Julius Bitok, the Permanent Secretary for Basic Education, will convene with Junior Secondary School (JSS) representatives from all 47 counties in Naivasha. This high-level meeting aims to facilitate the smooth implementation of JSS autonomy measures.
Scheduled for May 23, the gathering will unite education stakeholders, county representatives, and Ministry of Education officials to deliberate on the implementation framework for JSS separation under the Competency-Based Education (CBE) system.
The Naivasha discussions will primarily concentrate on aligning perspectives from various counties prior to the nationwide implementation of the autonomy policy for all Junior Secondary institutions.
Career advancement, teacher deployment, and the long-awaited operational independence of JSS schools also feature prominently on the agenda, reflecting concerns teachers have raised over time.
The primary motivation behind JSS teachers’ advocacy centers on achieving administrative and structural independence to alleviate the conflicts and operational challenges stemming from their integration with primary schools.
Furthermore, initiatives like specialized laboratories and ICT facilities often have their budgets combined with those of primary schools, resulting in resource deficienciesa compelling argument for JSS independence.
Crucially, JSS teachers emphasize that their students are adolescents who need specialized extracurricular activities, distinct disciplinary approaches, and customized career guidance that are incompatible with primary school settings, a disconnect they perceive as significant.
The Kenya Junior School Teachers’ Association (KEJUSTA) has intensified its calls for enhanced representation and safeguarding of JSS teachers’ interests.
In a firm statement released on May 15, KEJUSTA cautioned that JSS teachers are growing increasingly worried about their professional identity, autonomy, and career progression within the CBE educational framework.
The association pointed out that JSS educators joined the educational sector as professionally trained post-primary instructors, fully anticipating their roles and professional independence would be protected throughout the CBE transition.
KEJUSTA Secretary General Paul Wakhungu noted that teachers are now openly doubting whether they maintain sufficient representation within KUPPET as Comprehensive School discussions gain traction nationwide.
KEJUSTA additionally expressed apprehensions that JSS structures might become dominated by systems affiliated with the Kenya National Union of Teachers (KNUT), a development the association warns would compromise Junior Secondary education autonomy and teachers’ livelihoods.
The Ministry of Education, under PS Bitok’s leadership, has consistently defended the government’s educational reforms, asserting that Kenya is making substantial strides in implementing CBE and reinforcing educational institutions nationwide.
Nevertheless, the ministry has faced mounting criticism domestically for inadequate preparation in transitioning from the established 8-4-4 system, with concerns over the government’s failure to anticipate potential challenges and issues with the new approach remaining relevant.