Kenya Union of Special Needs Education Teachers (KUSNET) Secretary General James Torome has called on all Special Needs Education (SNE) teachers across the country to remain calm and patient as the government moves to implement the Presidential directive granting them a two-job-group promotion.
Speaking in response to growing anxiety among teachers over delays in implementation, Torome assured members that the directive issued by President William Ruto remains valid and binding, adding that no individual or institution has the power to revoke or halt a presidential order.
“The President’s directive was clear and must be implemented in full. SNE teachers have been recognized for their outstanding service, and the promotion will be effected as directed,” said Mr. Torome.
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He explained that the decision followed extensive consultations between KUSNET, the Teachers Service Commission (TSC), and the Ministry of Education, with the goal of rewarding the critical role played by SNE teachers in supporting learners with special needs.
He noted that administrative and budgetary processes sometimes cause delays, but urged teachers not to interpret them as opposition to the directive.
Torome reaffirmed KUSNET’s strong commitment to safeguarding the rights and welfare of all SNE teachers, emphasising that the union remains in constant dialogue with TSC to ensure the full implementation of the presidential directive.
He also cautioned members against misinformation circulating on social media, urging them to rely only on official communication from KUSNET and relevant government agencies.
“I want to assure our members that the President’s word stands. Stay calm, stay united, and continue serving our learners with dedication. Your efforts are seen and appreciated,” he said.
The elevation of the two-job group is expected to significantly boost morale among SNE teachers who have long advocated for fair recognition and compensation.
The government’s move marks an important step toward strengthening inclusive education and ensuring equity within the teaching profession.
By Our Reporter
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