Big Win For PHD Teachers in Primary Schools as Machogu Directs TSC to Promote Them
Education Cabinet Secretary Ezekiel Machogu yesterday directed Teachers Service Commission (TSC) to immediately embark on the process of promoting all primary school teachers who have advanced their careers to PhD level.
Machogu was shocked to learn that some PhD holders are still teaching at primary school level. This was after the Kenya Primary School Heads Association (KEPSHA) paraded over fifteen teachers who have acquired doctorates and are still teaching at primary school level.
Speaking at the ongoing KEPSHA conference, Machogu asked the teachers’ employer to list the number of PhD holders so that they can be given priority in future promotions to various government positions.
“We want to combine the list and once we have the data we will reward these people, we want to have people who are learned in these big offices,” said Machogu.
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The Cabinet Secretary also assured that current primary school head teachers will be confirmed as junior secondary school head teachers since they have the expertise and have exhibited high qualities.
“As a ministry and the Teachers Service Commission, we are working on this, and we are sending a sessional paper to parliament, there is no reason for us to employ another angle and yet you are the people who have been there and you have demonstrated the ability with the experience you have, we have confidence that you will be able to do well,” said Machogu.
On Tuesday, the primary school head teachers had appealed to government to confirm them as principals of Junior Secondary Schools since they have served in these positions through the interim transition period.
The association’s Chairman Johnson Nzioka said the head teachers has amassed the necessary expertise to steer the full transition to a Comprehensive School, from stand- alone Pre- primary, Primary and Secondary Schools.
Machogu said that under the comprehensive school system, all levels of learning from Pre-Primary to Grade Nine will be managed as one institution. The institution will be headed by one head of institution. “The Head of institution envisaged for a comprehensive school system should provide an excellent engagement in instructional leadership by supporting and promoting effective teaching and governance practices,” said Machogu.
He added; “He or she has to provide guidance, resources and professional development opportunities to teachers, and ensure that instructional strategies align with best practices and learner needs at all levels.” The CS said in the comprehensive school, the teachers must adopt a whole-school approach to school leadership.
The whole-school approach involves the collective effort of all stakeholders, including school leaders, teachers, learners, parents, and the wider community, working together towards common goals and objectives. The main idea, according to Machogu, is that the entire school community plays a vital role in creating a positive and conducive learning environment, leading to better learner outcomes and overall school success.
