The Teachers Service Commission (TSC) has initiated the distribution of promotion appointment letters to 23,388 educators across various counties, facilitating the placement of these promoted teachers in schools. The issuance of these letters will commence next week, with TSC County and Sub County Directors responsible for assigning teachers to schools with existing vacancies.
This action follows the approval by the National Assembly Committee on Education, chaired by Julius Melly, the Member of Parliament for Tinderet, which authorized the promotion of this specific number of teachers. However, this figure falls short of the 25,252 teachers that the TSC had initially aimed to promote based on interviews conducted in January and February.
The promotion initiative is supported by a budget allocation of Sh1 billion from the National Assembly, which has only covered 5,690 of the 25,252 identified vacancies. Concerns were raised by Members of Parliament regarding the promotion of 5,291 teachers who were deemed to have been promoted unfairly, as they did not satisfy the minimum requirement of three years of service as outlined in the Career Progression Guidelines (CPG). Accusations of bias and discrimination were directed at the TSC, particularly regarding the premature promotion of certain teachers and the unequal distribution of promotion opportunities across different counties and regions.
In a status report submitted to the Education Committee on May 27, the TSC disclosed that 1,864 teachers had been removed from the initial promotion list published in early April, in accordance with the Committee’s resolution. TSC Chief Executive Officer Nancy Macharia stated that these teachers were excluded due to their failure to meet the requisite three-year service requirement as per the CPG.
To address the Committee’s recommendations, Macharia noted that the vacancies resulting from the removals would be redistributed proportionally across the country, based on the number of interviewed applicants. Furthermore, the TSC is in the process of developing new promotion guidelines that will establish standardized criteria and procedures to enhance fairness, transparency, and accountability in the promotion process.
This announcement comes in light of concerns regarding the recent promotion of 5,291 teachers who had not fulfilled the mandatory three-year tenure in their current positions, as mandated by the CPG. Dr. Macharia clarified that the three-year requirement had been waived in certain instances to promote equity and to address historical staffing imbalances, including acting appointments and underrepresentation in marginalized regions.
An analysis conducted by the Commission prior to the advertisement of promotion vacancies indicated a shortage of qualified candidates in specific counties. For example, in the case of the Grade D3 (Principal) position, there were insufficient candidates in Grade D2 who had completed the requisite three years of service, prompting a nationwide reduction of the experience requirement to six months. Similarly, the requirement for the Deputy Principal III (D1) position was waived in 18 counties, including Migori, Narok, Busia, and Mandera.
In response to the allegations of bias from MPs, the TSC was mandated to provide a comprehensive report within seven days. Dr. Macharia also announced plans to automate the promotion process through the teachers’ online system, which would facilitate digital applications, shortlisting, interview feedback, and the issuance of promotion letters, thereby minimizing human error and enhancing transparency.
The Commission has implemented a standardized interview scoring system that considers various factors, including performance appraisals, leadership experience, age, and academic contributions. Additionally, a predictable promotion policy has been established, allowing for automatic progression for teachers in common cadre grades, contingent upon meeting the three-year service requirement and maintaining satisfactory performance.
The TSC has further committed to advancing promotion opportunities in Arid and Semi-Arid Lands (ASALs), where many teachers occupy lower grades while performing administrative duties without appropriate recognition or compensation. The Commission aims to align the grades of these teachers with their responsibilities through affirmative action measures.
