Primary Heads Demand Confirmation as JSS Principals
Primary Heads Demand Confirmation as JSS Principals. Headteachers are urgently calling upon the National government to formally appoint them as principals of Junior Secondary Schools (JSS) that operate under the Competency-Based Curriculum (CBC). Despite having taken on the role of principals for Grade 7 transition students throughout the year, their confirmation remains pending.
Primary Heads Demand Confirmation as JSS Principals
During the official commencement of the 20th Kenya Primary School Headteachers Association (Kepsha) annual delegates conference held in Sheikh Zayed Hall, Mombasa, Kepsha’s national chairperson, Johnson Nzioka, emphatically stressed the critical importance of their formal appointment as principals for Junior Secondary Schools
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Nzioka made it abundantly clear, stating, “Our singular request to the Cabinet Secretary (Education) is straightforward: confirm the current primary school headteachers as junior school principals. We have diligently served in this capacity throughout the interim transition period, amassing the necessary expertise required to effectively lead the full transition to a Comprehensive School, encompassing pre-primary, primary, and Junior Secondary levels.”
The Presidential Working Party on Education Reforms, under the guidance of Prof Raphael Munavu, put forward a comprehensive school system that would oversee Pre-primary to Grade 9 as a unified institution with a single head and two deputies. The task force also proposed the integration of Junior Secondary School (Grades 7, 8, and 9) into primary schools.
Nzioka forcefully argued that this comprehensive setup offers a seamless progression from pre-primary to primary and Junior Secondary, significantly enhancing the overall learning experience and academic transition. A unified leadership structure could effectively promote consistent management and coordination across various educational levels, ensuring alignment in school policies, curriculum programs, and teaching methodologies.
Such an approach holds the potential to consolidate resources and facilitate the sharing of facilities, staff, and instructional materials, ultimately resulting in cost savings and more efficient resource allocation. Nzioka also eloquently highlighted the substantial benefits of enhanced collaboration among teachers and administrators across different educational levels, allowing for the exchange of best practices and collective efforts toward shared educational objectives.