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TSC is set to consult teacher unions on proposed changes to the Career Progression Guidelines aimed at addressing long-standing concerns over stalled promotions and career growth.
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The reforms seek to restore academic qualifications as a key promotion criterion, streamline job groups, and create equal advancement opportunities for classroom teachers and administrators.
The Teachers Service Commission (TSC) is set to begin consultations with teacher unions over proposed reforms to the Career Progression Guidelines (CPG), in a move aimed at addressing long-standing concerns over promotion bottlenecks and career stagnation within the teaching profession.
Acting TSC Chief Executive Officer Evaleen Mitei said the consultations, scheduled for Thursday, June 18, will provide stakeholders with an opportunity to review and refine the proposed changes before they are submitted to the Salaries and Remuneration Commission (SRC) for further consideration.
According to Mitei, the SRC will undertake a job evaluation exercise to determine the value and responsibilities attached to each teaching position before developing a new salary structure under the proposed job groups.
“The SRC will do the job evaluation and establish the job worth of each teacher before providing a salary structure and financial compensation framework under the new proposed job groups,” Mitei said.
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Among the key proposals under consideration is the restoration of academic qualifications as a major criterion for promotion, reversing a policy shift that many teachers argued had diminished the value of professional development and higher education.
The reforms also seek to reduce the current 11 job groups to nine, a move expected to simplify the promotion structure and create clearer pathways for career advancement.
Another significant proposal aims to bridge the gap between classroom teachers and those in administrative positions by creating a framework that allows teachers who choose to remain in instructional roles to attain the same grades and salary scales as their counterparts in school leadership.
The review of CPGs comes after years of dissatisfaction among teachers, many of whom have complained that despite acquiring additional academic qualifications and extensive teaching experience, opportunities for promotion have remained limited.
Teacher unions have consistently called for a review of the 2017 Career Progression Guidelines, arguing that the framework has contributed to slow career progression and demoralisation among educators.
The outcome of the upcoming consultations is expected to shape the final proposals that will be forwarded to the SRC, potentially paving the way for a significant overhaul of the teaching profession’s promotion and remuneration structure.
By Frank Mugwe
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