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Teachers in Mandera County have strongly opposed the recently released teachers’ promotion list by the Teachers Service Commission (TSC), citing a lack of transparency, regional balance, and a failure to recognise long-serving teachers working in hardship areas.
The promotions, which have sparked heated debate among education stakeholders in the Arid and Semi-Arid Lands (ASAL) counties, have left many teachers in Mandera feeling marginalised and demoralised.
According to Hussein Hassan, the Mandera County Executive Secretary for the Kenya National Union of Teachers (KNUT), the promotions have introduced unnecessary confusion among teachers in the region.
“The recent promotions have created confusion and disappointment. The process appears to have been influenced by the Education Parliamentary Committee, which may not fully understand the context and challenges teachers in Mandera face,” said Hassan.
Out of 388 teachers from Mandera who applied for promotion, only 197 were successful, leaving 191 qualified and experienced teachers off the list, sparking frustration and discontent across the county.
KNUT has expressed concern over the potential negative impact this decision may have on the morale of teachers and the continuity of education in the region.
Similarly, the Kenya Union of Post-Primary Education Teachers (KUPPET) in Mandera is calling for the immediate inclusion of the remaining teachers in the promotion list, urging the TSC to review the criteria used.
The two unions are now demanding that affirmative action be implemented in favour of teachers serving in hardship areas, in line with Article 56 of the Constitution and the principles of equity and non-discrimination.
“We urge the TSC to involve all stakeholders in making decisions that significantly affect the welfare and morale of teachers in ASAL regions,” added a KUPPET official.
The Teachers Service Commission recently announced the promotion of 25,252 teachers nationwide. However, the concerns raised in Mandera highlight the ongoing need for fair and region-sensitive education policies.
