Special Needs Education (SNE) teachers across Kenya have received encouraging news after the Kenya Union of Special Needs Education Teachers (KUSNET) announced significant changes under the proposed Revised Career Progression Guidelines (CPG) 2026.
In a circular dated June 19, 2026, KUSNET Secretary General James Torome revealed that the Teachers Service Commission (TSC) has agreed to address several concerns that emerged following the implementation of the 2018 Career Progression Guidelines. The proposed reforms are expected to expand promotion opportunities, improve career growth pathways, and create a more inclusive structure for Special Needs Education professionals.
KUSNET Hails TSC for Correcting CPG 2018 Gaps
According to the union, the revised CPG 2026 seeks to correct shortcomings that affected Special Needs Education teachers under the 2018 framework.
The union noted that discussions with TSC have yielded positive outcomes, particularly in ensuring that SNE professionals are adequately recognized within the teaching service.
In the communication addressed to all SNE teachers, KUSNET stated that the 2018 CPG is now “under the bridge” and expressed gratitude to the Commission for agreeing to revise the framework.
The move comes after years of complaints from teachers who argued that the previous progression structure limited promotion opportunities and failed to fully recognize specialized qualifications and responsibilities within the SNE sector.
KISE and KIB Lecturers Included in New Structure
One of the most notable changes proposed under the revised framework is the inclusion of lecturers from the Kenya Institute of Special Education (KISE) and the Kenya Institute for the Blind (KIB).
According to the union:
- KISE lecturers have been incorporated into the new structure from Level 5 to Level 1.
- KIB lecturers have also been brought on board from Level 5 to Level 1.
- Curriculum Support Officers (CSOs) in Special Needs Education have similarly been included from Level 3 to Level 1.
This development is expected to create a clearer and more uniform career progression pathway for professionals serving learners with special needs.
Education stakeholders have long argued that institutions specializing in special education should enjoy career structures comparable to those available in mainstream education.
New Career Ladder for SNE Teachers
The revised guidelines propose a comprehensive promotion ladder for SNE teachers in both primary and secondary schools.
Under the new arrangement, the entry point for SNE teachers will be Teacher 5, while the highest position will be Teacher 1.
The proposed hierarchy introduces a structured advancement path that allows teachers to rise through multiple levels based on qualifications, experience, performance, and available vacancies.
KUSNET explained that the highest level, Teacher 1, will be equivalent to the positions of Chief Principal or Director, marking a major milestone for SNE professionals who have traditionally faced limited advancement opportunities.
The union emphasized that the changes are designed to ensure that teachers specializing in special needs education enjoy equal career prospects with their counterparts in other educational fields.
Two Distinct Career Growth Pathways
A key feature of the revised CPG 2026 is the introduction of two separate career growth pathways.
The first pathway allows teachers to remain in classroom teaching while advancing professionally from Teacher 9, the lowest level, all the way to Teacher 1, the highest rank.
This approach is expected to benefit educators who wish to continue direct interaction with learners rather than moving into administrative positions.
The second pathway is designed for school administrators. Teachers who choose management roles will have the opportunity to progress through leadership positions up to the level of Chief Principal or Teacher 1.
According to KUSNET, administrators at the highest levels will continue receiving facilitation allowances associated with their management responsibilities.
The union further indicated that those serving in administrative roles may still return to classroom teaching at the same level while maintaining their career progression status.
Education experts view this flexibility as one of the most progressive elements of the revised framework because it recognizes classroom expertise as a legitimate and respected career path.
Job Evaluation by SRC Next
While the revised guidelines have generated optimism among teachers, the process is not yet complete.
KUSNET disclosed that the revised CPG 2026 document has now been forwarded to the Salaries and Remuneration Commission (SRC) for job evaluation.
The evaluation process is expected to determine the grading structure, remuneration implications, and overall alignment of the proposed framework with public service standards.
The union has called upon teachers to actively participate in the exercise by providing their views whenever SRC officials conduct consultations.
KUSNET believes that teacher input will be critical in ensuring the final framework accurately reflects the realities faced by Special Needs Education professionals across the country.
What the Changes Mean for Teachers
If approved and implemented, the revised CPG 2026 could significantly transform the professional lives of thousands of Special Needs Education teachers.
Potential benefits include:
- Expanded promotion opportunities.
- Recognition of specialized qualifications.
- Clearer career progression pathways.
- Greater parity with mainstream education professionals.
- Increased motivation and retention of SNE teachers.
- Enhanced professional status for lecturers and curriculum support officers.
For many teachers, the reforms represent long-awaited recognition of the unique role they play in supporting learners with disabilities and special educational needs.
Growing Demand for Special Needs Education
The push for a stronger career framework comes at a time when Kenya is placing greater emphasis on inclusive education.
Government policies continue to encourage the integration of learners with disabilities into mainstream learning environments while strengthening specialized institutions and support services.
As a result, the demand for qualified Special Needs Education teachers has continued to rise.
Stakeholders have repeatedly argued that improved career progression and remuneration structures are essential for attracting and retaining skilled professionals in the sector.
The proposed CPG 2026 revisions appear to be a response to those concerns and could mark a turning point in the management of Special Needs Education personnel.
Conclusion
The proposed Revised Career Progression Guidelines (CPG) 2026 have sparked excitement among Special Needs Education teachers after KUSNET confirmed that TSC has agreed to address several concerns associated with the 2018 framework. The inclusion of KISE lecturers, KIB lecturers, and SNE Curriculum Support Officers, alongside the creation of flexible career growth pathways, represents a significant shift in the treatment of Special Needs Education professionals.
As the proposal moves to the Salaries and Remuneration Commission for job evaluation, teachers will be keenly watching the next phase of the process. Should the recommendations receive approval, thousands of SNE educators across Kenya could soon enjoy improved career progression opportunities and greater professional recognition than ever before.
