The Teachers Service Commission (TSC) is under fire from lawmakers who argue that its recruitment guidelines unfairly marginalize arts and social science teachers while favouring graduates in science and technical fields.
During a session with the National Assembly Education Committee, TSC officials defended their recruitment model, stating that it is anchored on merit, transparency, and inclusivity. They said allocation of vacancies is guided by shortages in specific subjects, student population, and the government’s emphasis on STEM education.
However, MPs questioned the fairness of this approach, warning that social sciences and arts are equally vital for a well-rounded education system. “If you look at the interview marking scheme, it is skewed toward sciences. Social science teachers are completely marginalised,” one legislator observed.
Lawmakers also raised broader concerns about inequities in the recruitment process. Some highlighted cases where teachers who graduated more than a decade ago remain unemployed, while recent graduates have already secured teaching posts. Others decried staffing disparities that leave some schools severely under-resourced, forcing parents to dig into their pockets to hire teachers despite paying taxes.
Mombasa Woman Representative Zamzam Mohamed argued that without a balanced approach to recruitment, Kenya risks undermining its own curriculum. “We cannot build an education system that neglects the arts and humanities. A nation requires both scientists and social thinkers,” she said.
The committee pressed TSC to review its recruitment guidelines to ensure equitable consideration of all disciplines. They also demanded transparency on staffing levels, calling for data that details teacher distribution by constituency, subject area, and student population.
While the TSC maintained that its policies aim to address national shortages and promote equity, MPs insisted that reforms are urgently needed to remove systemic bias. They emphasized that unless social science teachers are fairly considered, many trained graduates will continue to languish in unemployment, while learners are deprived of holistic education.
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