Reforms we need to make education system effective

The current spat between the Teachers Service Commission (TSC) and the Kenya National Union of Teachers (Knut) is not good for learners preparing to sit their national examinations in two weeks’ time. Negotiations between TSC and the union should be guided by the principle of win-win for the student.

Knut has tabled a number of issues that it feels should be resolved by the teachers’ employer. These include halting and even reversing the controversial delocalisation programme and promotion of thousands of teachers who have attained higher education. TSC, often abuses its constitutional autonomy leading to its “showmanship”.

STOP BRINKMANSHIP

But it should now stop its brinkmanship, listen to and respect the voice of the teacher. Mr Wilson Sossion and his team should also be guided by their inner conscience as they seek better pay and working conditions for their members. It is unconscionable to stage a work boycott at a time when the very clients they claim to serve are set to write their final examinations.

A teachers’ strike at this time undermines the very values such as respect for the vulnerable, hard work, patience and tolerance which education seeks to inculcate in learners. It also undermines the place of the learner in the education sector. In fact, it makes it appear like basic education in this country is only about TSC and Knut.

LEARNER UNFRIENDLY

I don’t know if Education Cabinet Secretary Amina Mohammed and Principal Secretary Belio Kipsang are aware that most public primary schools in rural and urban areas are learner unfriendly. Many primary schools are dusty, classrooms do not have windows or window panes and the playing fields are poorly kept with overgrown grass. These conditions expose learners to the vagaries of nature and their attendant risks. Instead of working to frustrate teachers’ unions, as alleged by the union, TSC should employ more teachers and pay them well.

It is time Parliament amended both the Basic Education and TSC Acts to provide for appointment of school headship on periodical terms. Such appointments must factor in the principle of public participation. This will reduce unfair competition, nepotism and corruption, as many are known to buy their promotions or bribe to remain in the same school even when they have nothing to offer. It is also not enough for the national government to buy books and subsidise learning in primary and secondary schools in Kenya. It should build more schools in rural and arid areas to accelerate literacy ratio in Kenya. More quality assurance officers should be employed and deployed to continuously monitor learning in the country.

SKELETON PERSONNEL

The turf wars between the ministry and TSC staff can be cleared by amending both TSC and Basic Education Acts in a way that the Ministry of Education has an upper hand in management of schools. The autonomy of TSC is not helping to improve quality of education.

While other statutory bodies such as the Law Society of Kenya, the Kenya Medical Practitioners and Dentists’ Board or even the Council for Legal Education, among others, are involved in curriculum development and training and monitoring of institutions, TSC simply sets up desks and skeleton personnel at the sub-county level to manage paper work for hundreds of staff.

How does TSC intend to appraise teachers when quality assurance personnel are employees of the Ministry of Education? Can teachers also appraise TSC unit staff on their performance?

Mr Kap Telwa is journalism and media law lecturer at Multimedia University of Kenya, Nairobi; [email protected].