Barely a month after the reopening of learning institutions for the new academic calendar of 2025, secondary schools in Matungu Sub-county, Kakamega County, are facing numerous challenges that hinder effective service delivery.
Delayed capitation funding, stagnation in promotions from the Teachers Service Commission (TSC), the proliferation of new schools, the introduction of Grade 10 pathways, and the recruitment of teachers in senior secondary schools are among the many issues impacting school activities.
Matungu Kenya Secondary School Heads Association (KESSHA) chairperson Colletta Were and Principal of St John’s Mukhweya Secondary School, has asked relevant stakeholders to address these concerns.
She said that delays in capitation funds exert pressure on school administrators, making it difficult for them to fulfill key responsibilities.
According to Were, many schools have had to terminate the services of Board of Management (BOM) teachers due to a lack of funds. She remarked that it is challenging to achieve productivity in a hostile environment and that alternative measures must be considered. Furthermore, she highlighted the lack of teacher recruitment in secondary schools as a critical issue.
“The last recruitment of secondary school teachers was conducted many years ago. Several teachers left for Junior Secondary Schools (JSS) in January, and finding replacements, especially in the Sciences, is problematic due to the limited slots available, despite the high demand from numerous schools,” she noted.
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She specifically mentioned her own struggle to find a replacement for a Chemistry/Physics teacher, saying, “I don’t know when I will find a replacement.”
The introduction of Grade 10 pathways also poses challenges for many school heads. Senior Secondary Schools will begin receiving learners in Grade 10 next year, but the criteria for the career pathways have yet to be thoroughly communicated to school leaders.
“Some schools have already positioned themselves as STEM-focused, but we are uncertain about the criteria for transitioning learners to these schools, which presents a significant challenge,” she explained.
Pathways
She added, “I have over 40 members ready to receive Grade 10 learners next year, but we are still unclear about which pathways we will be offering.”
Over the past six years, many new schools have been established within a three-kilometer radius, which KESSHA has identified as a greatchallenge.
She said that the proliferation of schools in close proximity affects existing institutions negatively, depriving them of students and resources that could enhance their development.
She aksed the Ministry of Education (MoE) to invest in improving established schools, providing them with more teachers, students, and better facilities.
Promotions within the TSC have also stagnated for years, demotivating many school leaders. According to Were, although they qualify through promotional interviews, they often do not get promoted.
“It is disheartening for someone to remain in the same job group for over 15 years despite having the qualifications to advance,” she said.
By Hilda Atika
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