The Kenya Union of Post-Primary Education Teachers (KUPPET), which represents the interests of teachers in post-primary institutions across Kenya, has been at loggerheads with the Teachers Service Commission (TSC) to implement a Collective Bargaining Agreement (CBA) for the period spanning 2025 to 2029.
The CBA, dated October 31, 2024 and now in the possession of Education News, highlights issues that need to be fixed. It replaces the 2021-2025 CBA, which is nearing its end.
KUPPET demanded a reduction in the CBA cycle to two years to ensure closer monitoring by the parties for better terms and conditions for teachers in post-primary institutions.
The CBA highlighted that the union demanded an urgent increase in remuneration and allowances in light of the significant financial burdens imposed on them in 2024, which include a 1.5 per cent housing levy and a social health insurance fund amounting to 2.75 per cent of their gross salary.
It stated that the allowances for house, hardship, commuter, and travel have not been reviewed since the 2016-2021 CBA, despite significant economic changes that have adversely affected teachers’ financial positions.
They also demanded equity and fairness in compensation and working conditions. Teachers are currently underpaid compared to their counterparts in public service, which has resulted in significant disparities in remuneration.
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Furthermore, the allowances critical to teachers’ livelihoods, such as house and commuter allowances, have not been reviewed since 2016, despite substantial cost escalations over the past eight years.
Competitive compensation packages, enhanced professional development opportunities, and clearer pathways for career advancement must be established to attract and retain qualified educators in the teaching profession. This will ensure that teaching becomes an attractive and sustainable profession for current and future educators.
The CBA highlights the critical need for a robust framework to recognize and reward performance and productivity within the teaching profession.
The employer has no established system to acknowledge educators’ hard work and achievements, leading to widespread stagnation across various cadres.
The lack of recognition has significantly lowered morale among teachers, adversely affecting their motivation and overall productivity in the classroom.
The recent trends in GDP per capita underscore the justification for salary increments for teachers in Kenya, reflecting overall economic growth and the increasing cost of living.
The case for salary increments for teachers in Kenya is compelling, particularly in light of the recent introduction of the Competency-Based Curriculum (CBC), which demands increased workload.
Teachers must now manage their teaching responsibilities and extensive administrative tasks, leading to significant stress and burnout.
Teachers are also increasingly investing in their professional development by pursuing postgraduate diplomas, master’s degrees, and doctoral qualifications in the relevant fields of education to enhance their skills and effectiveness in the classroom.
By Obegi Malack
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