(NAIROBI, September 8, 2025) – The Kenya Junior School Teachers Association (KEJUSTA) has thrown a massive wrench into the government’s educational plans, issuing a hardline press statement that completely rejects the proposed creation of a Deputy Headteacher position for Junior Schools. The association, representing a significant portion of the nation’s educators, has declared the move “unacceptable” and “unjust,” signaling a potential major standoff with the Ministry of Education.
The core of the dispute lies not in the position itself, but in the perceived continued neglect of Junior Schools as a distinct entity. In a powerful statement released today, KEJUSTA’s Interim Chairperson, James Everns Odhiambo, made it unequivocally clear that any administrative changes are meaningless without first granting Junior Schools full and formal recognition as a separate level of education within the Competency-Based Education (CBE) framework.
“Whether the intention behind this proposal is good or otherwise, we reject it in totality,” the statement reads, leaving no room for negotiation on this preliminary point.
The Heart of the Matter: Autonomy and Equity
KEJUSTA’s rejection stems from a long-standing grievance among junior school teachers. Since the inception of the Competency-Based Curriculum and the subsequent restructuring that created Junior School (Grades 7-9), educators have felt like an afterthought, often lumped administratively under the umbrella of secondary schools, now termed Comprehensive Schools.
The association argues that this lack of distinction has led to systemic inequities. Junior school teachers, despite their specialized training for this specific age group and curriculum, often find themselves sidelined in terms of career advancement, administrative authority, and professional respect compared to their counterparts in senior schools.
The proposed Deputy Headteacher position is seen not as a solution, but as a hollow gesture that fails to address these foundational problems. KEJUSTA fears it would simply add another layer of management within an existing flawed structure, rather than creating the independent administrative ecosystem they believe Junior Schools deserve.
The Three Non-Negotiable Demands
KEJUSTA’s statement is not merely a complaint; it is a clear list of demands directed at the Ministry of Education. The association has laid out a three-point plan that must be fulfilled before any discussion on new administrative positions can proceed:
- Formal Recognition: The Ministry must formally and unequivocally recognize Junior Schools as a distinct level of education within the CBE framework, separate from primary and senior school.
- Independent Structures: Following recognition, the government must establish independent and appropriate administrative structures tailored specifically for the needs of Junior Schools.
- Clear Career Progression: A clear, guaranteed, and equitable career progression pathway must be created for Junior School teachers, including a distinct scheme of service that reflects their professional training and expertise.
A Line in the Sand
The language used in the press release is notably firm, indicating that teachers are prepared for a fight. Phrases like “firmly resisted,” “unacceptable,” and “unjust” convey a level of frustration that has boiled over.
The statement concludes with a powerful final sentence that serves as both a motto and a warning: “Autonomy for Junior Schools is not optional — it is a necessity.”
This stance puts the Ministry of Education in a difficult position. It must now decide whether to proceed with its administrative plans and risk fierce resistance from a key stakeholder group or pause to engage in negotiations that could lead to a significant restructuring of the junior education sector.
What This Means for Kenya’s Education System
This development highlights the growing pains associated with Kenya’s ambitious educational reforms. The transition to the CBC has been complex, and this dispute underscores the challenges of implementing structural changes without first securing the buy-in and addressing the concerns of the educators on the front lines.
A failure to resolve this standoff could lead to widespread disenfranchisement among junior school teachers, potentially affecting morale and, ultimately, the quality of education delivered to students in Grades 7, 8, and 9.
All eyes are now on the Ministry of Education for its response. Will it dismiss KEJUSTA’s demands, or will it open a dialogue to create a truly autonomous and equitable future for Junior Schools? The outcome will set a critical precedent for the future of Kenya’s evolving education landscape.
