Kimilili MP Didmus Wekesa Barasa has set the stage for a major shake-up in Kenya’s education sector with his proposal to amend the Teachers Service Commission (TSC) Act, 2012. In a letter addressed to the Speaker of the National Assembly and obtained by Channel 15 News, Barasa is pushing for changes that would see teachers gain direct representation within the Commission while also transforming its operational structure.
At the heart of his proposal is the argument that teachers—the very people who bear the weight of the education system—are left without a direct voice in the decisions that shape their careers. His amendment seeks to introduce teacher representatives into the Commission, ensuring that primary school teachers, secondary school educators, and those in post-secondary institutions each have a seat at the decision-making table. For Barasa, this is not just about inclusion; it is about making TSC more responsive to the needs of teachers by allowing them to actively participate in shaping policies that directly affect them.
Beyond representation, Barasa is also making a strong case for the Commission to transition from a full-time to a part-time operational model. He argues that running both a fully engaged Commission and a dedicated secretariat simultaneously is not just inefficient but a waste of public resources. Drawing comparisons to the Judicial Service Commission (JSC) and the Parliamentary Service Commission (PSC), which operate on a part-time basis while relying on a full-time secretariat, he believes a similar approach would streamline TSC’s operations and allow for better allocation of resources.
This proposal, however, is expected to ignite fierce debate. TSC has long operated as an independent entity, and any attempt to alter its governance structure is bound to face resistance. The question of whether commissioners should work on a part-time basis is particularly contentious, as it raises concerns over whether such a move would weaken the Commission’s ability to function effectively. Education unions such as KNUT and KUPPET have previously advocated for teacher representation in the Commission, but whether they will support Barasa’s broader reforms remains uncertain.
The fate of his proposal now rests with Parliament. If it gains traction, the country could witness one of the most significant governance reforms in the education sector in years. If rejected, it would mark yet another failed attempt to reshape TSC’s structure in a way that gives teachers a stronger voice in their own affairs. As the debate unfolds, one thing is certain—Barasa has thrown a bold challenge to the status quo, and how the political and education sectors respond will determine the future of teacher governance in Kenya.
