A staggering 98,261 teaching positions remain unfilled as the Teachers Service Commission (TSC) has yet to hire from a pool of 343,485 registered educators. This includes 134,914 Early Childhood Development Education (ECDE) teachers, 124,061 primary school instructors, and 84,510 post-primary educators, all currently waiting for employment.

As the crisis deepens in public schools, the TSC’s outgoing chief executive, Nancy Macharia, highlighted the alarming teacher deficit, which is projected to worsen with the introduction of senior secondary schools in 2026. Macharia pointed to inadequate budget allocations as a primary cause of this shortage.

In an effort to streamline hiring, the TSC has launched an online registration portal, as explained by Education Cabinet Secretary Julius Ogamba during a Senate session. He stressed that teacher recruitment hinges on available funding and authorized positions. Responding to Senator Joyce Korir’s questions about the unemployed, Ogamba revealed that over 343,000 registered teachers are currently not in TSC employment, a figure that includes those working in private institutions or pursuing other careers.

Ogamba also admitted that the TSC lacks comprehensive data on ECDE teachers employed by county governments and is working to gather detailed statistics on unemployed registered educators.

Senators raised concerns about the trend of hiring recent graduates over those who have been waiting for years. Senate Majority Leader Aaron Cheruiyot called for a breakdown of employment data by county, highlighting the disparities in hiring practices. He noted that while some regions have welcomed graduates from as recently as 2017-2018, others still have jobless graduates from as far back as 2010.

Senator Margaret Kamar pointed out that the TSC’s evaluation criteria often favor newer graduates, leaving those who graduated in 2010 or earlier in the lurch. “It’s disheartening to see graduates waiting for over a decade while others from 2015 or 2020 find jobs,” she lamented.

Acknowledging the oversight, Ogamba admitted that the system has not adequately prioritized older graduates. “It’s a reality that some individuals remain unemployed for as long as 25 years. We are contemplating affirmative action to support those who graduated earlier,” he stated, expressing frustration over the plight of trained teachers who reach retirement age without ever securing a position.

During the recruitment process, Ogamba assured senators that the TSC aims to prioritize earlier graduates to foster fairness and mitigate the long-term unemployment issue among educators.

Makueni constituency Member of Parliament, Susan Kiamba, is urging the Teachers Service Commission (TSC) to adhere to proper protocols when hiring teachers. She firmly believes that the field of education should remain free from political influences. Susan Kiamba emphasizes the importance of ensuring that the recruitment process for teachers is fair and transparent. She stresses that education is a fundamental pillar of society and should be approached with integrity.

Susan Kiamba is advocating for the TSC to prioritize merit and qualifications in their hiring practices. She asserts that political interference in the education system can have detrimental effects on the quality of learning. Susan Kiamba is of the opinion that professionalism and expertise should guide the selection of teachers. She warns against using political affiliations as a basis for employment decisions in the education sector. Susan Kiamba is speaking out against any attempts to manipulate the teacher recruitment process for political gains. She encourages the TSC to uphold the principles of fairness and impartiality in their selection procedures.

Susan Kiamba believes that a merit-based system is essential for ensuring the delivery of quality education to students. She is urging the TSC to prioritize the best interests of the students and the education system as a whole. Susan Kiamba emphasizes the need for transparency and accountability in the recruitment of teachers. She underscores the importance of recruiting qualified individuals based on their skills and abilities. Susan Kiamba is pushing for the TSC to create a level playing field for all applicants based on their qualifications. She believes that only by selecting the most suitable candidates can the education sector thrive. Susan Kiamba is advocating for the TSC to conduct recruitment processes with integrity and fairness.

She is calling for a system that safeguards the professionalism and standards of the teaching profession. Susan Kiamba is committed to ensuring that the education system remains a meritocracy that values excellence and expertise. She is determined to prevent any form of political interference that could compromise the quality of education for students. Susan Kiamba has made it clear that education should be kept separate from political agendas in order to preserve its integrity.

She urged the Teacher Service Commission (TSC) to uphold their responsibilities within the nation, emphasizing the importance of keeping education separate from political influence.

“Instead of injecting politics into every aspect of society, it is crucial to keep education free from political influence. It is important for the teacher’s service commission to understand that their salaries and resources come from the taxpayers, not from any political affiliations. It is imperative for them to prioritize the needs of the students and teachers above any political agendas.”

While distributing revised textbooks to all the schools in her constituency, she emphasized on providing support to day schools which have historically struggled with limited resources such as textbooks. The legislature observed that there are teachers who have been unable to secure employment for as long as 15 years while others are able to secure a teaching position in less than a year.

“Kiamba expressed frustration over the situation where numerous qualified teachers are overlooked in favor of unqualified candidates who are allegedly receiving employment letters without even undergoing the interview process. This unjust practice not only undermines the credibility of the education system but also deprives deserving educators of employment opportunities. Despite the abundance of skilled teachers waiting to be hired, the selection process seems to be marred by favoritism and nepotism, resulting in a lack of transparency and fairness in recruitment.

Kiamba’s concerns shed light on the systemic flaws within the educational sector, causing qualified educators to be left in limbo while undeserving individuals secure positions through questionable means. The discrepancy in employment opportunities for teachers highlights a larger issue of corruption and manipulation within the hiring process, ultimately impacting the quality of education for students. By bringing attention to this troubling trend, Kiamba hopes to spark a much-needed reform in the recruitment and selection of teachers, ensuring that merit and qualifications take precedence over personal connections or other unethical practices. The disparity between trained teachers seeking employment and those illicitly receiving job offers raises questions about the integrity and accountability of the institutions responsible for overseeing the hiring process.

Kiamba’s passionate advocacy for fairness and equity in teacher recruitment reflects a broader societal concern about the erosion of trust and integrity in public institutions. The mismanagement of teacher hiring not only perpetuates inequality and inefficiency but also undermines the fundamental principle of meritocracy in employment practices. Kiamba’s outspoken criticism serves as a wake-up call to policymakers and education officials to address the pervasive issues of corruption and favoritism that plague the teacher recruitment system. The failure to prioritize qualified candidates in teacher hiring not only harms individual educators but also jeopardizes the overall quality of education for students, leading to a loss of confidence in the education system.

Kiamba’s pointed remarks underscore the urgent need for comprehensive reform and accountability measures to ensure that teacher recruitment is based on merit, fairness, and transparency. In a system rife with corruption and unethical practices, Kiamba’s outspoken stance against the unfair treatment of qualified teachers resonates with many who share his concerns about the erosion of ethical standards in the education sector.

The continued disregard for merit and qualifications in teacher hiring perpetuates a cycle of injustice and inequality, further widening the gap between deserving educators and those who exploit the system for personal gain. Kiamba’s impassioned plea for reform highlights the urgent need for systemic changes to restore integrity and fairness in the recruitment and selection of teachers.”

The Member of Parliament also emphasized that capitation funding continues to pose a significant challenge for schools. He mentioned that the funds are often delayed, and when they do arrive, they are insufficient to cover necessary expenses. This results in schools accumulating debts and struggling to pay their suppliers.

The legislator expressed concern about the government’s failure to allocate capitation funds, stating that the limited financial contributions made by students are insufficient to cover the costs of education. Additionally, the legislator noted that school principals are feeling overwhelmed and stressed due to the challenges of operating schools without adequate funding.

Kiamba further mentioned that the current situation has become increasingly dire due to the implementation of a policy that allows students to receive their school certificates without paying their outstanding fees. This lack of accountability and responsibility has added to the challenges faced by educational institutions. According to Kiamba, this leniency has created a sense of entitlement among students, leading to a lack of respect for the value of education and the efforts of teachers. Furthermore, Kiamba noted that the practice of issuing certificates without fee clearance undermines the financial stability of schools, as they struggle to meet their operational costs.

The impact of this policy extends beyond the financial realm, affecting the overall integrity of the educational system. By allowing students to circumvent their financial obligations, schools are perpetuating a culture of entitlement and irresponsibility among the younger generation. Instead of instilling values of hard work and diligence, the policy of overlooking fee clearance contributes to a sense of entitlement and entitlement among students. Kiamba highlighted the need for a more stringent approach to fee clearance in order to instill a sense of responsibility and accountability among students.

Moreover, Kiamba emphasized the importance of upholding the financial integrity of educational institutions by ensuring that all fees are paid in full before certificates are issued. In conclusion, Kiamba stressed the importance of revisiting the policy on fee clearance in order to promote a culture of responsibility and respect within the education system.

Kiamba expressed concern about schools no longer receiving funds from students after they have paid their fees and received their certificates. He questioned how schools would now generate revenue without this source of income.