The Teachers Service Commission (TSC) has sent out the first set of promotion appointment letters to 23,388 teachers across various counties, enabling the reassignment of these promoted educators to schools. The distribution of these letters will begin next week.
TSC County and Sub County Directors will oversee the placement of these teachers in schools that have open positions. This action follows the approval from the National Assembly Committee on Education, led by Tinderet MP Julius Melly, which authorized the TSC to promote this number of teachers.
However, this figure falls short of the 25,252 teachers the Commission aimed to promote after interviews conducted in January and February. The National Assembly allocated Sh1 billion for promotions, which only covered 5,690 of the 25,252 vacancies.
Concerns arose when it was revealed that 5,291 teachers had been promoted without meeting the minimum requirement of three years in their current positions, as outlined in the Career Progression Guidelines (CPG). Legislators criticized the TSC for perceived bias and discrimination in the promotion process, citing instances where some junior teachers were promoted while others with longer service were overlooked, and where certain counties received more promotion opportunities than others.
In a report submitted to the Education Committee on May 27, TSC disclosed that 1,864 teachers had been removed from the initial promotion list published in early April, in line with the Committee’s recommendations. TSC CEO Nancy Macharia stated that these teachers were excluded for not fulfilling the three-year requirement specified in the CPG.
“In accordance with the Committee’s recommendations, the 1,864 teachers who were promoted but did not meet the three-year requirement have been taken off the promotion list,” Macharia explained. She added that the resulting vacancies would be redistributed fairly across the country based on the number of applicants interviewed.
The TSC is also developing new promotion guidelines to establish clear, standardized criteria and procedures. Macharia informed the National Assembly Committee on Education that this new framework aims to ensure a fair, transparent, and accountable promotion process.
This announcement comes in light of concerns regarding the recent promotion of 5,291 teachers who had not completed the mandatory three years in their current grades, as required by the Career Progression Guidelines. Dr. Macharia clarified that the three-year requirement was waived in certain cases to promote fairness and address historical staffing issues, including acting appointments and underrepresentation in marginalized regions.
She noted that an analysis by the Commission prior to advertising promotion vacancies indicated a lack of qualified applicants in specific counties. For example, in the case of Grade D3 (Principal), there were not enough teachers in Grade D2 who had served the required three years, leading to a nationwide reduction of the experience requirement to six months. Similarly, the requirement was waived for the Deputy Principal III (D1) position in 18 counties, including Migori, Narok, Busia, and Mandera.
In response to the criticism from MPs regarding bias in the process, the TSC was given a week to provide a detailed report. Dr. Macharia also announced plans to automate the promotion process through an online system for teachers, facilitating digital applications, shortlisting, interview feedback, and the issuance of promotion letters. This initiative aims to reduce human error and enhance transparency.
Additionally, the Commission has implemented a standardized interview scoring system that takes into account performance appraisals, leadership experience, age, and academic contributions. A new predictable promotion policy has also been introduced, allowing automatic progression for teachers in common cadre grades, provided they meet the three-year service requirement and maintain satisfactory performance.
The TSC is committed to advancing promotions in Arid and Semi-Arid Lands (ASALs), where many teachers serve in lower grades while handling administrative duties without proper recognition or allowances. The Commission seeks to align these teachers’ grades with their responsibilities through affirmative action measures.
