The debate over the future of Kenya’s junior secondary schools has intensified after teachers in Kiambu joined their colleagues nationwide in demanding autonomy for junior schools. The educators say current reforms risk undermining the identity of junior schools and threatening the quality of education.
In a press statement issued Tuesday, the Kiambu Junior School Teachers faulted the Ministry of Education and the Teachers Service Commission (TSC) for implementing policies that place junior schools within comprehensive schools — structures spanning pre-primary to Grade 9.
According to the teachers, this move not only dilutes the independence of junior schools but also jeopardizes career growth for thousands of teachers across the country.
“Junior schools must be autonomous. Combining them with comprehensive schools dilutes their identity, risks stagnating professional growth, and jeopardizes the future of learners,” said Oliver Wamachari, Chairperson of the Kiambu Junior School Teachers.
The teachers stressed that safeguarding junior school autonomy is not just about teachers’ careers but also about the welfare of learners. They believe that without clear structures, both groups will suffer.
“A junior school teacher is a role model. By giving us a clear career path, the government will dignify our work and ensure learners have strong role models in class,” Wamachari noted.
They warned that turning junior schools into an extension of primary schools would lower standards and erode the value of higher education. The statement argued that this would blur the distinction between basic and advanced levels of learning, creating long-term damage to Kenya’s education system.
The teachers also raised concerns about fairness within the profession. Many of them hold the same qualifications as secondary school teachers but feel they are treated as lesser.
“We graduated together, yet they were posted to senior schools while we were confined to junior schools. This is discrimination and violates our right to equality at the workplace,” the statement read.
Granting autonomy, they argue, would bring dignity and equality to junior school teachers while reducing unnecessary conflicts in school management.
Citing the Competency-Based Education (CBE) policy, the group urged the government to respect constitutional provisions and past agreements on teacher deployment. They believe that following the 2-6-3-3-3 system as originally envisioned would create harmony between junior and senior schools without overlap.
“Any mistake in policy making will risk the future of our country. Education is the foundation of development, and we must get it right,” Wamachari emphasized.
The teachers called on the government, TSC, and the Ministry of Education to include junior school representatives in ongoing policy discussions. They believe leaving them out will result in one-sided reforms that fail to address real challenges on the ground.
“Junior school teachers are members of KUPPET, and we fully support our union’s call for autonomy. Our voices must be included if education reforms are to succeed,” the statement concluded.
As the country continues to adjust to the Competency-Based Curriculum, the standoff between teachers and policymakers could shape the future of Kenya’s education system for years to come.
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