TSC Rolls Out Automatic Promotion Policy to Streamline Teacher Career Progression

 

By Gidion Ngenoh

The Teachers Service Commission (TSC) has unveiled a comprehensive policy on automatic promotion for teachers within common cadre grades, eliminating the need for competitive interviews. The landmark move, communicated to the National Assembly’s Committee on Education, aims to streamline career progression, boost morale, and promote fairness and transparency in the teaching profession.

According to the TSC, the policy will benefit three categories of teachers — certificate holders (P1), diploma holders, and those with bachelor’s degrees — by ensuring upward mobility based on years of service and good performance.

For P1 certificate holders, teachers appointed at Grade B5 will now be automatically promoted to Grade C1 after three years of service, provided they demonstrate satisfactory performance. Diploma holders serving in Grade C1 will similarly advance to Grade C2 after three years, while bachelor’s degree holders in Grade C2 will move to Grade C3 under the same conditions.

“This policy recognizes teachers’ experience and commitment and ensures fair progression based on service and merit,” said the Commission.

The TSC also noted that the automatic promotion system is part of a broader strategy to attract and retain teachers in their most productive years, with the goal of maximizing long-term instructional expertise in classrooms across the country.

In its presentation, the Commission emphasized that teacher recruitment continues to be guided by strict principles enshrined in the Constitution and statutory frameworks, including fairness, merit, transparency, inclusiveness, and non-discrimination. Vacancies are distributed equitably among Kenya’s 47 counties based on demand, supply, and available budgetary allocations.

To promote equity, the TSC has developed a detailed recruitment scorecard that evaluates candidates based on professional qualifications, age, length of time since qualification, and whether they have upgraded under the Competency-Based Curriculum (CBC).

The Commission confirmed that the recruitment process considers both long-serving and newly graduated teachers and follows clearly laid-out policies that determine the number of schools per region and influence staffing decisions. Vacancies are advertised through the TSC website and print media after budget approval, with applications submitted via the TSC online portal.

Shortlisted candidates undergo academic and professional credential verification at the sub-county or school level. Interviews are decentralized in line with Article 6(3) of the Constitution, with a uniform scoring guide used nationwide to ensure consistent and fair evaluations.

TSC has also put in place specific measures to staff arid and semi-arid regions as well as hard-to-staff areas. In instances where suitable applicants are not available due to specific subject combinations, the Commission considers the next best qualified candidates.

In a push for inclusivity, TSC stated that 5% of all advertised positions are reserved for persons with disabilities. The Commission also prioritizes local recruitment to enhance regional balance and improve teacher retention.

Additionally, recruitment considers school demographics and student populations to align staffing with actual school needs. The Commission has adopted a data-driven, demand-based strategy in distributing teaching vacancies, especially in areas experiencing shortages in key disciplines such as Science, Technology, Engineering and Mathematics (STEM), technical subjects, the arts, and Special Needs Education.

TSC reiterated its commitment to fair and inclusive recruitment, assuring stakeholders that all procedures are grounded in values of transparency, accountability, and equity.

“This policy marks a significant step toward recognizing and rewarding teachers’ contributions, while ensuring every classroom is staffed with qualified and motivated professionals,” the Commission concluded.