Primary school headteachers are calling on the National government to confirm them as principals of Junior Secondary Schools (JSS) operating under the Competency-Based Curriculum (CBC).
Throughout the entire year, primary school heads have taken on the role of principals for students transitioning to Grade 7, yet their confirmation remains pending.
During the official opening of the 20th Kenya Primary School Headteachers Association (Kepsha) annual delegates conference in Sheikh Zayed Hall, Mombasa, Kepsha’s national chairperson, Johnson Nzioka, emphasized the need for them to be formally appointed as principals for Junior Secondary Schools.
“Our request to the Cabinet Secretary (Education) is just one: to have the current primary school headteachers confirmed as principals of junior school,” Nzioka stated.
“considering that we have served in this position through the interim transition period, and have therefore amassed the necessary expertise to steer the full transition to a Comprehensive School, from stand-alone pre-primary, primary and Junior secondary schools.” He added.
The Presidential Working Party on Education Reforms, led by Prof Raphael Munavu, had recommended a comprehensive school system where Pre-primary to Grade 9 would be managed as a single institution with a single head and two deputies.
The task force also proposed that Junior Secondary School (Grades 7, 8, and 9) should be integrated into primary schools.
Nzioka argued that a comprehensive school setup offers a smooth progression from pre-primary to primary and Junior Secondary levels, thereby enhancing the quality of the learning experience and facilitating a seamless academic transition.
He stressed that a unified leadership structure could promote consistent management and coordination across the educational levels, ensuring alignment in school policies, curriculum programs, and teaching methodologies.
Such an approach would consolidate resources, fostering the sharing of facilities, staff, and instructional materials, leading to cost savings and more efficient resource allocation in the long run.
Nzioka also highlighted the potential benefits of closer collaboration among teachers and administrators across different educational levels, allowing for the exchange of best practices and collective efforts toward common educational objectives.