The Kenya Nation Union of Teachers (KNUT) Assistant National Treasurer Mohamed Kullow Sheik has said that teachers in Kenya’s Arid and Semi-Arid Lands (ASAL) face unique challenges, including harsh climatic conditions, insecurity, and poor infrastructure.
Sheik said that despite their dedication to educating marginalised communities, many are often overlooked in promotions, limiting their career growth.
His sentiments come against the backdrop of recent remarks by KESSHA National Chairman Willy Kuria—opposing the Teachers Service Commission’s use of the quota system to promote teachers of these godforsaken areas.
The KNUT official said that areas such as Turkana, Samburu, and the entire northern frontier counties have borne the brunt of the shortage of quality teachers and administrators because most of the tutors stationed there eventually relocate to places they deem to be safe in terms of security and well-served in terms of social amenities and conducive working environment.
“It is imperative that teachers in ASAL regions receive equal opportunities for advancement, including promotions to positions such as principals, deputy principals, and education officers,” he said.
“Affirmative action should be implemented to ensure that teachers in these disadvantaged areas are not left behind in career progression,” he added.
He pointed out that TSC should recognise the sacrifices made by these educators and create policies that favour their promotion, considering the difficult conditions under which they work.
“Many teachers in ASAL areas struggle with understaffed schools, lack of resources, and high dropout rates, yet they remain committed to their duty. Their resilience should be rewarded with leadership opportunities,” Sheik added.
Moreover, he observed that promoting teachers from ASAL regions to leadership positions would help improve education standards.
He said local teachers who rise to administrative positions understand the unique challenges of ASAL schools and can implement policies that directly address them.
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He added that this move would also motivate more teachers to accept postings in ASAL areas, improving staffing levels in underserved regions.
“The government and the TSC must implement a structured affirmative action policy that ensures fair promotions for ASAL teachers,” the unionist said.
“This could include special quotas for leadership positions, targeted training programs, and recognition of years of service in hardship areas. Equity in career growth for ASAL teachers will improve education and promote inclusivity and national cohesion.”
He further said that the TSC should ensure that teachers in ASAL regions receive the same promotion opportunities as their counterparts in other areas. This is a step towards equitable opportunity distribution, as enshrined in our constitutional dispensation.
By Joseph Mambili
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