Trained but Forgotten: The Over 10 Years of Silent Suffering for P1 Teachers.
Primary school teachers in West Pokot County, commonly referred to as P1 teachers, staged a peaceful demonstration demanding better pay and fair promotions.
The teachers, who form the backbone of Kenya’s primary education system, decried poor working conditions, stagnated job groups, and delays in salary adjustments that they claim have left them struggling to meet their basic needs.
For over a decade, many trained P1 teachers in Kenya have grappled with unemployment despite their qualifications.
This struggle reflects broader systemic challenges within the country’s education sector, leaving thousands of teachers, some in their 40s, disillusioned and questioning the fairness of government policies.
Growing Frustration Among P1 Teachers
Many P1 teachers narrate similar experiences of graduating with hope, only to face years of rejection. Despite applying for every opportunity announced by the government, they often find themselves overlooked.
Teachers are critical of the policies prioritizing diploma and degree holders over P1 certificate holders. Recent changes, such as assigning high scores to candidates who have participated in internships, further alienate those who never had access to such opportunities.
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“The government has prioritized employing teachers for junior secondary schools (JSS) and those with higher qualifications, leaving P1 certificate holders with little hope.” Eric, a P1 teacher told Teachers Updates.
P1 teachers believe that they have become a “wasted generation.” The government trained them, promising employment opportunities upon graduation. However, these promises have not materialized.
Some teachers feel that current policies treat P1 certificates as illegitimate, relegating these educators to private institutions or forcing them into side hustles to survive.
The journey of many P1 teachers has not only been about finding employment but also managing life amid financial instability. With families to support, some turn to side businesses, like selling fish or offering private tuition, to make ends meet.
Even in private schools, they face challenges such as delayed payments and extended working periods without sufficient compensation.
corruption in teacher recruitment
Unemployed teachers have repeatedly urged the government to revise its policies. They propose prioritizing employment based on the year of graduation, giving older graduates the first chance.
The use of MPs or local leaders to allocate jobs has also been criticized, with claims of corruption and favoritism dominating the recruitment process.
Teachers also propose that the government sponsor further education for P1 teachers to enable them to upgrade their qualifications, rather than expecting them to pay for additional studies out of pocket. This would level the playing field and enhance the quality of education.
Parents and society at large are also called out for their lack of involvement in addressing the education sector’s challenges.
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Teachers argue that parents need to push for better policies and accountability in schools, especially when issues such as inadequate capitation or poorly implemented curricula like CBC (Competency-Based Curriculum) arise.
P1 teachers are calling for unity in their struggle. They believe that collective action, such as organized strikes or public demonstrations, could draw the government’s attention to their plight. They emphasize that change will only come if teachers take bold steps to advocate for their rights and the quality of education in Kenya.
Conclusion
The plight of P1 teachers reflects deeper systemic issues within the education sector. Without meaningful reforms, many trained educators will remain in limbo, their skills underutilized, and their dreams unrealized.
Teachers continue to urge the government to fulfill its responsibility and address their concerns, ensuring that their years of training and dedication are not in vain.
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