The recent wave of demands urging the Kenya National Examinations Council (KNEC) to “pay teachers now” has generated significant public sympathy. At face value, the call appears justified – after all, no professional should work and wait indefinitely for compensation.
However, beneath the emotional appeal lies a troubling misdirection of accountability. As an examiner within the system, I do not support the mounting pressure on KNEC, not because the delays are acceptable, but because the blame is being placed on the wrong institution.
To begin with, it is important to distinguish between delay and default. These two terms are often used interchangeably in public discourse, yet they represent fundamentally different realities. A default implies a breach of contract – an unwillingness or refusal to honour agreed obligations. A delay, on the other hand, suggests a temporary inability to meet timelines due to prevailing constraints. In the case of KNEC, there is no credible evidence to suggest that the institution has defaulted on its payments to examiners, invigilators, or supervisors. What exists is a delay – one that KNEC has openly acknowledged and repeatedly explained.
KNEC operates within the broader framework of government financing. Unlike private entities, it does not generate independent revenue streams sufficient to meet all its obligations at will. Instead, it depends heavily on allocations from the National Treasury. This means that even when KNEC has verified claims, processed payments and prepared disbursements, actual payment is contingent upon the release of funds from the exchequer. In simple terms, KNEC cannot pay what it has not received.
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This structural reality is often overlooked in the current agitation. Teachers and examiners, understandably frustrated by delays, have directed their anger at KNEC as though it were withholding payments out of negligence or bad faith. This is not only inaccurate but also unfair. KNEC has consistently communicated that it remains committed to settling all dues once funds are made available. There has been no indication – official or otherwise – that the institution intends to evade its contractual obligations.
The scale of KNEC’s operations further complicates the situation. National examinations in Kenya are a massive logistical undertaking. Every year, tens of thousands of teachers are contracted as examiners, supervisors and invigilators. The marking process alone involves a vast network of professionals working across different centres, subjects, and timelines. Coordinating payments for such a large workforce is a complex administrative exercise even under ideal conditions. When funding delays are introduced into the equation, the process becomes even more strained.
It is therefore misleading to treat the issue as a simple case of an institution failing to pay its workers. What we are witnessing is the manifestation of a broader public finance challenge – one that affects multiple sectors beyond education. Delayed disbursements from the National Treasury have, in recent years, impacted counties, suppliers and public servants across various departments. KNEC is merely one of many institutions caught in this systemic bottleneck.
Another concerning aspect of the current discourse is the role of misinformation. Social media platforms have been awash with unverified claims, including fabricated notices purporting to explain or extend payment timelines. Such misinformation only serves to inflame emotions and erode trust in institutions. As educators, we have a professional responsibility to engage with facts, verify information and resist the temptation to amplify unconfirmed reports.
Moreover, the tone of the agitation raises questions about professionalism. While it is entirely legitimate for teachers to demand timely payment for services rendered, the approach matters. Sustained public pressure directed at the wrong entity risks undermining institutional relationships and diverting attention from the real source of the problem. Constructive engagement – grounded in an accurate understanding of how the system works – is far more likely to yield meaningful results than reactionary outrage.
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This is not to suggest that the status quo is acceptable. Far from it. Delayed payments inconvenience teachers, disrupt personal financial planning, and can dampen morale. These are legitimate concerns that deserve attention. However, addressing them requires precision in diagnosing the problem. If the root cause lies in delayed treasury disbursements, then advocacy efforts should be directed towards improving government funding timelines, enhancing budgetary planning and streamlining payment systems.
In addition, there is a need for improved communication from all stakeholders. While KNEC has made efforts to explain the delays, more proactive and transparent updates could help manage expectations and reduce speculation. Clear timelines – even if tentative – can go a long way in reassuring affected teachers that their concerns are being taken seriously.
Ultimately, the conversation must shift from blame to solutions. Instead of framing the issue as “KNEC versus teachers,” we should recognize it as a systemic challenge requiring coordinated action. The National Treasury must ensure timely release of funds. KNEC must continue to improve its administrative efficiency and communication. Teachers, on their part, should channel their demands in a manner that is informed, targeted and constructive.
As an examiner, I understand the frustration that comes with delayed payment. I experience it just like my colleagues. However, I also recognize the importance of fairness and accuracy in assigning responsibility. KNEC has not defaulted on its obligations; it is operating within constraints beyond its immediate control. Pressuring the institution as though it were the source of the problem does little to resolve the issue.
If we are to achieve lasting solutions, we must move beyond emotional reactions and embrace a more nuanced understanding of the system. Only then can we advocate effectively – not just for timely payments, but for a more efficient and accountable public finance framework that serves all stakeholders better.
By Ashford Kimani
Ashford teaches English and Literature in Gatundu North Sub-county and serves as Dean of Studies.
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