On September 13, 2025, more than 10,000 representatives of teachers’ unions and associations from across the country walked through the gates of the State House, Nairobi, for what was billed as a historic engagement between educators and President William Ruto. Dubbed Waalimu na Rais, the meeting was presented as a forum for dialogue, recognition and problem-solving. For many teachers, the symbolism of being invited into the most powerful office in the land was profound. They have long complained of being sidelined in national conversations, noticed only when strikes threatened to paralyse the academic calendar. On this occasion, however, the doors of power were opened, and the President himself described them as the “unsung heroes” of nation-building. But beyond symbolism, this meeting must be judged by its substance: what was promised, what was left out, and what new opportunities it may open for Kenya’s education sector.
The first achievement was recognition. Teachers often feel invisible in the national narrative, despite being at the centre of every family’s dream of progress. The act of inviting them to the State House signalled respect, an acknowledgement that the teaching profession is not peripheral but foundational. That gesture alone inspired many who, for years, have carried heavy workloads with modest pay and limited appreciation. The symbolism was reinforced by a raft of promises that went beyond empty platitudes. Perhaps the most notable was the directive to shorten the Collective Bargaining Agreement cycle from four years to two. For decades, teachers have lamented that a four-year cycle traps them in a prolonged wait for reviews, even when inflation and economic realities make salaries inadequate. This pledge, if implemented faithfully, would inject dynamism into salary negotiations and create space for teachers to adjust their welfare more regularly to changing circumstances.
Financing of education was another area where the President seemed keen to demonstrate seriousness. Current capitation rates are far below the recommended benchmarks. Each primary school pupil receives Sh1,400 instead of the advised Sh2,238, while each secondary student gets Sh17,000 against a standard of Sh22,000. These gaps translate directly into shortages of textbooks, equipment, and teaching materials, leaving teachers to improvise daily. The President pledged to cut these gaps by half starting with the next financial year, with the intention of closing them fully over time. This is not just a fiscal adjustment; it is a recognition that reforms like the Competency-Based Curriculum cannot succeed without adequate resources being allocated to schools.
The meeting also addressed reforms in pathways and curriculum delivery. For years, arts and sports were treated as extracurriculars rather than legitimate academic streams. From January 2026, learners pursuing Arts and Sports Science will receive capitation directly, placing their pathways on an equal footing with science and technical tracks. This change could transform how talent is nurtured in schools, elevating creative and athletic pursuits from marginal to mainstream.
Employment and promotions were equally central. Thousands of trained graduates remain jobless, some waiting for a decade or more to be absorbed into the Teachers Service Commission. The President introduced a “first-out, first-in” policy, prioritising those who have waited longest. At the same time, promotion funding was doubled from Sh1 billion to Sh2 billion annually, making it possible to promote 50,000 teachers each year. Stagnation has long been a source of low morale in the profession, with many teachers retiring in the same grade they were hired. If implemented, this commitment could restore motivation and professional dignity.
Welfare was not left behind. Teachers contribute approximately Sh900 million monthly to the housing levy, nearly 13 per cent of the total, and yet they have often struggled to access affordable homes. In response, the President directed that 20 percent of all government-built Affordable Housing units be reserved for teachers. An MoU was signed between the housing board and teacher unions to guarantee this pledge. Equally important was the admission that teachers’ medical cover lags behind that of other civil servants. A review was promised, raising hopes that issues of inadequate hospital networks and delayed reimbursements would be addressed. The President also acknowledged the mismatch between the government’s financial year and the school calendar, which has consistently caused delays in the release of funds. He directed the Ministries of Education and Finance to harmonise the two by December, a move that could bring long-awaited predictability to school operations. In addition, he ordered that Sessional Paper No.1 of 2025, which consolidates major reforms, be tabled in Parliament within 45 days, potentially providing a legislative anchor for change.
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Yet despite the optimism, the misses were glaring. The biggest gap lay in implementation details. Many promises lacked clear timelines, eligibility criteria, and accountability mechanisms. Teachers have seen this movie before: laptops promised to every child that never materialised, digital classrooms launched with fanfare but quickly forgotten and salary harmonisation agreements that stalled in bureaucratic corridors. Without deadlines and enforcement structures, the pledges on CBA cycles, promotions, housing and capitation risk are sliding into the category of political rhetoric.
Some urgent issues were downplayed. Allowances such as commuter, hardship and leave remain insufficient, yet they were not addressed with the same energy as long-term projects like housing. The problem of non-remittance of union dues, which has left many union branches cash-strapped, was barely discussed, even though it directly affects the capacity of unions to serve their members. Representation was also uneven. While the hall was full, some groups, such as special needs teachers, initially felt excluded from the planning, and dissent emerged during the forum itself, with sections of teachers heckling union leaders over controversial proposals like the domiciling of Junior Secondary Schools. These tensions revealed that not all teachers felt their voices were authentically represented.
Another risk is political optics. Critics argue that the meeting was as much about building goodwill with a crucial voting bloc as it was about solving structural problems in education. Nearly 400,000 teachers, spread across every constituency, represent a formidable constituency. As the 2027 elections inch closer, sceptics warn that the flurry of promises may be more strategic than sincere. The true test will be whether commitments are honoured long before campaigns begin.
Despite these shortcomings, the opportunities are enormous. If the State House forum becomes an institutionalised, annual event, it could fundamentally shift the culture of engagement between teachers and government. Instead of reactive strikes and adversarial confrontations, there could be proactive dialogue anchored on mutual respect. Teachers could also use this platform to move beyond welfare demands and shape the direction of policy. They are not just implementers but frontline observers of how reforms like Competency-Based Education play out in classrooms. Their insights, if integrated, could save the country from costly mistakes and ensure smoother transitions.
The housing pledge, if delivered, could serve as a model for addressing other welfare challenges, from healthcare to retirement packages. The “first-out, first-in” recruitment model, properly managed, could resolve the backlog of unemployed graduates and restore faith in fairness. Harmonising financial years could end the perennial crisis of schools shutting down activities due to late funding. Digitisation to weed out ghost schools and learners could save billions and allow more resources to reach classrooms. By acting on these opportunities, the government can build a legacy of genuine reform.
In the end, the historic visit was a mix of hits, misses and possibilities. It was a recognition of teachers’ central role, a platform for long-awaited promises, but also a reminder that symbolism must give way to substance. If the commitments on housing, capitation, promotions, welfare and policy reforms are implemented with transparency and urgency, September 2025 will be remembered as the month when a new era in education governance began. If not, it will go down as yet another grand spectacle where teachers were serenaded, applauded, and sent back to classrooms with little to show. Kenya’s future lies in its classrooms, and its classrooms depend on teachers. The dignity, morale and welfare of teachers are not luxuries; they are the foundation upon which every child’s dream stands. Whether this forum becomes a catalyst for lasting transformation or a fleeting political show will depend entirely on follow-through. For now, teachers can savour the recognition, but they will be watching keenly to see if words spoken in the grand halls of State House translate into real change in the dusty classrooms of Kenya.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
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