TSC Moves Closer to Releasing New CPG After Ruto’s Two-Week Promise to Teachers

New TSC Career Guidelines Expected This Week as SRC Evaluation Reaches Critical Stage

Teachers are hopeful that the Teachers Service Commission (TSC) will unveil its revised Career Progression Guidelines (CPG) this week as the Commission and the Salaries and Remuneration Commission (SRC) prepare for a high-level engagement on outcome of a job evaluation exercise expected to reshape teachers’ career progression and grading structure.

The anticipated development follows President William Ruto’s announcement during the World Teachers’ Day celebrations on October 5, 2026, when he indicated that the revised guidelines would be released within two weeks after receiving an update from SRC Chairman Sammy Chepkwony.

The President’s remarks raised expectations among teachers who have been waiting for a new career structure to replace the existing guidelines introduced in 2018.

With the two-week window now elapsed, attention has shifted to the ongoing job evaluation process and the expected engagement between the TSC and SRC, which could determine when the final guidelines are published and how teachers will be placed under the new structure.

The exercise is expected to address long-standing concerns about career advancement, grading, promotion opportunities and the distinction between classroom teaching and administrative responsibilities.

However, teachers will need to distinguish between the anticipated release of the revised CPG and the completion of the job evaluation process, which will determine the final grading structure and its financial implications.

While the proposed guidelines offer a glimpse of how the teaching profession could be reorganised, the final outcome will depend on the results of the evaluation and the Commission’s subsequent communication to teachers.

TSC and SRC engagement to determine final guidelines

The expected engagement between the two commissions comes at a critical stage in the review of teachers’ career progression framework, with the SRC expected to determine the job grading and remuneration implications of the proposed changes.

The TSC and teachers’ unions have already undertaken consultations on the revised guidelines, which were submitted to the SRC for job evaluation.

President Ruto said on October 5 that the process was nearing completion, raising hopes that teachers would soon receive the final document.

The job evaluation is a crucial step because a revised career structure must do more than rename existing positions.

It must establish the relative value of different teaching roles, responsibilities and levels of expertise, while informing the appropriate remuneration arrangements.

Teachers are therefore keen to know whether the anticipated engagement will clear the remaining issues and pave the way for the official publication of the guidelines.

However, as of October 25, the specific date of the anticipated TSC-SRC engagement and the exact release date of the final CPG have not been independently confirmed.

Why teachers are waiting for the new CPG

The current Career Progression Guidelines, introduced in 2018, have faced criticism from teachers who feel that the existing framework limits their opportunities for advancement.

One of the major concerns has been the long wait for promotion, particularly among teachers who remain in the same grade for many years despite gaining experience, improving their qualifications and undertaking additional responsibilities.

The proposed review seeks to address these concerns by creating a shorter career structure, clarifying professional pathways and improving the distinction between classroom teaching and administrative duties.

Under the proposal presented by the TSC in June 2026, the number of career levels across the teaching service would be reduced from 56 to 43.

The proposed changes cover regular primary teachers, junior and senior school teachers, special needs education teachers, teacher training college lecturers and curriculum support officers.

The reduction is intended to simplify the career structure and address some of the challenges associated with the existing grading system.

For teachers, however, the key question is whether the shorter structure will translate into faster promotions, improved remuneration and clearer opportunities to advance professionally.

A reduction in the number of grades does not automatically guarantee that every teacher will be promoted sooner.

The final guidelines will need to explain the requirements for moving from one grade to another, particularly where promotion will be competitive.

The job evaluation is therefore expected to play a central role in determining how the proposed framework will operate.

Proposed CPG to reduce career levels from 56 to 43

One of the most significant changes in the proposed guidelines is the reduction in the number of career levels across various teaching cadres.

The proposal provides for the following changes:

Teaching cadre	Current levels	Proposed levels
Regular primary	8	6
Primary special needs education	5	5
Junior and senior school	9	7
Secondary special needs education	9	6
Teacher training colleges	10	7
KISE and KLB	7	6
Regular curriculum support officers	4	3
Special needs curriculum support officers	4	3
Total	56	43

Source: TSC’s proposed revised Career Progression Guidelines presented in June 2026.

The changes are expected to shorten the career ladder for several categories of teachers, although primary special needs education retains five levels under the proposal.

The proposed structure also seeks to address concerns over the treatment of teachers with similar qualifications and the differences between professional teaching responsibilities and administrative duties.

For years, teachers have debated whether career growth should depend primarily on seniority, academic qualifications, professional performance or the availability of promotional vacancies.

The revised guidelines are expected to provide a framework for balancing these considerations, although the final criteria will be important in determining how fairly the changes benefit teachers across the country.

Classroom teachers to get a separate career progression path

Another major feature of the proposed CPG is the separation of classroom teaching from administrative career progression.

Under the proposed arrangement, teachers would have a clearer opportunity to advance professionally without necessarily becoming deputy principals, principals or headteachers.

The change is expected to benefit teachers who prefer classroom instruction but want to grow in rank and professional standing throughout their careers.

Traditionally, some teachers have viewed administrative appointments as among the main routes to higher grades.

This has created a dilemma for experienced classroom practitioners who wish to concentrate on teaching rather than school management.

The proposed classroom career track seeks to recognise teaching as a professional specialisation in its own right.

This could also help the education sector recognise teachers who demonstrate exceptional ability in curriculum delivery, learner support, assessment and co-curricular activities.

Under the proposal, merit and demonstrated excellence would play a greater role in progression beyond the lower common-cadre grades.

Classroom performance, professional appraisal and recognition through TSC awards are among the factors highlighted in the proposed framework.

For teachers, the final document will need to clarify how these factors will be assessed and how the Commission will ensure that the criteria are applied consistently across different schools and regions.

Teachers in under-resourced schools, for example, may face challenges in producing results comparable to those achieved in better-equipped institutions.

Similarly, opportunities to participate in national sports, music, drama and science competitions differ from one school to another.

The implementation framework will therefore be important in ensuring that merit-based promotions do not disadvantage teachers because of circumstances beyond their control.

What the new CPG means for primary school teachers

Primary school teachers are among those closely watching the review because of long-standing concerns about their opportunities for career advancement.

The proposed guidelines provide distinct entry and progression arrangements for certificate and diploma holders.

Under the proposal, holders of the Diploma in Primary Teacher Education (DPTE) and the Diploma in Teacher Education, Pre-Primary and Primary (DTE PP&P) would enter at Teacher 8.

The proposed structure identifies Teacher 7 as the Senior Teacher (Primary) grade, bringing together the current Senior Teacher I and Senior Teacher II grades into one level.

Progression beyond Teacher 7 would be competitive, with Teacher 6 designated as Deputy Principal (Primary), followed by higher leadership and professional grades.

Certificate holders (PTE) would enter at Teacher 9, while Teacher 8 would also serve as a common-cadre grade for Primary Teacher Education certificate holders progressing through the structure.

These arrangements are expected to clarify career pathways for primary teachers with different qualifications.

However, they also raise questions about how teachers already serving in the affected grades will be placed when the new structure takes effect.

The treatment of teachers who have upgraded their qualifications while in service will also be important. Many teachers have invested their own resources in further education in the hope of improving their professional standing and career prospects.

The final CPG will need to explain how their existing grades, qualifications and years of service will be recognised under the revised framework.

Secondary school teachers and TTC lecturers also affected

The proposed review extends beyond primary schools to junior and senior school teachers, special needs education teachers and lecturers in teacher training colleges.

For secondary school teachers, the proposal provides different entry points for diploma and degree holders.

Diploma holders (DTE and DSTE) would enter at Teacher 8, while degree holders would enter at Teacher 7.

Teacher 7 would also serve as a common-cadre grade for diploma holders, while Teacher 6 would be the common-cadre grade for degree holders.

At teacher training colleges, the proposed entry grade for degree holders in the new Competency-Based Education specialisations is Teacher 7.

These changes are intended to establish clearer progression routes for staff working in different parts of the education system.

Special needs education teachers could also see changes to their career structures. The proposed secondary special needs education ladder would be reduced from nine levels to six, while the primary special needs education structure would retain five levels.

The impact on individual teachers will depend on the final grading decisions, qualification requirements and transition arrangements approved after job evaluation.

For this reason, teachers in these categories will be watching the anticipated announcement for details on how their existing positions will map onto the new structure.

Will the new CPG automatically promote teachers?

One of the biggest questions surrounding the proposed guidelines is whether the reduction in career levels will result in automatic promotions for teachers who have spent many years in the same grade.

The proposed framework distinguishes between common-cadre grades and competitive grades.

Common-cadre grades are intended to provide a progression route through the early stages of a teacher’s career. Beyond these grades, advancement would depend on competition and the applicable promotion criteria.

This means that the new CPG should not automatically be interpreted as a promise that every teacher will move to a higher grade immediately after publication.

The final guidelines will need to establish how serving teachers are mapped to the new structure, whether they must apply for competitive positions and how vacancies will affect advancement.

Teachers will also want clarity on the treatment of those who have already met the qualifications for higher positions but have not secured promotion because of limited vacancies.

The proposed framework’s success will ultimately depend on whether it creates realistic career opportunities rather than simply reducing the number of grades on paper.

The SRC evaluation and the implementation decisions that follow will therefore be closely scrutinised by teachers and their unions.

Salary increments and the July 2027 implementation question

The timing of the new CPG is particularly important because of its expected relationship with the 2025–2029 Collective Bargaining Agreement (CBA).

The proposed guidelines are expected to be integrated with the CBA in July 2027, when teachers are due to receive a salary increment under the applicable agreement.

This makes the job evaluation significant because the grading structure will help determine the remuneration attached to different positions and responsibilities.

Teachers will be keen to establish whether the final CPG will come with new salary scales, revised allowances or other financial adjustments arising from the evaluation.

The evaluation is expected to assess the relative value of different jobs, including the responsibilities, expertise and working conditions associated with each role. Its outcome could therefore influence how the proposed grades are remunerated.

However, teachers should not assume that every grade reduction or new designation will automatically result in a salary increase. The final salary implications will depend on the approved evaluation outcomes and the applicable remuneration arrangements.

The proposed CPG’s relationship with the July 2027 CBA implementation will be especially important for teachers whose current grades are merged or renamed.

For example, where two existing grades are combined into one proposed grade, teachers will want to know whether their existing salaries and accrued benefits will be protected.

The final guidelines should provide clarity on these transition arrangements to prevent uncertainty over pay, pension entitlements and other employment benefits.

Teachers’ unions expected to scrutinise the final document

Teachers’ unions will have an important role in examining the final guidelines and assessing whether they address the concerns raised during consultations.

The Kenya National Union of Teachers (KNUT), the Kenya Union of Post Primary Education Teachers (KUPPET) and the Kenya Union of Special Needs Education Teachers (KUSNET) participated in consultations on the proposed framework before it was submitted for job evaluation.

Their attention is likely to focus on whether the final structure provides fair progression opportunities for teachers across different cadres and whether the evaluation adequately recognises the responsibilities attached to teaching and school leadership.

The unions will also be concerned about the treatment of teachers who have remained in the same grade for extended periods, despite gaining experience or additional qualifications.

Other important issues include transparent promotion criteria, the recognition of professional development, fair appraisal procedures and protection against the loss of existing employment benefits during the transition.

The proposed competitive promotion system may also attract scrutiny if teachers feel that its criteria are unclear or difficult to achieve in certain school environments.

For the new framework to gain acceptance, teachers will need to understand how promotions will be determined, what evidence will be required and whether decisions can be challenged through established procedures.

The unions are therefore expected to pay close attention to the final document before assessing whether it meets the profession’s expectations.

What teachers should watch for this week

As expectations rise around the anticipated TSC-SRC engagement, teachers will be looking for an official communication confirming the outcome of the job evaluation and the next steps towards publication.

The most important details will include the approved career grades, entry requirements, promotion criteria, salary implications and arrangements for moving serving teachers from the old structure to the new one.

Teachers will also want to know whether the final guidelines will take effect immediately upon publication or whether implementation will be tied to a later date.

This distinction matters because publication of the document and implementation of its provisions are separate steps.

A completed framework may still require administrative and financial arrangements before all its provisions take effect.

The government will also need to communicate how the changes affect teachers already serving in leadership positions, those awaiting promotion and those who have upgraded their academic qualifications.

For teachers hoping for quicker career advancement, the central issue is whether the new structure will offer a more predictable route to promotion.

For those approaching retirement, the protection of existing grades, earnings and pension entitlements will be equally important.

The anticipated engagement could provide answers to some of these questions, but teachers should rely on formal announcements from the relevant commissions for confirmation of the final decisions.

A defining moment for teachers’ careers

The anticipated release of the revised Career Progression Guidelines comes at a time when teachers are seeking greater clarity on promotion opportunities, professional recognition and remuneration.

President Ruto’s October 5 commitment has heightened expectations that the long-awaited reforms will soon move from the evaluation stage to publication.

If the process is concluded as anticipated, the new guidelines could mark a significant change in how teachers progress through their careers, particularly if the proposed shorter ladders and separate classroom pathway are retained.

However, the real test will not be the number of grades removed or the new titles introduced. It will be whether teachers experience fairer promotion opportunities, better recognition of their qualifications and responsibilities, and a transparent system for career advancement.

Teachers are therefore watching this week closely as they await an official update on the TSC-SRC engagement and the release of the final CPG. Although the President promised publication within two weeks, the exact release date remains unconfirmed as of October 25, 2026.

The outcome of the job evaluation will determine whether the proposed reforms translate into meaningful changes for teachers and how the revised framework will connect with the remuneration arrangements expected under the 2025–2029 CBA.

For now, the expectation is that the next official announcement will clarify the status of the evaluation and provide teachers with a clearer timeline for the publication and implementation of the new career structure.