Teachers Allegedly Refused To Return To Schools over Lack Of Transfers
In a remarkable display of resilience and determination, hundreds of teachers hailing from regions outside Kenya’s Arid and Semi-Arid Land areas have taken a bold step by refusing to report to their assigned schools. This courageous act has persisted for two weeks into the third school year, shining a spotlight on the pressing issue of teacher transfers within the Kenyan education system.
Approximately 300 teachers have established a temporary camp at the Teachers Service Commission (TSC) headquarters. Their demand is clear and essential – they are unwilling to return to their designated regions until their transfer requests are approved.
One such teacher, Peter Kamoen from Mandera, exemplifies the frustration shared by his colleagues. He recounts their persistent efforts over the past two weeks to secure a meeting with TSC boss Dr. Nancy Macharia. However, the commission has consistently insisted that they return to their classrooms.
The teachers’ steadfast stance is not without reason. They have cited significant challenges in their assigned regions, including insecurity and poor road networks, as the driving force behind their request for transfers. Charles Achol, another teacher, points out that these difficulties, along with high travel costs exceeding their monthly earnings, render their current assignments unsustainable. Moreover, the makeshift accommodations they must endure upon reaching their new posts fall far short of ideal.
This dire situation not only impacts their work but also their personal lives. Achol highlights that these conditions discourage teachers from visiting their homes during school holidays, further exacerbating the emotional toll of their predicament.
During a meeting with TSC CEO Dr. Nancy Macharia, Luanda MP Dick Maungu emphasized the critical issue of the teachers’ safety, questioning how traumatized educators could effectively teach students in such conditions.
Haro Abdul, an MP for Mandera South, expressed concerns about the time-consuming process of seeking transfers, fearing it could negatively impact the quality of children’s education.
Rebecca Tonkei, an MP for Narok, criticized the TSC for retaining teachers against their wishes despite their transfer applications. Dr. Macharia explained that several factors, including the need for replacements, job availability, personnel policies, and medical reasons, influence teacher transfers. She emphasized the commission’s commitment to ensuring a fair distribution of teachers for the efficient provision of quality education.
In a separate meeting with the Education Committee of the National Assembly, Interior Cabinet Secretary Kithure Kindiki shed light on the challenges non-local teachers face, including the need to stay in makeshift or police stations for their safety. Kindiki assured that these teachers had been relocated to safer areas until threats subsided.
MP Julius Melly expressed concern about the psychological impact on teachers who had experienced trauma and stigmatization after losing colleagues. He stressed the need for support and safety for these educators.
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Kindiki urged the TSC to expedite the transfer of non-local teachers after a short period and suggested that the government provide scholarships for local students to enroll in teaching programs.
In conclusion, the ongoing standoff between teachers and the TSC underscores the urgent need for a comprehensive review of teacher deployment and transfers in Kenya. The teachers’ demands for safer and more sustainable working conditions align with the broader goal of providing quality education to all students. As this struggle continues, it remains imperative for all stakeholders, including government bodies and policymakers, to address these concerns and prioritize the well-being of both educators and learners.
Teachers Allegedly Refused To Return To Schools over Lack Of Transfers
