A Profession in Limbo: The Growing Friction Between Teachers and KNEC
For thousands of teachers across Kenya, the conclusion of the 2025 national examination cycle—comprising the Kenya Certificate of Secondary Education (KCSE), the Kenya Primary School Education Assessments (KPSEA) and the Kenya Junior School Education Assessment (KJSEA)—was meant to be a moment of professional pride and financial relief.
Instead, it has morphed into a saga of frustration, broken expectations, and a deepening crisis of trust between the educators who serve as the backbone of the national assessment system and the Kenya National Examinations Council (KNEC).
Despite official government assurances, a pervasive sense of anxiety persists among invigilators, supervisors, and center managers.
This article explores the anatomy of this frustration, the impact on the teaching fraternity, and the urgent calls for a structural overhaul of how examination-related compensation is managed.
The Anatomy of a Broken Promise
The current wave of frustration is rooted in a jarring disconnect between public pronouncements and the lived reality of teachers on the ground.
On Thursday, July 9, 2026, Education Cabinet Secretary Julius Ogamba issued a press statement confirming the disbursement of KSh 1.5 billion from the National Treasury.
The statement explicitly noted that the balance of marking allowances for 2025 examiners had been released.
For many, this was the “light at the end of the tunnel.” However, for the rank-and-file invigilators, supervisors, and center managers who form the primary human infrastructure of these exams, the reality has been far less uniform.
While examiners who marked scripts reported successful payments, the subsequent silence—and the lack of updates regarding the broader pool of contracted professionals—has created a volatile atmosphere.
The “Bait and Switch” Perception
Adding fuel to the fire was the timing of KNEC’s call for new applications for the July-August training of KCSE and KJSEA examiners.
Released on July 10, 2026—a mere day after the CS’s reassuring statement—the advertisement was perceived by many as a “bait.”
To teachers who had spent months navigating financial uncertainty, the request to volunteer for another cycle felt like an affront.
Social media forums and teachers’ union meetings have become arenas for this discontent, with many educators openly declaring that they will refuse to apply for upcoming training, let alone serve as invigilators, until the 2025 arrears are settled in full.
Understanding the Financial Stakes
The compensation for national exams is more than just a paycheck; for many, it is an essential supplement used to cover school fees, rent, and household stability.
The standard daily rates for these roles are as follows:
| Role | Daily Rate (KSh) | Duration | Total (Approx. KSh) |
|---|---|---|---|
| KPSEA Invigilator | 550 | 3 days | 1,650 |
| KJSEA Invigilator | 550 | 6 days | 3,300 |
| KPSEA & KJSEA Supervisor | 680 | 6 days | 4,080 |
| KCSE Supervisor | 680 | 16 days | 10,880 |
| KCSE Invigilator | 550 | 16 days | 8,800 |
Note: Individual variations may occur based on specific deployment roles.
The delay in these payments, which had stretched for months, left many families in a precarious position.
When coupled with the fact that these payments are classified as “honoraria” rather than standard salaries, the delay strikes a nerve regarding how the state values the “critical national service” provided by teachers.
Union Intervention and the Demand for Binding Pacts
The Kenya Union of Post-Primary Education Teachers (KUPPET) has been at the forefront of this struggle.
Union leaders have consistently argued that the delay is not merely an administrative bottleneck but a violation of labor rights.
KUPPET has called for a formal, legally binding Memorandum of Understanding (MoU) with KNEC. The union’s position is clear: examination work is not voluntary.
Teachers are tasked with high-pressure, high-security responsibilities that safeguard the integrity of the national education system.
A binding agreement would ensure that these payments are guaranteed as a priority expense rather than a secondary one that fluctuates with the availability of surplus Treasury funds.
Navigating the CP2 Portal: A Checklist for Teachers
While the institutional failures are the primary cause of concern, KNEC continues to emphasize the role of the Contracted Professionals (CP2) portal.
The council maintains that many “pending” payments are the result of technical errors rather than a lack of funds.
To ensure your payment is not caught in a cycle of “rejected” status, please verify the following:
Name Mismatches: Ensure your name in the CP2 portal is identical to the name on your M-Pesa or bank account. Even a minor discrepancy can cause an automated rejection.
ID/TSC Number Accuracy: Double-check that your National ID and TSC/PF numbers are correctly captured.
Documentation Integrity: Ensure your attendance registers were signed, stamped, and officially submitted to your Sub-County Director of Education (SCDE).
Deployment Status: If you served but your record is missing, immediately contact your SCDE with your center code, dates of service, and any physical proof of attendance.
Pro-Tip: KNEC prioritizes records that are “clean.” By proactively clearing any pending queries in your portal, you place yourself at the front of the queue for the next disbursement batch.
The Path Forward: Restoring Trust
The standoff over the 2025 exam payments is a symptom of a larger issue: the need for a predictable, sustainable, and transparent financial framework for national examinations.
As Kenya continues to transition and stabilize its education reforms, the morale of the teachers who implement these changes is paramount.
If the government and KNEC are to ensure the smooth administration of the 2026 exams, they must do more than just release funds—they must demonstrate a genuine commitment to the welfare of the teachers who make the process possible.
Until then, the silence from the council chambers will continue to echo across the staffrooms of the nation, fostering a sentiment of caution and, for many, a refusal to participate in future exercises.
Is the current payment system for examination personnel transparent enough to build trust between the government and teachers?
