- A proposal to make KNEC examination invigilation, supervision and marking part of teachers’ normal duties has sparked debate across the education sector.
- Supporters argue the move would reduce public expenditure and align examination management with teachers’ professional responsibilities.
- Critics maintain that examination duties involve additional workload and should continue attracting separate compensation.
A proposal that could see national examination invigilation, supervision and marking become part of teachers’ normal duties without additional pay is generating debate across Kenya’s education sector.
The proposal is based on the argument that teachers are already employed and paid by the Government throughout the year, including during school holidays when national examinations are administered and marked.
Its proponents argue that examination management is an integral part of the education process and therefore falls within the professional responsibilities of teachers.
Currently, thousands of teachers receive allowances for invigilating, supervising and marking national examinations administered by the Kenya National Examinations Council (KNEC).
These duties have traditionally attracted additional compensation because of the workload involved and the time teachers spend away from home during marking exercises.
However, education analysts note that the Government is under increasing pressure to reduce public expenditure amid economic challenges and competing demands for limited resources.
They argue that integrating examination duties into teachers’ normal workload could save millions of shillings annually while ensuring that national examinations continue to be administered efficiently.
Digital transformation of examinations
The debate comes at a time when KNEC is pursuing technological reforms aimed at modernising the examination process.
Among the reforms under consideration is the gradual introduction of automated marking systems for selected examination papers.
If fully implemented, the technology could significantly reduce the need for large-scale centralised marking centres that have, for years, brought together thousands of teachers from across the country.
Under such a system, teachers would primarily supervise and invigilate examinations at the school level, while much of the marking process would be handled electronically.
Supporters of the proposal argue that this would reduce operational costs, improve efficiency and accelerate the release of examination results.
Teachers raise concerns
Despite the proposed reforms, some teachers and education stakeholders maintain that examination duties involve responsibilities beyond normal classroom teaching and should continue attracting separate compensation.
They argue that the work demands additional time, commitment and accountability, which justify the payment of examination allowances.
As discussions continue, education stakeholders are expected to closely monitor any policy direction adopted by the Government and KNEC.
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Whether or not the proposal is eventually implemented, the debate reflects the broader push towards efficiency, digitisation and cost-saving measures within Kenya’s education sector.
By Kithinji Njeru
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