Why TSC Should End Teachers’ Delocalization
The Teachers’ Service Commission (TSC) delocalization policy has always been a contentious issue.
TSC has been posting teachers from county to county in what it terms an effort to achieve better service delivery in the education sector.
Families have been affected by the distance separation caused by delocalization, which is not only demoralizing but emotionally draining.
Some teachers claim the conditions in which they have been stationed are not conducive to transporting children.
One is forced to leave them with a housekeeper or parents, who aging and dealing with their own issues, adding to the already burdened parent.
Delocalisation brings with it a slew of new challenges. Some of these areas are so remote that even finding a matatu can be difficult.
A teacher must incur significant transportation costs before arriving at his or her workplace.
The challenge of obtaining food is also present. Locals who are well-adapted to the terrain are needed for these schools.
In terms of finances, the couples are in two different counties that are not theirs.
Each must pay for their own home, food, and fuel. On one end, one pays, and the other pays as well.
It’s as if you have four houses to cater to because you also cater to the children’s needs while they’re at their grandmother’s house, as well as the necessities of your actual home.
Who is going to save the Kenyan teacher?
The reason for halting this delocalization is that it has resulted in family breakdowns.
Consider a situation in which the husband is assigned to Narok and the wife is assigned to Nairobi County.
The closing days are only five days. What will keep this couple from succumbing to temptation? Remember, this is a young family with one or two children.
These small children are left with relatives and do not receive the parental love that they require at such a young age.
Because of these constraints, the teacher has become frustrated, weary, and desperate.
Teachers have lost their entire meaning and have extinguished the passion they once had.
Depression has now become the norm. One thing leads to another. As expenses mount, one takes out a loan, you keep topping up, and then, alas!
A payslip is a negative number. Suicide may result because no parent can bear the thought of their child going without the necessities.
Last but not least, the children at these schools face a variety of challenges. Teachers who are not natives may be unaware of their students’ problems at home.
Some are chronic absentees, but the teachers have no idea where they live. As a result, they are unable to provide any tangible follow-up.
It is beneficial for them to have local teachers who thoroughly understand them.
Finally, when the benefits and drawbacks of delocalization are considered, the latter outweighs the former.
The government was attempting to bring about national cohesion, but at what cost? It is past time to do something to restore sanity to the teaching profession.
It is a watershed moment for Kenyans to rethink the education system in order to persuade the national government to provide equitable quality education and lifelong learning for all.
The Education Reforms Task Force is now in action, with a clear mandate that includes a study of all laws governing the basic education sub-sector as well as recommendations for legislation review in order to address duplication, ambiguities, and improve linkages.