The government’s reliance on internships to address teacher shortages has sparked a larger debate about sustainability. While internships are cost-effective in the short term, education experts warn they may be structurally unsound for long-term staffing in Kenya’s Competency-Based Education (CBE) landscape.
President William Ruto argues that internships are pragmatic and help absorb some of the more than 300,000 trained but unemployed teachers. The government maintains that the two-year model offers experience, stabilises staffing and paves the way for PnP employment.
Yet, serious concerns persist.
With over 72,000 Junior School teachers still needed, relying heavily on interns risks institutionalising temporary labour. Intern teachers, who earn less than Sh18,000 after deductions, face poor morale, high turnover and legal uncertainty. Many view the internship as an exploitative stop-gap solution rather than a career path.
Furthermore, the model depends heavily on consistent funding for later PnP absorption. Treasury CS John Mbadi claimed funds were set aside to confirm all interns by January 2026. But Education CS Julius Ogamba warned that internships may be extended beyond 2025 unless more funds are released—contradicting the Treasury and adding uncertainty.
This inconsistency raises doubts about the sustainability of absorption cycles. If absorption is strictly tied to two-year cycles with limited funding, a backlog will accumulate indefinitely.
Additionally, internships are inadequate for long-term CBE delivery. CBE requires sustained teacher expertise, ongoing professional development and stable staffing. High turnover disrupts curriculum continuity, mentorship and learner assessment.
The government’s plan to recruit 24,000 new interns by January 2026 is significant, but it risks perpetuating a revolving-door system of temporary teachers. Critics argue that Kenya should invest in full-time recruitment to build a stable, competent and motivated workforce.
Ultimately, while internships help fill immediate gaps, they cannot form the backbone of a long-term teacher employment structure. Without consistent funding, coherent policy and a shift toward permanent recruitment, the model may collapse under its own weight.
