- Martin Muriuki argues that Curriculum Support Officers deserve greater recognition for their role in curriculum implementation.
- He says concerns over remuneration risk demoralising field officers as schools begin the final term.
- Muriuki calls for dialogue and improved working conditions while stressing that CSOs are not seeking division.
As schools gear up to open for the final term, Curriculum Support Officers (CSOs)—the field officers and pillars of curriculum implementation—are reporting to duty with a sense of disappointment and demoralisation amid concerns that they were excluded from a recent salary review said to have benefited Secretariat staff.
CSOs play a critical role in translating education policies, curriculum reforms and professional expectations into actual classroom practice. They are constantly in the field supporting teachers, monitoring curriculum implementation, mentoring educators, guiding schools and responding to emerging challenges. Their work directly contributes to the quality of education delivered to learners.
Recognition for field officers
While we appreciate and support improvements in the welfare of our colleagues at the Secretariat, it is equally important that the contribution and welfare of field officers receive similar consideration. A motivated workforce is essential for effective curriculum implementation, and recognition should extend to all cadres whose responsibilities contribute to the success of the education system.
As the final term begins, there is therefore a need for dialogue, fairness and a deliberate effort to address the concerns of CSOs. Recognition does not necessarily have to be immediate or identical, but the concerns of field officers should be acknowledged and a clear pathway towards improved remuneration and working conditions established.
Motivated CSOs build motivated teachers; motivated teachers build better schools; and better schools build a stronger education system.
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The call is not for division, but for fairness, recognition and appreciation of the people who carry education policy from the office to the classroom.
By Martin Muriuki
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