The government has announced a further delay in the permanent hiring of junior school teachers, pushing the timeline to January 2027. This decision affects thousands of teachers currently serving as interns under the Junior Secondary School (JSS) program and has reignited debate around job security, education reforms, and workforce planning in Kenya’s basic education sector.
The announcement comes amid ongoing fiscal pressures and structural adjustments within the education system following the rollout of the Competency-Based Curriculum (CBC). While the government has maintained that it remains committed to eventually absorbing junior school teachers into permanent and pensionable positions, the extended timeline has raised concern among educators, unions, and education stakeholders.
Background to the Internship Programme
Junior school teachers were first recruited on internship terms after the transition from the 8-4-4 system to the CBC. The government opted for internship contracts as a short-term solution to address staffing gaps in junior secondary schools while assessing long-term resource requirements.
Under the internship arrangement, teachers receive a monthly stipend rather than a full salary, and they are not entitled to most benefits enjoyed by permanently employed Teachers Service Commission (TSC) staff. Initially, the internship period was expected to pave the way for permanent absorption within a relatively short timeframe.
However, successive delays have meant that many junior school teachers have remained on temporary terms longer than anticipated.
Why the Hiring Has Been Postponed
According to government officials, the postponement of permanent hiring until January 2027 is largely due to budgetary constraints and the need to balance competing national priorities. The public wage bill remains under pressure, and absorbing thousands of junior school teachers at once would significantly increase recurrent expenditure.
Additionally, the government has cited the need for continued evaluation of staffing norms under the CBC framework. Junior secondary schools are still evolving in terms of enrollment numbers, subject combinations, and infrastructure, making long-term staffing projections more complex.
Impact on Junior School Teachers
For junior school teachers, the delay has deep professional and personal implications. Many have served continuously since the introduction of junior secondary schools, gaining experience and shouldering responsibilities similar to those of permanently employed teachers.
The continued internship status means:
- Limited job security
- Lower and fixed stipends despite rising living costs
- No access to pension schemes or comprehensive benefits
- Uncertainty in long-term career planning
Teachers’ unions have expressed concern that prolonged internships could negatively affect morale and retention, potentially undermining the quality of education delivered to learners.
Union and Stakeholder Reactions
Education unions and teacher representatives have called on the government to provide clearer timelines and guarantees. While some acknowledge the financial realities facing the country, they argue that junior school teachers have already demonstrated their value and commitment.
Stakeholders warn that uncertainty could lead to increased attrition, with trained teachers leaving the profession in search of more stable employment. This, they argue, would ultimately hurt learners and slow the effective implementation of the CBC.
What Happens Between Now and 2027
In the interim, the government has indicated that internship contracts will continue to be renewed, ensuring that junior schools remain staffed. There are also ongoing discussions around improving internship terms, including possible stipend reviews and better working conditions.
The Teachers Service Commission is expected to continue collecting data on staffing needs, teacher performance, and enrollment trends to inform the eventual transition to permanent employment.
Looking Ahead
The postponement of permanent hiring until January 2027 underscores the challenges of large-scale education reforms. While the government insists that absorption of junior school teachers remains a priority, the extended wait places a heavy burden on educators who are central to the success of junior secondary education.
As the country moves forward, clear communication, realistic planning, and sustained investment will be essential to ensure that junior school teachers are not only retained but also motivated to deliver quality education. The next two years will be critical in shaping the future of junior secondary schooling and the teaching profession in Kenya.