Teachers Unions Question TSC Promotion Method for 14000 Teachers
Teachers Unions Question TSC Promotion Method for 14000 Teachers. Teachers and their unions have had differing opinions about the most recent promotions made by the Teachers Service Commission (TSC).
While many instructors were thrilled to gain recognition and move up in their careers, several were disappointed to learn that their applications had been rejected.
The promotion procedure has highlighted the difficulties in career advancement in the educational field, leading to a closer look at the selection criteria and more openness in decision-making.
According to the promotion process sources, the promoted teachers moved up from job group B5 to D5. As TSC had posted job openings for numerous administrative positions earlier in the year, these promotions were accompanied by interviews.
The purpose of these openings, which resulted from natural attrition, was to strengthen administrative capabilities within educational institutions.
Union Viewpoints and Responses
Both the Kenya Union of Post-Primary Education Teachers (Kuppet) and the Kenya National Union of Teachers (Knut) have made a point of criticizing the promotions.
Collins Knut Secretary-General Henry Oyuu expressed appreciation for the advancements while emphasizing the need for a fair distribution of funds.
Oyuu demanded that the leftover monies be used to pay for promotions because he understood that teachers have a protracted wait for career advancements.
The secretary of Knut’s Mombasa section, Dan Aloo, expressed appreciation for the promotions but emphasized the high bar.
Although substantial, he noted that the number of promoted teachers represented a relatively modest portion of the total teaching employment.
Aloo also emphasized the importance of honoring teachers’ efforts in putting into practice crucial educational policies like the competency-based curriculum and the 100% transition policy.
During conversations with TSC representatives, Kuppet Secretary-General Akello Misori stated the union’s desire to seek clarification on the promotion procedure.
In order to resolve teachers’ concerns and guarantee fair treatment, Misori emphasized the significance of the collective bargaining agreement.
Transparency Is Required
Teachers and their unions have repeatedly expressed concern about the promotion criteria’s lack of transparency and clarity. Many educators who got regret letters have demanded to know how the promotions were given out.
Several people have proposed that the National Assembly step in and demand a thorough dissection of the promotion allotment. Teachers continue to complain that the employer is preventing them from moving further in their careers, so the promotion of teachers has remained a difficult topic.
Teachers who believe their commitment to the profession is not given enough credit are further displeased by the allocation of only Sh1 billion for promotions, despite the TSC’s request for Sh2.2 billion.
TSC has encountered numerous obstacles in its efforts to fill senior administration positions. Due to a dearth of eligible applicants, the commission has forced to repeatedly re-post jobs.
Teachers contend that stagnation within the same job grades has contributed to the lack of qualified applicants, while TSC attributed this problem to a lack of qualified candidates.
The main themes that emerge from these responses are the demand for greater transparency in the selection processes and the demand for more equitable distributions.
The voices of teachers, unions, and education officials continue to be crucial in forming a more inclusive and informed approach to career advancements and administrative appointments as the education sector struggles to overcome these obstacles.
Ultimately, cultivating a motivated and committed educator community depends on encouraging a feeling of fairness, transparency, and acknowledgment within the teaching profession.