It is disheartening to observe the state of the education system in Kenya, a system that seems to be crumbling from the foundation of Kindergarten to the heights of tertiary education.
The key players, including the Ministry of Education, Teachers Service Commission (TSC), KNUT, KUPPET, and other stakeholders, appear to have lost their grip on managing education to the standard it deserves.
A glaring issue is the mismanagement of teaching staff, where a sense of cluelessness and carelessness prevails in handling the welfare of teachers by the TSC.
The misunderstanding between the Commission and teachers is evident, as demonstrated by the recent interdiction of non-local teachers in the North Eastern part of Kenya without due consideration for their safety.
This incident raises questions about the prioritization of life over bureaucratic decisions.
The failure to confirm interns who played a crucial role in launching the new curriculum in Junior secondary is another shameful aspect.
Instead of recognizing their dedication, the TSC opted to force contract renewals, highlighting a lack of appreciation for the contributions of educators.
The influence of the TSC over teachers’ unions has compromised their ability to advocate for the rights and well-being of teachers.
This situation leaves educators without a collective voice, allowing the TSC to exert control unchecked.
Deductions in teachers’ pay slips without tangible benefits further contribute to the prevailing discontent.
The prevailing attitude of “punda afe, mzigo ufike” reflects a resignation to the system, where teachers endure financial setbacks without questioning their purpose or impact.
The consequence of these issues is a compromised learning environment where frustrated teachers struggle to deliver quality content.
The disconnection between expectations and reality is glaring, and the current state of affairs raises the question: who is fooling whom?
Kenyan parents, perhaps unknowingly, remain oblivious to the challenges within the education system.
The implementation of the Competency-Based Curriculum (CBC), especially in Grade 7, appears to fall short of its objectives.
The burden placed on teachers, attempting to teach four new learning areas without adequate support, inevitably hampers content delivery.
It is imperative for all stakeholders in the education system to pause and reflect on the direction the nation is headed concerning the education and future of its children.
The CBC, in its current form, appears to be only 65% aligned with its objectives.
Urgent and comprehensive assessments are necessary to address the systemic issues and ensure a more effective and sustainable education system for the benefit of both teachers and students alike.
The Writer is an Education Activist
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