During a recent education tour in Mombasa, school administrators voiced their concerns over the current policies governing teacher promotions in Kenya.The Teachers Service Commission (TSC) has long emphasized performance-based promotions, tying advancement opportunities for educators to the academic outcomes of their students.
However, stakeholders are now calling for significant policy changes to foster a more balanced and fair system.
Under TSC guidelines, teacher promotions are primarily linked to student performance in national examinations. While the intention is to encourage educators to excel, this policy has inadvertently led to unintended consequences.
Teachers often feel pressured to prioritize high mean scores over comprehensive student development. This has, in some cases, encouraged unethical practices such as examination malpractice, as educators vie to meet performance benchmarks for career advancement.
“Performance should not be the sole criterion for promotions,” said a school administrator during the Mombasa tour. “It creates undue pressure and compromises the integrity of our education system.”
The emphasis on performance also risks sidelining important aspects of education, such as character development, life skills, and emotional well-being. Holistic education, which addresses students’ intellectual, social, and moral growth, is often overlooked in the pursuit of high test scores.
Educators are advocating for a shift in the promotion criteria to focus on broader measures of success. Mr. Kuria, one of the administrators, highlighted the need for policies that reward holistic student development rather than just academic performance.
“Change promotion criteria and focus on holistic student development. End political interference, shield exams from political agendas,” Mr. Kuria stated.
The call for shielding examinations from political agendas is particularly pressing. Political interference in education has often led to disruptions and policies that prioritize short-term gains over long-term goals. Educators argue that exams should be managed independently to ensure fairness and credibility.
Another contentious issue is the practice of issuing warning letters to principals and other administrators for perceived poor performance. Critics argue that this punitive approach demoralizes school leaders and undermines their authority.
“Rather than reprimanding principals for poor results, we should empower them with the tools and resources needed to improve their schools,” said another administrator.
Principals play a critical role in shaping the culture and performance of schools. A supportive and constructive approach to addressing challenges would yield better outcomes than punitive measures.
To address these issues, school administrators propose the following changes:
1. Diversified Promotion Criteria: Incorporate factors such as leadership skills, community engagement, and student well-being into the promotion criteria.
2. Holistic Student Development: Encourage programs that nurture students’ emotional intelligence, creativity, and social skills alongside academic excellence.
3. Autonomy in Exam Administration: Remove political interference from the management of national examinations to safeguard their integrity.
4. Supportive Leadership Framework: Replace punitive measures with mentoring and professional development opportunities for school leaders.
The call for policy and administrative changes in Kenya’s education system reflects a growing awareness of the need for a more balanced approach. By moving away from performance-based promotions and fostering holistic education, the TSC can create an environment that empowers educators and benefits students.
Such reforms would not only restore integrity to the system but also align with the broader goals of quality education and national development.
