New TSC Career Progression Guideline For Teachers, Curriculum Support Officers

The Teachers Service Commission (TSC) has initiated a comprehensive review of its Career Progression Guidelines (CPGs) for teachers and curriculum support officers, marking what could become a significant turning point in how educators advance within the profession.

According to TSC, this move signals a deliberate shift away from a framework that has, for years, drawn criticism from teachers and unions who argue that it has contributed to prolonged career stagnation across the teaching service.

Currently, the commission relies on the Career Progression Guidelines alongside the Teachers Professional Appraisal and Development system (TPAD) to oversee teacher development, performance evaluation, and promotion.

These frameworks collectively define the professional journey of teachers, from entry-level roles in primary education to senior administrative positions such as Chief Principal.

They outline job descriptions, expected competencies, and personal attributes required at each stage, providing a structured pathway for career growth.

Under the existing model, career progression is divided into distinct tracks. Classroom teachers follow a different advancement route from school administrators, a separation designed to maintain clear reporting hierarchies and reduce overlaps in roles and grading.

The guidelines also establish minimum entry qualifications for individuals seeking to join the teaching profession, while offering direction to serving teachers on the academic and professional requirements needed for upward mobility.

Additionally, the framework spells out the expected deliverables for each category of teachers. This allows the commission to set measurable performance targets, which are then assessed through the TPAD system.

In theory, this ensures accountability and supports continuous professional development. However, in practice, concerns have been mounting over the effectiveness and fairness of the system.

The TSC now acknowledges that the current guidelines may no longer be fit for purpose. Developed in 2016 in consultation with the Salaries and Remuneration Commission and implemented in 2018, the CPGs were introduced at a time when the education sector was undergoing major reforms.

Since then, the landscape has continued to evolve, rendering parts of the framework outdated. One of the most persistent criticisms has been that the guidelines contribute to stagnation in career progression.

Advancement to higher job groups often depends on competitive interviews, a process that many teachers feel disadvantages them despite years of experience and additional qualifications.

There have also been claims that the system disproportionately favours teachers working in certain categories of schools, particularly those with stronger academic performance records.

In a statement explaining the review, the commission noted that the CPG 2018 has been overtaken by changing trends within both the teaching service and the broader education sector.

It emphasized the urgent need to develop clearer, competency-based job descriptions that fairly benefit all teachers and curriculum support officers. A key issue lies in the misalignment between the guidelines and the Competency-Based Education (CBE) system, which was rolled out shortly before the CPGs took effect.

Because the guidelines were not fully tailored to the demands of this new education model, they have been criticized for offering insufficient guidance in a system that increasingly prioritizes skills, competencies, and learner-centered approaches.

To address these concerns, the TSC has convened a week-long consultative retreat in Embu, bringing together education experts, senior teachers, and other stakeholders from across the sector.

The retreat, held at the Kenya School of Government, is intended to gather professional insights that will inform the development of a revised job evaluation framework.

The sessions, which began on March 9 and are scheduled to conclude on March 15, include a series of consultative meetings, breakout discussions, and review forums.

According to an invitation letter signed by acting CEO Eveleen Mitei, participants are expected to contribute technical expertise to ensure that the revised job descriptions accurately reflect modern teaching standards, sector requirements, and global best practices.

The letter highlights the importance of stakeholder input, noting that the success of the new framework will depend heavily on incorporating diverse perspectives from experienced professionals within the education system.

Delegates are also being guided through structured sessions designed to refine proposals and align them with current educational needs.

This review comes amid growing dissatisfaction with how teacher promotions are conducted. Over the years, unions such as the Kenya Union of Post-Primary Education Teachers have repeatedly raised concerns about the fairness and transparency of the promotion process.

One major point of contention has been the scoring system used during interviews, which critics argue tends to favour teachers in extra-county and national schools—institutions that often post higher student performance.

According to union representatives, the current framework places excessive emphasis on school category and academic results rather than focusing on individual teacher competencies and professional growth.

This has led to widespread frustration among educators, many of whom report remaining in the same job group for extended periods despite upgrading their qualifications.

In some cases, even teachers who have earned higher academic credentials, such as bachelor’s or master’s degrees, do not experience timely promotions. Critics argue that the reliance on competitive interviews, especially for advancement beyond job group C3, creates bottlenecks that limit opportunities for deserving candidates.

As the TSC embarks on this review process, expectations are high that the revised guidelines will address these longstanding challenges.

Teachers and stakeholders alike are hopeful that the new framework will introduce a more transparent, competency-based system that rewards merit, experience, and continuous professional development, while aligning more closely with the evolving demands of Kenya’s education sector.

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