Kenya’s education sector is once again facing tension as the Kenya Union of Post Primary Education Teachers (KUPPET) issues a fresh ultimatum to the government over the fate of Junior Secondary Schools (JSS). During a charged meeting in Turkana, KUPPET officials delivered a 14-day deadline to the Ministry of Education, demanding that JSS be declared fully independent learning institutions.
The ultimatum has set the stage for what could become a national confrontation, with teachers threatening to escalate action if the government fails to address their demands. This development comes at a time when the implementation of the Competency-Based Curriculum (CBC) continues to spark mixed reactions from stakeholders.
Why KUPPET Is Demanding JSS Independence
The Competency-Based Curriculum introduced the JSS system in 2023, placing learners in Grades 7–9 within primary school settings. While this move was intended to smoothen the transition into CBC, it has instead created multiple challenges for teachers, administrators, and parents.
According to KUPPET, keeping JSS under primary schools has:
- Blurred lines of authority between primary headteachers and JSS coordinators.
- Created salary and recognition disparities, since JSS teachers are employed by TSC but often answer to primary-trained administrators.
- Undermined professionalism, as graduate teachers feel sidelined by reporting to colleagues with lower qualifications.
- Strained infrastructure, with adolescents competing with lower primary pupils for limited classrooms, labs, and other facilities.
KUPPET insists that declaring JSS as independent institutions—with their own principals, boards of management, and dedicated budgets—would restore order and strengthen the CBC rollout.
For a deeper look at how TSC is transforming systems through digitization, check out this earlier article: TSC Digital Teacher Transfer System.
Turkana Teachers Take the Lead
Although calls for JSS autonomy have been made countrywide, it is the KUPPET branch in Turkana that has taken the boldest step by setting a firm deadline.
Speaking in Lodwar, union leaders lamented the confusion surrounding JSS, accusing the government of implementing reforms without proper planning. Teachers expressed frustrations over lack of resources, poor structures, and strained relations with headteachers.
One KUPPET official declared:
“We cannot continue pretending that JSS is functioning well. Teachers are demoralized, learners are confused, and parents are frustrated. The government must act—14 days is enough to show commitment.”
The ultimatum highlights growing unrest in counties considered “hard-to-staff,” where teachers already face significant challenges.
What Independence for JSS Would Mean
If the government declares JSS independent institutions, several structural changes will follow.
| Reform Area | Proposed Change | Expected Impact |
|---|---|---|
| Leadership | Appointment of graduate principals instead of primary headteachers | Align leadership with JSS teachers’ qualifications |
| Governance | Separate Boards of Management (BOMs) for JSS | Tailored decision-making for adolescent learners |
| Funding | Dedicated budgets for JSS | Improved infrastructure and availability of learning resources |
| Facilities | Development of science labs, ICT rooms, and libraries | Age-appropriate environment for Grades 7–9 |
| Teacher Career Paths | Clear schemes of service for JSS teachers | Better morale and professional growth |
Such reforms would place JSS on the same path as secondary schools, reinforcing their identity as independent institutions.
The Stakes for Teachers
Teacher welfare remains at the heart of KUPPET’s agitation. JSS teachers, most of them graduates, feel demoralized by reporting to primary-trained headteachers. This, according to KUPPET, erodes dignity and undermines their professional training.
Teachers also argue that career growth opportunities are limited under the current structure. Since JSS coordinators are not recognized as principals, their chances of promotions are minimal.
In hardship regions like Turkana, where conditions are already tough, the added confusion has worsened morale. The ultimatum, therefore, reflects a broader push for dignity, fairness, and recognition.
This aligns with wider teacher frustrations captured earlier in: Junior Secondary Teachers Ultimatum Ahead of KUPPET Elections 2025.
The Government’s Response
So far, the Ministry of Education has taken a cautious stance on JSS independence. Education CS Ezekiel Machogu has acknowledged the challenges but insists that reforms must be phased in gradually.
The government has cited limited budgets and infrastructure shortages as barriers to immediate independence. Officials argue that rushing reforms could worsen problems rather than solve them.
However, unions like KUPPET believe such delays are no longer acceptable. With frustrations mounting, teachers feel the government must demonstrate urgency.
CBC and the Bigger Picture
The independence of JSS is not just a teacher issue—it is a test of the Competency-Based Curriculum itself. Without clear structures, CBC risks being undermined by poor implementation.
Key risks include:
- Overcrowded classrooms, limiting individualized learning.
- Low teacher morale, leading to high turnover.
- Poor learner progression, as adolescents require a learning environment distinct from younger children.
Declaring JSS independent would show that the government is serious about CBC reforms, boosting confidence among teachers, learners, and parents.
What Happens If Govt Ignores the Ultimatum?
If the 14-day deadline lapses without meaningful action, KUPPET leaders in Turkana have hinted at industrial action. While details remain unclear, possibilities include:
- Strikes disrupting JSS learning in the region.
- Boycotts of administrative duties by teachers.
- Protests that could spread nationwide if other counties join in.
A national standoff would put the government under immense pressure to fast-track reforms, especially if the unrest spreads to urban counties.
Voices from Teachers and Parents
Teachers on the ground say the ultimatum is long overdue. One JSS teacher in Turkana stated:
“We are trained as secondary school teachers, yet every decision here is made by a primary headteacher. It is humiliating. Independence is the only way forward.”
Parents are equally vocal, noting that learners in Grades 7–9 are adolescents who need a school environment closer to secondary standards. They argue that the current setup risks compromising discipline, identity, and learning quality.
Conclusion: A Defining Moment for JSS
The coming two weeks could shape the future of Junior Secondary Schools in Kenya. If the government heeds KUPPET’s ultimatum, it could restore confidence in CBC, improve teacher morale, and strengthen JSS as a distinct education tier. If it ignores the call, Kenya may face nationwide disruptions in JSS learning.
The stakes are clear: teachers want dignity, learners need proper facilities, and parents demand clarity. Whether the government acts decisively or delays further will determine whether JSS becomes a success story or another unresolved crisis in Kenya’s education system.
