The wrangles between the Junior Secondary School (JSS) union and the Teachers Service Commission (TSC) stem from several issues, primarily revolving around union membership, autonomy, and administrative structures. TSC directed that all JSS teachers join the Kenya National Union of Teachers (Knut), while the Kenya Union of Post Primary Education Teachers (Kuppet) had already taken in 39,550 JSS teachers, deducting union dues from their salaries. Knut and Kuppet are at loggerheads over JSS union membership, with Knut believing JSS teachers should automatically be members, and Kuppet arguing for the teachers’ right to choose.
JSS teachers, backed by their associations and unions, are pushing for autonomy from primary school management, citing interference, mismanagement, and high-handedness by primary school head teachers. The Kenya Association of Junior School Teachers (KAJST) and Kuppet demand administrative independence and recognition of junior schools as a distinct tier in the education system. This push for autonomy is driven by the need for junior schools to have their own administrative structures, similar to those of primary and secondary schools.
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Having separate administrative structures for junior and primary schools can be beneficial. It allows each school to have its own administration, which can make decisions tailored to the specific needs of its students and staff. Each administrator can focus on the specific needs and abilities of their students, leading to more effective teaching and learning.
TSC has directed the appointment of JSS teachers as Deputy Principals in junior school sections, a move seen as a step towards granting junior schools more autonomy. However, Knut Secretary-General Collins Oyuu has opposed JSS autonomy, citing the Presidential Working Party on Education Reforms’ proposal for Comprehensive Schools (Grades 1-9) and Senior Schools (Grades 10-12).
The disputes between TSC and JSS unions may impact teacher morale, administrative efficiency, and the overall quality of education in junior secondary schools.
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The outcome will likely influence the future of junior secondary education in Kenya, including the structure, management, and funding of these schools.
TSC has employed 20,000 teachers to address the gap in junior secondary schools and plans to deploy secondary school teachers to support learning in JSS. Kuppet and TSC have withdrawn court cases, indicating a potential shift towards resolving their disputes through dialogue.
The need for separate administrative structures for junior and primary schools is driven by the unique needs and requirements of each level of education. By granting junior schools more autonomy and recognizing them as a distinct tier in the education system, administrators can better cater to the specific needs of their students and staff, leading to more effective teaching and learning. With careful planning, coordination, and communication, junior and primary schools can work together effectively to provide high-quality education to their students.
By Hillary Muhalya
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