One of the major objectives of a registered trade union is to not only champion for the welfare of its membership, but also look deeper into policies governing the structures of where their membership dispenses the services.
For this case, the welfare of the learners who are the key consumers must be on top of the discussion table by a serious union.
I have been following with heightened interest the overall performance of Kenya Union of Special Needs Teachers -KUSNET. The union Secretary General James Torome has attracted my attention in the way he always engages Teachers Service Commission (TSC) and Ministry of Education (MoE) on matters special needs education.
With the formation of KUSNET some 4 years ago, special needs education received a major boost. Torome has since concentrated on prioritizing learners’ welfare before championing the terms and conditions for its members. His sober approach in my opinion is attracting the employer and the parent ministry. The just concluded Naivasha retreat between the teacher unions (KNUT, KUPPET and KUSNET) is an example.
On April8, KUSNET struck a deal with the employer that is yet to be formalized. This, however, seems to be as good as done. By the end of May this year, the commission will deploy 1700 teachers to special schools, a further 2000 in December and 2200 by next January.
A total of 479 tutors who had left special schools for regular schools so as to benefit from attractive promotions will be re-routed back with some assurance. To sweeten the deal is that all teachers in special units in our integrated schools will no longer be assigned extra duties outside the units they command. I am persuaded that learners with special needs are set for an improved attention courtesy of the KUSNET official. Teachers on their side will immensely receive nourishment from the bargain also.
As this raft of changes accrues, the commission and the parent ministry should further focus on improved terms for special needs education officers. Majority have no means to traverse the sub-counties during monitoring and learner assessment.
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