Primary One (P1) teachers are the bedrock of education, yet their contributions often go unnoticed and underappreciated. They hold a unique and indispensable role in society, serving as the first mentors in a child’s academic journey. From the very first day of school, they introduce learners to letters, numbers, and the fundamentals of life itself. The rigorous training they undergo equips them with classroom management skills, the ability to simplify complex concepts, and the capacity to foster curiosity and a love for learning. Their patience, creativity, and unwavering dedication ensure that every child receives the strong foundation necessary for academic success and personal growth.
Unlike other teachers who specialize in only a few subjects, P1 teachers are all-rounded. They teach literacy, numeracy, basic sciences, social skills, moral education, and life skills, providing holistic instruction that prepares learners for every aspect of school life. This versatility allows them to address diverse learning needs, ensure no child is left behind, and adapt seamlessly to different classroom dynamics. Beyond academics, P1 teachers mentor, motivate, and counsel learners. They guide children on respect, emotional management, problem-solving, and self-confidence. Every lesson, every carefully planned activity, and every encouraging word leaves a lasting imprint, shaping character alongside intellect and preparing children not just for exams, but for life.
The influence of P1 teachers extends far beyond the classroom. Most seasoned professionals, entrepreneurs, and even university professors were once learners shaped by primary school teachers. Their success can often be traced back to the early guidance of these educators, who instilled discipline, curiosity, and resilience at a formative age. Remarkably, more than 40,000 serving P1 teachers themselves scored university entry grades, yet many lacked the support and guidance necessary to realize their full potential. Despite their rigorous training, versatility, and proven capability, many P1 teachers remain unemployed. Even more concerning is the policy shift that raised the minimum employment grade from P1 to Diploma, effectively locking out qualified teachers who underwent years of specialized training.
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This situation is both unfair and counterproductive. History provides a stark warning. In 1989, when Kenya shifted to the 8-4-4 system, Diploma colleges failed to admit Advanced Level students, wasting the potential of those who had worked hard to pass. In a similar way, Arts-based Diploma teachers were later reposted to primary schools, creating a shortage of qualified teachers in high schools. University-bound learners began avoiding subjects such as History, CRE, and Geography, perceiving them as offering little future opportunity. The lesson is clear: the nation must not repeat the mistakes of the past and throw P1 teachers “under the bus” as was done with Diploma teachers in high schools and A-Level students in the 1990s. Doing so would waste talent, undermine the education system, and limit opportunities for both teachers and learners.
Adding to the injustice is the financial burden that many P1 teachers have carried to secure their training. Some invested their own savings, others borrowed funds, while some relied on support from county governments, Constituency Development Funds (CDF), and well-wishers who believed in their potential. These investments represent both personal sacrifice and public trust in their future contributions. To leave these educators unemployed after such financial and personal commitment is not just unfair—it is a betrayal of the confidence placed in them by families, communities, and the nation.
The government must urgently act to correct this injustice. Creating employment opportunities for trained and all-rounded P1 teachers is not only fair but also a strategic investment in the nation’s future. Each unemployed P1 teacher represents untapped potential, skills, and dedication that could transform classrooms and nurture the next generation of leaders, innovators, and achievers. Proactive measures must ensure that all qualified candidates are properly placed, adequately supported, and empowered to serve.
Supporting P1 teachers is not merely a professional or moral duty—it is an investment in the country’s future. Providing them with employment, continuous professional development, mentorship, adequate teaching resources, and recognition amplifies their ability to shape young minds. Well-supported P1 teachers can innovate in teaching, adapt to diverse learners, and inspire children to reach heights they may have thought impossible. Their classrooms are more than learning spaces; they are launching pads for leaders, innovators, and achievers. By supporting P1 teachers, society invests in communities, industries, and the nation as a whole.
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Never underestimate the power of a P1 teacher. Their knowledge, versatility, and dedication ripple outward, affecting not only individual students but entire communities. The success of future generations begins in their hands, and the time to recognize, empower, employ, and support them is now. Past mistakes must not be repeated. The foundations these educators lay today will echo through generations to come.
To achieve this, several policy measures are critical. The P1 employment grade must be restored and protected to ensure that specialized training is recognized and valued. The government should prioritize recruiting trained P1 teachers to fill existing vacancies, conducting a national audit to integrate unemployed teachers based on demand. Continuous professional development programs, mentorship, and career progression opportunities must be implemented to enhance teaching quality and retain talent. Adequate classroom resources, reduced class sizes, and incentives such as housing allowances and recognition schemes will further empower teachers to perform at their best. Additionally, a data-driven system for teacher placement, promotion, and policy oversight should be established to ensure fairness, accountability, and informed decision-making. Finally, public awareness campaigns and advocacy initiatives are essential to highlight the importance of P1 teachers and garner community support.
Investing in P1 teachers is more than an educational concern—it is a moral imperative. It is a commitment to excellence, equity, and opportunity for every child. By recognizing, empowering, employing, and supporting these all-rounded educators, the nation ensures that the seeds they plant today will blossom into a society of knowledge, innovation, and achievement tomorrow. The time to act is now. Let P1 teachers not be thrown under the bus as others were in the past. The foundations they lay today will determine the success of generations yet to come.
By Hillary Muhalya
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