Why call us managers but pay us so poorly, head teachers ask

By Ngumbao Kithi

Primary school head teachers have taken offence with being given fancy job titles, but a meagre pay.

The Kenya National Union of Teachers (Knut) took issue with the Teachers Service Commission (TSC) for categorising head teachers as managers instead of teachers.

Knut deputy Secretary-General David Osiany termed the categorisation a ploy to divide teachers.

"We do not want head teachers being called managers. If they were to be managers they should be paid more than what they take home today," he said, yesterday.

He claimed the head teachers were not paid well despite being called managers.

Mr Osiany said the union was also unhappy that head teachers have been locked out of the teachers’ umbrella body.

"The creation of a post without following the right procedures must not be respected. Let head teachers remain teachers," he said.

Deserve promotion

The Kenya Union of Post- Primary Education teachers (Kuppet) chairman Njeru Kanyamba said teachers who have at least one degree, merit automatic promotion instead of waiting for the TSC to decide.

He said several teachers had gone back to school, but were unfortunate that after completion, they must wait for the TSC to promote them.

"We want the TSC to promote anybody who has graduated with a university degree and not go home to wait for the employer to make a decision," he said.

Mr Kanyamba also accused the Government of failing to recognise the importance of the head teachers’ conference.

He said many senior officials had been invited but only sent apologies and others had their speeches read on their behalf.

And Mt Kenya University Vice-chancellor Stanley Waudo has called for a university to tap and nurture non-academic abilities.

Prof Waudo said Kenya must put more emphasis on non-examinable abilities and talent.

He said apart from the several public and private universities, there was need to establish a special institution to tap innovations.

He said the country’s education system and the national curriculum must also foster skills related to entrepreneurship.

"Are our training curricula designed to help students develop relevant competencies, skills attitudes and talents?" he asked.

He said the curriculum should equip learners with capacity to be critical, creative, and innovative.

"We need a well educated and trained workforce to improve technical efficiency," he said.

Vision 2030

He said the quest for Vision 2030, which includes economic, social and political pillars, was the best drive towards development.

He said the vision to make Kenya industrialised by 2030 should be nurtured with proper skills.

He said the realisation of Vision 2030 depended on effective national governance.

"The curriculum must foster creativity and innovation to drive a strong knowledge economy that can withstand enhanced competition due to globalisation, cross-border provision of goods and service delivery," he said.

Waudo said to achieve innovative training, there was need to integrate early childhood into primary education and review the school curriculum.

He said students should not only concentrate on passing examinations as the only route to success in life, and suppress their creativity.

He said there was need to modernise teacher training and strengthen partnerships with private sector.