Both KUPPET and KNUT Breathe Fire Over Insufficient Teacher Promotions

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The Kenyan education sector is currently witnessing strong criticism from major teacher unions regarding the Teachers Service Commission’s (TSC) handling of teacher promotions. Both the Kenya National Union of Post-Primary Teachers (KUPPET) and the Kenya National Union of Teachers (KNUT) argue that the recent promotion exercise falls significantly short of addressing widespread career stagnation among educators.

Insufficient Promotions Raise Concerns

According to union representatives, only 25,288 teachers received promotions in the recent cycle. This figure is seen as far below what is needed to support professional growth and career advancement for the country’s teaching workforce. KNUT’s First National Vice Chairperson, Malel Lang’at, pointed out that such a limited number of promotions is inadequate to combat the persistent issue of career stagnation.

Mary Rotich, representing KUPPET’s Kericho Branch, echoed these concerns by stating that the union had anticipated a figure closer to 130,000 promotions. She emphasized that many qualified teachers continue to be overlooked under the current system, further exacerbating the challenges faced by educators across Kenya.

Criticisms of the Promotion Allocation Process

Both unions have been vocal about their dissatisfaction with the promotion allocation process, which they describe as politicized and unevenly distributed across counties. KUPPET Secretary General Moses Nthurima has called for a more equitable approach. He has specifically demanded that the TSC adopt a pro-rata system—one that allocates promotion slots in proportion to the number of teachers in each county. This, he argues, would lead to a fairer and more transparent process.

Understanding TSC’s Promotion Framework

In its defense, the TSC maintains that its promotion framework is built on a structured and merit-based process. This framework evaluates teachers based on several criteria, including:

Years of Service: Particularly for lower job groups, where promotions may be automatically granted after a certain period.
Performance Evaluations: Incorporating the Teacher Performance Appraisal and Development (TPAD) tool to assess teacher performance.
Merit and Available Vacancies: For higher-level positions, a more rigorous evaluation process is in place to ensure that promotions are awarded based on overall qualifications and performance.

TSC promotions are categorized into several salary groups, including:

C1 to C2: Entry-level teachers moving to a more senior role.
C2 to C3: Promotion for experienced teachers who meet the necessary qualifications.
C3 to C4: Often for senior teachers and deputy heads.
C4 to C5: Reserved for headteachers and school administrators.
D1 to D2: Higher managerial positions in education leadership.
D2 to D3: Reserved for senior education officials.

Despite these measures, the unions argue that the current system does not sufficiently address the realities on the ground, where many teachers feel their career progression has been stifled.

Calls for Reform

In conclusion, both KUPPET and KNUT are urging the government and the TSC to revisit and reform the existing promotion framework. Their primary goal is to create a more inclusive and transparent system that guarantees fair opportunities for all eligible teachers. As the debate continues, the unions hope that these changes will not only mitigate the effects of career stagnation but also enhance the overall quality of education by motivating and retaining a more satisfied teaching workforce.

The discussion around these reforms underscores a critical moment for Kenya’s education system—a moment that calls for balancing administrative processes with the professional needs of those who shape the nation’s future.