The Teachers Service Commission (TSC) has admitted that it promoted more than 5,000 teachers who had not met the mandatory three-year service requirement in their current grade, citing urgent staffing needs and policy considerations.
In its official response to the Departmental Committee on Education, the Commission explained that of the 25,252 teachers promoted in 2024/2025, 5,291 did not meet the standard promotion criteria. Most of these were in administrative positions that failed to attract enough number of qualified teachers.
“As earlier presented before this committee, out of the 25,252 teachers promoted, a total of 5,291 teachers were promoted without the requisite three years in service in one grade,” the Commission stated.
Out of this number, 3,427 teachers were promoted to Grade D3 (Principals) and Grade C4 (Deputy Headteachers), two categories that had severe shortages. According to the Commission, this decision was necessary to resolve the growing issue of teachers holding administrative posts in acting capacities for prolonged periods.
“The Commission requests that these teachers be retained since the two grades did not attract the requisite numbers nationally,” TSC noted.
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Despite justifying the move, TSC partially bowed to pressure from the Education Committee and reversed 1,864 promotions for teachers who had not met the eligibility criteria and were outside the two critical grades.
“In compliance with the Committee’s recommendations, the balance of 1,864 teachers who were promoted but have not met the requisite three-year requirement have been removed from the Promotion list,” reads the report.
To manage the fallout, the Commission stated that the slots opened by this reversal were reallocated across counties based on interview turnout and the urgency of need.
“The vacancies created from the above have been redistributed proportionately across the country based on the number of interviewed applicants,” the report stated.
The report adds, “This support has been instrumental in addressing staffing gaps, teacher motivation and retention across the country.”
By Joseph Mambili
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