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BOM jobs updates 2024.Primary school headteachers are contemplating dismissing their Board of Management (BOM) teachers even before the commencement of the first term in January.
These BOM teachers, formerly known as PTA teachers, have been instrumental in public schools where,
a shortage of TSC (Teachers Service Commission) teachers is evident.
With the transition to the Competency Based Curriculum (CBC), primary schools now have a reduced workload due to the curriculum focusing on only six classes – Grade 1 to Grade 6,
compared to the previous 8.4.4 curriculum that included classes from 1 to 8.
BOM jobs updates 2024
This reduction in classes has prompted primary headteachers to consider decreasing or
entirely eliminating the number of BOM teachers in their schools, citing the reason as reduced workload.
Consequently, many BOM teachers might not resume their positions at their current schools when the first term begins in January 2024.
The plan is to utilize available TSC teachers, including interns, to teach all subjects from Grade 1 to 6.
This move would likely force BOM teachers, some of whom possess only secondary education (KCSE certificates),
to seek alternative sources of livelihood from January next year.
Michael Kitavi, a BOM teacher in Taveta, highlights the challenges they face in executing their responsibilities in schools.
He emphasizes their crucial role in the schools’ performance and expresses that their dedication and hard work surpass that of TSC teachers who, at times, are frequently absent.
He strongly believes that their dismissal would negatively impact the schools.
BOM jobs updates 2024
Similarly, Samuel Kazungu, a BOM teacher in Magarini, Kilifi county,
shares his experience of working diligently for the school, even when his monthly salary is uncertain.
BOM jobs updates 2024
He expresses the struggle of not receiving full salaries,
despite records indicating that the headteacher has received adequate funds from parents to cover these payments.
He worries about his financial situation when schools are closed, and
he indicates the need to find work to provide for his children, as the salary expectation post-school closure is bleak.
Both Kitavi and Kazungu stress their extensive teaching commitments,
including working on weekends and evenings, as well as covering more subjects than TSC teachers.
They express a feeling of underappreciation despite their significant contributions to the schools.
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