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TSC Orders 400000 Teachers to Work in Comprehensive Schools in 2004

TSC Orders 400000 Teachers to Work in Comprehensive Schools in 2004

400000 teachers will be directed by TSC to work in comprehensive schools in 2004.

In 2004, the TSC orders 400 000 teachers to work in comprehensive schools. Beginning in January 2024, about 400,000 TSC-employed instructors will begin working in comprehensive schools.

This is a follow-up to a proposal to combine the junior school that was just opened with the primary school and the nursery.

According to fresh recommendations from the school reforms committee, the Comprehensive School, which would include all three levels, will be managed by a principal.

Teachers in charge of the nursery, primary, and junior schools serve as the principal’s assistants.

If implemented, the reform will increase the number of students, teachers, and resources available to primary schools.

If all goes according to plan, the number of teachers working in comprehensive schools will expand significantly.

TSC records show that there are now 44,496 nursery school teachers working in primary schools;

There are 223,296 instructors working in primary schools. By 2024, there would be a requirement for 120,923 junior secondary schools, up from the current demand of 70,430, according to the Teachers Service Commission.

As a result, 400,000 instructors may be employed by comprehensive schools by 2024.

The continued recruiting of 20,000 interns will provide the principal with a large human resource.

This figure is more than the combined number of primary and secondary school teachers employed today, who total 347,000.

According to data from the Education Ministry, there are currently at least 10 million students registered in these institutions, who are taking classes from one through eight.

With the modifications, there will be two courses for pre-primary, six for primary schools, and three for junior high, bringing the total number of courses from the previous eight to 11.

As a result, there will be an increase in the number of students. As was the situation under 8-4-4, the new head (principal) will be in charge of managing everything at all three school levels as well as grades one through eight. This implies that the principal of the institution will organize and supervise the infusion of millions of shillings into the buildings.

The government capitation for preschoolers has also been supported by the Presidential Working Party on Education Reforms.

Additionally, the group has suggested that capitation per child be looked into.

The team suggests making the principal a signatory on the preschool, elementary, and junior schools’ financial accounts.

Through capitation, a minimum essential package, family payments, and sponsors, the government would pay for the comprehensive schools.

Instead of 8-4-4, government financing for institutions will be distributed in two tiers. The first level, which will be based on a school’s enrolment, should be increased, according to the committee’s recommendation.

400000 teachers will be directed by TSC to work in comprehensive schools in 2004.

The alternate idea is to offer a flat-rate package known as a minimum essential package, which will differ depending on the student’s educational background.

Each nursery school student will earn Sh1,170 annually from the government under the new capitation.

Primary school pupils would each receive Sh2,238 per year, while junior high school students will each receive Sh15,043. Each senior high school student will receive about Sh22,527 yearly.

Special needs pupils would get an additional allotment of Sh3,624 for primary school students and Sh604 for nursery school students.

The additional Sh10,000 would be given to exceptional needs pupils in junior secondary and senior high school.

The government will provide the majority of the money for the comprehensive school in public institutions, but there will also be other sources of funding available.

The team’s goal of expanding the strategies and funding sources for educational institutions is evident from the analysis.

The bare-bones basic package is listed below. Due to the fact that it will cover educational expenses regardless of enrollment at the institutions, this will aid in funding universities with a small student body.

Pre-primary education will receive Sh70,200, primary education will receive Sh536,880, junior high school will receive Sh1,632,120, senior high school will receive Sh1,890,000, and special needs education will receive Sh2,060,940.

This means that as part of the minimum necessary package, a comprehensive school will receive a total of Sh2,239,200.

Regardless of the student population, the minimum basic package will satisfy financial requirements in educational institutions.

This was deemed necessary since certain schools are unable to enroll the necessary number of students to operate at their highest capacity.

The research indicates that this makes it challenging for them to generate sufficient capitation revenue to pay both fixed and cyclical expenses, such as BOM fees, mail, rental boxes, telephones, and internet connection in administration and instruction.

The comprehensive school’s primary source of funding will come from wealthy families’ direct household payments; this strategy will be known as the equity-based funding model. This will lessen the burden on the government’s resources.

This is comparable to the current system under the new university finance model, where students from low-income households receive educational aid from the government in the form of scholarships, whereas students from more affluent families receive larger loans that must be repaid once they graduate from college.

TSC Orders 400000 Teachers to Work in Comprehensive Schools in 2004

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