Primary school teachers popularly known as ‘P1 teachers’ will be upgraded through training sponsored by World Bank in partnership with TSC.

The upgrade program targets PTE teachers who scored C (plain) in KCSE and at least a C+ (plus) in two teaching subjects.

The program also targets PTE teachers who scored C+ (plus) and above in KCSE with at least C+ (plus) in two teaching subjects.

Those who scored C (plain) in KCSE will have their PTE certificates upgraded to Diploma while those who scored C+ (plus) and above in KCSE will be upgraded to Degree.

The Commission seek to have the teachers trained then deploy them to teach in junior schools that are grappling with dire teacher shortage.

In an urgent internal memo dispatched to all Regional Directors, the Commission has initiated a frantic data collection exercise to identify every qualified P1 teacher for a massive professional development initiative.

TSC has directed primary school headteachers to furnish it with details of interested teachers who qualify for the training.

In an excel template TSC want the teachers name, TSC number, school name, sub county, KCSE mean grade and two or three teaching subjects the teacher qualify for training.

Many sub counties are finalizing submission of details. Others are using Google Forms to collect teachers details.

This isn’t just another training workshop; this is a potential life-changing opportunity for thousands of teachers stuck at the certificate level to leapfrog to diploma or degree status, fundamentally altering their career trajectories and remuneration.

Those successful will be promoted from job group C1 to C2 inline with Career Progression Guidelines (CPG).

The memo, Ref: TSC/D(TPM)/CDS/40/VOL.III/2, dated 22nd August 2025, and signed by Dr. McGwuku Nthamburi, the Director of Teacher Professional Management, leaves no room for delay.

It mandates all regional offices to immediately compile and submit precise data by Friday, 29th August 2025.

The urgency underscores the Commission’s commitment to not just planning but actively executing this ambitious program.

The TSC, in liaison with key education stakeholders, is moving with unprecedented speed to address a long-standing gap in the staffing structure of Junior Schools.

The TSC is casting its net to capture two distinct categories of serving P1 teachers. Understanding the distinction is crucial for every teacher and administrator.

The first category, and perhaps the one with the most immediate cause for excitement, is P1 teachers who actually achieved a stellar Mean Grade of C+ (plus) and above in their KCSE but, for various reasons, never proceeded to acquire a diploma or a degree certificate.

Furthermore, they must have scored a C+ in at least two individual subjects.

This suggests the TSC is targeting teachers who have the demonstrated academic prowess from their secondary education but whose careers have remained static at the P1 level.

For these individuals, this program is a long-overdue recognition of their potential, offering a direct pathway to elevate their qualifications without necessarily having to navigate the usual complex and self-funded avenues.

The second category is equally significant. The TSC is also looking for P1 teachers who secured a Mean Grade of C (plain) at KCSE, again accompanied by a C+ in at least two subjects.

This inclusion is a masterstroke that broadens the program’s reach immensely.

It acknowledges that a strong aptitude in specific, relevant subjects can be just as valuable as an overall higher mean grade.

This criterion potentially opens the door for thousands more teachers who have dedicated their lives to the profession but were previously limited by their overall KCSE score.

The explicit exclusion in both cases is any teacher who already possesses a diploma or a degree certificate.

This program is meticulously designed for those who are truly at the base qualification level, ensuring the resources are directed where they are needed most.

The memo clearly states the driving force behind this initiative is the Commission’s commitment to “ensuring that Junior School level of Education operates at optimum staffing level.”

The implementation of the Competency-Based Curriculum (CBC) has placed new and demanding responsibilities on teachers, requiring a deeper level of pedagogical skill and subject mastery.

A teacher with a diploma or degree is theoretically better equipped to handle these challenges than one with a certificate.

However, the financial burden of upgrading qualifications has traditionally fallen on the individual teacher, creating a significant barrier for many.

This is where the mentioned “support from the World Bank” becomes the game-changer.

World Bank funding transforms this from a theoretical policy paper into a tangible, executable program.

It likely covers tuition fees, learning materials, and perhaps even stipends, removing the primary obstacle that has prevented teachers from upgrading their skills for years.

This external partnership indicates a serious, well-funded project, not a mere promise.

The frantic data collection also reveals a critical step in the TSC’s process: data validation.

The directive to “correct the following data from the teachers themselves and compare it with the available data online” hints at potential discrepancies in the TSC’s current records.

This cross-referencing is essential to ensure no qualified teacher is left behind due to an administrative error.

The use of a standardized MS Excel template attached to the memo ensures consistency and speed in data aggregation from all regions, facilitating a swift national analysis.

The potential ramifications of this upgrade program are profound and far-reaching.

For the Teachers , this is nothing short of a revolution. An upgrade from a P1 certificate to a diploma or degree directly translates to career advancement, higher job groups, and significantly improved salaries and benefits.

It represents massive financial relief and professional validation. Morale, which has often wavered due to stagnation, is set to receive a tremendous boost.

Teachers will feel invested in, valued, and recognized for their years of service.

For Students, the benefits are equally clear. A more highly qualified teacher in the classroom is better trained in modern teaching methodologies, child psychology, and subject matter.

This directly enhances the quality of education, improves learning outcomes, and better prepares pupils for the demands of the CBC and the 21st century.

The entire standard of Junior School education is set to be elevated.

For the Education System and the TSC , this is a strategic move towards creating a more robust and professionally respected teaching force.

It alleviates staffing quality issues and reduces the dependency on underqualified teachers. It is a massive step towards achieving the goals of Kenya’s Vision 2030 and the Sustainable Development Goal (SDG) 4 on quality education.

The immediate task is clear: regional directors must act with lightning speed to identify every single qualifying teacher within their jurisdiction.

Schools will be abuzz with activity as headteachers verify credentials and teachers scramble to ensure their details are correctly submitted.

Once the data is consolidated, the next steps will involve rolling out the application process, selecting accredited universities and colleges to facilitate the programs, and defining the mode of study—likely a combination of school-based, holiday, and online learning to minimize disruption to teaching.

While challenges in logistics and implementation are inevitable in a program of this scale, the initial action by the TSC demonstrates a decisive commitment.

The message is unequivocal: the upgrade is coming. For the thousands of P1 teachers who have been waiting for a sign, this memo is that sign.

Their patience and dedication are finally on the verge of paying off in the biggest way possible.

The classroom of tomorrow is being built today, not with bricks and mortar, but with the promise of empowerment for its most crucial resource.

Below is the TSC memo that was sent to all Regional Directors to collect details of teachers for the upgrade program.

TEACHERS SERVICE COMMISSION

INTERNAL MEMO

TO: ALL TSC REGIONAL DIRECTORS

REF: TSC/D(TPM)/CDS/40/VOL.III/2

DATE: 22ND AUGUST, 2025

UPGRADE PROGRAMME FOR P1 TEACHERS

The Commission is committed to ensuring that Junior School level of Education operates at optimum staffing level.

To this end, the Commission in liaison with other education stakeholders and with support from World Bank is planning an Upgrade Program for serving PI1 teachers who meet minimum entry requirements for either diploma or degree programme.

To ensure that the Commission gets the exact number of serving P1 teachers who qualify for the Upgrade program, there is need to correct the following data from the teachers themselves and compare it with the available data online.

a) Number of P1 teachers employed by the Commission, who got a Mean Grade of C+ at KCSE and a C+ in at least two subjects but never proceeded to acquire a diploma or a degree certificate; and

b) Number of P1 teachers employed by the Commission, who got a Mean Grade of “C” at KCSE and a C+ in at least two subjects.

This data is urgently required to inform decision making on the proposed Upgrade Programme.

The purpose for this memo is to request that you immediately facilitate the collection of this data and share it with the undersigned for further processing using the attached template in MS Excel format so as to reach the him by Friday, 29th August, 2025.

DR. MUGWUKU NTHAMBURI, F. AFTRADIRECTOR (TEACHER PROFESSIONAL MANAGEMENT)

TEACHERS SERVICE COMMISSION

SERVING P1 TEACHERS BY QUALIFICATION

(NB: ENTER ONLY THE P1 TEACHERS (TEACHING GRADE 1-6) WHO ACQUIRED EITHER A KCSE MEAN GRADE OF “C” OR “C+” AND WITH A “C+” IN AT LEAST TWO SUBJECTS BUT DIPLOMA OR DEGREE CERTIFICATE)

SINO	NAME	TSC/NO	SCHOOL	SUBCOUNTY	KCSE	SUBJECT 1	SUBJECT 2	SUBJECT ANY)
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