More money should go to education and health

The last 12 months have truly been miserable, thanks to Covid-19. No one foresaw the kind of damage this disease would cause. Kenya may have been spared the high number of deaths being witnessed in other countries. However, coronavirus has affected life in a way we never imagined.

Since schools remain an integral part of our lives, it is important to mention the huge price the education sector has paid in the wake of this pandemic. The country has lost over 40 teachers to Covid-19. Besides losing parents, breadwinners and loved ones, many learners suffered economic and social trauma that may affect them for a long time. During this period, some of them were subjected to child labour, physical, sexual and mental abuses and early marriages. Others got pregnant.

Our children missed a whole year when schools were closed as lock-downs and curfews set in. In the process, they lost valuable moments to play, interact and grow with their peers. No one knows how or if the losses will be remedied, ever.

In the face of the immense odds, educators went beyond their call of duty to help Kenyans fight Covid-19. They acted more or less like front-line workers. They modified their teaching plans and delivered the curriculum through online media, radio, television and email, as they sought to compensate for the time lost. Others delivered home packages such as test papers and books to areas underserved by technology. Teachers advocated for the protection of vulnerable children within their communities.

Teachers have been teaching, nurturing and protecting children since schools re-opened in January. They are also helping disseminate health information and aiding their communities in building resilience against future pandemics.

Having spent so much time away, many learners are facing difficulties readjusting to the school system. About 500,000 children have not reported back since January. Some of them are affected by stigma associated with the pandemic, including abuse, pregnancies, juvenile crime and recidivist behaviour, which are affecting learners and teachers alike.

Notwithstanding the acute resource constraints, the national and county governments and other stakeholders need to take urgent measures to counteract the effects of Covid-19 to keep learners in schools. CDF cash and support from well-wishers should target programmes aimed at aiding poor families, including school feeding and bursaries.

We also need to develop systems that can help students and teachers get over the psychological wounds of Covid-19. Guidance and counseling services are now provided by ill-equipped and overburdened teachers. The time has come for Kenya to provide psychosocial support for learners and teachers.

The pandemic also exposed further the yawning teacher deficit in public schools that must be addressed urgently. Public schools currently have 25,000 teachers aged 58 years and above. Most of them were ready to work from home but could not because the Teachers Service Commission (TSC) lacks the needed framework.

There are 12,000 teachers above 59 and therefore due to retire by June 30. Overall, some 50,000 teachers will retire within the next three years. From recent trends, some 4,000 teachers may leave service during the same period, due to deaths or resignations. To maintain current staffing levels, therefore, Kenya needs 50,000 new teachers in 2021 and a further 15,000 every year for the next five years.

Thankfully, the government recognises the enormity of the problem, which our union has been warning about for years. TSC plans to hire 30,000 in this quarter. However, this is not enough considering that we also need to compensate for the new classes and increased workload due to creation of virtual content. Private schools too need more teachers.