TSC to Export Kenyan Teachers to Middle East, Europe, and Asia: Contracts and Resignations.
The Teachers Service Commission (TSC) has established a policy framework to facilitate job opportunities abroad for thousands of unemployed Kenyan teachers.
This initiative targets 17 countries across Europe, Asia, the Middle East, and Africa. The framework is a response to increasing demand from foreign governments seeking skilled Kenyan teachers.
TSC CEO Nancy Macharia explained that the policy was informed by research and consultations with the State Department of Diaspora Affairs, which identified high demand for English teachers in countries like the USA, Ireland, and Germany, as well as Kiswahili teachers in South Africa.
Additional demand exists in Middle Eastern nations like Qatar, which requires Islamic religious education and science teachers, and in countries like Kuwait, Japan, and the UAE, which seek special needs education instructors.
Targeted Countries and Specialisations
Kenyan teachers qualified to teach English are in demand in countries such as France, Canada, Vietnam, Taiwan, South Korea, Russia, Spain, China, and the UAE.
Similarly, Kiswahili teachers are needed in countries including China, France, Botswana, and Japan. These placements will be facilitated through government-to-government labour export initiatives.
The policy aims to ensure smooth coordination between the TSC and key ministries such as Foreign Affairs and Labour to identify and secure markets for Kenyan teachers.
Delegations from various countries have approached the TSC seeking partnerships for the export programme, necessitating the establishment of clear guidelines for implementation.
Eligibility and Selection Criteria
Teachers must meet strict criteria to qualify for these opportunities. They must be Kenyan citizens, possess degrees, diplomas, or certificates in education from recognised institutions, and be registered with the TSC.
Additional requirements include compliance with Chapter Six of the Constitution and specific host-country conditions such as specialised training, certifications, or language proficiency.
The selection process will focus on matching teachers’ qualifications and experiences with the demands of specific international teaching jobs. Additionally, the TSC will provide orientation programmes to prepare teachers for work abroad.
These sessions will cover topics like security, cultural sensitivity, language skills, remuneration, and career development.
Contracts and Resignations
The TSC will advocate for standardised contracts detailing salaries, working hours, benefits, housing, insurance, and repatriation terms. However, teachers employed on permanent and pensionable terms will need to resign from their current positions to take up international teaching roles.
Upon returning, they will not be guaranteed re-employment but can apply for available vacancies. The TSC will fill their positions locally to ensure uninterrupted teaching and learning in Kenyan schools.
Database and Placement Process
The commission plans to establish and maintain an updated database of Kenyan teachers available for international opportunities. This database will include teachers’ personal details, academic qualifications, areas of expertise, and host country preferences.
Access will be restricted to authorised personnel, and feedback mechanisms will help improve the system. The database will support real-time data management and assist in matching teachers with relevant positions abroad.
Additionally, the policy framework will be reviewed every three years or when necessary to accommodate emerging trends in international labour markets.
Benefits and Concerns
The policy highlights the professional and economic benefits of international teaching opportunities. Teachers gain exposure to diverse educational systems, teaching methodologies, and cultural contexts, enhancing their effectiveness. Their remittances also support families and contribute to Kenya’s foreign exchange earnings.
However, critics have questioned the government’s decision to export teachers instead of creating local job opportunities. Concerns have been raised about the working conditions in some host countries, especially in the Middle East, where reports of exploitation are common.
Addressing Local Unemployment
Despite a significant teacher deficit in Kenya, the government has been unable to absorb all qualified tutors. For instance, when the TSC advertised 46,000 vacancies in October 2024, it received 314,117 applications, underscoring the high unemployment rate among graduates.
Junior secondary schools, which were introduced two years ago, have been particularly affected by staffing shortages. President William Ruto’s promise to employ 116,000 teachers within two years remains unfulfilled due to financial and logistical challenges.
Formalising International Engagement
In July, some Kenyan teachers secured jobs in the US through a placement agency, but this was not a government initiative. The new TSC policy aims to formalise such engagements to protect Kenyan teachers’ interests while fostering partnerships with host countries.
It seeks to promote global educational cooperation and ensure Kenyan teachers benefit from fair and competitive terms.
By enabling teachers to apply their skills abroad, the policy framework provides an avenue for professional growth while addressing local unemployment.
This structured approach aims to benefit both the teachers and the nation through remittances and enhanced international collaboration.
TSC to Export Kenyan Teachers to Middle East, Europe, and Asia: Contracts and Resignations.
