Desperate and Disillusioned: Teachers Left Behind in Latest TSC Recruitment
1. Dreams Deferred: The Harsh Reality of Teacher Recruitment
In Kenya, the struggle for employment remains a pressing issue for thousands of qualified teachers. Despite their years of training, dedication, and passion for education, many remain jobless and uncertain about their future.
When the Teachers Service Commission (TSC) recently announced new vacancies, it sparked hope among unemployed tutors who have waited for years. However, the reality of limited positions and fierce competition quickly led to frustration.
On February 19, 2025, TSC conducted a document verification exercise for post-primary replacement jobs. Thousands of hopefuls attended, believing this could be the turning point in their careers.
Pauline Koskei was one of them. She showed up at Jean Marie Secondary School, only to learn that just one position was available for 38 applicants in her region.
“We missed the opportunity since only one position was available. A local was given priority,” she said.
Such scenarios are all too common—especially in Junior Secondary Schools, where there’s a serious shortage of teachers in science and mathematics.
“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 teachers have expressed concern over the recruitment process. Paul Lelei, an applicant from Kajiado, called for an audit, alleging that favoritism and nepotism influenced hiring decisions.
“Let’s stop playing favoritism with the education of our children. How can the TSC prioritize local applicants over experienced educators?” he asked.
This sentiment is shared by many teachers who feel qualified yet continually overlooked.
“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, who graduated in 2013, has been seeking permanent employment for over a decade.
“When I graduated, I was almost 25 years old. Now, 12 years later, I’m still searching for an opportunity,” he said.
Worryingly, some teachers suspect corruption is at play. Okello claims that while some of his peers from 2013 secured employment, others who graduated just two years ago also got jobs—allegedly through bribes.
“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 replacement vacancies to fill roles vacated through natural attrition. However, the number of applicants far exceeds the positions available.
In December 2024, the commission listed 5,862 primary, 21 junior secondary, and 2,824 post-primary school teaching opportunities. Still, thousands of teachers remain unemployed.
Moses Nthurima, Deputy Secretary General of KUPPET, criticized the allocation method. He warned that some regions could continue facing severe shortages under the current criteria.
“Giving equal opportunities will disadvantage areas with a huge teacher shortage,” he said.
He further noted that a third of Junior Secondary Schools lack enough teachers, especially in critical subjects.
“Those employed earlier this year mostly teach humanities and languages, leaving gaps in math and sciences,” he added.
4. Overproduction of Teachers vs. Market Realities
Another key issue is the oversupply of trained teachers. Former Quality Assurance officer Majani Baridi blamed the situation on the government’s failure to regulate teacher training.
“The rain started beating us when the training and recruitment policy was violated. Now we have nearly 600,000 trained, qualified, and unemployed teachers,” he said.
As a result, many graduates may never work in the profession they studied for.
Anne Mumbi, who graduated from Asumbi Teachers Training College in 2012, has faced a decade of fruitless job hunting. Despite multiple interviews, she has never landed a permanent position.
“Each time there’s a vacancy, TSC asks us to verify our documents. After that, they say they’ll contact us. But nothing ever happens,” she said.
“Tarmacking is part of life, but after 10 years, it’s exhausting. Age is catching up, and I still don’t know when I’ll be employed,” she added.
5. The Way Forward: Solutions to Teacher Employment Challenges
i) Ensure Transparency and Accountability in Recruitment
To restore trust, TSC must implement strict auditing and transparent recruitment mechanisms. Allegations of favoritism, bribery, and nepotism have undermined confidence in the system.
Independent oversight bodies should monitor the recruitment process. Their role should include investigating complaints, auditing records, and publicly releasing findings. Furthermore, digitizing the system with real-time tracking and verification will reduce manipulation and ensure fairness.
Transparency—from job advertisement to final selection—can level the playing field and rebuild public trust. Prioritizing merit, equity, and regional balance is essential.
ii) Fair Distribution of Teachers Across Regions
A needs-based deployment policy is crucial. Many rural and marginalized areas suffer from severe understaffing, while urban schools have excess teachers due to their preferred locations.
A data-driven approach—guided by real-time statistics on student numbers and subject demand—can ensure fair distribution. The government should offer incentives like hardship allowances and housing support to encourage teachers to serve in underserved regions.
Such strategies can bridge regional disparities and improve education quality nationwide.
iii) Regulate Teacher Training Enrollment
The Ministry of Education should align college and university enrollment with market demand. Institutions must only admit a sustainable number of education students based on projected job openings.
iv) Alternative Employment Opportunities
To address unemployment, the government should explore non-traditional teaching roles. These could include:
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Adult education programs
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Special needs instruction
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Online learning platforms for remote communities
Flexible models will not only employ qualified teachers but also address education gaps in underserved areas.
v) Expand Schools and Learning Institutions
The government should invest in building more public and private schools. This would create more jobs for teachers and improve access to education.
Learn more: TSC Official Site
📌 Disclaimer
This article is for informational purposes only. It does not represent official TSC policy. Readers should verify any job-related details with the Teachers Service Commission or relevant authorities.
