Early Childhood Development and Education (ECDE) teachers have long been the unsung heroes of Kenya’s education system. They shape the earliest stages of learning, laying the foundation for millions of children. Yet, for more than a decade, they have remained among the most neglected professionals in the sector, suffering from poor pay, delayed salaries, and lack of structured career progression.
In 2013, the introduction of devolution transferred the management of ECDE to county governments. The intent was to bring services closer to the people, but in practice, this decision has created widespread disparities and suffering among ECDE teachers. Some earn as little as KES 7,000 per month, others are on inconsistent short-term contracts, and in some counties, teachers have reported going for months without pay.
Now, the Kenya National Union of Teachers (KNUT), under the leadership of Secretary General Collins Oyuu, is pushing for a radical shift: removing ECDE teachers from county governments and placing them under the Teachers Service Commission (TSC). If successful, this move would standardize pay, provide clear career structures, and end the inequalities that have plagued ECDE for over a decade.
This bold campaign follows years of agitation and comes after Parliament, the Ministry of Education, and unions have all been drawn into debates on whether ECDE belongs under counties or the national government.
Why KNUT Wants ECDE Teachers Under TSC
The transfer of ECDE management to counties was initially praised as a way of empowering local governments. However, teachers and unions argue that counties lack both the resources and the commitment to manage education professionals effectively.
Here are some of the biggest challenges ECDE teachers face under county control:
| Challenge | Impact on Teachers |
|---|---|
| Low Pay | Most teachers earn between KES 7,000 – 15,000 per month, far below the national minimum wage in urban areas. |
| Delayed Salaries | In many counties, teachers go for months without pay, leading to debts and financial insecurity. |
| Job Insecurity | Many contracts are temporary, with no pensions, medical cover, or allowances. |
| Unequal Terms | Salaries differ significantly across counties. A teacher in Nairobi may earn double what their counterpart in Turkana or Kitui earns. |
KNUT argues that the only way to solve these problems is to place ECDE teachers under TSC. This would mean:
- Better salaries aligned with national scales
- Medical insurance and pension benefits similar to primary and secondary teachers
- Timely pay since TSC payroll is centrally managed
- Career progression and promotions through structured schemes of service
This push also ties into ongoing national conversations around teacher upgrading and professional standards. For instance, many ECDE and P1 teachers are already upgrading their certificates into full diplomas through TSC-approved programs. You can read more about this in our detailed guide here: Do You Hold a P1 or ECDE Certificate? Here’s Your Chance to Upgrade to a Diploma.
The Union’s Argument
According to Secretary General Collins Oyuu, leaving ECDE salaries under counties undermines the dignity of teachers. He notes that counties often prioritize roads, healthcare, and other development agendas, leaving education as an afterthought. As a result, ECDE teachers—despite their critical role in the Competency-Based Curriculum (CBC)—are left impoverished.
Oyuu insists that devolution should not be used as an excuse to neglect teacher welfare. He adds that early childhood is the most important stage of learning, and teachers at this level deserve as much recognition and stability as those in primary and secondary schools.
Lessons from Past Struggles
This is not the first time ECDE teachers have demanded better treatment. Over the years, they have staged protests in several counties, calling for salary harmonization and permanent contracts. However, because each county operates independently, the results of these protests have been minimal.
KNUT’s new strategy is different. Instead of fighting county by county, it is targeting national policy change. By lobbying Parliament and the Ministry of Education, the union hopes to centralize ECDE employment under TSC and create lasting reform.
This push echoes other national debates about accountability and transparency in education funding. For example, a recent audit sparked tensions in six counties over bursary allocations and ECDE reviews. You can read more here: Audit Tensions Rise: 6 Kenyan Counties Challenge Auditor General Over Bursary and ECDE Review.
The Role of the National Government
For KNUT’s proposal to succeed, the national government must take action. Parliament has already received petitions, and several MPs have expressed willingness to table motions that could amend the law. The Ministry of Education is also under pressure to back the union’s call, especially since it has been vocal about strengthening CBC.
Placing ECDE under TSC would ensure that the foundation of CBC is built on motivated and well-compensated professionals. After all, a curriculum is only as strong as the teachers delivering it.
What It Means for Parents and Learners
Parents and learners would also gain from this shift. Some of the expected benefits include:
- Reduced teacher turnover – motivated teachers are less likely to abandon the profession.
- Higher quality education – improved welfare leads to better performance and dedication.
- Equity in education – a child in Turkana, Kisumu, or Nairobi would be taught by teachers earning the same pay under TSC.
The benefits would ripple across the education sector, strengthening the overall quality of Kenyan education.
Resistance from County Governments
County governments are unlikely to support this move easily. Many governors argue that transferring ECDE to TSC would erode devolution and strip counties of one of their key responsibilities. Others worry about losing budget allocations tied to education.
However, KNUT maintains that devolution should focus on infrastructure, while TSC handles professional management of teachers. In fact, many teachers already support this model, since it has worked for primary and secondary schools.
Linking Pay and Professional Recognition
Another critical issue is the recognition of ECDE qualifications. Many ECDE teachers have upgraded their training but still face poor pay because counties do not adjust salaries based on new qualifications. This is where TSC’s national system would provide consistency.
In fact, this struggle links directly to another debate about upgrading ECDE teachers to TSC payroll. KNUT has already demanded that diploma-holding ECDE teachers be absorbed into TSC’s systems. For more details, see our article: KNUT’s Oyuu Demands ECDE Teachers’ Absorption Into TSC Payroll.
The Road Ahead
The battle over ECDE salaries is not just about numbers—it’s about dignity, recognition, and justice. For teachers, this fight could determine whether they remain trapped in cycles of poverty or finally receive the respect they deserve. For parents and learners, it’s about ensuring that the first and most important stage of education is delivered by motivated and dignified professionals.
The coming months will be decisive. Will Parliament amend the law to place ECDE under TSC? Will governors resist fiercely? Or will the Ministry of Education bridge the gap and strike a compromise?
As Collins Oyuu has said: “You cannot talk of CBC success when the very foundation—ECDE teachers—remains neglected and impoverished.”
Conclusion
KNUT’s bold push to end county control of ECDE salaries is more than a union demand—it’s a call for fairness and sustainability in Kenya’s education system. If successful, this reform would standardize pay, guarantee job security, and strengthen the CBC from the ground up.
Whether the government listens or not, one thing is clear: ECDE teachers are no longer willing to be silent. The foundation of learning deserves as much investment as any other stage, and placing ECDE under TSC could finally make that a reality.
