The Teachers Service Commission faced tough questions from lawmakers over the flawed classification of hardship areas and unequal teacher distribution, with members of the Education Committee demanding urgent reforms to address growing disparities in the education sector.

During the session chaired by Education Committee Vice Chair Eve Obara, MPs challenged the commission’s reliance on the Salaries and Remuneration Commission for hardship allowances.

Phylis Bartoo questioned the TSC’s role in advising SRC, asking, “Do you just accept information from SRC as gospel, or do you advise SRC on the actual conditions teachers face in different parts of Kenya?”

Christine Oduor criticised the current classification model, arguing that teachers in neglected rural areas endure harsh conditions yet receive lower allowances than some colleagues in urban locations.

“The definition of hardship areas needs to be considered,” she said, highlighting the irony of Nairobi attracting higher allowances than some areas without basic services.

Mumina Bonaya raised concern about teacher shortages in remote areas like Isiolo, where poor infrastructure discourages retention.

“Most of our schools in rural counties like Isiolo are not able to retain teachers… they prefer town centers and municipalities where infrastructure is accessible,” she said.

She proposed that hardship areas be grouped more realistically to reflect teachers’ actual experiences. “We have schools that have learners and not teachers,” she added.

TSC acting CEO Evaleen Mitei explained that the commission only provides recommendations to the SRC and Treasury during collective bargaining.

“They were the ones who came up with the classification. Once TSC receives that advisory, it is binding,” she stated.

Julius Taitumu echoed the frustration, pointing to the imbalance where urban municipalities receive more than underdeveloped regions. Mitei assured MPs that TSC would raise the matter with the Public Service Commission for review.

On teacher deployment, Mary Emaase pushed for a national audit to address the uneven spread of teachers in schools.

“We have schools that have excess teachers and schools with not enough teachers so that we can balance, and wherever there is need, Parliament can budget for recruitment,” she said.

Eve Obara noted that while there is a policy on equal distribution, the situation on the ground tells a different story. “When you have a policy saying that there is equal distribution of teachers but the reality on the ground is different, we have schools that are lagging behind because of this.”

Responding to the issue of unemployed older teachers, Rebecca Tonkei asked the TSC to provide data on those over 45 years of age who are yet to be hired. “Do you have the data of teachers over the age of 45 who have not been employed? Give us the data and find a way of employing them,” she said.

TSC clarified that the age cap of 45 had been declared unconstitutional in 2020 and that, since 2021, teachers up to 59 years and 11 months are eligible for employment.

The commission committed to collecting data on older, qualified teachers and exploring ways to prioritise them.

The Education Committee concluded by urging the TSC to work with SRC and the Public Service Commission to align hardship classifications and staffing strategies with the realities faced by teachers on the ground.