8 TSC Remarks on PWPER Proposals: A Guide
Recently, the Presidential Working Party on Education Reforms (PWPER) made a number of suggestions, to which the Teachers Service Commission (TSC) has voiced strong objections and worries.
The Raphael Munavu team’s planned educational reforms are under the TSC’s review, which could have an effect on how they are implemented. The main disagreements are listed below:
Role as Manager and Supervisor:
The PWPER is accused by the TSC of aiming to lessen its power by eliminating its administrative and supervisory responsibilities for its personnel. This calls into question how much autonomy and authority the TSC should have over the education industry, highlighting the necessity of a cooperative strategy and inclusivity throughout the reforming process.
Missing Consultations
The TSC asserts that before completing its report, the reform team undertook insufficient consultation with the commission over matters pertaining to teacher management. It asserts that its input was ignored and that it was not invited to the meeting for the report validation.
Mandate Constitutional
The TSC asserts that if the suggested reforms are put into place, they could revoke the commission’s constitutional authority and independence, necessitating the passage of constitutional revisions through a popular initiative. This criticism draws attention to the potential legal ramifications of the suggested reforms.
Upgraded Curriculum Requirement:
The TSC opposes a plan that would force teachers who graduated before 2023 into a one-year curriculum upgrade program because it would interfere with ongoing improvements to teacher preparation and change the standards for registering as a teacher. The practicality of curriculum modifications and their effects on the teaching workforce are at the center of this criticism.
Examining the Entry Grades
As it might be in violation with the commission’s constitutional purpose, the TSC is opposing the plan to grant the Education Ministry sole authority to examine entry grades for pre-service teaching programs. This raises concerns about the delegation of power and responsibility in teacher preparation.
Read more here: TSC Names Teachers Category To Man 2023 National Exams
Integrated School System:
The TSC expresses concern over the development of a comprehensive school system, which would broaden its mandate to include pre-primary education and perhaps result in higher costs. The scope of the commission’s involvement in the educational system and its financial ramifications are the subject of this argument.
Programs for Internships:
Due to probable disruptions and additional expenditures, the committee is against the recommendation that TSC make all education graduates take part in a one-year internship program. This criticism focuses on the program’s viability and cost implications.
Quality Control:
The TSC disagrees with a recommendation that restricts its authority to teacher performance evaluation and disallows it from involvement in quality assurance, claiming that doing so jeopardizes its capacity to act as an employer and regulator. This criticism highlights the significance of the TSC’s diverse role in ensuring the quality of education.
The TSC vehemently resists the notion of delegating its obligations to another organization, contending that doing so would limit its authority and operational independence. The commission contends that, if adopted, the reforms would call for changes to statute law and the constitution, which would affect how effectively the teaching service is run.
This disagreement highlights the intricacy and potential ramifications of Kenya’s proposed educational changes, particularly with regard to the obligations and roles of many players in the field of education.
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