MP Didmus Barasa Proposes Amendments to the TSC Act: What Teachers Need to Know

Kenyan teachers could soon see a major shift in the governance of the Teachers Service Commission (TSC) if a new proposal by Kimilili MP Didmus Barasa is adopted. The proposed amendments to the TSC Act, 2012, aim to introduce greater teacher representation and reshape the commission’s operational structure.

If passed, these changes could redefine how TSC makes decisions, ensuring that teachers have a direct say in the policies that affect them.

Key Proposed Changes

MP Didmus Barasa’s proposed amendments introduce two major changes to the TSC Act:

1. Increased Teacher Representation in the TSC

One of the biggest concerns among teachers in Kenya has been the lack of direct representation in the Teachers Service Commission. Currently, TSC operates as an independent body, making decisions on teacher recruitment, promotions, and management without formalized direct input from teachers themselves.

The proposed changes seek to introduce elected teacher representatives from different education levels, ensuring that teachers have a seat at the table in policy discussions.

• Primary School Teachers’ Representative
  • Primary school teachers will have a nominated representative within the commission.
  • This is crucial because primary schools have the highest number of teachers and often face unique challenges, such as workload concerns, promotions, and administrative duties.
• Secondary School Teachers’ Representative
  • Secondary school teachers will elect their own representative to sit on the commission.
  • This is expected to bring their issues—such as career progression, subject-based teaching challenges, and school leadership structures—into focus at the TSC level.
• Post-Secondary Institutions’ Representative
  • The amendment also proposes that a representative from post-secondary institutions (such as teacher training colleges and technical institutions) be included.
  • This move acknowledges the critical role of higher education in shaping the country’s teaching profession and aims to improve the link between teacher training and employment policies.

By bringing in representatives from different levels of education, this proposal ensures that the concerns of all teachers—whether in primary, secondary, or tertiary institutions—are heard at the decision-making level.

2. Transition from a Full-Time to a Part-Time TSC Model

Currently, TSC operates as a full-time commission, meaning its members work on a permanent basis. The proposed amendment suggests transitioning the commission to a part-time model, where members would only meet periodically to deliberate on issues affecting teachers.

MP Barasa argues that this shift would bring several benefits:

• Reduced Operational Costs
  • A part-time commission would cut down costs associated with full-time salaries, allowances, and benefits for commissioners.
  • The saved funds could be redirected toward improving teacher welfare, such as salary increments, professional development programs, or even hiring more teachers.
• Greater Flexibility in Decision-Making
  • A part-time TSC could be structured in a way that allows it to meet when necessary, rather than following a rigid schedule.
  • This would create room for more dynamic decision-making, ensuring that urgent teacher matters are addressed in a timely manner.
• More Stakeholder Engagement
  • Unlike the current full-time model where commissioners work behind closed doors, a part-time commission could operate in a more open and consultative manner.
  • This would encourage greater involvement from teacher unions, education sector players, and policymakers.

The idea of a part-time commission is not entirely new. Other government bodies, such as the Judicial Service Commission (JSC) and the Parliamentary Service Commission (PSC), operate under similar models while still effectively carrying out their mandates.

What These Changes Mean for Teachers

If these amendments are passed, they could have a profound impact on teachers across Kenya. Some of the potential benefits include:

✅ Stronger Advocacy for Teachers

• Having elected representatives in TSC would mean that teachers’ concerns are voiced directly in decision-making processes.

✅ More Transparency in Promotions & Hiring

• With teacher representatives actively participating in TSC matters, concerns about fairness in promotions and recruitment could be better addressed.

✅ Improved Policy Implementation

• Policies affecting teachers would be informed by direct input from their peers, making them more practical and beneficial.

However, the proposal may also face opposition from some quarters, especially from those who prefer the current structure of TSC.

Final Thoughts

The proposed amendments to the TSC Act mark an important moment for Kenya’s education sector. If approved, these changes could redefine teacher representation and create a more inclusive, responsive, and cost-effective TSC.

The big question remains: Will Parliament approve these changes, and how will different education stakeholders react?

What do you think about this proposal? Should teachers have direct representation in TSC? Share your thoughts in the comments!