National Exam Compensation Woes Threaten Kenya’s Education Sector

By Lee Kamutu

Kenya’s education sector has long stood as one of the best structured and influential pillars of national development, guiding millions of learners through its successive levels marked by national examinations. Beneath this high-stakes annual exercise is a persistent problem on the compensation of teachers and support staff who help conduct exams. Recent developments have once again brought this issue into national scrutiny, prompting questions about fairness, policy consistency, and the long-term sustainability of teacher motivation.

The latest controversy emerged after thousands of professionals, including teachers, invigilators, examiners, security officers, and drivers, went unpaid for their roles in administering last year’s national examinations. The delay, attributed to a cash crunch within the Kenya National Examinations Council (KNEC), exposed the fragile financial footing of a body central to the country’s academic credibility. The recent signing into law of the Supplementary Appropriations National Assembly Bill No.16 of 2026 has only deepened anxiety among exam staff, particularly after KNEC was excluded from the latest budgetary allocations.

This comes barely a month after the Auditor General warned that KNEC is technically insolvent and risks failing to meet its financial obligations without urgent state intervention. Such revelations point to a deeper systemic issue, one where essential education functions depend on elusive last-minute fiscal rescues rather than predictable, well-structured financing.

Beyond delayed payments is the chronic underpayment of teachers for duties performed outside their regular classroom responsibilities. According to the 2026 election manifesto by Kenya Union of Post Primary Education Teachers, led by Akelo Misori, teachers assigned to manage examinations under KNEC are paid rates as low as Sh550 to Sh680 per day. These figures pale in comparison to the Sh1,500 daily wage earned by semi-skilled government workers under initiatives such as Kazi Mtaani, raising legitimate concerns about equity and the valuation of professional labor.

Even more surprising is the disconnect between these payments and official government guidelines. The Salaries and Remuneration Commission, through its 2023 circular, clearly outlines daily subsistence allowances for public servants. Teachers in lower salary scales (C1) are entitled to Sh6,300 per day, while those in higher brackets (C2–C5 and D1–D5) should receive between Sh11,200 and Sh14,000. Despite this, teachers engaged in co-curricular duties often receive a flat rate of Sh1,500 or less in the case of examination assignments, highlighting a glaring inconsistency in policy implementation.

At the center of this debate is the Teachers Service Commission (TSC), the legally designated employer of teachers. Critics argue that the commission has effectively abdicated its responsibility to ensure fair compensation for duties performed beyond the classroom, even as it upholds such standards for its own secretariat staff. This disparity has become a rallying point in union politics, particularly in an election year where teacher welfare remains a defining issue.

The implications of this compensation gap extend beyond immediate financial discomfort. As Kenya continues to roll out the Competency-Based Education (CBE) framework, the demands on teachers are expected to increase significantly. A more intricate curriculum and assessment model will inevitably require more time, expertise, and logistical coordination. Without corresponding improvements in funding and welfare, the risk is diminished morale and a gradual erosion of the profession’s appeal.

Ultimately, the question is not just about delayed allowances or budgetary shortfalls. It is about how Kenya values its educators in practice, not just in rhetoric. If the country is to maintain the integrity of its education system and successfully transition into more complex learning frameworks, it must address these longstanding disparities with urgency. Fair and timely compensation is a prerequisite for sustaining excellence in education.

The writer is a researcher and writer at Free Press Publishers.