Kenyan Teachers to Wait Longer as Barasa’s TSC Act Amendment Stalls in Parliament

Parliament Adjourns Over Lack of Quorum

Kenyan Parliament was forced to adjourn on February 26, 2025, after failing to meet the required quorum. This unexpected development came just as Kimilili MP Didmus Barasa tabled a proposal to amend the Teachers Service Commission (TSC) Act of 2012. The proposed amendments aim to increase teacher representation in TSC and improve resource management within the commission.

The failure of MPs to show up has sparked criticism, as the proposed amendments were expected to have a significant impact on teacher representation, decision-making, and the efficiency of TSC operations. Now, with Parliament adjourned, the future of these changes remains uncertain.

Key Highlights of Barasa’s Proposed Amendments

Hon. Didmus Barasa’s proposal seeks to reshape the composition and functioning of TSC by introducing direct representation for teachers at different levels and transitioning commissioners to part-time status. Here’s a breakdown of the proposed changes:

1. Representation of Primary School Teachers

Under the current TSC structure, primary school teachers lack direct representation in the commission. Barasa proposes allowing them to elect one of their own to serve as a commissioner.

Primary school teachers make up the largest proportion of educators in Kenya, and their concerns—including stagnant career progression, salary reviews, and workload challenges—are often overlooked. This amendment would ensure that:

• P1 teachers have a direct voice in TSC’s decision-making processes.
• Their issues, especially regarding promotions and delocalization, are addressed more effectively.
• Decisions on Junior Secondary School (JSS) staffing reflect the realities of primary schools.

If adopted, this proposal would mark a major win for primary school teachers, who have long felt sidelined in TSC policies.

2. Representation of Secondary School Teachers

Barasa’s amendments also push for secondary school teachers to elect a commissioner from among their ranks. This move would ensure that decisions affecting secondary education—such as staffing, subject allocation, and promotions—are informed by teachers who experience these challenges firsthand.

Currently, JSS implementation in secondary schools has led to confusion over roles, workloads, and teacher deployments. Having a secondary school representative in TSC would:

• Ensure policies align with the realities of secondary education.
• Strengthen teacher participation in curriculum changes and administrative decisions.
• Help address leadership appointments, ensuring fairness in promotions to headteacher and principal positions.

This representation would be a game-changer, ensuring that secondary school teachers no longer rely on unions alone to voice their concerns.

3. Representation of Post-Secondary Institutions

Barasa’s proposal also seeks to include representation for post-secondary educators, particularly those from Technical and Vocational Education and Training (TVET) institutions, Teacher Training Colleges (TTCs), and universities.

Currently, TSC makes policies affecting teacher training and professional development without direct input from the institutions responsible for these programs. If this amendment passes, post-secondary institutions will be able to:

• Nominate a representative to the TSC board.
• Ensure teacher training policies align with industry and classroom demands.
• Advocate for better terms of service for TVET and TTC trainers, who often face employment uncertainties.

This proposal acknowledges the critical role that post-secondary institutions play in shaping the future of education and ensures their interests are represented at the highest level.

4. Transitioning TSC Commissioners to Part-Time Basis

One of the most debated proposals in Barasa’s amendment is the shift from full-time to part-time commissioners. He argues that since the TSC secretariat already operates full-time, having full-time commissioners wastes resources without necessarily improving efficiency.

The benefits of a part-time TSC commission include:

• Cost Savings: Reducing commissioner salaries and allowances would free up resources for more pressing teacher needs, such as promotions and recruitment.
• Increased Focus on Policy: Part-time commissioners would concentrate on high-level decisions rather than day-to-day operations, which the secretariat already handles.
• Better Use of Public Funds: This aligns with other public institutions like the Judicial Service Commission (JSC) and Parliamentary Service Commission (PSC), which operate with part-time commissioners.

Barasa insists that this shift would make TSC more accountable, transparent, and financially efficient.

Missed Opportunity for Critical Debate

Had Parliament proceeded with the session, MPs would have had the chance to deliberate on the impact of these amendments—especially the representation of teachers and the financial implications of a part-time TSC.

The failure to meet quorum means that these critical discussions are now on hold, delaying potential reforms that could have positively impacted teachers across Kenya.

With the future of Barasa’s proposal uncertain, the big question remains: Will Parliament take this proposal seriously when it resumes?

Teachers, unions, and education stakeholders will be closely watching for the next steps. For now, however, the wait continues.