Junior secondary teachers demand autonomy from primary schools

Junior secondary school teachers are calling for autonomy from primary school management to address unique challenges such as the lack of laboratories and the need to cater to adolescent learners.

The Kenya Junior School Teachers’ Association (Kejusta) is advocating for junior secondary schools to be placed under their own school heads and boards of management, and to run independent accounts for capitation funds.

Representing over 72,000 junior school teachers, Kejusta says its members have suffered from a lack of identity, unclear career progression pathways, and inadequate institutional support.

Kejusta’s interim national chairman, James Odhiambo, stated that junior school teachers lack a clear institutional and professional identity, which undermines both their dignity and effectiveness.

Speaking to the press in Mombasa on Monday, Odhiambo highlighted the absence of well-defined pathways for promotion, professional development, or specialization among junior school educators.

He noted that the current management structure—where junior schools are overseen by primary school heads—has resulted in confusion, overlapping responsibilities, and weakened accountability.

“For too long, junior school teachers have faced systemic challenges, ranging from a lack of identity in the teaching profession and unclear career progression pathways to inadequate support in discharging their mandate,” Odhiambo said.

Kejusta argues that without autonomy, junior secondary schools are struggling to implement the Competency-Based Curriculum (CBC) effectively, negatively impacting learning outcomes.

The association’s interim national treasurer, Mr. Juma Jigi, emphasized that granting autonomy to junior schools would help address their specific needs, such as the provision of laboratories and support for adolescent learners facing social, psychological, and academic challenges.

“Once junior schools gain autonomy, this will pave the way for the formation of the Kenya Junior School Heads Association (Kejsha), to oversee curricular activities, competitions, and co-curricular programs—just like KESSHA does for secondary schools,” he said.

According to Jigi, primary school heads are not familiar with the realities of the junior school curriculum and should therefore not manage the junior school units.

Odhiambo questioned why junior schools—comprising Grades 7, 8, and 9—should remain under the management of primary school heads when secondary schools, which start from Grade 10, are independently managed.

“Junior schools have a comparable number of grades to secondary schools, and therefore, the Ministry of Education should grant them autonomy,” he added.

He further noted that junior school teachers face demoralisation due to lack of recognition, vague deployment protocols, and insufficient administrative support.

“Autonomy would elevate junior schools to the same level as primary and secondary schools, promoting fairness and structural balance within the education system,” he said.

Kejusta also raised concerns that junior school learners and teachers are currently excluded from national sports events, which limits their recognition and opportunities.

“To address this, we are proposing the establishment of the Kenya Junior School Sports Association (KJSSA), to ensure the inclusion of junior school teachers and learners in sports and games at county, regional, and national levels. This will also help in identifying and nurturing talent,” Odhiambo said.

He added that Kejusta is actively engaging the Teachers Service Commission, the Ministry of Education, and relevant parliamentary committees to ensure these reforms are implemented.

“We are also preparing a formal petition to the High Court to seek legal redress if necessary,” Odhiambo said, urging the government to prioritise the creation of policy and legal frameworks that will secure autonomy for junior schools.