KNUT Pressures TSC With Fresh Demands On Teachers’ Job Qualifications

The Kenya National Union of Teachers (KNUT) has intensified calls for the Teachers Service Commission (TSC) to overhaul its teacher recruitment policy, arguing that the current system unfairly locks out thousands of qualified individuals despite their advanced academic achievements.
The union is pushing for a shift away from the heavy reliance on Kenya Certificate of Secondary Education (KCSE) grades and advocating for a recruitment framework that places greater emphasis on the highest academic qualifications attained by aspiring teachers.
Speaking during an interview with the Nation, KNUT Secretary General Collins Oyuu voiced his frustration with the existing recruitment criteria, which stipulate that applicants must have scored at least a C (plain) in the KCSE to be eligible for employment as diploma teachers. According to Oyuu, this policy is not only outdated but also discriminatory, as it fails to acknowledge the academic progress that many teachers have made over the years, often under challenging circumstances.
Oyuu pointed out that the current system disregards the effort and determination shown by teachers who have pursued further studies, including university degrees and master’s programs, to improve their skills and knowledge.
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“Do you know that some of our university lecturers got D+ (plus) grades in KCSE but advanced their education until they became graduate lecturers? Surely, TSC, why are you barring teachers who scored a C (plain) in KCSE, but have gone on to graduate with a degree, from teaching Grades 7, 8, and 9?” he questioned.
The union leader stressed that a candidate’s most recent and highest level of academic achievement should carry the most weight during recruitment. He highlighted the sacrifices many teachers make in their pursuit of higher education, often juggling demanding teaching schedules with evening or weekend classes, or even pursuing online studies late into the night.
“A teacher who decides to advance his or her qualifications sacrifices a lot,” Oyuu emphasized. “It involves studying late into the night while still teaching learners, preparing lessons, and sometimes even handling co-curricular activities. We must have a serious conversation with TSC on this matter because their sacrifices should be recognized and rewarded, not punished.”
To underscore his point, Oyuu shared the story of a professor who, despite having scored a C- in KCSE, rose through the academic ranks to become a respected scholar in religious education and Kiswahili.
According to Oyuu, the professor pursued his undergraduate degree at Kampala International University in Uganda, continued his postgraduate studies at Kenyatta University in Kenya, and further enhanced his qualifications through online programs from a university in the United States. Today, the professor holds a prominent academic position and contributes significantly to the field of education.
“So what should count?” Oyuu asked rhetorically. “It is the last qualification, not the KCSE grade. That’s what reflects the knowledge, the skills, and the competence a teacher brings into the classroom.”
Oyuu also challenged the notion that KCSE results are a fair and comprehensive measure of a candidate’s abilities, arguing that many factors, including socioeconomic background, the quality of schools attended, and personal circumstances, influence a learner’s performance at the time. “If the same teacher had attended a top national school, they may well have scored an A,” he noted, highlighting the disparities within the country’s education system.
As Kenya continues to grapple with a severe shortage of teachers, particularly at the Junior Secondary School (JSS) level, Oyuu called on TSC to urgently rethink its recruitment policies. He warned that the current situation is unsustainable, with some teachers forced to handle more than 100 learners in a single class, well above the recommended international standards.
“This is far above the recommended teacher-to-learner ratio of 1:45 as set by UNESCO. We appeal to the Head of State, ”r William Ruto, to help bridge this gap and address the staffing crisis in our schools,” Oyuu pleaded.
In addition to addressing the recruitment issue, Oyuu also urged JSS teachers to foster cooperation and unity with their colleagues in primary schools. He reminded them that all teachers, regardless of the level they teach, serve a common purpose: to educate and nurture Kenya’s learners.
“We urge our young men and women teaching in JSS, which is domiciled in primary schools, to remember that a teacher is a teacher. Do not consider other teachers inferior. We are all working toward the same goal — the betterment of our children’s future,” he advised.
KNUT’s demands come at a time when Kenya’s education sector is undergoing major reforms, including the transition to the Competency-Based Curriculum (CBC), which places even greater demands on teachers.
As the government works to roll out these reforms successfully, many stakeholders agree that addressing the teacher shortage and reviewing recruitment policies to reflect the realities of today’s education landscape will be critical to ensuring quality learning outcomes.
Oyuu reiterated that the time has come for TSC to align its recruitment practices with the dynamic nature of the teaching profession. “Let us reward hard work, determination, and academic growth. It is only fair that the highest qualification one has achieved be the key consideration when hiring teachers, not the grades they scored years ago under very different circumstances,” he stated.
Read Also: KNUT Issues New Demand To TSC Ahead Of School Reopening
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