Teachers play a critical role in the development of any country’s skills base, hence the need to ensure they are properly remunerated for their contribution.  

Though regarded as a calling and a noble profession, it is important for the welfare of teachers to be taken seriously by government agencies such as the Teachers Service Commission (TSC). This is especially so when teachers take the initiative to further their studies.

It is encouraging that many teachers have invested in their education, retooling and training to improve their proficiency. This should not be taken for granted. Continuous professional development of teachers is important in upgrading their skills and developing their competences.

However, there is concern that despite some of the teachers enrolling for higher education, the TSC has been reluctant to reward their effort  through improved remuneration or promotions. The TSC opposition to this has been centred on the financial implication of such promotions and the credibility of the teachers’ fresh qualifications. 

While we acknowledge concerns, it goes without saying that they should not overshadow the issue of rewarding meritocracy because failing to reward effort is likely to demotivate teachers intending to improve their skills. 

That is why we find reason in recommendations by the National  Assembly Committee on Education and Research that such teachers be promoted in a manner commensurate with their skills. The committee asked the TSC to continue recognising and acknowledging all relevant academic qualifications attained by in-service teachers in accordance with Unesco/ILO recommendations of 1966 that codify the intellectual rights of teachers who undertake and conclude relevant in-service training courses.

The House team also asked TSC to open negotiations with teachers’ unions on career progression guidelines and uphold the rights of teachers who have acquired relevant qualifications. 

The commission should also promote all suitably qualified primary school teachers who had obtained Bachelors of Education degrees or even Masters. The same should happen to their secondary school counterparts, who have obtained PhDs from credible institutions and who are keen to continue with their teaching jobs. Some of the teachers had obtained credit from financial institutions to finance their studies with the hope of repaying the loans after being promoted. This is something their employer should take into account.   As a society we should reward and incentivise hard work, not punish it.