The TSC warns that the projected shortages are expected to rise to 84,478 for secondary schools and 34,941 for primary schools by 2023.
“Widening of the pupil-teacher ratio leads to an inequitable distribution of teaching resources, general dissatisfaction, demotivation and, hence, industrial unrest,” the union said.
The strategic plan warned that issues raised must be addressed or else they will affect the implementation of the national curriculum that equips learners with values, attitudes, knowledge, skills and competencies, particularly in technology, innovation and entrepreneurship.
“The manner in which the country sources, develops, deploys, manages and supports teachers largely determines or influences the quality of education, hence, contributing to the national development agenda,” TSC said.
The commission attributed the teacher shortage to rapid growth in school enrolment attributable to the implementation of the Free Primary Education, Affordable Day Secondary School Education programs and the establishment of new schools.
The TSC said insufficient school infrastructure denied students good learning facilities and materials to realise their potential.
“The increase in enrolment in secondary schools occasioned by the objective of 100 per cent transition from primary schools has already led to the increased demand for teachers at the secondary school level,” the TSC said.
“The Competency-Based Education system rolled out has compounded the teacher shortage. The Board of Management employed only 80,000 teachers.”
The commission has also proposed teachers recruited on a contract basis, internship and in certain cases the sharing of teachers across schools for elective subjects as short-term measures to address the escalating crisis.
TSC further said the transfer policy was facing multiple challenges among them teachers’ reluctance to serve in other counties, insecurity and political/stakeholder interference.
Others are an unwillingness of teachers to be separated from their families and medical considerations.
The rapid establishment of new schools constrained the distribution and utilisation of the teaching resource, thus affecting curriculum implementation. There was a shortage of teachers in specific subject combinations such as Humanities, Kiswahili, Physics and Computer Studies.
“Physics and Computer studies have been occasioned by the mobility of these teachers to the private sector,” the plan said.
“All this has constrained effective delivery of the curricula and consequently, has led to a poor performance by the students studying these subjects.”
Increased student enrolment overcrowded classrooms constraining effective and quality teaching and learning. The evaluation, promotion and salary increment of teachers was not supported by current existing policy and legal framework for consistency.
“Teachers face limited opportunities for growth that lead to stagnation, a de-motivated teaching force and high turnover, which has created instability in the provision of teaching services,” the policy said.
Budgetary constraints failed to recognise teachers for exemplary performance, while the increased number of registered teachers led to the rise in indiscipline that calls for enhanced capacity.
The new plan aims to harmonise the system for managing and sharing of data, address teachers ‘absence from work, boost the teachers’ morale and create a framework for engaging development partners in resource mobilisation. It will also create a framework for talent identification, staff retention and succession management.
