Tensions increase as key education reform proposals are rejected by TSC
Tensions increase as key education reform proposals are rejected by TSC. The education reform proposed by the Rafael Munawu Group is in danger as a result of the strong condemnation of the Teachers Service Commission on some of its recommendations.
TSC accused the Presidential Task Force on Education Reform (PWPER) in its brief to the House Education Committee of abdicating staff oversight and management responsibilities.
In a paper given to Mombasa MPs earlier this week, TSC director general Nancy Macharia accused the reform team of refusing to consult with the Teachers Management Commission before preparing its final report as directed by State House.
Dr. Macharia said that although the invitations were sent to the report approval meeting of various key stakeholders, the Teacher Services Commission (TSC) was not included.
He expressed concern that the task force did not consider the commission’s input on important issues related to teachers.
He further said that the team did not visit the TSC as part of its visit to various institutions, and that the commission was removed from the list of organizations that provided its memorandum.
Dr Macharia said if implemented as written, the report would nullify its constitutional mandate, nullify its independence and require citizen-initiated constitutional amendments.
The commission set out a proposal that would give the Department of Education the authority to develop guidelines for a mandatory one-year curriculum improvement program for all teachers graduating in 2023, as it ignores ongoing KPK teacher training.
It also limits employment opportunities for teachers and changes the Code of Regulations for teacher registration requirements.
The TSC also disliked its proposal to give the ministry exclusive powers to review entry fees for pre-service education programmes, saying that giving this power to Jogoo House would violate the commission’s constitutional powers.
The reform group has proposed new entry fees for teachers in various categories, but the commission says the proposal is inconsistent with TSC’s current registration requirements and indicates a threat to access to subjects.
Another challenging task given by the reform team is the ministry’s mandate to create a comprehensive school system in which every level of education, from grade 1 to grade 9, is run as an institution.
This will expand the authority of the commission to include the management of pre-primary education, which is currently the responsibility of the district, to increase the number of teachers, review guidelines for professional development, and ultimately raises, according to TSC. greater budget allocation for fees and commissions.
However, the TSC said it was willing to accept the change because it had the necessary institutional capacity, but only if the district administration agreed to hand over the leadership of primary teachers to it.
According to the TSC, lawmakers should also create a legal framework that allows for the establishment of comprehensive schools.
The reform team also directed the TSC to offer a mandatory one-year internship program to all graduates after completing initial training.
However, according to the commission, this would disrupt the current apprenticeship policy, require additional funding to attract all graduates, and require changes to registration requirements.
According to PWPER, TSC should now consult with the ministry to adjust the teacher management guidelines related to placement, promotion and welfare.
However, the TSC rejected this, saying that the teacher management strategy was only maintained.
According to the TSC, the proposal to involve other organizations to share these responsibilities seems to challenge the commission’s mandate and operational autonomy.
The TSC observed that such a move could undermine current policies, create uncertainty and lead to conflict in institutional governance.
Responding to the Ministry’s proposal to divide schools into national, district, district and district to support career paths, TSC is of the opinion that this should be redistributed based on the skills of teachers. looking for teachers in new fields of study.
Tensions increase as key education reform proposals are rejected by TSC.