Uasin Gishu Junior Secondary Teachers Escalate Demands for Autonomy and Job Security Amid Education Crisis

 

By Wasike Elvis 

Teachers from  Uasin Gishu junior secondary schools  have intensified their push for sweeping reforms in the education sector, calling for full institutional autonomy and the immediate confirmation of more than 44,000 intern teachers. The demands, voiced during a press briefing led by educators from Uasin Gishu County, highlight growing dissatisfaction with the implementation of the Competency-Based Education (CBE) system.

Led by Vincent Kipketer , a representative of junior school teachers, the educators strongly opposed the government’s move to implement a “comprehensive school” model, which integrates junior secondary education under primary school administration. They argued that the approach undermines the quality of education and hampers effective management.

“We are not pleading anymore—we are demanding autonomy,” Kipketer said. “Junior secondary schools must be independent for us to deliver quality education, nurture talents, and properly manage our institutions.”

Kenya’s current education framework follows the 2-6-3-3-3 structure, which includes two years of pre-primary, six years of primary, three years of junior secondary, three years of senior secondary, and tertiary education. However, teachers say the transition to this system has been poorly managed, particularly at the junior secondary level.

Sosten Bellat Uasin Gisshu Kuppet chair said the placement of junior secondary schools within primary institutions has created administrative confusion and led to widespread mismanagement of resources. They claim that funds allocated specifically for junior secondary education are being diverted to support primary school activities.

“We need our own principals—not headteachers from primary schools—to manage finances and operations,” Bellat emphasized. “What is happening now is that resources meant for junior secondary are being used elsewhere, denying learners the facilities they need.”

He also raised alarm over the lack of essential learning infrastructure, particularly for science-based subjects that are central to the CBE curriculum. They noted that despite significant government funding, many junior secondary schools lack laboratory equipment and teaching materials, severely affecting curriculum delivery.

“There is very little happening on the ground despite billions being allocated,” he noted   . “Learners are missing out on critical practical skills, and when they transition to senior school, they are unprepared.”

The protests also brought renewed attention to the plight of intern teachers, with representatives demanding their immediate employment on permanent and pensionable terms. Godfrey Mursoy, speaking on behalf of the interns, cited a recent court ruling that declared the internship program unlawful.

“We are qualified, trained, and registered under the Teachers Service Commission,” Mursoy said. “We are not trainees or volunteers. The government must confirm us without delay.”

Intern teachers expressed frustration over their working conditions, noting that they perform the same duties as fully employed teachers while earning significantly lower wages—approximately KSh17,000 per month. Many described the pay as inadequate, especially given the rising cost of living.

Lucy Gitau, a junior school teacher, said the situation has taken a toll on educators’ well-being.

“We are struggling to survive. Some teachers are falling into depression because of the financial strain,” she said. “It is unfair that we carry the education system on our shoulders while being treated this way.”

Union officials who addressed the press described the current challenges as both systemic and policy-driven, warning that failure to act could have long-term consequences for the country’s education system. They insisted that junior secondary education is a distinct level that requires specialized management and resources.

They further criticized delays in payments for teachers who participated in national examinations as invigilators, supervisors, and examiners, some of whom have reportedly gone unpaid for months.

“How can professionals work under such conditions?” one union leader posed. “Teachers who sacrificed their time and comfort to ensure exams ran smoothly are still waiting to be paid.”

The educators also dismissed the government’s position that the transition to the new system is gradual, arguing that the issues at hand have already been flagged as unlawful by the courts.

“There is nothing like gradual implementation when the system itself is illegal in parts,” Mursoy said. “We cannot be patient when our rights are being violated.”

The teachers are now urging President William Ruto and Parliament to urgently intervene and address the crisis. Among their key demands are the establishment of standalone junior secondary schools, appointment of qualified principals, proper allocation and accountability of funds, and the immediate confirmation of all intern teachers.

They warned that continued inaction could further disrupt learning, with some suggesting that the current system has already compromised education standards in public schools.

“If the government is serious about the future of Kenyan children, especially those from disadvantaged backgrounds, it must act now,” one speaker said. “Otherwise, an entire generation risks being left behind.”

As tensions rise, all eyes are now on the government’s next move, with stakeholders in the education sector closely watching how authorities will respond to the mounting pressure from teachers demanding urgent reforms.