The proposed TSC Career Progression Guidelines (CPG) reshape the teacher career ladder by shortening grade ladders, introducing a separate classroom track and making promotions above entry levels competitive. These changes will affect where teachers land when the new structure is evaluated and linked to the 2025–2029 CBA and the July 2027 salary increment.
Key Takeaways
- 56 existing levels are proposed to be reduced to 43 levels, shortening promotion ladders across cadres.
- Promotions above common entry grades will be competitive and based on merit, classroom results and recognitions (TPAD/Wajibika, TOYA).
- New tracks separate classroom progression from administrative roles, letting teachers advance without taking leadership posts.
- Job evaluation by the SRC will determine final grade-to-pay mapping; outcomes could help or hurt different groups of teachers.
TSC Career Progression Guidelines — What changes
The TSC Career Progression Guidelines (CPG) aim to fix pay disparities, inconsistent treatment of similar qualifications, overly long ladders and the mixing of professional and administrative roles. The main structural change is a reduction in levels (for example primary regular from 8 to 6; overall total from 56 to 43), and defining lower rungs as a common cadre while marking higher rungs as competitive.
What “competitive” promotion means
Under the proposal, after the entry and early grades (common cadre), promotion will rely on measurable merit rather than length of service. Merit will be judged on:
- Classroom performance: consistent strong learner results and evidence of improved outcomes.
- Co-curricular achievements: leadership in music, drama, sports, science fairs and other visible activities.
- TSC recognition: awards like Wajibika (TPAD excellence) and TOYA (Teacher of the Year) will carry weight.
Who stands to gain
Certain groups are likely to benefit if the CPG and job evaluation are favourable:
- Teachers with consistently strong learner results — classroom excellence is prioritised.
- Teachers who document and perform well in TPAD and win Wajibika or TOYA recognition.
- Classroom-focused teachers who want a professional growth track without moving into administration.
- Those with visible co-curricular success (winning choirs, sports, science fair teams).
- Staff in cadres whose ladders are shortened (TTC lecturers, KISE/KLB staff, curriculum officers).
- SNE teachers in secondary — their ladder is sharply shortened from nine to six levels.
Who may lose out
Other groups face new challenges under a competitive system:
- Teachers relying on seniority rather than documented merit may no longer progress automatically.
- Teachers with average appraisal scores or weak TPAD records will struggle against high performers.
- Those in under-resourced or rural schools may find it harder to produce comparable learner results.
- Higher-placed holders of grades that are merged may find themselves sharing levels with juniors and risk a lower job-evaluation outcome.
- Primary SNE teachers gain little structurally if their levels remain unchanged.
Primary diploma holders: clear path and limits
Primary diploma holders (DPTE and DTE PP&P) get a defined entry and early-movement route:
- Entry at Teacher 8 (mapping from current Primary Teacher 1).
- Common cadre up to Teacher 7 (Senior Teacher primary), where two existing grades are merged.
- From Teacher 6 upward, promotions are competitive — the guaranteed climb stops at Teacher 7.
Certificate (PTE) holders enter one rung below (Teacher 9) and may reach Teacher 8 as part of the common cadre, which could create tensions between certificate and diploma holders if pay does not reflect the qualification gap.
Diploma and degree holders in secondary and TTC
Qualification entry points are clarified in the proposal:
- Secondary: Teacher 8 entry for diploma holders; Teacher 7 entry for degree holders; Teacher 6 common cadre for degree holders.
- TTC: Degree holders enter at Teacher 7 in the new CBE specialised areas.
Degree holders starting a rung higher addresses past complaints about unequal treatment, though some diploma holders may view this as a setback.
What comes next: job evaluation and implementation
The proposed grades are not final. The TSC will submit the CPG and job descriptions to the Salaries and Remuneration Commission (SRC) for job evaluation. The planned steps are:
- Submit CPG and job descriptions to SRC.
- Conduct job evaluation and determine grade-to-pay mapping.
- Hold clinics to explain results and financial implications.
- Publish final grades and salary scales to teachers.
These results will be folded into the 2025–2029 CBA and take practical effect alongside the July 2027 salary increment, so where a teacher is placed in the new ladder will determine their pay when the raise applies.
Practical resources
Teachers preparing for career progression or looking to strengthen classroom outcomes can use curriculum and exam resources to document performance and improve learner results. Useful resources include:
- CBC exam practice materials to help improve learner performance and track results.
- Diploma in Education past papers for TTC and diploma-holder professional development and assessment preparation.
- CBC lesson plans to strengthen classroom delivery and TPAD evidence.
How to prepare
- Document classroom outcomes, learner progress and co-curricular achievements for TPAD evidence.
- Pursue recognitions and awards where possible (Wajibika, TOYA) and keep records.
- Support learners with targeted resources (use lesson plans and past exams) to improve measurable results.
- Follow updates on the job evaluation and review the final CPG closely, especially if your current grade is merged.
