A Mariakani-based classroom teacher has formally submitted a detailed memorandum to the Teachers Service Commission (TSC), calling for significant reforms to the current Career Progression Guidelines (CPG) in a move aimed at addressing disparities and streamlining teachers’ career growth.
In the memorandum dated March 9, 2026, Makau Kasimu, a classroom teacher from Mariakani, Kilifi County, outlined concerns over what he described as structural imbalances in the current promotion framework.
The document was addressed to the TSC Secretary and Chief Executive Officer as part of the commission’s ongoing review of the CPG.
Kasimu argues that the existing structure has created inequities between teachers in different levels of education.
According to him, graduate teachers in secondary schools currently have nine job grades, while diploma teachers have ten grades.
In contrast, primary school teachers have only seven grades, a situation he says disadvantages some cadres within the profession.
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He also criticized changes introduced under the current guidelines, including the splitting of the former Job Group K into C4 and C5.
Additionally, he pointed to the introduction of multiple promotional tiers for positions such as senior master and deputy principal, saying the adjustments have complicated rather than simplified the career ladder.
Another major concern raised in the memorandum is the reduction of common cadre grades for diploma teachers from three to two. Previously, diploma teachers could move progressively from Job Group J to K and L before attending interviews for promotion to M. Under the current framework, teachers move from C1 to C2 and must then compete in interviews to advance to C3, which Kasimu terms restrictive.
To address these concerns, he proposes reducing the number of job grades to seven, covering C2, C3, C4 or C5, and D1 through D5. He recommends that diploma teachers join service at C1 and serve a six-month probation before automatic progression to C2.
He further suggests maintaining C2 and C3 as common cadre grades to allow smoother early career growth.
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Kasimu also proposes reducing the waiting period for promotion interviews from three years to two years in promotional grades.
A key recommendation in the memorandum is the separation of administrative appointments from job group promotions. Under this proposal, teachers would be able to rise from C4 to D5 based purely on classroom excellence without necessarily taking up administrative roles such as deputy principal or principal. Administrative duties would instead attract special allowances.
According to Kasimu, the proposed reforms would simplify the promotion structure, reduce unhealthy competition for limited administrative positions and recognize excellence in classroom teaching as a viable and respected career pathway.
By Salim Mwachofi
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