Education Stakeholders Association of Kenya (ESAK) has urged the government to change the training of teachers to fit the need of the current Competency Based Education, (CBE) curriculum in order to address the issue of the ongoing demonstrations by Junior Secondary School (JSS) teachers
The association argues that the current graduate teachers feels like they are teaching in primary schools hence, the disconnect and continuous tussles, wanting to be delinked from current primary schools (comprehensive schools).
The ESAK also said that instead of separating the two school levels which is a bit expensive, the government ought to consider a model of coexisting of the two distinct but interdependent units of JSS and Primary schools within the same compound, by establishing two levels of deputies one in charge of JSS and the other one in charge of primary, and two must be semi-autonomous with clear standard operation procedures (SOPs).
Wangenye added that the government must shelve the idea of frequently changing our curriculum, adding that any change of curriculum involves massive investments financially and even human capital. “Countries like USA and UK have curriculums spanning hundreds of years and they have never changed. They only enhance it to fit the current changing global needs.” He said
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He called for quick redress of the issues raised by the JSS teachers saying that they have genuine grievances but must be addressed with sobriety free from emotions.
“We cannot therefore completely purport to ignore the issues being raised by the JSS teachers. That would be burying our head in the sand like the proverbial ostrich. They have genuine grievances but must be addressed with sobriety free from emotions.” Wangenye said.
In 2022, the Presidential Working Party on Education Reforms (PWPER) conducted public participations across all 47 counties and the parents submitted that grade 7, 8 and 9 ages between (11, 12 ,13 and maximum 14) are very young kids to move far away from their parents’ laps.
They said that they needed parental care while still in existing primary schools. That recommendation was well captured hence led to the Junior Schools domicile in the Comprehensive Schools.
Even though the report was compiled and implemented before the deployment of the JSS teachers, many has felt that the domicile of the schools has denied them the autonomy to carry out their distinctive mandates and a platform for them to air their grievances without prejudice or intimidation by the Head of Institutions.
The JSS teachers have so far maintained that their voices must be heard and the autonomy status served for them to have a clear career progression pathways and an office to run their mandates.
By Juma Ndigo
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