The Teachers Service Commission (TSC) is crucial in shaping education for primary and secondary schools, particularly through the Curriculum Based Establishment (CBE). This framework governs teacher workloads, lesson allocation, and administrative positions based on school size and student population. Each school’s structure, including class sizes and administrative roles, is directly tied to its enrollment. The article explores how the TSC CBE is calculated and outlines the staffing requirements for various educational institutions. Keep reading for a more in-depth cover.
The Teachers Service Commission (TSC) plays a pivotal role in defining the educational landscape for both primary and secondary schools.
One of the key aspects under its purview is the Curriculum Based Establishment (CBE), which determines the number of lessons a teacher can handle per week and sets the maximum administrative posts per school.
In this article, we delve into the intricacies of TSC CBE, specifically focusing on how it is calculated and the administrative positions it entails.
Understanding TSC Curriculum Based Establishment (CBE)
In the TSC CBE regulations, each school’s administrative structure is intricately linked to its size and student population. Let’s break down the key components:
1. School Head and Teaching Workload
Primary Schools
The head teacher’s workload in a primary school is determined by the number of streams, with 35 lessons per week being the minimum requirement.
Secondary Schools
For secondary schools, the principal’s workload is contingent on the number of streams, with a minimum of 27 lessons per week.
2. Class Sizes
Primary Schools
The maximum class size is set at 50 learners.
Secondary Schools
The maximum class size is slightly smaller, capped at 45 learners.
3. Administrative Posts
Primary Schools
Administrative posts are allocated based on the school’s enrollment, with a Head Teacher and Deputy Head Teacher for schools below and above 1000 learners respectively.
Secondary Schools
The allocation includes Principals, Deputy Principals, and Senior Masters/Mistresses, with variations based on the student population.
STAFFING LEVELS IN LEARNING INSTITUTIONS (PRIMARY, SECONDARY & TERTIARY)
Deputy Head teachers and Senior Teachers of Primary Schools as per Establishment
| STREAM/S | CLASSES | MAX. ENROLMENT | CBE | DEPUTY HEAD TEACHERS | SENIOR TEACHERS |
| 1 | 8 | 400 | 9 | 1 | 1 |
| 2 | 16 | 800 | 17 | 1 | 2 |
| 3 | 24 | 1200 | 25 | 2 | 2 |
| 4 | 32 | 1600 | 33 | 2 | 3 |
| 5 | 40 | 2000 | 41 | 2 | 4 |
| 6 | 48 | 2400 | 49 | 2 | 4 |
| 7 | 56 | 2800 | 57 | 2 | 5 |
| 8 | 64 | 3200 | 65 | 2 | 6 |
| 9 | 72 | 3600 | 73 | 2 | 7 |
| 10 | 80 | 4000 | 81 | 2 | 8 |
Notes:
- Establishment of Primary Schools is based on a minimum teaching load of 35 lessons per week and a maximum class size of 50 pupils.
- The CBE per school includes the Principal, Deputy Head Teacher/s and Senior Teacher/s.
- Where there are two Deputy Head teachers in an institution, one shall be responsible for Academics and the other Administration.
- Irrespective of the size and enrolment, each fully fledged Special Needs Education Institution would have at least five (5) Senior Teachers/Masters.
Deputy Principals and Senior Masters of Secondary Schools as per Curriculum Based Established (CBE)
| STREAM/S | CLASSES | MAX. ENROLMENT | CBE | D/PRINCIPALS | SENIORMASTERS/MISTRESS |
| 1 | 4 | 180 | 9 | 1 | 1 |
| 2 | 8 | 360 | 19 | 1 | 2 |
| 3 | 12 | 540 | 28 | 1 | 4 |
| 4 | 16 | 720 | 38 | 1 | 5 |
| 5 | 20 | 900 | 47 | 1 | 5 |
| 6 | 24 | 1080 | 55 | 2 | 6 |
| 7 | 28 | 1260 | 63 | 2 | 6 |
| 8 | 32 | 1440 | 68 | 2 | 7 |
| 9 | 36 | 1620 | 76 | 2 | 7 |
| 10 | 40 | 1800 | 85 | 2 | 7 |
| 11 | 44 | 1980 | 93 | 2 | 8 |
| 12 | 48 | 2160 | 101 | 2 | 9 |
Notes:
- CBE based on minimum teaching load of 27 lessons per week and maximum class size of 45 students.
- The CBE per school includes the Principal, Deputy Principal/s and Senior Master/s.
- Where there are two Deputy Head teachers in an institution, one shall be responsible for Academics and the other Administration.
Table 3: Deputy Principals and Senior Masters of TVET Institutions as per CBE
| ENROLMENT | DEPUTY PRINCIPALS | SENIOR MASTER/ MISTRESS | DEAN OF STUDENTS | REGISTRAR |
| Up to 1,000 | 1 | 8 | 1 | 1 |
| Between 1,001 and 1,500 | 2 | 12 | 1 | 1 |
| Above 1,500 | 2 | 19 | 1 | 1 |
Deputy Principals and Senior Masters of TTC’s (Certificate & Diploma) as per the CBE
| ENROLMENT | DEPUTY PRINCIPALS | SENIOR MASTER/ MISTRESS | DEAN OF STUDENTS | REGISTRAR |
| Up to 1,000 | 1 | 5 | 1 | 1 |
| Between 1,001 and 1,500 | 2 | 8 | 1 | 1 |
| Above 1,500 | 2 | 11 | 1 | 1 |
Administrative Posts in Schools: A Detailed Overview
A) Principals of Secondary Schools
The hierarchy of secondary school principals is stratified based on school categories and student populations, ranging from Sub-County schools to National and Extra County schools.
B) Deputy Principals of Secondary Schools
Deputy principals, like principals, have a graded structure, with qualifications and experience prerequisites for each grade.
C) Senior Masters/Mistresses of Secondary Schools
Similar to deputy principals, senior masters/mistresses have a structured hierarchy based on the size and category of the school.
D) Head Teachers of Primary Schools
Head teachers in primary schools are categorized based on the school’s enrollment, with different grades for schools below and above 1000 learners.
E) Deputy Head Teachers of Primary Schools
Similar to head teachers, deputy head teachers have distinctions based on the enrollment size of primary schools.
F) Senior Teachers in Primary Schools
The senior teacher positions in primary schools are categorized into two levels, each requiring a specific grade and experience.
Staffing Levels and Numbers of Administrative Positions
The number of administrative positions is directly tied to the school’s Curriculum Based Establishment (CBE) and is influenced by the number of learners.
In cases where there are two deputy principals, one oversees academics, and the other handles administrative responsibilities.
Administrative Positions as Per CBE: A Breakdown
A) Deputy Principals and Senior Masters/Mistresses of Secondary Schools
A detailed table outlines the numbers of administrative positions in secondary schools, specifying the roles of deputy principals and senior masters/mistresses as per the TSC CBE.
B) Deputy Head Teachers and Senior Teachers of Primary Schools
A corresponding table provides insights into the administrative positions in primary schools, specifically focusing on deputy head teachers and senior teachers based on TSC CBE.
List of Administrative Positions for Schools
The TSC has outlined specific administrative positions per school category.
Let’s explore the roles of senior teachers in primary schools, senior teachers in special needs education primary schools, and senior masters/mistresses in secondary schools.
I) Positions of Senior Teachers in Primary Schools
A comprehensive list covers various positions such as Social Studies, Science and Mathematics, Languages, Boarding, Co-curricular Activities, Guidance and Counseling/Careers, Quality Assurance and Standards (QAS), and Academic/Mentorship.
II) Positions of Senior Teachers in Special Needs Education Primary Schools
Special Needs Education (SNE) primary schools have unique positions, including Technical and Creative Arts, Boarding, Co-curricular Activities, Guidance and Counseling/Careers, Quality Assurance and Standards (QAS), and Academic/Mentorship.
III) Positions of Senior Masters/Mistresses in Secondary Schools
The roles of senior masters/mistresses in secondary schools encompass various subjects and responsibilities, including Humanities, Science and Mathematics, Languages, Technical and Creative Arts, Boarding, Co-curricular Activities, Guidance and Counseling/Careers, Quality Assurance and Standards (QAS), and Academic/Mentorship.
Establishment of Administrative Positions CEMASTEA
| POSITION | NUMBER | GRADE | TSC SCALE |
| Director | 1 | D5 | T15 |
| Deputy Director | 1 | D4 | T14 |
| Dean of Studies | 1 | D3 | T13 |
| Training Coordinators | 6 | D2 | T12 |
Establishment of Administrative Positions in KISE
| POSITION | NUMBER | GRADE | TSC SCALE |
| Director | 1 | D5 | T15 |
| Deputy Director | 2 | D4 | T14 |
| Dean | 1 | D3 | T13 |
| Registrar | 1 | ||
| Senior Masters/Mistress | 5 | D2 | T12 |
Principals of Secondary Schools
| CATEGORY | GRADE | EXPERIENCE |
| Sub County & All Day Schools | PrincipalT 13 (Grade -D3) | Served as a Deputy Principal at D2 for 3 at least years |
| County Schools with minimum enrolment of 540 students | Senior PrincipalT 14(Grade – D4) | Served as a Principal at D3 for at least 3 years. |
| National & Extra County Schools with minimum enrolment of 1000 students | Chief PrincipalT 15(Grade – D5) | Served as a Senior Principal at D4 for at least 3 years |
Deputy Principals of Secondary Schools.
| CATEGORY | GRADE | EXPERIENCE |
| Sub County & All Day Schools | Deputy Principal IIIT 11(Grade D1) | Served as a Senior Master at C5 for at least 3 years |
| County Schools with minimum enrolment of 540 students | Deputy Principal IIT 12(Grade D2) | Served as a Deputy Principal at D1 for at least 3 years |
| National & Extra County Schools with minimum enrolment of 1000 students | Deputy Principal IT 13(Grade D3) | Served as a Deputy Principal at D2 for at least 3 years |
Senior Masters of Secondary Schools
| CATEGORY | GRADE | EXPERIENCE |
| Sub County & All Day Schools | Senior Master IIIT 10(Grade –C5) | Served as a teacher at C4 for at least of 3 years |
| County Schools with minimum enrolment of 540 students | Senior Master IIT 11(Grade – D1) | Served as a Senior Master III at C5 for at least 3 years |
| National & Extra County Schools with minimum enrolment of 1000 students | Senior Master IT 12(Grade – D2) | Served as a Senior Master II at D1 for at least 3 years |
Conclusion
Understanding the TSC CBE and the associated administrative positions is crucial for teachers, administrators, and education stakeholders.
The structured approach outlined by the TSC ensures a streamlined education system, catering to the unique needs of each school.
By comprehending the intricacies of CBE, educators can better navigate their roles and contribute effectively to the growth and development of the education sector.
Frequently Asked Questions (FAQs) on CBE
Q: What is the TSC Curriculum Based Establishment (CBE)?
A: The TSC CBE determines the number of lessons a teacher can handle per week and sets the maximum administrative posts per school based on the school’s size and student population.
Q: How is the workload of a head teacher or principal determined?
A: In primary schools, the head teacher’s workload is determined by the number of streams, with a minimum of 35 lessons per week.
For secondary schools, the principal’s workload is contingent on the number of streams, with a minimum of 27 lessons per week.
Q: What are the maximum class sizes in primary and secondary schools?
A: The maximum class size is set at 50 learners for primary schools and 45 learners for secondary schools.
Q: How are administrative posts allocated in schools?
A: Administrative posts are allocated based on the school’s enrollment.
For example, in primary schools, a Head Teacher and Deputy Head Teacher are allocated for schools below and above 1000 learners respectively.
Q: How does the CBE affect staffing levels in learning institutions?
A: The CBE directly influences the number of administrative positions in schools, with variations based on the school’s size and student population.
Q: What are the qualifications and experience requirements for Principals, Deputy Principals, and Senior Masters/Mistresses in secondary schools?
A: The qualifications and experience prerequisites vary based on the school category and student population, with specific requirements for each grade.
Q: How does understanding the CBE benefit educators and education stakeholders?
A: Understanding the CBE helps educators and stakeholders navigate their roles effectively, contributing to the growth and development of the education sector.
Q: Are there specific positions for Special Needs Education (SNE) schools?
A: Yes, SNE schools have unique positions, including Technical and Creative Arts, Boarding, Co-curricular Activities, Guidance and Counseling/Careers, Quality Assurance and Standards (QAS), and Academic/Mentorship.
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Mr. Weldon Kosgei, a dedicated educator with the Teachers Service Commission (TSC) in Kenya, brings years of experience and a deep love for education to his role at TSCNewsToday.co.ke. He provides insightful and timely updates on TSC policies, educational trends, and best practices, making his articles valuable resources for educators and administrators. Mr. Kosgei’s commitment to enhancing education shines through in his writing, connecting and inspiring the teaching community across Kenya.
