The Teachers Service Commission (TSC) is facing mounting criticism from teachers over what they term as a discriminatory recruitment policy that heavily favors science graduates while leaving thousands of humanities and language teachers unemployed for years.
According to the TSC’s recruitment score sheet, science teachers receive 65 marks, giving them a 13-times higher chance of employment compared to those in Geography, History, and Religious Studies, who are awarded only five marks. This imbalance means science graduates are absorbed almost immediately while humanities and language teachers, some of whom completed their studies nearly a decade ago, remain jobless.
Mathematics tutors rank second with 55 marks, followed by teachers in technical and creative subjects at 40 marks. Language teachers score 25 marks, while humanities remain the lowest-ranked.
The criteria also factor in age and graduation year. Older teachers are given higher scores, with those aged 45 and above earning 10 marks, while fresh graduates, especially those who completed studies in 2025, receive as low as two marks. Academic performance and co-curricular involvement also influence final scores.
The Commission insists its approach balances demand and ensures gender equity. Female teachers are prioritized for leadership in girls’ schools, while a policy requiring at least five per cent representation for persons with disabilities is enforced. In the 2024/2025 financial year, TSC promoted 1,275 PWD teachers, meeting its 5.049 per cent target.
Still, teachers argue the disparities deepen inequality and compromise education quality. In a protest letter to TSC dated August 26, tutors accused the commission of sidelining humanities and languages while schools continue to struggle with English and Literature shortages.
“Ironically, despite sidelining language and humanities teachers, JSS schools still lack sufficient English/Literature tutors. Science teachers are now being forced to take language classes they are not trained for, lowering education quality and undermining Competency-Based Education,” the letter read.
The discontent signals a widening rift between the commission and unemployed teachers, many of whom feel locked out of opportunities despite their qualifications.
