Kabuto: The teaching fraternity and the community of the Kabuto area in the North Kadem Ward, Nyatike sub-county, have called upon the Teachers Service Commission (TSC) to post a female teacher at Kabuto Primary School. Speaking during an interview, the Deputy Head of Institution at Kabuto Primary School, Dick Oganda, highlighted the challenges faced by the school due to the absence of female teachers.

According to Kenya News Agency, male teachers have been compelled to assist and handle female pupils, a duty ideally performed by female teachers. Oganda emphasized the importance of having female educators to guide girls through changes in their bodies and physical appearances, as this role is critical in maintaining the confidence and dignity of the girls at the institution.

Kabuto Primary School, with a student population of 434, including 230 girls, is situated in the semi-arid region of Nyatike. The area is linked with a poor road network and is frequently affected by floods, classifying it as one of the hardship areas to work within the county. Nyatike Member of Parliament Tom Odege has been advocating for the national government to designate the constituency as a hardship area, which would entitle civil servants to receive hardship allowances.

The school faces additional challenges such as inadequate teaching staff, insufficient latrines for both teachers and pupils, lack of a fence, inadequate desks, and substandard housing for teachers. Despite these challenges, the Nyatike National Government Constituencies Development Fund (NG-CDF) has constructed some toilets for students and renovated classrooms to create a more conducive learning environment.

Edith Akinyi, a parent at the school, echoed the call for the Teachers’ Service Commission to assign a female teacher to adequately support the needs of the girls. She also urged the Ministry of Education to enhance the school’s infrastructure to complement the efforts of the Nyatike NG-CDF.

In August, Education CS Julius Ogamba assured that the government would prioritize improving schools with poor infrastructure, focusing on institutions in remote areas in response to public concerns.