Employment Guidelines and Duties for Junior Secondary School Staff
The JSS leadership is mandated to oversee all aspects of human resource management in strict adherence to applicable laws, including the Basic Education Act (2013), TSC Act (2012), Employment Act (2007), Occupational Safety and Health Act (2007), NHIF Act (2022), NSSF Act (2013), and the Work Injury Benefits Act (WIBA) 2007.
For teaching staff:
- All JSS instructors must meet the requirements outlined in the TSC Act (2012) and other relevant legislation.
- Registration, as per Part 23 (1) of the TSC Act (2012) and Article 237 of the Kenya Constitution 2010, is mandatory for all JSS teachers.
- Teacher deployment, recruitment, and posting are governed by the Basic Education Act (2013) and the TSC Act (2012), considering areas of specialization, Curriculum Based Establishment (CBE), and staffing norms.
- Deployment of heads of Special JSSs and Special units is determined by learners’ disability category and specialization, guided by Career Progression Guidelines.
Staffing Norms for Junior Secondary Schools:
- Staffing norms are determined based on the curriculum, class size, and administrative duties.
- The distribution of lessons informs teacher deployment, considering subjects and administrative responsibilities.
Table 9: Compulsory and Optional Subjects in JSS
S/N | Compulsory Subjects | Lessons Per Week | Optional Subjects (any two) | Weekly Lesson Allocation |
English | 5 | Foreign Languages (Arabic, French, German, Mandarin) | 3 | |
Kiswahili/KSL (for learners who are deaf) | 4 | Indigenous Languages | 3 | |
Mathematics | 5 | Home Science | 3 | |
Integrated Science | 4 | Computer Science | 3 | |
Health Education | 2 | Visual Arts | 3 | |
Pre-Technical studies | 4 | Performing Arts | 3 | |
Social Studies (Citizenship, Geography, History) | 3 | Sign Language | 3 | |
Religious Education (CRE/IRE/ HRE/ | 3 | |||
Business Studies | 3 | |||
Agriculture | 3 | |||
Life Skills Education | 1 | |||
Physical Education and Sports | 2 | |||
TOTAL | 39 + 6= 45 |
Teacher In-Service Training Model:
- Teacher Professional Development is crucial for effective curriculum implementation.
- A blended approach, incorporating face-to-face and virtual sessions, is adopted for teacher training.
- Collaboration among various education stakeholders is essential for curriculum development and training.
- Training is conducted at different levels, ensuring comprehensive coverage and quality standards.
- Continuous monitoring, evaluation, and feedback mechanisms are integral to the training program.
Non-Teaching Staff:
- Boards of Management (BoMs) are responsible for non-teaching staff management, in line with existing laws.
- The rationalization of non-teaching staff numbers is based on enrollment and school streams.
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Employment Guidelines and Duties for Junior Secondary School Staff
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