- West Pokot KNUT Executive Secretary Dorcas Lotome has warned that thousands of learners in West Pokot risk substandard education due to severe staffing gaps.
- Communities are forced to hire BoM teachers, shifting constitutional responsibility from the government to struggling families.
- Lotome urges TSC to prioritise West Pokot in recruitment, strengthen security, and improve teacher retention.
Thousands of learners in West Pokot County are facing the risk of substandard education as an acute shortage of teachers continues to paralyse learning in public schools. The crisis has prompted the Kenya National Union of Teachers (KNUT) to demand urgent government intervention to safeguard the future of children in the region.
West Pokot KNUT Executive Secretary Dorcas Cheyech Lotome sounded the alarm, warning that the county is grappling with a severe staffing deficit of Teachers Service Commission (TSC) teachers. She cautioned that unless immediate measures are taken, the shortage will further undermine the delivery of quality education, especially in remote and insecurity‑prone areas.
Lotome revealed that many schools are operating with far fewer teachers than required, leaving the available educators overstretched as they juggle multiple classes, subjects, and administrative responsibilities. The heavy workload has made it increasingly difficult to provide learners with the individual attention demanded under the Competency‑Based Education (CBE) curriculum. “The teacher shortage is no longer just an administrative challenge; it is a serious threat to the future of thousands of children in West Pokot,” she said.
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The staffing crisis is most severe in North Pokot and Kacheliba sub‑counties, where some schools have only a handful of TSC teachers serving hundreds of learners. Classrooms are overcrowded, and teachers are forced to handle several lessons across different grades each day.
Parents have been forced to shoulder an unexpected financial burden by hiring Board of Management (BoM) teachers using locally raised funds to keep learning going. While the initiative has reduced disruptions, Lotome argued that employing teachers is a constitutional responsibility of the national government and should not be shifted to struggling families.
She attributed the crisis to delayed recruitment, slow replacement of teachers who retire or transfer, and the persistent challenge of retaining educators in hardship areas. Security concerns linked to cattle rustling and banditry have made many teachers reluctant to accept postings in certain parts of the county, leading to frequent transfers and high staff turnover.
Lotome urged the government to strengthen security in affected regions, saying a safe working environment is essential for teacher retention and improved learning outcomes. She maintained that addressing insecurity would encourage more teachers to serve in remote schools and help stabilise staffing levels.
Lotome further appealed to the Teachers Service Commission to prioritise West Pokot during future recruitment exercises through affirmative action. She said counties facing chronic teacher shortages should receive special consideration to ensure every learner has access to qualified teachers regardless of location.
Education stakeholders have consistently warned that West Pokot remains among the counties with the largest teacher deficits in Kenya. Previous assessments estimate that the county requires approximately 2,000 additional primary school teachers and 800 secondary school teachers to attain recommended staffing levels. The deficit has widened the teacher‑learner ratio, affecting curriculum coverage, learner assessment, and academic performance.
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The challenge comes at a critical time as schools continue implementing the Competency‑Based Curriculum, which requires more learner‑centered instruction, continuous assessment, and closer interaction between teachers and students. Experts argue that these goals cannot be achieved without adequate staffing.
Lotome emphasised that investing in teachers is an investment in the future of West Pokot and the nation at large. She urged the government to fast‑track recruitment, promptly replace those exiting the service, improve hardship allowances, and create better working conditions to attract and retain teachers in marginalised areas.
She also called on all education stakeholders, including the national government, county leaders, development partners, and local communities, to collaborate in finding sustainable solutions to the staffing crisis.
By Hillary Muhalya
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