How to tackle teacher shortages, systemic inequities 

Teacher shortages and inequitable distribution continue to undermine the country’s education system. While teachers are central to achieving Sustainable Development Goal 4 – quality education for all – their role remains overlooked in major reforms like the Competency-Based Curriculum (CBC).

The result? Teachers are left to “learn on the job”, while learners are sometimes forced to teach one another. 

This challenge exists alongside shocking revelations from the Office of the Auditor General, which reported Ksh117 billion lost in fictitious schools.

At the core of these systemic failures is a deepening teacher crisis – one that persists not because of a lack of trained educators, but because they remain unemployed or unevenly deployed. 

Kenya has made some progress in training teachers. According to the 2023 Economic Survey, the country had 416,063 public school teachers – 69,561 in pre-primary, 221,510 in primary, and 124,992 in secondary schools.

Yet, the Teachers Service Commission (TSC) reported a national shortage of 111,870 teachers: 47,329 in primary and 64,541 in secondary schools. 

These shortages are not evenly felt. Arid and semi-arid areas are hit the hardest, while some urban schools enjoy a surplus.

For instance, a 2021 report by Usawa Agenda found that a school in Mandera had just five teachers for 10 classes, while a similar school in Nyandarua had 10.

Despite government commitments to hire thousands of teachers, equitable distribution remains a major stumbling block. 

The TSC’s 2023–2027 strategic plan outlines a recruitment target of 20,000 interns and 22,374 permanent teachers annually.

This would add 211,870 teachers by 2027. But achieving this requires Ksh14.8 billion each year, funds that are unlikely to be fully allocated in a tight fiscal environment.

Additionally, the TSC’s mandate does not compel it to prioritise regions with the greatest need, raising concerns that new hires may simply reinforce existing inequalities. 

The Kenya Kwanza government pledged to hire 116,000 teachers within two years, with an initial 58,000 announced by the President in October 2022.

However, the 2023/24 budget only funded the recruitment of 5,000 permanent teachers and 20,000 interns, far short of the promise. These gaps suggest the pledge may have been more political than practical. 

Moreover, the growing reliance on interns and board of management teachers – who are often underpaid and lack job security, raises questions about long-term quality and motivation in the sector.

While cost-effective, such measures may compromise teaching standards and deepen inequality. 

The current deployment model also disadvantages sub-county secondary schools, which serve over 60 percent of Kenyan students.

Larger and better-resourced schools are often prioritised, leaving smaller or remote schools with chronic staff shortages.

Unless the TSC Act is amended to ensure equitable teacher distribution, these patterns will persist. 

What’s urgently needed is a two-fold approach. First, implement a nationwide retooling program for teachers who graduated before 2023 to align them with CBC demands.

Second, create strong incentive structures including better pay, housing, and promotion prospects, especially for teachers who accept postings in hardship areas.

These changes would help correct the imbalance and ensure all learners, regardless of region, have access to qualified teachers. 

Jattani is an Economist, and Ochieng is a communications Practitioner 

More Articles

---