DUPLICATE CERTIFICATE WILL BE KSHS 2055/-
Invited to sign the TSC permanent and pensionable employment form? Well. Congratulations. Here is a list of all required items. Download the required forms in pdf here.
TSC CHECK LIST OF DOCUMENTS TO ATTACH
Primary School Teacher
Must have a Primary Teacher Education (PTE) Certificate
1. Certified Copies 2023 by TSC County or Sub County Director of the following:
a. Primary Teacher Education (PTE) Certificate
b. KCSE Certificate
c. KCPE Certificate
d. Primary school leaving certificate
e. Secondary school leaving certificate
f. College leaving certificate
g. National Identity Card (both sides)
h. Affidavit in case there are names with initials on the certificates.
i. Teacher registration certificate/evidence of application for registration.
j. Two (2) passport size photos
k. Bank plate (ATM) (account number should be legible)
l. Duly filled pay point particulars (bank form downloaded from TSC website) www.tsc.go.ke
m. KRA pin certificate
n. NHIF Card
2. GP 69 Form from a Government Doctor
3. A commitment letter that you shall work in the current station of appointment for a minimum period of five (5) years
TSC CHECK LIST OF DOCUMENTS TO ATTACH
Secondary School Teacher
Must have a mean grade of C+ and above
Must have a C+ and above in the two (2) teaching subjects
1. Certified Copies 2023 by TSC County or Sub County Director of the following:
a. Degree/Diploma Certificate
b. Official Academic transcripts
c. KCSE Certificate
d. KCPE Certificate
e. Primary school leaving certificate
f. Secondary school leaving certificate
g. National Identity Card (both sides)
h. Affidavit in case there are names with initials on the certificates.
i. Teacher registration certificate/evidence of application for registration.
j. Two (2) passport size photos
k. Bank plate (ATM) (Account number should be legible)
l. Duly filled pay point particulars (bank form downloaded from TSC website) www.tsc.go.ke
m. KRA pin certificate
n. NHIF Card
2. GP 69 Form from a Government Doctor
3. A commitment letter that you shall work in the current station of appointment for a minimum period of five (5) years
The Teachers Service Commission (TSC) has come up with new requirements for all primary school teachers. According to the Commission, the minimum qualification for entry into teaching in Kenya at all levels (including primary schools) be a Diploma in Education.
These new recommendations by TSC are geared towards realigning of the teachers as per the Competency Based Curriculum (CBC).
In the latest TSC recommendations, the Diploma in Education courses for CBC students at each level shall be three (3) years after 844 and senior school since they will have had time for specialization in the content areas.
Primary school teacher levels
Effectively, primary school teachers will fall into two categories, namely:
Diploma in Early Childhood Teacher Education (PP1&PP2) and
Diploma in Primary Teacher Education (Grade 1-6 ).
ECDE applicants with certificates from other bodies other than KNEC and MOE should have their certificates equated by KNEC.
The Teachers Service Commission, TSC, appoints school heads. The commission then posts them according to available vacancies. The head teacher (T- scale 10) is a promotional grade for institutional administrators in primary schools.
Head Teacher (T- Scale 10) is a promotional grade for institutional administrators in primary schools. Among other requirements, one must have served as a Deputy Head Teacher II (TSC Scale 9) for a minimum period of three (3) years in order to be promoted to this grade.
Information To Be Submitted for Promotion Application.
Before applying, ensure that you have the following:
1. Tsc No.
2. Surname
3. ID Number
4. State Highest Qualification
5. State whether you have Diploma in Education
6. State whether you have Degree In Education
7. State whether you have masters Degree.
8. Main Teaching Subject and its KCSE Score
9. Minor Subject and its KCSE Score
10. Disability. Yes or No.
11. PWD No. if Yes
12. Tpade Average Marks for 2021, 2022 and 2023
13. Date of Appointment to the current grade
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