Delocalization: A Case for or Against in the Context of Educational Institutions in Nandi, Uasin Gishu and Trans Nzoia Counties in Kenya

Abstract

This paper examined the policy of ‘delocalization' of Heads of educational institutions in Kenya initiated by the Teachers Service Commission (TSC) in early 2018. The policy resulted in the transfer of administrative heads of educational institutions to other schools within their Home Counties or to other regions. Massive deployments were affectedin April, August and December 2018.The‘delocalization' of teaching and administrative staff in Primary Secondary, Vocational and Technical institutions generated great public debate on the merits and demerits of the policy directive. The TSC as the teachers' employer has stated that the ‘delocalization' policy is meant to streamline management of educational institutions, curb corruption in schools, reduce incidences of student indiscipline, foster social cohesion and create a national outlook in the management of learning institutions in the country. The ‘delocalization' policy led to massive transfer of institutional heads across the whole country. The teachers' unions

namely Kenya National Union of Teachers (KNUT) and Kenya Union of Post Primary Education Teachers (KUPPET)adopted divergent views on the policy. The leadership of KUPPET supported the policy while KNUT remained opposed. Other stake-holders in the education sector i.e. Board of Management (BOM), Parents Teachers Association (PTA), school sponsors, local communities and political leaders have largely opposed the transfers. They have advocated for the ‘delocalization' policy to be suspended. The stake-holders have largely rejected the concept of a ‘delocalized headship' and termed the whole process as ‘inhumane'. A few incidents of unrest in schools across the country was reported as a result of the transfers effected by the TSC. In this study, 217 teachers in Primary and Post-Primary educational institutions in Nandi, Uasin Gishu and Trans Nzoia counties were interviewed to establish the perspective of teachers on the ‘delocalization' policy. The findings reveal that teachers in Kenya generally have a positive view on ‘delocalization'. The respondents reported that; [(200 teachers, 92% - ‘delocalization' improved teacher-pupil sufficiency ratio); (187 teachers, 86% - opportunity for career advancement); (137 teachers, 63% - promotes cohesion/national integration); (124 teachers, 57% - improved rationalization and redistribution of senior teachers)and (93 teachers, 43% - strengthens management of learning institutions)].The respondents report that to a lesser degree ‘delocalization' may lead to teacher shortage (11%, 24 teachers) ; breaks families/creates loneliness (59 teachers, 27%) promotes school unrest (39 teachers,18%) and forces teachers out of profession (attrition) 28 teachers, 13%.Therespondents(70 teachers, 31.8%) to a lesser extent reported a negative view of the ‘delocalization' policy. On the contrary(148 teachers,68.2%) reported a favourable view of the policy as a staffing tool that seeks to promote overall educational standards and procedures, foster social integration and national cohesion among learners who are future citizens and the society.