TSC Announces New Allowances for Teachers in Special Education
The Teachers Service Commission (TSC) has introduced new allowances aimed at attracting and retaining teachers in special schools, addressing the pressing need for qualified staff in these institutions. On Tuesday, TSC CEO Nancy Macharia informed the National Assembly Cohesion and Equal Opportunities Committee about a significant shortage of 5,362 teachers in special needs schools across the country. The scarcity of teachers in these schools has been attributed to challenging working conditions, which discourage potential candidates from applying.
To combat this issue, Macharia revealed that the commission has introduced several new allowances. “Special school allowances is also another incentive introduced to teachers with special education skills,” she said. Among these incentives, the Readers Facilitation or Aid allowance is specifically for teachers with disabilities such as blindness, deafness, muteness, or physical impairments. Additionally, a Special School Allowance has been established to benefit teachers with expertise in special education. These new incentives complement existing allowances, including hardship and commuter benefits.
Phased Teacher Deployment
Due to budget limitations, the TSC has implemented a phased approach to deploying teachers to special needs schools. In May, the commission hired and placed 1,763 teachers, with plans to post an additional 3,600 teachers in September this year, January next year, and June next year. The TSC has also developed a tailored staffing norm for special needs schools. Macharia explained that class sizes are adjusted based on the type and severity of disabilities among students. For instance, classes for mentally handicapped learners are limited to four students, while classes for physically handicapped learners can accommodate up to 15 students. This approach is intended to ensure that teachers can provide adequate attention to each student.
Committee Feedback
Vice Chairperson Liza Chelule praised the TSC’s efforts to enhance the welfare of teachers in special needs schools. However, she emphasized that more work is needed. During a committee visit to special needs schools in the Coast, Nyanza, Western, and Rift Valley regions, it was observed that both the schools and the working conditions for teachers were in poor shape.
The TSC’s introduction of new allowances and the phased deployment of teachers are steps in the right direction to address the critical shortage of qualified staff in special needs schools.
By offering incentives and adjusting staffing norms to better suit the unique needs of these institutions, the TSC aims to create a more conducive working environment for teachers and improve the quality of education for students with special needs.
However, continued efforts and additional measures will be necessary to fully address the challenges faced by special needs schools and ensure that both teachers and students receive the support they need.
