Junior Secondary Schools (JSS) across the country are staring at a major staffing crisis, with a deficit of more than 72,000 teachers, according to the Teachers Service Commission (TSC). The shortage, described as “severe” by TSC acting Chief Executive Officer Eveleen Mitei, has been worsened by the growing rejection of internship offers by qualified teachers.
Speaking before the Senate Education Committee during a consultative meeting in Mombasa on Friday, Ms. Mitei admitted that despite ongoing recruitment drives, JSS remain “severely starved of personnel,” raising questions about the sustainability of the new Competency-Based Curriculum (CBC).
Why Teachers Are Rejecting Internship Posts
The TSC’s internship program was initially designed to ease pressure on the education system by providing temporary staffing as the government works toward permanent recruitment. However, many qualified teachers are increasingly shunning the offers, citing:
- Poor remuneration: Intern teachers are paid a monthly stipend of about Sh20,000, which many say does not match the workload and responsibilities they shoulder.
- Job insecurity: The internship contracts, usually one year long, provide no clear guarantees of permanent absorption into the system.
- High living costs: With rising expenses in transport, housing, and food, interns feel the pay package is unsustainable.
This growing reluctance has left many schools, particularly in rural areas, without adequate teaching staff, further straining those who are already employed.
Regional Distribution of Teacher Shortage
Data presented to the Senate Committee highlighted the extent of the crisis across regions. Below is an estimated distribution of the 72,000 JSS teacher shortage:
| Region | Estimated Shortage |
|---|---|
| Nairobi | 6,500 |
| Central | 8,500 |
| Rift Valley | 17,000 |
| Eastern | 11,000 |
| Western | 9,500 |
| Nyanza | 9,000 |
| Coast | 7,500 |
| North Eastern | 6,000 |
| Total | 72,000 |
The Rift Valley, Eastern, and Central regions are the most affected, accounting for nearly half of the national shortage.
Teachers’ unions have strongly criticized the TSC’s reliance on internships, terming it an exploitation of professionals who deserve permanent and pensionable employment.
Kenya National Union of Teachers (KNUT) Secretary-General Collins Oyuu said:
“The government cannot continue treating trained teachers as casual laborers. What our members need is job security, not one-year contracts that only breed frustration and low morale.”
His counterpart at the Kenya Union of Post-Primary Education Teachers (KUPPET), Secretary-General Akelo Misori, echoed similar sentiments, warning that the acute shortage could cripple the Competency-Based Curriculum:
“CBC demands more teacher-learner engagement than the 8-4-4 system. Starving schools of teachers while depending on interns is a recipe for failure. The government must urgently convert these positions into permanent jobs.”
The shortage of teachers has serious implications for the delivery of the CBC, which requires close teacher-learner engagement and practical-based learning. In many JSS institutions, large class sizes and overstretched staff mean students are not receiving the attention needed to nurture their talents and skills effectively.
Education experts warn that unless the teacher shortage is addressed urgently, the government risks undermining the quality of education and the objectives of the CBC reform.
The Way Forward
The Senate Education Committee has pledged to push for a review of the internship program to make it more attractive to teachers. Among the proposals being considered include:
- Better remuneration and allowances for interns.
- Clear transition pathways from internship to permanent employment.
- Improved working conditions to retain staff in hard-to-reach areas.
As the debate continues, one thing is clear: Kenya’s education sector is at a critical crossroads. Without decisive action to recruit, motivate, and retain teachers, the promise of quality education under the CBC may remain unfulfilled.
