Like any other labour organisation, the massive Kenya National Union of Teachers (Knut) has done well in protecting teacher rights.
It’s visible and hard to ignore. However, the juggernaut needs an urgent but schooled reflection.
From 1997, the Kenyan teacher has believed the only language the government understands is industrial strike. That has since been Knut’s labour brand.
Recently, however, Knut and the Teachers Service Commission have engaged in a destructive spiral gear.
Many observers opine that the union adopted a scorched earth policy in which the government either dances to its tune or it is ruthlessly trampled on.
In other words, Knut has often claimed a higher mandate than a labour union is supposed to. It has had a brutal confrontation and sometimes improper avenues to agitate for its members.
That appeared to be Wilson Sossion’s reputation as the secretary general.
It may not take long to understand why Knut is dying but most regrettably, it could be its leadership that seems to be largely preoccupied with a narrow range of issues.
Knut had proved a practical difficulty and an irrational barrier towards the so much needed educational reforms.
This unfortunate weakness clearly left the government with little choice but to find the next best alternative. After all, the government believes the implementation of its policies cannot be left to chance.
With the most glaring deficiencies in Knut and of course with a little peer pride, Kenya Union of Post Primary Education (Kuppet) was born, but the sister union has injected little content into securing teacher rights. More often than not, Kuppet has appeared to fight only after Knut has roared.
Indeed, the formation of Kenya Women Teachers Association (Kewota) should worry Knut and Kuppet. Whether Kewota is a deliberate effort to dilute the influence of Knut remains to be seen.
For now, it is safe to say that Knut’s wings have been clipped. This may be good and bad.
It is good because Knut will now have to learn roundtable talk. But it is bad because cruel administrators and managers may use the occasion to unrealistically frustrate teachers.
Education stakeholders while empathising with the teachers, have at the same time raised concern that Knut leadership has used and abused their powers.
The all too familiar strategy of calling for strike after strike will no longer yield much. Industrial action is not the only channel available for achieving worker goals. It is time Knut appreciated roundtable talks. Knut should transition into a modern labour union and teachers ought define and design such an outfit.
On the other hand, the government must appreciate the place of a teachers labour union. Lukewarm or no labour union is unimaginable today.
Knut ought to do good to the teachers and the larger society. Secondly, it has to broaden gender diversity in its leadership.
Whatever direction Knut wants to take, it has to evolve and adapt or live dangerously and continue being vulnerable to the changing times. The teachers should remember that they are also fighting for the learners who will be leaders and responsible citizens.
These issues are some that will give a 21 century labour union the much needed oomph and relevance.
