The Teachers Service Commission (TSC) has officially commenced the release of appointment letters for teachers recently recruited to fill vacancies created by natural attrition.
The move follows the completion of a thorough vetting process and marks the latest step in the government’s ongoing efforts to ensure that schools are fully staffed with qualified educators.
The recruitment process began with the TSC conducting a comprehensive vetting exercise between February 17 and February 28, 2025. This period was dedicated to verifying the documentation of shortlisted applicants, ensuring that only those meeting the required qualifications and standards were considered for appointment.
After passing the vetting process, successful applicants were then required to fill out employment forms, marking the next step toward securing their new roles. Teachers who have received their appointment letters In Mombasa, in particular, have expressed immense joy and relief, signaling the positive reception of this initiative.
In the next phase, the appointment letters issued will be followed by posting letters, officially assigning teachers to specific schools across the country.
However, in line with new health protocols, TSC has mandated that all teachers register with the Social Health Authority (SHA) before assuming their new duties.
Teachers are required to sign into the SHA portal via the website [https://afyayangu.go.ke](https://afyayangu.go.ke) to ensure they are compliant with the latest health and safety regulations before starting their new roles in schools.
This recruitment is part of a broader strategy by the TSC to replace teachers who exited the system due to various reasons such as retirement, resignation, or death.
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A total of 5,862 teaching posts were announced for primary schools, 21 positions were made available for junior schools, and 2,824 vacancies were declared for secondary schools.
These posts are being filled on a permanent and pensionable basis, providing job security and long-term benefits for those recruited.
A significant development in this year’s teacher replacement exercise is the inclusion of intern teachers, who were allowed to apply for the advertised vacancies. This marks a notable shift from previous years when only more experienced teachers were considered for such positions.
Intern teachers were awarded 50 marks on the replacement scoresheet, irrespective of the length of time they had served in their internship roles. This change is expected to offer greater opportunities for young teachers who have completed their internship programs and are now eager to take up permanent roles in schools across the country.
Additionally, a substantial number of Junior Secondary School (JSS) teachers were hired and posted to schools in early January for a one-year internship term.
This initiative aimed to address the increasing demand for qualified JSS teachers following the introduction of the Competency-Based Curriculum (CBC). In total, 20,000 JSS teachers were recruited to fill the gaps in schools that are now required to implement the new curriculum.
In a notable shift, the TSC made a deliberate effort to prioritize the hiring of local teachers over non-local candidates. This decision effectively excluded teachers from outside the regions where vacancies were available, focusing instead on teachers from the same sub-county, county, and region.
This change was aimed at ensuring that local educators, who are more familiar with the community and its needs, were given preference in the recruitment process. Non-local teachers, regardless of their qualifications or scores, were not considered for many of the available posts.
This year’s recruitment process also witnessed a surge in the number of Junior Secondary School teachers seeking to transition into secondary school teaching roles. A significant portion of these teachers, who were previously working in primary schools, have expressed dissatisfaction with the challenges they face in their current positions.
Many cite heavy workloads, unclear career progression paths, inadequate infrastructure, and a lack of motivation as key reasons for their desire to move to secondary schools. These teachers are hoping for more stability, better facilities, and clearer prospects for professional growth.
Notably, 1,645 JSS intern teachers successfully secured teaching jobs in secondary schools, a testament to the growing demand for qualified secondary school teachers and the TSC’s commitment to filling these vacancies with skilled professionals.
For primary school teachers, the TSC also introduced a policy offering additional marks to holders of the Primary Teacher Education (PTE) certificate who upgraded to the Upper Diploma in Primary Teacher Education (UDPTE).
Those who meet this requirement were awarded 5 extra points in the recruitment process, which provided them with a competitive edge.
Furthermore, the TSC has already begun preparing for the next phase of the recruitment process, which involves replacing the JSS intern teachers who have now been assigned permanent positions.
As part of this transition, the Commission will be terminating the contracts of the JSS intern teachers, issuing them with official employment and posting letters that will see them start their new roles in permanent teaching positions.
In the meantime, the TSC has requested staffing data from primary school headteachers, who are also acting as principals for junior secondary schools. The information, which is being submitted in an Excel template, includes crucial data on student enrolment, gender distribution in Grades 7, 8, and 9, and the number of teachers in each school, along with their subject combinations and gender.
This data will be used to assess staffing needs and identify any gaps that still exist, guiding the TSC in making informed decisions on where additional teachers may be needed.
The TSC recent recruitment efforts reflect a larger, ongoing strategy to address the critical shortage of teachers in the country, particularly in light of the demands of the Competency-Based Curriculum.
With new guidelines and a focus on local hiring, the TSC aims to improve the educational environment by ensuring that schools are staffed with qualified and motivated teachers who can effectively deliver quality education to students across Kenya.
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