Over 400,000 teachers will continue to use the current promotion framework after the Salaries and Remuneration Commission (SRC) rejected the proposed Career Progression Guidelines submitted by the Teachers Service Commission (TSC), citing concerns about affordability and fiscal sustainability.
In a letter dated July 6, 2026, SRC Chairperson Sammy Chepkwony said the commission had reviewed the proposal submitted by TSC and found that implementing it in its current form would create financial obligations that cannot be sustained within the existing fiscal framework.
“The proposed Career Progression Guidelines are not approved in their current form,” the commission stated in the letter.
SRC said it conducted a detailed assessment of the proposed framework in line with its constitutional mandate under Article 230(4) of the Constitution.
The review focused on the financial implications of the proposal, its impact on the public wage bill, equity within the public service, and its consistency with the principles of fiscal sustainability.
The rejection comes as teachers have been awaiting possible changes to the promotion structure, which many hoped would address career progression challenges that have persisted for years.
TSC Promotion Plans Halted
Following the review, SRC resolved not to approve the proposed Career Progression Guidelines in their current form.
The commission advised TSC to go back to the drawing board and review the proposal, taking into account concerns related to affordability, sustainability, equity, and available fiscal space.
SRC said the current proposal would have implications beyond the education sector, as any increase in public sector spending must be considered in the broader context of government expenditure and wage management.
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The commission noted that maintaining a balance between employee welfare and the country’s financial capacity remains an important consideration when making decisions on public-sector remuneration and related policies.
The rejection is likely to disappoint many teachers who expected changes that could have created new pathways for promotions and career advancement.
Teacher unions have in the past raised concerns about promotion delays and limited opportunities for career growth, arguing that many teachers remain stuck in the same job grade for long periods despite meeting the qualifications and experience requirements.
For now, however, any anticipated changes to the promotion structure will remain on hold until TSC reviews and resubmits the proposal.
SRC directed that the existing Career Progression Guidelines remain in force pending the submission and approval of a revised framework.
This means all promotions and career progression processes within the teaching service will continue to be guided by the current rules and regulations.
The commission has also requested TSC to take the necessary action and submit a revised proposal for consideration.
Proposed Changes Rejected by SRC
The Career Progression Guidelines, rejected by the SRC, were part of a major overhaul of the teacher promotion system proposed by the TSC in June 2026.
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Under the proposal, TSC sought to replace the current B5–D5 grading structure with a simplified six-level career progression framework to make promotions easier and more predictable for teachers.
The proposed guidelines would also have reduced the number of career progression levels from 56 to 43 across various teaching cadres, including primary, secondary, special needs education teachers, lecturers and Curriculum Support Officers.
TSC further proposed shortening the time required for teachers to rise through the ranks.
According to documents presented during stakeholder consultations, some teachers currently take up to 36 years to reach the highest grade, with the new framework aiming to reduce that period to between 15 and 18 years.
The reforms also sought to separate progression in classroom teaching from administrative promotion pathways, allowing teachers to advance professionally without necessarily moving into management positions such as headteacher or principal.
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