Teachers question new CPG structure, warn of continued stagnation

• A section of teachers have raised concerns over the proposed CPGs by the TSC, arguing that the new structure mirrors the much-criticized Career Progression Guidelines (CPGs) that have been in place for years.

• They contend that the proposed grading system merely replaces the previous job group designations without addressing the core challenge of limited promotion opportunities.

A section of teachers have raised concerns over the proposed Career Progression Guidelines by the Teachers Service Commission (TSC), arguing that the new structure mirrors the much-criticized Career Progression Guidelines (CPGs) that have been in place for years.

The concerns emerge even as some education stakeholders celebrate the proposed framework as a breakthrough that could streamline promotions and improve career growth within the teaching profession.

Critics, however, contend that the proposed grading system merely replaces the previous job group designations without addressing the core challenge of limited promotion opportunities.

Under the proposed framework, diploma teachers will enter the profession at Job Group ST8 and automatically progress to ST7 after serving the prescribed period. Degree holders will join at ST7 and move automatically to ST6 after the required years of service.

However, beyond these levels, all subsequent grades are classified as competitive positions, meaning teachers must undergo interviews and compete for limited vacancies in order to secure promotions.

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Education stakeholders argue that this arrangement could leave many teachers stuck in the same job groups for extended periods, given the large number of eligible candidates and the relatively few promotion slots typically available.

“While the grading structure appears new, the promotion model remains largely unchanged. Teachers may still face the same challenges that characterized the previous Career Progression Guidelines,” observed one education commentator.

The proposed framework indicates that a classroom teacher could theoretically rise through the ranks to Job Group ST1 within 18 years.

However, critics question the practicality of that timeline, citing the history of delayed promotions and intense competition for available positions.

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Many teachers have in the past expressed frustration over stagnation in their careers, with some remaining in the same grades for years despite meeting academic and professional requirements.

As discussions on the proposed guidelines continue, teachers are calling on the TSC to create more promotion opportunities and ensure that career progression is not solely dependent on highly competitive interviews.

The debate is expected to intensify as stakeholders analyze the proposal and assess whether it will genuinely improve teachers’ welfare or simply repackage existing challenges under a new grading system.

For many educators, the true test of the reforms will be measured not by the names of the job groups but by the number of teachers who successfully advance through the ranks and the speed at which such promotions are implemented.

By Kithinji Njeru