KNUT’s Oyuu Pushes for ECDE Teachers to Join TSC Payroll

Early Childhood Development Education (ECDE) teachers play one of the most crucial roles in shaping Kenya’s education system. They lay the foundation for every child’s learning journey, instilling core literacy, numeracy, and life skills. Yet, despite their importance, ECDE teachers across the country have long faced challenges of delayed salaries, poor remuneration, and lack of recognition compared to their colleagues in primary and secondary schools.

Now, Kenya National Union of Teachers (KNUT) Secretary-General Collins Oyuu is calling for an urgent shift: moving ECDE teachers from the management of counties to the Teachers Service Commission (TSC) payroll. Speaking on behalf of thousands of ECDE teachers, Oyuu argues that since these educators are professionally registered by TSC, they deserve the same employment terms and protections as all other teachers in Kenya.

Why ECDE Teachers Are Struggling Under Counties

When the 2010 Constitution was implemented, ECDE was devolved to counties. This move was meant to strengthen early childhood education by bringing decision-making closer to the people. However, in practice, devolution has left ECDE teachers marginalized.

Some of the most pressing challenges include:

• Delayed salaries: Many counties pay teachers late, sometimes going for months without clearing arrears.
• Low pay: In some counties, ECDE teachers earn as little as Ksh. 7,000–15,000 per month, far below the national minimum wage.
• Unequal treatment: Salaries and terms of service differ widely between counties, creating disparities for teachers in the same profession.
• Job insecurity: Some teachers work on short-term contracts that can be terminated without notice.

Oyuu describes this as “unacceptable” given the critical role ECDE teachers play in shaping future generations.

This struggle is not new. For example, recent audit disputes in six counties over bursaries and ECDE funds raised concerns about accountability in county management of education budgets. Read more here.

Why Move ECDE Teachers to TSC?

Collins Oyuu insists that ECDE teachers deserve to be managed at the national level for fairness and uniformity. He makes several strong points:

1. Registered by TSC: ECDE teachers are already recognized and certified by TSC, meaning they have met the same professional standards as other teachers.
2. Professional equality: Just like primary and secondary school teachers, they undergo rigorous training and deserve similar recognition.
3. Fair pay: Moving to TSC would guarantee them structured salaries under the national payroll, eliminating county disparities.
4. Job security: A centralized system would give ECDE teachers permanent and pensionable terms, unlike county contracts.
5. Boosting quality education: Motivated teachers deliver better results. Fair pay and recognition would improve the quality of early learning.

For parents, this shift would ensure that their children in ECDE centres receive attention from motivated and secure teachers, improving performance in literacy, numeracy, and life skills.

How the Transition Could Work

If the government agrees to Oyuu’s proposal, several steps would need to be taken:

• Policy framework: Parliament would need to approve the transfer of ECDE management from counties to the national government.
• Budget allocation: The Ministry of Education and Treasury would factor ECDE salaries into the national budget, just as it does for primary and secondary teachers.
• TSC integration: TSC would recruit, confirm, and manage ECDE teachers on permanent and pensionable terms.
• Capacity building: More training opportunities would be provided to standardize early childhood education across the country.

This mirrors other government moves to strengthen early learning, such as the upcoming ECDE school feeding program in Kenya, which also aims at improving equity for children in marginalized areas.

What It Means for Teachers and Learners

If ECDE teachers are placed under TSC payroll, the benefits would be far-reaching:

• Teachers would enjoy equal pay for equal work, regardless of their county.
• Thousands of teachers would finally get job security, ensuring stability in their lives.
• Learners in ECDE centres would benefit from motivated and consistent teachers, improving outcomes in literacy and numeracy.
• Parents would also benefit, as higher teacher morale translates to better learning experiences for children.

It would also open doors for career progression. Teachers with ECDE certificates would find it easier to transition into higher qualifications, especially following the government’s call for P1 and ECDE teachers to upgrade to diploma level.

Stakeholder Views and Reactions

KNUT’s position is clear, but other stakeholders also have strong opinions.

• KUPPET (Kenya Union of Post-Primary Education Teachers): While they focus mainly on secondary teachers, they support better terms for ECDE teachers, arguing that neglecting early education undermines the whole system.
• County governments: Some governors are against the proposal, arguing that moving ECDE to TSC undermines devolution. They say counties should be empowered with better funding instead of losing control.
• Parents: Many parents welcome the idea, noting that ECDE centres are the most unstable part of the education system today. They want teachers who are assured of their jobs and can deliver consistently.

The Bigger Debate: Devolution vs. Centralization

While Oyuu’s proposal is popular among teachers, it is likely to spark political debate. Some leaders argue that education was devolved for a reason—to ensure counties have control over local needs. However, the persistent salary and welfare challenges suggest counties may not have the capacity to manage this critical sector effectively.

The national government now faces a balancing act: respecting devolution while ensuring fairness for teachers.

This debate mirrors broader concerns about education governance in Kenya, including how bursaries, infrastructure funds, and ECDE allocations have been mismanaged in some counties. Transparency and accountability will be key if any transition is to succeed.

The Future of ECDE in Kenya

Looking ahead, reforms in ECDE must go beyond salaries. Teachers also need better facilities, continuous professional development, and structured career paths. The Competency-Based Curriculum (CBC) heavily relies on strong early childhood foundations, and without motivated ECDE teachers, the entire system risks failure.

By moving ECDE teachers to the TSC payroll, Kenya would be sending a strong message: that the earliest years of learning are just as important as primary, secondary, and higher education. It would also align with international best practices, where early childhood education is given top priority.

Conclusion

Collins Oyuu’s demand is a wake-up call to both the national and county governments. Kenya cannot continue sidelining ECDE teachers while expecting quality education at the foundational level. Recognizing them under TSC payroll is not just a matter of fairness—it is an investment in the future of Kenyan children.

As the debate moves forward, one thing remains clear: ECDE teachers deserve dignity, stability, and recognition equal to their colleagues in primary and secondary schools.