Uasin Gishu JSS Teachers Demand Full Autonomy Amid Worsening Conditions in Primary Schools

 

By Wasike Elvis

Junior Secondary School (JSS) teachers from Uasin Gishu County, under the umbrella of the Kenya Union of Post Primary Education Teachers (KUPPET), have staged a strong and united call to the government demanding immediate autonomy for JSS institutions. Their message was delivered in an emotionally charged press briefing where educators from various schools painted a grim picture of the situation under the current education system.

Citing widespread mismanagement, lack of facilities, and professional frustration, the teachers insist that JSS must be delinked from primary schools and treated as a distinct level of education with its own leadership, resources, and development path. Their voices come at a time when the Ministry of Education is attempting to implement the Competency-Based Curriculum (CBC) within a newly proposed 2-9-3-3 system — a structure the teachers say is already failing students and educators alike.

"We Are Not Buying the 2-9-3-3 Narrative" – Vincent Kipketer

Speaking on behalf of his colleagues, Vincent Kipketer, a JSS teacher in Uasin Gishu, criticized the new curriculum structure, advocating instead for the original 2-6-3-3-3 model, which he says offers better continuity, quality, and clarity in educational delivery.

“We are not buying the narrative of the 2-9-3-3 system,” Kipketer said. “It will not improve learning outcomes. In fact, it creates confusion and dilutes the quality of education.”

Kipketer emphasized that JSS should be managed as a separate entity from primary schools, citing stark differences in curriculum, student uniforms, teaching levels, and capitation allocation.

“If the uniform is different, if the capitation is different, if the curriculum is different — then why are we still under primary schools?” he asked. “If JSS is granted its own autonomy, resource allocation will be streamlined, and learning will improve significantly.”

Mental Health and Professional Dignity at Risk

Anthony Hosea, also known as "Shakur Shakur", emotionally described the psychological toll that working under unqualified school heads has taken on teachers.

“Some of our colleagues have tragically taken their own lives because of the stress they endure under this system,” he revealed. “Imagine a nurse being forced to supervise a doctor — that’s what we’re going through. Most of our JSS teachers are degree holders, yet we are being managed by people with certificates or diplomas. Is that fair?”

He further criticized the symbolic public participation that led to JSS being placed under primary school administration, noting that even some Members of Parliament have acknowledged the policy as shortsighted.

“They didn’t foresee the challenges we are now experiencing. It’s time the government listens to us,” he added.

Sports Mismanagement and Favoritism in Student Progression

Jared Biwott raised another troubling issue: the hijacking of co-curricular achievements by individuals in primary schools.

“We train students. We coach them. Then when they win, some ‘team manager’ from the primary section steps in and claims them. It’s a cartel,” he said. “They take the glory and the opportunities from the students and the teachers who worked for them.”

He called on the President to take swift action, especially in reviewing the current sessional paper, which he says lacks genuine public input.

“We Are Sharing Toilets” – Mercy Ngelechei

The teachers didn’t just speak of administrative issues — they exposed disturbing infrastructural inadequacies. Mercy Ngelechei, another JSS educator, decried the lack of basic facilities like proper laboratories, separate sanitation facilities, and adequate classrooms.

“We are even sharing toilets — male and female. This isn’t just about comfort; it’s about safety and dignity. How can we expect students and teachers to thrive in such an environment?” she asked.

She also echoed frustrations around sports, saying JSS teachers are often sidelined despite being the ones who nurture student talent.“You are a coach, the student knows and trusts you. Then they reach a competition, and a stranger is imposed as team manager. That is unacceptable,” she added.

Mismanagement of Funds and Curriculum Confusion

Garrison Wanjohi, a teacher at Ward Garrison Junior School, zeroed in on the financial mismanagement resulting from JSS being under primary schools.

“Someone who has never handled capitation at this level ends up misusing funds. Money meant for JSS is often diverted or misappropriated,” he said. “We are calling for full autonomy so that resources are managed by those who understand the secondary education structure.”

He also described the administrative confusion, where JSS and primary schools operate on different timetables and curriculum, yet are forced to function under a single leadership.

“It doesn’t make sense. We have different subjects, different calendars, and different training. We need clear boundaries.”

 

"Throw the Sessional Paper Out the Window" – Godfrey Mursoy

Godfrey Mursoy condemned the recent sessional paper that he said completely fails to capture the concerns of JSS teachers.

“The sessional paper is full of fluff. It ignores our real issues and seems only focused on criticizing JSS teachers,” he said. “We reject it entirely. Comprehensive school model — tawe! (No!)”

Mursoy demanded full independence for JSS in academics, co-curricular activities, and administration, stating that all teachers are qualified to be administrators if given the opportunity and recognition.

A Call for Curriculum-Qualified Leadership

Kennedy Tarus, another teacher present, added that their call for autonomy is not about power or greed, but about ensuring that the people running JSS are qualified for the job.

“We are not demanding promotions we haven't earned. We know some of us aren’t in the right job groups yet. But we want people who understand the secondary school curriculum to run JSS,” Tarus explained.

He cited examples of secondary school principals immediately responding to laboratory requests, while primary heads take weeks or ignore them entirely due to lack of understanding.

“CBE — the Competency-Based Education system — will not succeed unless JSS is autonomous. That’s a fact,” he concluded.

 

A Nationwide Concern

The issues raised in Uasin Gishu mirror sentiments echoed by JSS teachers across the country. As the Competency-Based Curriculum enters critical implementation stages, many educators are warning that unless foundational structures — including leadership, funding, and training — are aligned with the realities of the curriculum, the system is bound to collapse.

The teachers concluded their press conference with a united call to the government:

“Mr. President, we know you listen. Please hear our cry. Give Junior Secondary Schools their autonomy — for the sake of Kenya’s children.”