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US Embassy Announces Job Opportunities for Kenyans to Teach Kiswahili in United States

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Editorial Team
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The United States Embassy in Nairobi has officially announced the opening of applications for the 2026–2027 Fulbright Foreign Language Teaching Assistant (FLTA) program, offering Kenyan nationals a unique opportunity to teach Kiswahili in the United States.

In a statement released on Wednesday, April 23, the embassy urged eligible Kenyans to apply for the prestigious program. The FLTA initiative, which is fully funded by the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA), is designed to promote cross-cultural understanding while equipping participants with valuable teaching and professional experience.

“Apply for the 2026–2027 Fulbright FLTA program and teach Kiswahili in the U.S. while gaining valuable professional and cultural exchange experience,” read part of the announcement.

The program is tailored for young Kenyan educators and graduate students with a passion for language, culture, and international collaboration. Selected candidates will have the chance to teach Kiswahili at accredited American institutions while immersing themselves in American academic and cultural life.

Beyond classroom teaching, participants will engage in cultural exchange activities, allowing them to share Kenya’s rich linguistic and cultural heritage with American students and communities. In turn, they’ll gain firsthand experience of life in the United States, fostering mutual understanding between the two nations.

Additionally, the embassy highlighted other educational opportunities under the Fulbright umbrella, including grants for qualified Kenyan graduate students to pursue studies or research at American universities through the Fulbright Visiting Scholar Program.

This initiative underscores the U.S. government’s continued commitment to strengthening educational ties and cultural diplomacy between Kenya and the United States. Interested applicants are encouraged to visit the U.S. Embassy’s official website for application details and eligibility requirements.

Blow to MoE as Details Allege on Top Politicians and Government Figures Issuing Employment Letters to Preferred Individuals

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Editorial Team
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The Ministry of Education (MoE) is facing mounting criticism over the alleged irregular recruitment and deployment of over 110 Quality Assurance and Standards Officers (QUASOs), amid claims that top politicians and influential government figures played a direct role in issuing employment letters to preferred individuals.

Education experts and stakeholders are questioning how the Public Service Commission (PSC), in coordination with MoE, managed to recruit and deploy the officers without publicly advertising the positions or conducting competitive interviews as required by law.

Reports indicate that the appointments were made between mid-2024 and early 2025, bypassing the formal recruitment procedures entirely.

According to a senior official within the Ministry, who spoke on condition of anonymity for fear of reprisals, the hiring was indeed done to fill significant staffing gaps in the field offices. However, the official admitted that the process lacked transparency and did not follow established public service guidelines.

“Yes, the appointments were made to address the acute shortage of QUASOs at the sub-county level. However, we were surprised at the sheer number of individuals recruited,” the official noted. “More concerning is that these roles were never advertised, and no formal interviews were held.”

By law, the Education Cabinet Secretary is required to declare any vacancies to the PSC, which then advertises, shortlists, interviews, and issues appointment letters to successful candidates. However, in this case, that protocol was ignored, leading to suspicions of favoritism and political patronage.

Whistleblowers and insiders allege that politicians, particularly Members of Parliament from the Education Committee, played a central role in handpicking and distributing appointment letters to teachers who were either their relatives or political allies. These appointments were made quietly and without public scrutiny.

In response, concerned stakeholders have called on the Ethics and Anti-Corruption Commission (EACC) to urgently investigate the recruitment process and expose any irregularities.

“This is clear abuse of office,” said one educationist. “Such impunity not only violates the law but also deeply undermines the morale of existing officers.”

Tension is reportedly high among QUASO staff already serving in the ministry. Some expressed frustration and disappointment after discovering that newly recruited officers were placed in higher job groups despite lacking field experience. “It is demoralizing,” said a senior QUASO from the Eastern region.

“You leave the classroom and are parachuted in by politicians to come and supervise experienced professionals. It’s a serious insult to our professionalism.”

The controversy mirrors a recent uproar involving the Teachers Service Commission (TSC), where several Members of Parliament were caught on camera distributing employment forms at constituency meetings, raising concerns about political interference in the recruitment process.

This comes at a time when most teachers and civil servants undergo rigorous vetting, interviews, and assessments to secure employment, further fueling public outrage.

What raises even more concern is that the Ministry of Education has not advertised vacancies for QUASO positions for the past four years, despite making internal appointments.

This contradicts the government’s earlier announcement of a freeze on civil service hiring, making the backdoor appointments even more questionable.

As pressure mounts, many are now demanding accountability and a complete overhaul of the recruitment process to restore fairness, transparency, and meritocracy in public service hiring.

TSC Transfers Several School Principals in Nyanza, Reveals the Reasons

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Editorial Team
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In response to increasing cases of student unrest and tragic incidents in schools across the Nyanza region, the Teachers Service Commission (TSC) has initiated the transfer of several school principals.

Among the affected is Ramba High School Senior Principal, Wyclife Manoah, who has been moved to Nambale High School in Busia County.

This development follows a tragic incident at Ramba High School in Rarieda, Siaya County, where two students lost their lives after falling into a collapsed school toilet. The students had reportedly been standing on the structure when it suddenly gave way.

The unfortunate incident led to public outrage and prompted demands from students and other stakeholders for the immediate removal of Principal Manoah, citing what they described as high-handedness and poor leadership.

In Manoah’s place, the TSC has appointed Dr. Patrick Odhier, the outgoing principal of Magunga High School. Dr. Odhier has been instructed to assume duties at Ramba High School immediately.

His appointment has been met with optimism, as he is not new to the institution, having previously served there as the director of studies during the tenure of Canon James Okoyo.

Dr. Odhier is also widely experienced, with previous roles as deputy principal at Barding High School under Victor Makanda, now chief principal at St Mary’s School Yala, and at Sawagongo High School under Maurice Ogutu.

Dr. Odhier is credited with significantly improving enrollment and school performance during his time at Magunga. When he joined the school, it had a student population of 500, which had grown to 1,300 by the time of his departure. His leadership is expected to bring stability and reform to Ramba High School in the wake of recent turmoil.

Siaya County Director of Education, Mbugua Kabaki, confirmed that investigations into the incident involving the collapsed toilet are ongoing. Meanwhile, students who had been sent home after the tragedy have since returned to school but continued to insist on leadership changes before settling down.

Education stakeholders in Rarieda have previously expressed dissatisfaction with Manoah’s administration, raising concerns over alleged mismanagement and the deteriorating welfare of students.

The TSC’s decision to transfer him appears to be a response aimed at restoring normalcy and reinforcing accountability in school leadership.

Why SHA Declines to Enroll Teachers in Health Cover, TSC CEO Explains 

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Editorial Team
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Teachers Service Commission (TSC) Chief Executive Officer, Dr. Nancy Macharia, has disclosed that the Social Health Authority (SHA) turned down the enrollment of over 360,000 teachers into the government-run health insurance program.

Appearing before the National Assembly’s Education Committee, Dr. Macharia said the SHA cited inadequate infrastructure across the country as the reason it could not onboard teachers.

Dr. Macharia explained that the commission had always intended to enroll teachers in a public health insurance scheme, even during the era of the National Hospital Insurance Fund (NHIF). However, these efforts have continually faced obstacles.

She highlighted that in 2023, following challenges with the Minet insurance portal, the TSC explored shifting teachers to SHA. Unfortunately, the plan fell through after SHA revealed that it lacked sufficient capacity and would require at least Ksh.37 billion to handle the teachers’ healthcare needs.

“We met with SHA before renewing our contract with Minet for this final year, hoping to make the transition. Unfortunately, they informed us that they did not have the structures in place to support teacher enrollment. They admitted they weren’t ready to absorb teachers even this year,” Dr. Macharia told MPs.

The committee session was convened amid a growing wave of complaints from teachers across the country. Many have reported difficulties in accessing medical care despite the TSC having a Ksh.20 billion contract with Minet to provide health insurance for educators.

Committee Chairperson Julius Melly expressed outrage over the poor service teachers have continued to endure. He recounted a disturbing case of a teacher who was detained in hospital solitary confinement for three months due to an unpaid bill, despite being covered by the TSC insurance scheme.

“This kind of insurance is a joke — it’s a mongrel with no structure. You’ve got insurers, administrators, capitators, and a whole confusing system. TSC must break free from this mess,” Melly remarked.

Luanda MP Dick Maungu echoed the concerns, suggesting a revamp of the current system to improve efficiency. He proposed that teachers be grouped according to their job grades or regions to facilitate quicker approval of medical services. Maungu criticized the centralized model currently in use, saying it is bogged down by bureaucracy and leads to significant delays.

“Bliss Health Care is the main capitator for teacher insurance, but due to the sheer volume of cases, they’re unable to process approvals efficiently. Clustering teachers regionally or by job group would make it easier to manage. The current system is clearly overwhelmed,” Maungu pointed out.

In response, Dr. Macharia acknowledged the systemic shortcomings but emphasized that a major constraint to delivering comprehensive health coverage is the lack of sufficient funding. She told the committee that delays in disbursing funds to the insurance consortium further aggravate the situation.

“We genuinely want our teachers to receive quality healthcare, but this cannot happen without adequate financial support. In many instances, we delay payments to providers, which limits their ability to deliver,” she explained. She urged the committee to consider increasing the TSC health insurance budget to improve service delivery and reduce complaints from the teaching workforce.

The committee pledged to follow up on the issue, with members expressing concern that the current arrangement is failing educators who form the backbone of Kenya’s public education system. They emphasized the need for urgent reforms to ensure that teachers have access to reliable, accessible, and comprehensive health services.

TSC To Prioritize P1 Teachers in the Next Recruitment- KNUT Appeals

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Editorial Team
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The Kenya National Union of Teachers (KNUT), Kipkelion branch, has appealed to the Teachers Service Commission (TSC) to give priority to Primary Teacher 1 (P1) educators in the upcoming teacher recruitment exercise.

The branch expressed concern over the prolonged sidelining of qualified P1 teachers, many of whom have served the education sector diligently for years but remain either unemployed or underemployed.

David Bore, the Kipkelion Branch Secretary, voiced the union’s frustrations during a recent address in Kipkelion. He stressed that P1 teachers play a critical role, especially in the foundational years of primary education.

Bore argued that overlooking them in favor of diploma holders for the same teaching roles is unjust and demoralizing. According to him, P1 teachers are essential to the stability and quality of early learning, and it is imperative that the TSC acknowledge their contribution by offering them fair opportunities during recruitment.

“These teachers have patiently waited for years, contributing to the sector in various capacities. It is high time the TSC corrected this imbalance,” Bore stated.

He added that a transparent and equitable recruitment process would help alleviate teacher shortages in rural schools while also uplifting the morale of long-serving educators.

Bore also raised a red flag over the increasing involvement of politicians in the teacher recruitment process. He criticized the practice of politicians issuing appointment letters to newly hired teachers, a role that legally falls under the TSC’s jurisdiction.

Bore warned that such political interference erodes the integrity of the commission and undermines merit-based recruitment.

“The TSC is a constitutionally independent body mandated to handle teacher recruitment and deployment. The recent trend where politicians interfere with this process is troubling and unacceptable,” he noted.

The KNUT Kipkelion branch is now demanding that the TSC reassert its authority and ensure all recruitment processes are professional, lawful, and free from external influence. Bore emphasized that only through a transparent and rule-based system can public trust in the education sector be preserved.

In conclusion, the union called for strict adherence to recruitment guidelines, with equal opportunities for all qualified educators. They cautioned that any signs of favoritism, irregularity, or political meddling would be strongly opposed by the teaching fraternity.

Kenya Power Urges Customers to Update Records for VAT Claims on Electricity Bills

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Editorial Team
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Kenya Power has issued a directive to all customers who claim Value Added Tax (VAT) returns using electricity bills to update their records promptly. This move is aimed at ensuring compliance with tax regulations and improving the efficiency of the VAT claims process.

In a statement released by the utility company, customers who rely on electricity bills for VAT claims are required to provide accurate and up-to-date information. This includes ensuring their details, such as account names, tax registration numbers (PINs), and contact information, are correct. Kenya Power emphasized that discrepancies or outdated records could lead to delays or complications in processing VAT claims.

The initiative aligns with the Kenya Revenue Authority’s (KRA) broader mandate to enhance transparency and accountability in tax collection. By requiring customers to update their records, Kenya Power seeks to streamline the generation of VAT invoices that are compliant with KRA regulations.

This measure is also expected to minimize errors that could arise from inaccurate customer details, which have previously hampered seamless tax claim processes.

For businesses and individuals registered for VAT, electricity bills are a critical component of their input tax records. Claiming VAT on electricity usage enables them to offset the tax paid on business expenses against the VAT charged on their sales.

However, the process is contingent on having valid and accurate documentation. As such, customers are urged to take this update seriously to avoid potential tax compliance issues.

To facilitate the record update process, Kenya Power has made provisions for customers to verify and amend their details through various channels.

These include visiting Kenya Power offices, using the company’s customer care hotline, or leveraging online platforms such as the Kenya Power self-service portal. Customers are encouraged to complete the updates at the earliest opportunity to avoid any inconvenience.

The directive also highlights the importance of businesses maintaining proper records to avoid disputes with tax authorities. Inaccurate information on VAT invoices can lead to audits, penalties, or disallowed claims, which can negatively impact business operations.

By taking proactive steps to ensure accurate recordkeeping, Kenya Power aims to support its customers in meeting their tax obligations while fostering compliance with KRA standards. This initiative underscores the utility company’s commitment to enhancing service delivery and promoting transparency in financial transactions.

TSC Grading System in the Recruitment of Senior Secondary School Teachers 

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Editorial Team
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The Teachers Service Commission (TSC) employs a Grade Point Average (GPA) grading system to evaluate academic performance. This system ensures standardized assessment and facilitates the fair categorization of candidates based on their academic achievements. Below is an outline of the GPA grading system and its corresponding classifications:

First Class (GPA 3.7 – 4.00)                   Marks Range: 81 – 100.                                This is the highest classification and represents exceptional academic performance. Candidates in this category demonstrate mastery of the subject matter, analytical skills, and a strong aptitude for teaching.

Upper Second Class (GPA 3.0 – 3.6)        Marks Range: 71 – 80                                This classification reflects above-average academic performance. Candidates in this group exhibit strong knowledge and understanding of their academic disciplines.

Lower Second Class (GPA 2.3 – 2.9)          Marks Range: 61 – 70.                              This category is for candidates with satisfactory academic achievement. While their performance is moderate, they meet the basic requirements for teaching roles.

Pass (GPA 1.7 – 2.2)                                Marks Range: 51 – 60.                    Candidates in this category meet the minimum academic standards. They are deemed competent but may require further professional development.

Fail (GPA 0 – 1.6)                                   Marks Range: 50 and below.                    This classification indicates inadequate academic performance. Candidates falling in this category do not meet the required academic standards for TSC qualifications.

This grading system promotes transparency, consistency, and equity in assessing applicants’ academic qualifications, aligning with TSC’s commitment to maintaining high professional standards in education.

List of Academic and Professional Documents Required by TSC for Recruitment of Primary School Teachers on PnP Terms 

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Editorial Team
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The Teachers Service Commission (TSC) has established rigorous guidelines to ensure a transparent and fair recruitment process. These guidelines outline the documentation required and the criteria used for candidate selection, ensuring that only qualified and competent individuals are hired.

Required Documentation

Applicants are mandated to present original documents alongside legible photocopies of the following:

National Identification Card – Proof of identity and citizenship.

Teacher Registration Certificate – To verify the applicant’s eligibility for employment in the teaching profession.

Upgrade Diploma in Primary Teacher Education (UDPTE) – For those who have completed an upgrade program.

Primary Teacher Education (PTE) Certificate – As evidence of foundational teacher training.

KCSE Certificate – Including certificates for any re-sit attempts or equivalent qualifications.

KCPE Certificate – Including any re-sit attempts or equivalent qualifications.

KNEC Certification Letter – Applicable for cases requiring validation of examination results.

School Leaving Certificates – From primary and secondary institutions, along with other testimonials.

Disability Status Card – Issued by the National Council of Persons with Disabilities (NCPWD), where applicable.

Affidavit – For clarifying discrepancies in names, sworn under the Oaths and Statutory Declarations Act.

Note: Serving interns are only required to present their national identification cards during verification.

Special Considerations for Persons with Disabilities

Applicants with disabilities must explicitly state their disability status and provide details of the nature of their disability. This information will assist in appropriate job placement.

Criteria for Resolving Ties in Ranking

In instances where applicants score equally, the following criteria will be used to break the tie:

  1. Length of Stay Since Graduation – Priority is given to those who have waited longer.
  2. Strength of Academic and Professional Certificates – The quality and level of educational achievements are considered.
  3. KCSE Aggregate Grade – Used as a secondary tie-breaking measure if necessary.

The TSC recruitment process is designed to uphold integrity and ensure a merit-based approach. By adhering to these guidelines, the TSC guarantees that the recruitment process is inclusive, fair, and aligned with its commitment to providing quality education through competent teachers.

List of Academic and Professional Documents Required by TSC For Recruitment of Senior Secondary School Teachers on PnP Terms 

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Editorial Team
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The Teachers Service Commission (TSC) has outlined clear guidelines to ensure transparency and fairness in the recruitment and authentication of academic, professional, and other related documents. This process is critical in upholding integrity and merit during the hiring of teachers.

Required Documents for Applicants

Applicants are required to present both original and legible photocopies of the following:

National Identification Card – To confirm identity and citizenship.

Certificate of Registration as a Teacher – Proof of eligibility to practice teaching.

Academic Credentials – Diploma or degree certificates along with official transcripts.

Secondary Education Certificates – KCSE certificates or equivalent, including results for any re-sits.

Primary Education Certificates – KCPE certificates or equivalent, including re-sit results if applicable.

Letter of Certification by KNEC – Applicable for cases requiring verification of results.

School Leaving Certificates – From primary and secondary institutions.

Disability Card (if applicable) – Issued by the National Council of Persons with Disabilities (NCPWD).

Affidavit – For explaining discrepancies in names as per legal requirements.

Verification and Certification of Documents

The Sub-Selection Panel is tasked with verifying that applicants meet all stipulated requirements. The TSC Sub-County Director plays a pivotal role in certifying photocopies of documents, confirming their authenticity, and ensuring they match the original documents. Provisional transcripts are explicitly disallowed. Forged or fake documents are considered a criminal offense, leading to disqualification and deregistration of the applicant.

Responsibilities of TSC Officials

To uphold transparency and fairness, the TSC County and Sub-County Directors are responsible for ensuring:

  1. The recruitment exercise aligns with the established guidelines.
  2. The selection panels are thoroughly sensitized on the recruitment process.
  3. Interviews are conducted impartially, and only applicants on the merit list are employed.

Post-Selection Process

After selection, the Sub-County Director issues Application for Employment forms to successful applicants. All recruitment documents are forwarded to the TSC County Director for final verification. Upon confirming compliance with all requirements, the County Director issues employment offer letters and submits recruitment documents to TSC Headquarters within the stipulated timeline.

This thorough authentication process ensures that the TSC recruits qualified and competent teachers while maintaining integrity and merit in the hiring process.

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