Government Urges Striking Teachers to Engage with TSC Without Disrupting Learning.
The government has urged striking teachers to resolve their issues with the Teachers Service Commission (TSC) without disrupting school activities. Education Cabinet Secretary Julius Migos emphasized that ongoing strikes, led by the Kenya Union of Post Primary Education Teachers (Kuppet), negatively impact public school learning and national exam preparations.
Education Cabinet Secretary Julius Migos has called on teachers to address their concerns with the TSC directly rather than through strikes. Migos stressed that the teachers’ main demand, which involves payment as per their collective bargaining agreement, has been addressed. He suggested that remaining issues should be resolved through dialogue while keeping schools operational.
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The strike, according to Migos, disrupts not only everyday learning but also preparations for the upcoming national examinations. He highlighted the importance of maintaining educational continuity and criticized the strike’s impact on the third term’s exam preparations. The government is actively working on issues such as employing 46,000 intern teachers and improving teacher recruitment to support the competency-based curriculum.
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During visits to schools in Machakos, Kajiado, and Nairobi, Migos noted the government’s efforts to facilitate uninterrupted teaching. The government has released additional funds for the implementation of the 2021-2025 Collective Bargaining Agreement (CBA) and for recruiting teachers. Furthermore, the government allocated Sh7.5 billion for the construction of 7,500 classrooms, set to be completed by December.
Key Takeaways
- The government urges teachers to resolve TSC issues without striking.
- Strikes impact learning and national exam preparations.
- The government has enhanced support for teachers and school infrastructure.
- Additional funding aims to improve educational facilities and teacher recruitment.
Government Urges Striking Teachers to Engage with TSC Without Disrupting Learning.
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