TSC Dismisses Fake Letter Claiming SRC Rejected Teachers’ Career Progression Guidelines

TSC Dismisses Fake Letter Claiming SRC Rejected Teachers’ Career Progression Guidelines

The Teachers Service Commission (TSC) has dismissed as fake a widely circulated letter alleging that the Salaries and Remuneration Commission (SRC) had rejected proposed Career Progression Guidelines (CPG) for teachers over concerns about funding and the public wage bill.

The commission issued the clarification after the forged document gained traction on social media, triggering anxiety among thousands of teachers awaiting reforms expected to overhaul promotions and career advancement within the teaching service.

According to TSC, the purported letter, dated July 6 and falsely attributed to SRC Chairperson Sammy Chepkwony, is fraudulent and should not be relied upon as an official communication.

The fake document claimed that SRC had rejected TSC’s proposed Career Progression Guidelines, arguing that implementation of the framework would significantly increase the government’s wage bill and place additional pressure on the country’s fiscal position.

It further alleged that the Teachers Service Commission had been instructed to revise the proposals and continue using the existing Career Progression Guidelines until fresh approval was granted.

However, TSC has categorically denied the claims, emphasizing that no such communication has been received from SRC.

The commission urged teachers and members of the public to disregard the misleading document and instead rely only on official communication channels for accurate information regarding ongoing education sector reforms.

The clarification comes at a critical time as TSC continues reviewing the proposed Career Progression Guidelines following extensive nationwide stakeholder consultations conducted in June.

The review forms part of the commission’s broader effort to modernise the existing framework first introduced in 2016, with the aim of aligning teacher career development with changing educational needs, technological advancement and evolving professional standards.

During the public participation exercise, the commission collected views from teachers, school heads, curriculum support officers, education stakeholders and TSC officials across the country.

According to the commission, the feedback received will play a key role in shaping the final version of the revised guidelines before they are formally adopted.

One of the key objectives of the reforms is to address persistent complaints over slow career progression within the teaching profession.

For years, teachers’ unions have argued that thousands of educators remain stuck in the same job groups for decades despite meeting the qualifications and experience required for promotion.

Some teachers have reportedly waited for as long as 30 years before receiving promotions, a situation that has repeatedly attracted criticism from education stakeholders and labour unions.

The Kenya Union of Post Primary Education Teachers (KUPPET) has previously urged TSC to promote approximately 135,000 teachers, arguing that many qualified educators continue to experience career stagnation due to limited promotion opportunities.

Under the proposed framework, TSC plans to introduce a structured three-year promotion cycle, allowing eligible teachers to advance based on competence, performance and years of service.

The commission believes the new approach would enable qualified teachers to rise through senior professional ranks within approximately 16 to 18 years, significantly reducing the waiting period experienced under the current system.

The reforms also propose replacing the existing grading structure, which currently ranges from B5 (Primary Teacher II) to D5 (Chief Principal), with a simplified six-level career framework intended to make progression more transparent and easier to administer.

Additionally, teachers serving in lower grades who meet prescribed performance standards and minimum service requirements could qualify for automatic promotions under the revised system.

Beyond promotions, the draft guidelines seek to establish distinct career pathways for classroom teachers, school administrators and curriculum support officers, recognising the different responsibilities undertaken within the education sector.

TSC says future promotions will be determined using a combination of professional competence, teaching performance, academic qualifications, leadership ability and relevant work experience.

The commission has reiterated that the review process remains ongoing and that no final decision has yet been announced regarding the new framework.

As misinformation surrounding the reforms continues to circulate online, TSC is urging teachers to verify information through its official communication platforms and avoid sharing unverified documents that may create unnecessary confusion within the education sector.

The commission maintains that once the review process is completed, the final Career Progression Guidelines will be communicated officially after considering all stakeholder submissions and relevant policy requirements.

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TSC Dismisses Fake Letter Claiming SRC Rejected Teachers’ Career Progression Guidelines