- TSC has rolled out new promotions that have eased stagnation for some teachers, though the numbers have remained far below what is needed.
- The Commission has continued to base 60% of its scoring on a teacher’s chronological age and years of stagnation, a criterion that has left younger, high-performing teachers overlooked.
- TSC has also introduced “dry promotions” through an August 2025 circular, appointing heads and deputies in acting capacities without extra compensation or a clear path to substantive posts.
TSC’s latest promotional achievements have been welcomed by teachers countrywide. This is after many years of stagnation for the tutors across various job grades. While the said adverts ease the pressure of stagnated individuals, the numbers are still far below the expected and are a drop in the ocean. The key criterion in the recent TSC promotions is benchmarked on the chronological age of a teacher and the corresponding years of service in a job grade. This has left younger and more ambitious teachers in limbo as their chances of securing these promotions are extremely dim.
This brings up an important question in human resource management: should promotions be age-based or performance-based? What are the pros and the cons for each criterion?
Age-Based promotion
The current promotion criteria used by TSC is largely age-based, with a teacher’s chronological age, and ipso facto, the years of stagnation taking 60% of the total score in the scoring guideline provided by TSC. Age-based promotion relies on seniority and time spent in a role. Given that, it kind of motivates long-serving employees who feel valued for their experience and loyalty. It can also offer some form of stability and predictability for the workforce in an organisation.
However, on the contrary, it may not accurately reflect an employee’s current skills, abilities or potential for advancement. Indeed, a considerable number of the potential beneficiaries of this criterion had initially shunned administrative responsibilities because they did not have tangible monetary attachment before the advent of the collective bargaining agreements (CBAs) of recent years.
Over 16,000 teachers to miss out on promised promotions over budget shortfall
Thus, their attitude towards responsibility may not necessarily have changed. Such individuals could have given the bare minimum at their workstations and were lethargic to responsibility, teamwork and chose private engagement over schoolwork. Ironically, they are reaping big from the current policy in place as younger individuals who are often deployed to run schools during odd hours like nights, public holidays and weekends with little or no motivation are bypassed.
That is why age-based promotion policy could be leaving sour grapes in the mouths of hitherto, younger but committed and passionate teachers who are at the heartbeats of their institutions, while at the same time coming as a pleasant reward to the committed long serving teachers who have endured long years of stagnation.
Performance-based promotion
On the other hand, performance- based criterion of promotion is hinged on achievements, quality of work, demonstrated skills, contributions and positive feedback on the work ethic of an individual. This system rewards high achievers and encourages meritocracy and continuous improvement. It recognises an individual for exceptional performance in the current position and qualifies them for the next higher post.
This system rewards all categories of employees who have demonstrated passion, commitment and are results-oriented in assigned tasks. It encourages hard work, workplace patriotism, competence and innovativeness over conservatism. On the contrary, it brings in the challenge of objective evaluation mechanisms, biasness and the attendant favouritism which TPAD has not been able to solve.
Equally, TSC seems to be exploring the issue of “Dry Promotions” vide a circular dated 13th August,2025 (TSC|ADM|192A|VOL X|53). This circular provides for the appointment of Heads and Deputy Heads of institutions in an acting capacity, without any corresponding compensation, with a rider that the concerned tutors will continue to serve until they attain substantive appointment.
TSC must stop treating age as a substitute for merit in teacher promotions
Unfortunately, the circular also does not provide for any affirmative action to accelerate such teachers to substantive positions, which is quite demotivating to them.
TSC has demonstrated commitment and willingness to end stagnation despite limited budgetary provisions, and it is the hope of teachers that as the commission navigates this sensitive matter, it should strike a balance to ensure that long-serving teachers are rewarded, while the younger generation that are committed, passionate and exemplary in their duties are not left behind too. This will ultimately result in a more stable and contented workforce, who know that the employer rewards merit and also acknowledges loyalty and experience.
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