The Teachers Service Commission (TSC) has embarked on a comprehensive review of its Career Progression Guidelines (CPGs) for teachers and curriculum support officers, in what could mark a turning point for career advancement in the profession.
The commission says the exercise is aimed at addressing longstanding frustrations over stagnation, with educators and unions arguing that the current framework has hindered promotions despite years of service and upgraded qualifications.
Introduced in 2018 after consultations with the Salaries and Remuneration Commission, the guidelines were designed to provide a structured pathway for teachers, outlining job descriptions, competencies, and deliverables at each stage. They also established separate tracks for classroom teachers and administrators to maintain clear reporting hierarchies.
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In practice, however, the system has faced criticism for creating bottlenecks. Advancement often depends on competitive interviews, a process many teachers say disadvantages them, particularly those outside extra‑county and national schools. Unions have repeatedly raised concerns that the scoring system places undue weight on school category and student performance, rather than individual merit.
TSC now concedes that the framework has been overtaken by changing trends in the education sector. One key challenge is its misalignment with the Competency‑Based Education (CBE) system, which was rolled out shortly before the guidelines took effect. Critics argue that the CPGs offer insufficient guidance in a system that prioritizes skills, competencies, and learner‑centered approaches.
To chart a new course, the commission has convened a week‑long retreat at the Kenya School of Government in Embu, bringing together education experts, senior teachers, and stakeholders. The sessions, running from March 9 to March 15, include consultative meetings, breakout discussions, and review forums.
In a circular signed by the Acting CEO, Eveleen Mitei, she emphasized the importance of technical expertise in shaping revised job descriptions that reflect modern teaching standards and global best practices. She noted that the success of the new framework will depend on incorporating diverse perspectives from across the sector.
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The review comes against a backdrop of growing dissatisfaction among teachers who report remaining in the same job group for years despite earning higher academic credentials. Many say the reliance on interviews for promotion beyond job group C3 has created bottlenecks that limit opportunities for deserving candidates.
By Our Reporter
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