A new report from the Teachers Service Commission (TSC) reveals that the Kalenjin, Kikuyu, and Luhya communities collectively hold nearly half of all teaching positions in Kenya. The report highlights significant ethnic disparities in the distribution of teaching jobs, prompting discussions on regional balance and fair representation.
A recent report released by the Teachers Service Commission (TSC) has shed light on the ethnic composition of teaching positions in Kenya, revealing significant disparities in representation across different communities.
According to the report, the Kalenjin, Kikuyu, and Luhya tribes account for nearly 50 percent of the 406,860 teachers employed by the government. With 73,309 teachers, the Kalenjin community leads the tally, followed by the Kikuyu tribe with 64,937 teachers and the Luhya community with 60,912 teachers.
The data, presented to the Senate Standing Committee on National Cohesion and Equal Opportunity, underscores the stark regional imbalances in the distribution of teaching jobs. It also shows that the Kamba and Luo communities follow closely behind, with the top five communities collectively constituting 70 percent of the teaching sector.
Further analysis reveals that the dominance of certain tribes extends beyond teaching roles, as seen in the composition of the TSC secretariat staff. The Kikuyu community holds the highest number of secretariat positions, followed by the Kalenjin, Kamba, Luhya, and Kisii communities.
Despite these disparities, TSC Chief Executive Dr. Nancy Macharia defended the numbers, citing population distribution as a factor. She emphasized the commission’s commitment to fair competition and merit-based appointments, highlighting efforts to ensure gender parity and inclusion of persons with disabilities (PWDs) in recruitment.
However, concerns persist regarding the equitable distribution of teaching positions among different communities. The report’s findings have sparked discussions on the need for greater transparency and accountability in recruitment processes to address ethnic disparities and promote inclusivity in the education sector.
