The crisis facing Kenya’s Junior Secondary Schools (JSS) continues to deepen as teachers from Isiolo County join colleagues nationwide in demanding reforms. Their calls center on two key issues: granting autonomy to JSS institutions and confirming thousands of intern teachers on permanent and pensionable terms.
The Isiolo branch of the Kenya Union of Post Primary Education Teachers (KUPPET) has echoed the sentiments raised in other counties, warning that the current arrangement—where JSS is domiciled in primary schools and supervised by headteachers—has created confusion, conflicts, and unfair workloads.
Teachers insist that without urgent reforms, the Competency-Based Curriculum (CBC) will be undermined, and learners in JSS will continue to face challenges that compromise their academic and social development.
Why Autonomy is at the Heart of the Demands
Isiolo teachers argue that JSS must be recognized as a standalone level of education with its own leadership and management. Currently, JSS is managed under primary school heads, a structure that many educators describe as flawed.
This arrangement has resulted in serious disadvantages in critical areas such as:
| Area of Concern | How JSS is Affected |
|---|---|
| Resource Allocation | Conflicts arise when primary heads prioritize resources for lower primary learners over JSS learners. |
| Staff Management | Secondary-trained teachers in JSS face career stagnation as they are supervised by primary-level administrators. |
| Curriculum Delivery | Teachers are forced to handle subjects outside their specialization due to shortages, stretching workloads and lowering teaching quality. |
KUPPET Isiolo Executive Secretary, Moses Kimwere, has warned that unless JSS autonomy is granted, the current system will remain unsustainable. He stressed that teachers are being forced to operate in environments that do not align with their professional training, a factor that risks compromising education standards.
This demand for autonomy is not unique to Isiolo. Earlier this month, TSC proposed autonomy for JSS teachers in 2025, a move that sparked heated debates among stakeholders.
Sports and Co-Curricular Activities Affected
The lack of autonomy has also disrupted sports and co-curricular activities. According to Isiolo KUPPET, JSS competitions require different preparation and resources compared to those of primary pupils. However, since both groups are managed under one administration, JSS programs often suffer neglect or are poorly organized.
Teachers believe that granting independence to JSS institutions would allow proper planning and allocation of resources, ensuring that learners’ unique needs are met.
Teachers Speak Out
During a recent KUPPET meeting in Isiolo, several teachers expressed frustration at the current state of affairs.
Sophia Mukami, a JSS teacher, lamented how the arrangement hinders learners’ development.
“Junior Secondary learners should not share the same environment with primary pupils. It hinders their growth, independence, and self-awareness.”
Her concerns mirror those raised by other teachers nationwide, who argue that JSS learners—typically adolescents—need an environment that nurtures responsibility, discipline, and confidence.
The call for autonomy also resonates with KUPPET’s national ultimatum to the government on JSS independence, issued earlier this month.
Overworked and Underpaid Interns
The second urgent demand raised by Isiolo teachers concerns the plight of over 20,000 JSS intern teachers. These educators, employed on temporary contracts, have been instrumental in implementing the CBC rollout but remain poorly compensated and uncertain about their future.
KUPPET Isiolo Chairman, Gilbert Wafula, emphasized the need for immediate confirmation of interns.
“JSS teachers have worked as interns for too long. They must be confirmed on permanent and pensionable terms to motivate them and ensure stability in our schools.”
Intern teachers in Isiolo are particularly overworked due to acute staffing shortages. Many are forced to teach multiple subjects outside their specialization, leading to burnout and reduced teaching quality.
The issue of intern teachers has sparked nationwide unrest. In Bungoma, protests led by KUPPET demanded action, with demonstrations highlighting the exploitation of interns (read more about the Bungoma demo here).
The Bigger Picture: A National Outcry
The crisis in Isiolo is part of a broader national trend. Teachers in multiple counties—including Turkana, Bungoma, and Machakos—have staged protests or issued ultimatums. The discontent points to systemic flaws in how JSS was rolled out under the CBC.
Stakeholders argue that the government underestimated the logistical and structural needs of JSS, leaving teachers to bear the brunt of the challenges. As a result, the push for autonomy and permanent jobs for interns has transformed from local demands into a national movement.
Earlier this month, even State House was drawn into the debate, with education stakeholders presenting grievances directly to top leadership. The State House teachers’ meeting in 2025 highlighted the urgency of reforms, underscoring that the voices of teachers can no longer be ignored.
What’s at Stake if No Action is Taken
If the government fails to address these issues, several risks loom:
- Decline in Education Quality – Overworked, underpaid, and demotivated teachers cannot deliver effectively, jeopardizing CBC outcomes.
- Strikes and Disruptions – With teachers across Kenya uniting, larger protests and strikes could paralyze the academic calendar.
- Erosion of CBC Reforms – Without stable, motivated teachers, the long-term goals of CBC may fail, leaving learners disadvantaged.
- Teacher Exodus – Some qualified teachers may leave the profession altogether, worsening shortages.
The demand for JSS autonomy and intern confirmation is therefore not just about teachers’ welfare—it directly impacts learners’ futures.
Conclusion
From Isiolo to Bungoma, Turkana, and beyond, Kenyan teachers are raising their voices louder than ever. They want fairness, independence, and recognition for their work. They want JSS to be given the autonomy it deserves and for over 20,000 interns to finally secure permanent and pensionable terms.
The Junior Secondary crisis is no longer a silent issue; it is a national outcry. If left unresolved, it could derail the very reforms the CBC was designed to achieve. Teachers, unions, and stakeholders are speaking with one voice—now, it is up to the government and TSC to respond before the crisis escalates further.
