Transforming the image of the teaching profession in Kenya

Abstract

Lack of a professional body specifically tasked with setting professional standards for teachers in Kenya is a challenge that should not be ignored any longer. The Sessional paper No. 1of 2005 on education, training and research explain that teachers are an important input in the Education system. Given that teachers play a vital role in the development of the needed human resource for developing Kenya socially, politically and economically, a professional body is necessary to make teachers more effective. Teachers lack cohesion and are fragmented by qualification level and specialization. Post-school teachers tend to keep a status distinction between themselves and the lower level primary school teachers. Lack of homogeneity in the qualifications of teachers weakens organizational capabilities and common purpose for members of the teaching profession. Existing organizations are largely trade unions (Kenya National Union of Teacher, KNUT, the Kenya Union of Post-Secondary Education; KUPPET). Teacher Unions in Kenya have for a long time been associated with strikes and actions that blocked reform in the teaching profession. Given the low status of the teaching profession in Kenya, a professional body for teachers that will improve the quality of teaching through social networks becomes absolutely necessary.