Kenya has introduced a comprehensive policy framework aimed at facilitating international job placements for its educators.
This initiative, developed by the Teachers Service Commission (TSC) in collaboration with the State Department of Diaspora Affairs, targets 17 countries with a significant demand for Kenyan teachers. High on the list are the United States, Ireland, and Germany, which are seeking English language instructors, while South Africa has a particular need for Kiswahili educators. Additional interest has been expressed by countries such as Thailand and various nations in the Middle East and Europe, looking for teachers with specialized skills.
As of May 2024, the TSC registered 714,234 teachers, with only 360,000 holding permanent positions. The new policy aims to secure employment for the remaining 354,234 educators. Apart from the need for English and Kiswahili teachers, there exists a notable demand for special needs education professionals in Kuwait, Japan, and the United Arab Emirates. Furthermore, Qatar requires teachers for Islamic religious education and science. Under the leadership of TSC CEO Nancy Macharia, the initiative outlines a rigorous selection process based on essential skills, qualifications, and experience pertinent to the positions available in the host countries.
Eligible candidates must be Kenyan citizens, registered with the TSC, and compliant with Chapter Six of the Kenyan Constitution, along with any additional criteria specified by the destination countries. The policy emphasizes the necessary preparation for teachers intending to work abroad. This preparation includes orientation programs that cover vital aspects such as security, medical support, transport logistics, remuneration, career development, cultural sensitivity, and the educational practices of the host nations. In addition, the TSC is advocating for standardized contracts to ensure clarity regarding salaries, working hours, benefits, housing, insurance, and repatriation processes.
Teachers currently holding permanent positions with the TSC must resign to accept international employment. To address the resulting vacancies, the TSC is committed to promptly filling these roles to ensure educational continuity in Kenya. However, returning teachers will not be guaranteed reemployment and will need to reapply for open positions. The international placement initiative aims to foster professional development among Kenyan educators by exposing them to diverse educational systems and teaching methodologies, while also generating remittances that could support their families and contribute to Kenya’s foreign exchange reserves.
Amid concerns about the local teacher deficit, the initiative is seen as a proactive response to the pressing issue of unemployment and underemployment within the education sector. Critics, however, have voiced their apprehensions regarding the focus on overseas placements, suggesting that greater emphasis should be placed on creating local job opportunities. They also highlight potential challenges, such as difficult working conditions faced by teachers abroad. Despite this criticism, the TSC remains committed to ensuring the welfare of teachers through collaboration with foreign governments and local agencies.
Furthermore, the TSC has enhanced its database to efficiently match qualified teachers with international opportunities. This updated system allows for real-time data entry and analysis, facilitating the streamlined pairing of teachers to suitable positions. Access to the database is restricted to authorized personnel, safeguarding the privacy and security of teachers’ information.
