In a recent turn of events, Junior Secondary School (JSS) teachers have expressed their dissatisfaction with the Kenya Union of Post Primary Education Teachers (KUPPET), alleging a lack of fair representation and advocacy on their behalf. A group of JSS teachers has laid out a series of complaints against KUPPET, highlighting various grievances and demanding action to address their concerns.
The grievances were articulated in a letter addressed to KUPPET, signed by a coalition of JSS teachers from across the country. The letter begins by acknowledging the recent meeting between KUPPET and the Teachers Service Commission (TSC), where several key issues were discussed. However, the JSS teachers assert that their interests were either ignored or inadequately represented during the proceedings.
One of the primary concerns raised by the JSS teachers is the alleged harassment and humiliation faced by many educators at the hands of some Head of Institutions (HOIs). Despite the prevalence of these issues, the teachers claim that they were not addressed during the meeting between KUPPET and TSC, leaving them feeling neglected and vulnerable.
Furthermore, the letter highlights the postponement of the confirmation of JSS interns, originally slated for July, to January 2025. This delay, the teachers argue, undermines the professional development and stability of JSS educators, many of whom are already facing precarious working conditions.
The JSS teachers also express frustration over what they perceive as preferential treatment given to senior secondary teachers, particularly regarding the confirmation of educators currently serving on Board of Management (BOM) terms. They accuse KUPPET of prioritizing the interests of senior secondary teachers at the expense of their JSS counterparts.
Moreover, the teachers criticize KUPPET for failing to challenge the TSC’s decision to recruit new teachers on Permanent and Pensionable (PNP) terms in Arid and Semi-Arid Lands (ASAL) areas. They argue that this decision overlooks the need to confirm JSS interns already working in these regions, further exacerbating their sense of neglect and marginalization.
Another point of contention raised by the JSS teachers is the lack of consideration given to job promotions and restructuring within JSS schools. While the discussion touched on these issues in general terms, the teachers argue that specific concerns related to JSS educators and school leadership structures were overlooked.
In response to these grievances, the JSS teachers call on KUPPET to address their concerns promptly and effectively. They demand an explanation for the perceived lack of representation during the meeting with TSC and insist on the creation of dedicated positions within the union to advocate for JSS teachers’ interests.
Failure to address these concerns, the teachers warn, will lead to further alienation and distrust towards KUPPET. They threaten to explore the possibility of establishing a separate union specifically for JSS teachers if their demands are not met satisfactorily.
The letter concludes with a firm stance from the JSS teachers, emphasizing their determination to seek redress for the injustices they perceive within the education sector. They urge KUPPET to uphold its mandate of representing all teachers equally, without bias or discrimination, and to prioritize the needs and concerns of JSS educators moving forward.
The grievances articulated by the JSS teachers underscore broader issues within the education system, including disparities in representation, working conditions, and professional development opportunities. As KUPPET grapples with these challenges, it faces mounting pressure to demonstrate its commitment to serving the interests of all teachers, regardless of their teaching level or specialization.
