Desperate and Disillusioned: Teachers Left Behind in Latest TSC Recruitment
The struggle for employment continues to be a major challenge for thousands of qualified teachers in Kenya. Despite their dedication, years of training, and passion for teaching, many remain unemployed, trapped in a cycle of uncertainty. The latest recruitment by the Teachers Service Commission (TSC) has once again left many tutors disappointed, raising concerns over the fairness and transparency of the hiring process.
1. Dreams Deferred: The Harsh Reality of Teacher Recruitment
The announcement of new teaching vacancies often sparks excitement among unemployed teachers who have been searching for jobs for years. However, the reality of limited vacancies and intense competition often leads to frustration.
On February 19, 2025, the TSC conducted a document verification exercise for post-primary replacement positions. Thousands of applicants turned up with high hopes, expecting that this opportunity would change their lives.
Pauline Koskei, one of the hopeful candidates, attended the exercise at Jean Marie Secondary School but soon realized that only one position was available for 38 applicants in her area.
“We missed the opportunity since only one position was available. A local was given priority,” she lamented.
This is a common scenario, especially in Junior Secondary Schools, where there is a significant shortage of teachers for science and mathematics subjects.
“The commission has admitted a shortage of science teachers in our schools. I have what it takes in that area, but I was locked out,” Koskei added.
2. Concerns Over Recruitment Transparency
Many applicants have raised concerns about the fairness of the recruitment process. Paul Lelei, an applicant from Kajiado, called for an audit of the process, claiming that favoritism and nepotism played a significant role in hiring decisions.
“Let’s stop playing favoritism with the education of our children. How can the TSC prioritize local applicants over experienced educators in the ongoing teacher recruitment?” he questioned.
This frustration is echoed by many teachers who feel that they are unfairly excluded despite being qualified.
“Why are seasoned graduates being passed over for freshers simply because of location? This reeks of nepotism and jeopardizes our children’s education,” he added.
Stephen Okello, a teacher who graduated in 2013, has been struggling to secure a permanent teaching position for over a decade.
“When I graduated, I was almost 25 years old, and 12 years down the line, I am still looking for an opportunity with the commission,” he said.
Allegations of corruption in the recruitment process have also surfaced. Okello claims that some of his colleagues who graduated in 2013 have been employed, while others who graduated just two years ago have also secured jobs—allegedly through bribery.
“Some of my colleagues graduated in 2013 and have secured employment with TSC. Even some who graduated two years ago. They told me they had to part with something ‘small’ to be absorbed,” Okello stated.
3. A Systemic Crisis in Teacher Employment
The TSC recently advertised 8,707 vacancies to replace teachers who exited the service through natural attrition. However, the number of job seekers far exceeds the available positions.
In December 2024, the commission had advertised 5,862 primary school vacancies, 21 junior school positions, and 2,824 post-primary school jobs. Despite this, thousands of teachers still remain jobless.
Moses Nthurima, the Deputy Secretary General of the Kenya Union of Post-Primary Education Teachers (KUPPET), has criticized the allocation of vacancies, stating that it does not effectively address the shortage of teachers in certain regions.
“Some regions will continue to suffer if these criteria continue being implemented. Giving equal opportunities will disadvantage areas with a huge teacher shortage,” said Nthurima.
He also pointed out that a third of Junior Secondary Schools lack enough teachers, especially for key subjects like mathematics and sciences.
“About a third of Junior Secondary Schools lack enough teachers, making learning difficult. In addition, those who were employed early this year teach humanities and languages, leaving a gap in math and sciences,” he stated.
4. Overproduction of Teachers vs. Job Market Realities
One of the major underlying issues contributing to teacher unemployment is the overproduction of graduates from teacher training institutions. Former Quality Assurance official Majani Baridi argues that the government’s failure to regulate the number of trained teachers has worsened the situation.
“The rain started beating us with the violation of training and recruitment policy. Right now, we have close to 600,000 trained, qualified, and unemployed teachers. If this is to go by, it means there are teachers who will never get employed,” he said.
This oversupply of teachers has led to a scenario where some graduates may never secure a job in the profession they trained for.
Anne Mumbi, a graduate from Asumbi Teachers Training College in 2012, has been searching for employment for over a decade. Despite attending multiple interviews, she has never secured a permanent position.
“Every time there is a vacancy, TSC asks us to bring our certificates for verification. After the rigorous process, they say they will contact us. But years pass, and nothing happens,” she lamented.
“I believe ‘tarmacking’ is part of life, but when you spend more than 10 years, it becomes tiresome. Age is catching up with me, and I don’t know when I will be employed.”
5. The Way Forward: Solutions to Teacher Employment Challenges
i) Ensure Transparency and Accountability in Recruitment
TSC must put in place strict auditing mechanisms to ensure that the hiring process is free from corruption, favoritism, and nepotism. Independent oversight bodies should be established to review recruitment outcomes.
ii) Fair Distribution of Teachers Across Regions
To address regional teacher shortages, the government should adopt a strategic deployment policy that ensures teachers are distributed based on actual need rather than location preferences.
iii) Regulate Teacher Training Enrollment
The Ministry of Education should align teacher training programs with market demand. Universities and colleges should only admit a sustainable number of students into education programs based on projected job opportunities.
iv) Alternative Employment Opportunities
The government should create alternative employment opportunities for trained teachers, such as adult education programs, special needs education, and online teaching platforms.
v) Expand Schools and Learning Institutions
By increasing the number of public and private schools, the government can create more job opportunities for teachers while also improving the quality of education.
\
