Secondary school principals have raised concerns over a severe shortage of teachers to handle newly introduced Grade 10 subjects under the Competency-Based Education (CBE) system. The challenge has become evident barely three months after pioneer learners began classes, with schools struggling to deliver specialized courses in the Science, Technology, Engineering and Mathematics (STEM) pathway.
Kenya Secondary Schools Heads Association (KESSHA) chairman Willy Kuria said the demand for teachers trained in technical subjects has surged, yet the Teachers Service Commission (TSC) has not been able to supply the required personnel.
“With the CBE, we need qualified teachers who can handle the new subjects in our schools, such as electricity, aviation, marine technology and building and construction. All these subjects have been introduced because of the CBE, but we do not have the staff to teach them. I don’t think there is a school that has all of these teachers,” Kuria noted.
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He explained that schools have been forced to recruit teachers independently using funds from their Boards of Management (BoM), a move that has stretched resources significantly. Even then, finding qualified staff in these specialized fields remains difficult. Kuria urged universities to step in and provide trained personnel to ease the burden on schools and ensure effective implementation of the new curriculum.
Despite efforts to reorganize existing staff and maximize available resources, principals say the shortage remains a major obstacle to delivering specialized subjects effectively. Kuria emphasized that without urgent intervention, schools risk compromising the quality of education promised under the CBE system.
The Teachers Service Commission has acknowledged the challenge, with the acting CEO, Evaleen Mitei said the commission is exploring partnerships with technical and vocational training institutions to tap into their trainers for deployment in secondary schools. “We are currently in discussions with technical and vocational training institutions to explore ways of tapping into their trainers to help handle some of the specialised subjects,” she said.
If implemented, the plan would see trainers from technical colleges deployed to support practical and technical learning areas in secondary schools. Principals welcomed the idea but stressed the need for long-term solutions, including structured training programs for teachers in universities.
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Beyond classroom teaching, Kuria also raised concerns about the limited availability of qualified staff in financial management roles within schools. He noted that highly skilled professionals, such as trained bursars, are often unaffordable for most institutions. As a result, many schools, especially non-national ones, rely on lower-level staff, some without formal training, to manage finances. “In many schools, secretaries are still responsible for managing funds,” he said, warning that this undermines accountability and efficiency.
The shortage comes at a time when the TSC has announced it will not recruit teachers for primary schools, citing a surplus.
By Masaki Enock
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