Kenyan teachers have raised eight critical questions to the Education Cabinet Secretary (CS) in a bid to address long-standing concerns within the education sector. These grievances, which encompass pay disparities, employment procedures, and financial burdens, have been directed at the government’s management of teacher welfare, especially in light of the ongoing negotiations with the Kenya Union of Post Primary Education Teachers (KUPPET).
If these concerns do not reach the Education CS directly, the teachers are imploring those in positions of power to bring them to his attention. They believe that addressing these issues is crucial for the improvement of the education sector and the well-being of teachers across the country.
1. How Much Is the Salary Rise?
At the forefront of the teachers’ concerns is the issue of salary increments. Teachers have been vocal about the rising cost of living and the insufficiency of their current wages. While the government has often touted salary reviews, the actual figures of proposed pay raises remain unclear.
Teachers are seeking specific answers regarding the extent of the salary increase. Many are questioning whether the recent pay rise negotiations have been fruitful and if they will genuinely improve their livelihoods. Without clear information on this matter, teachers feel left in the dark, unsure of what to expect.
The lack of transparency in the salary increment process has left many feeling frustrated and disillusioned. They argue that the government should provide clear communication regarding pay rises so that they can better plan for their financial future.
2. The Issue of Employment Letters: Why MPs Instead of TSC?
Another issue that has irked teachers is the questionable practice of Members of Parliament (MPs) issuing employment letters. This responsibility, traditionally handled by the Teachers Service Commission (TSC), has been undermined by the involvement of MPs. Teachers are now questioning why employment letters are being handed out at funerals by politicians instead of through the formal channels established by the TSC.
This practice has raised concerns about the politicization of teacher employment, with many teachers viewing it as a violation of their professional dignity. They argue that employment should be based on merit and handled by the relevant authorities, not used as a tool for political favors.
The teachers are asking the CS to explain this trend and to ensure that the TSC remains the sole body responsible for issuing employment letters to educators.
3. NHIF vs. AON: Why Are Teachers Paying Twice?
Healthcare remains a critical issue for Kenyan teachers, who are required to contribute to both the National Hospital Insurance Fund (NHIF) and AON. The teachers have voiced concerns over the duplication of health insurance schemes, questioning why they must continue paying for NHIF when they are already covered by AON.
This dual payment has placed an additional financial burden on teachers, many of whom feel that their contributions to NHIF are unnecessary given the comprehensive coverage provided by AON. Teachers are calling on the CS to address this issue and clarify the rationale behind these overlapping health insurance payments.
4. NSSF Contributions vs. Provident Fund: Double Deductions?
In addition to health insurance contributions, teachers are also required to make payments to the National Social Security Fund (NSSF). However, many teachers argue that these contributions are redundant given that they are also subject to deductions for a provident fund.
This situation has left teachers feeling overburdened by deductions, with many questioning why they are being required to contribute to two separate funds. Teachers are demanding an explanation from the CS regarding the necessity of these double deductions and are seeking relief from what they perceive as an unfair financial burden.
5. Housing Deductions: Why Pay for Housing When Teachers Own Homes?
The issue of housing has also emerged as a contentious point for teachers. Many teachers, despite owning their own homes or paying off mortgages, are still subjected to mandatory housing deductions. Teachers argue that these deductions are unfair, especially given that they are already struggling to meet their loan repayments for their homes.
The teachers are calling on the CS to review this policy and provide clarification on why they are being required to contribute to a housing scheme when they have already made provisions for their own housing.
6. Benevolent Fund vs. Welfare Contributions: Redundant Payments?
Another financial burden that teachers are grappling with is the payment of contributions to benevolent funds managed by their unions. Many teachers have raised concerns about the redundancy of these payments, given that they already contribute to welfare schemes.
Teachers argue that their unions should not be double-dipping into their finances by requiring payments for both benevolent funds and welfare contributions. They are seeking clarification from the CS on this issue and are calling for a review of these payment structures.
7. Pay Disparities Between Teachers and Civil Servants
One of the most glaring issues raised by teachers is the significant pay disparity between teachers and other civil servants. Graduate teachers, in particular, have expressed frustration at being paid as little as Ksh. 17,000 per month, while their counterparts in other sectors of the civil service are receiving significantly higher wages.
Teachers believe that this disparity is unjust and are demanding that the government take action to rectify it. They argue that teachers play a crucial role in the development of the nation and should be compensated fairly for their work.
8. The Issue of Contract Teachers: Why Are We Still Paying Taxes?
Finally, teachers have raised concerns about the increasing use of contract teachers. Despite paying taxes, many teachers are still employed on contract, leading to job insecurity and a lack of benefits that come with permanent employment.
Teachers are calling on the CS to address this issue and to ensure that all teachers are given the job security they deserve. They argue that if they are paying taxes, they should be entitled to the same employment protections as other workers.
Conclusion
The concerns raised by teachers reflect the deep frustrations that have been building within the education sector for years. From pay disparities to redundant deductions and the politicization of employment, these issues have left many teachers feeling undervalued and overburdened.
As the teachers continue to push for answers, they hope that the Education CS will take their concerns seriously and work towards resolving these issues. For many teachers, these questions are not just about improving their own conditions, but about ensuring the future success of Kenya’s education system as a whole.
