“Years of service, decades of dedication, and still waiting for the upgrade that could change their careers.”
Across Kenya, more than 38,000 P1 teachers are caught in a limbo of expectation and delay. Their names were forwarded for a World Bank-supported upgrading programme — a chance to align professionally with the Competency-Based Education (CBE) system, specialize for Junior Secondary School (JSS), and unlock long-awaited career progression through the upgrade. Yet months after the announcement, many teachers are still waiting to be called for training, placement, and certification. The result: mounting frustration and growing impatience.
An officer from the Ministry of Education, speaking on condition of anonymity, attributed the delay to bureaucratic demands. Processing tens of thousands of teacher records, verifying documentation, and ensuring compliance with World Bank requirements had slowed the rollout, the officer explained. While procedural, these steps have inadvertently extended the wait for teachers eager to begin the upgrade programme — turning hope into tension.
Delays on Upgrade Fuel Frustration
The announcement of the establishment of training centres was initially received with widespread hope. Teachers viewed it as a tangible sign that the programme was about to kick off and that the years of waiting might finally lead to action.
Staffrooms buzzed with discussions of reporting schedules, study plans, and peer support. That initial optimism, however, has now collided with reality: delays, unclear timelines, and bureaucratic bottlenecks have muted excitement and replaced it with impatience.
For these teachers, the sponsorship is far more than an academic exercise. It represents professional relevance, career mobility, and, for some, improved remuneration tied to the anticipated upgrade. The Teachers Service Commission (TSC) list of eligible teachers sparked widespread anticipation, yet the absence of clear timelines and communication has left many in uncertainty.
The first source of frustration lies in delays. Teachers expected the immediate next steps: placement letters, training schedules, reporting dates, and institutional allocations.
Instead, weeks have stretched into months. Administrators insist processes are underway, but for teachers who restructured their personal schedules, prepared study materials, or arranged family commitments around the upgrade, the waiting feels punitive. Time, in this case, has become a currency teachers cannot afford to lose.
Closely intertwined with delay is confusion over eligibility. Initial communications outlined one set of KCSE thresholds and subject combinations; subsequent clarifications narrowed the field.
Teachers who assumed qualification under the earlier guidance now question their inclusion, while others fear being inadvertently excluded. In any professional setting, policy consistency is critical. When it wavers, trust diminishes, and anxiety takes root.
Why the Upgrade Matters
Beyond technicalities, the programme carries profound psychological weight. The transition to CBE has redefined Kenya’s educational architecture. Junior Secondary School is not simply an extension of primary; it is a specialised domain demanding subject knowledge, pedagogical versatility, and assessment proficiency.
For P1 teachers trained under older curricular models, the upgrade is not optional; it is a matter of survival. Every postponed training session amplifies the risk of professional marginalisation. Their impatience is therefore grounded in relevance, not mere desire.
Communication gaps further intensify frustration. Teachers repeatedly ask, “When will training begin?” Will it be residential or blended? Which institutions will host the programme? Will allowances be provided? What certification will be awarded?
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In the absence of clear, detailed official circulars, speculation fills the void. Social media groups buzz with rumours, county offices are inundated with queries, and teachers interpret silence as uncertainty rather than process.
By Hillary Muhalya
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