The Kenya National Union of Teachers (KNUT) has called on the World Bank and Ministry of Education to expedite training programs for P1 teachers, citing growing uncertainty that is affecting morale and classroom performance across the country.
KNUT Executive Secretary for West Pokot, Martin Sembelo, warns that delays in professional development risk widening educational disparities, particularly in counties with the largest teacher populations. “Teachers, regardless of location or tribe, must have equal access to professional development opportunities. The current uncertainty is affecting morale and must be addressed immediately,” Sembelo said, highlighting the urgency of the situation.
Kenya’s P1 teacher cadre, established in the post-independence era, has long been the backbone of primary education, ensuring that learners across the country, from remote arid regions to urban centers, have access to trained educators.
Historically, the Teachers Service Commission (TSC) has coordinated recruitment, deployment, and professional development of these teachers, but uneven access to training, slow promotions, and resource disparities have persisted over the decades. Collaborations with international partners, including the World Bank and Ministry of Education initiatives, have sought to enhance teacher skills, yet delays in program rollout continue to frustrate many in the profession.
As of 2025, TSC data shows that over 38,000 P1 teachers serve across Kenya, distributed unevenly among counties. The large disparities in teacher distribution underscore the need for equitable and timely professional development. Counties with the highest numbers of teachers must be prioritized, while low-density regions must also be supported to prevent further inequities. The complete distribution per county is as follows:
Baringo-699,Bomet-1,061,Busia-950,Elgeyo Marakwet-648,Embu-481,Garissa-313,Isiolo-153,Kajiado-506,Kakamega-4,161,Kericho-1,029,Kiambu-879,Kilifi-688,Kirinyaga-358,Kisii-1,006,Kitui-1,014,Kwale-578,Laikipia-292,Lamu-86,Machakos-1,134,Makueni-44,Mandera-248,Marsabit-130,Meru-1,259,Mombasa-216,Nandi-1,101,Narok-1,150,Nairobi-518,Nyamira-634,Nyandarua-693,Nyeri-554,Samburu-165,Taita-Taveta-307,Tana River-215,Tharaka-Nithi-535,Trans Nzoia-1,005,Turkana-369,Uasin Gishu-815,Vihiga-863,Wajir-151.
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The table highlights counties with the largest P1 teacher populations, including Kakamega with 4,161 teachers, Meru (1,259), Narok (1,150), and Machakos (1,134). These high-density counties are critical focus areas for teacher training, ensuring that the largest number of educators receive professional development promptly. Meanwhile, counties such as Makueni, Lamu, and Marsabit continue to face serious teacher shortages, emphasizing the need for equitable allocation of training resources.
The current uncertainty surrounding P1 teacher training exacerbates these challenges. Teachers across the country are anxious about when and how the World Bank and Ministry of Education programs will be implemented, leaving them unsure of their professional trajectory. Sembelo notes that the lack of clarity is eroding morale, particularly in counties with large teacher populations where thousands of learners are directly affected. Delays threaten to widen disparities, not only between counties but also between urban and rural schools, undermining efforts to improve quality education nationwide.
KNUT’s call for urgent action emphasizes the need for coordinated responses. Expediting the rollout of training programs, providing clear communication, and ensuring equitable access for all teachers are critical steps. Transparency in selection and program implementation is essential to avoid perceptions of favoritism or exclusion. Teachers are the backbone of the education system, and their professional development directly affects the learning outcomes of millions of students.
Sembelo added that addressing this uncertainty requires decisive action. High-density counties should be prioritized for immediate training, while low-density counties must also be supported to prevent further inequities. Clear schedules, structured training modules, and proper coordination with the TSC are critical for success.
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Monitoring and evaluation should be built into the program to ensure that training objectives are met and translate into improved teaching practices. Expedited training will not only boost teacher morale but will also strengthen student outcomes, helping Kenya achieve its vision of equitable, quality education for all learners.
Expedited P1 teacher training is a crucial investment in Kenya’s future. Teachers who are well-trained, motivated, and recognized for their work are better positioned to deliver quality education. Conversely, continued delays and uncertainty risk demoralizing the workforce that forms the foundation of the country’s primary education system. By responding swiftly, the World Bank and Ministry of Education can ensure that P1 teachers across Kenya are empowered, motivated, and equipped to continue their essential work in classrooms nationwide.
Kenya’s P1 teachers have long been central to the education system, from the post-independence expansion of primary schools to the present-day focus on improving learning outcomes. However, thousands of these teachers currently face uncertainty over training programs promised under World Bank and Ministry of Education initiatives.
Addressing this issue is urgent. Swift, transparent, and equitable rollout of professional development programs will restore confidence among teachers, enhance the quality of education, and ensure that no county or learner is left behind. The time to act is now, for the benefit of teachers, learners, and the nation as a whole.
By Hillary Muhalya
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