Registrar of Trade Unions Seeks Public Input for Amendment of KUNOPPET Constitution

In a bid to ensure that the Kenya Union of Post Primary Education Teachers (KUNOPPET) operates within a framework that is aligned with the country's labor laws, the Registrar of Trade Unions has called for submissions from the public for the amendment of the union's constitution.

The move by the Registrar of Trade Unions is aimed at strengthening the governance structure of KUNOPPET, which represents post-primary education teachers in Kenya. The proposed amendments are expected to bring the union's constitution in line with the Labor Relations Act, 2007, and other relevant laws governing trade unions in the country.

According to the notice issued by the Registrar of Trade Unions, the amendments are necessary to ensure that KUNOPPET's constitution is consistent with the principles of good governance, transparency, and accountability. The public is invited to submit their proposals and comments on the proposed amendments, which will be considered by the Registrar before the final amendments are made.

The call for submissions is a significant development in the ongoing efforts to reform KUNOPPET, which has been facing challenges related to its governance and leadership. The union has been involved in disputes with its members and other stakeholders, which have affected its ability to effectively represent the interests of post-primary education teachers.

The proposed amendments to the KUNOPPET constitution are expected to address some of the key issues that have been raised by the union's members and other stakeholders. These include the need for greater transparency and accountability in the union's decision-making processes, as well as the establishment of clearer procedures for the election of union leaders and the management of the union's finances.

The Registrar of Trade Unions has encouraged all interested parties, including KUNOPPET members, teachers, and other stakeholders, to submit their proposals and comments on the proposed amendments. The submissions should be made in writing and should be addressed to the Registrar of Trade Unions.

The deadline for submitting proposals and comments has not been specified, but it is expected that the Registrar will consider all submissions received before making a final decision on the amendments. The amended constitution is expected to be published and made available to the public once it has been finalized.

The move to amend the KUNOPPET constitution is a positive step towards strengthening the union and ensuring that it is able to effectively represent the interests of post-primary education teachers. It is hoped that the amended constitution will provide a framework for good governance, transparency, and accountability, and will help to restore confidence in the union among its members and other stakeholders.

What this means for KUNOPPET members and stakeholders

The proposed amendments to the KUNOPPET constitution have significant implications for the union's members and stakeholders. The amendments are expected to lead to greater transparency and accountability in the union's decision-making processes, as well as clearer procedures for the election of union leaders and the management of the union's finances.

For KUNOPPET members, the amended constitution is expected to provide a stronger framework for the representation of their interests. The amendments are likely to lead to more effective leadership and decision-making, which will enable the union to better advocate for the rights and interests of its members.

For stakeholders, including teachers and other education sector players, the amended constitution is expected to provide a more stable and predictable framework for engagement with KUNOPPET. The amendments are likely to lead to greater cooperation and collaboration between the union and other stakeholders, which will be beneficial for the education sector as a whole.

Overall, the proposed amendments to the KUNOPPET constitution are a positive development that is expected to strengthen the union and enhance its ability to represent the interests of post-primary education teachers. The public is encouraged to submit their proposals and comments on the proposed amendments to ensure that the final constitution reflects the needs and interests of all stakeholders.

KUNOPPET National Chairman Illegally Ousted Amidst Allegations of Financial Mismanagement

 NAIROBI, KENYA – In a shocking turn of events, Samuel Opiyo, founder and owner of the Kenya National Union of Post Primary Education Teachers (KUNOPPET), illegally removed National Chairman, Otunga, from his position. The move, described as a “suspension” in a hastily issued letter, follows Otunga’s public defiance of Opiyo because of his alleged attempts to manipulate the union's constitution and finances.

Otunga, who recently declared his readiness to face Opiyo in upcoming union elections, alleges that Opiyo, panicked by this challenge, convened a clandestine meeting with fewer than ten individuals, some of whom are not even teachers, to orchestrate his removal. The meeting, held in Nairobi, resulted in Otunga’s expulsion from KUNOPPET leadership.

Opiyo’s alleged actions stem from Otunga’s exposure of several controversial plans:

• Illegal Constitutional Amendments: Otunga publicly revealed Opiyo's attempts to illegally amend the union's constitution.
• Increased Union Contributions: Otunga opposed Opiyo's plan to increase KUNOPPET monthly contributions from Kshs. 300 to Kshs. 700 (a 2% increase).
• Inflated Nomination Fees: Otunga exposed Opiyo's strategy to hinder participation in union elections by drastically increasing nomination fees to Kshs. 15,000 for branch positions and Kshs. 75,000 for national positions.
• Misuse of Union Assets: Otunga alleges that Opiyo is secretly planning to use union assets to purchase a personal vehicle.
• Unauthorized Spending: Otunga has accused Opiyo of lavish and illegal spending of union funds without proper approval, in violation of the KUNOPPET constitution and the Labour Relations Act, 2007.

Furthermore, Otunga's actions have reportedly spurred an investigation into Opiyo's financial dealings. Otunga recommended to the Directorate of Criminal Investigations (DCI) and the Registrar of Trade Unions that KUNOPPET’s bank account be temporarily frozen pending a review and approval of the union's budget by its members. This investigation, along with Otunga's social media campaign mobilizing teachers against Opiyo's plans, is believed to be the catalyst for the hasty and illegal removal.

Otunga is vowing to challenge this dismissal in court next week, confident that the court will overturn Opiyo’s actions and restore him to his position. The coming weeks will be crucial in determining the future of KUNOPPET and the fate of its leadership. The legality of Opiyo's actions and the allegations of financial mismanagement are set to be rigorously examined.

Becoming a Teacher in Kenya: A Comprehensive Guide to TSC Registration and Recruitment

The Teacher Service Commission (TSC), established by the Kenyan Constitution 2010 (Article 237), plays a crucial role in managing teacher affairs within the country's education system. One of its primary functions is the registration and recruitment of teachers in both public and private institutions. This article outlines the requirements for teacher registration and recruitment in Kenya, as set by the TSC.

Requirements for Registration as a Teacher in Kenya

To register as a teacher in Kenya, whether a citizen or non-citizen, you must meet the minimum requirements outlined by the TSC. Registration is a crucial step for practicing as a professional teacher and is conducted entirely online through the TSC portal.

Kenyan Citizens:

• Certificate of Good Conduct: A clear criminal record is essential.
• Academic and Professional Certificates: Relevant certificates from recognized institutions, proving the necessary qualifications.
• Copy of Identity Card or Passport: Valid identification is required.
• Passport Photo: A recent passport-sized photograph.
• KRA Pin Certificate: Kenyan Revenue Authority Personal Identification Number.
• Duly Filled GP 69 Medical Form: A medical fitness certificate.
• Payment of Registration Fee: A non-refundable fee of Kshs. 1050.

Non-Kenyan Citizens:

• Academic and Professional Certificates: Certificates from accredited foreign institutions, equated by the relevant Kenyan authority.
• Certificate of Registration/Authority to Teach: Proof of teaching registration in the country of origin.
• Valid Entry/Work Permit: Issued by the Kenyan Department of Immigration.
• Valid Certificate of Good Conduct: From the relevant law enforcement agency in the country of origin.
• Vetting Letter from the Ministry of Education (Kenya): This is a crucial requirement for non-citizens.
• Payment of Registration Fee: A non-refundable fee of Kshs. 1055.

Academic and Professional Requirements for TSC Registration

The minimum academic requirements for TSC registration vary depending on the grade level and specialization. These are the same qualifications used for enrollment in accredited teacher education programs.

Grade Level	Academic Requirements
ECDE Teachers	Certificate: CPE/KCPE + ECDE Certificate (KNEC); KCSE D+ (Plus) + ECDE Certificate (KNEC); KCSE D (Plain) + KNEC Proficiency Certificate + ECDE Diploma (KNEC); Diploma: KCSE C (Plain) + ECDE Certificate (KNEC)
Diploma in Education	KCSE C+ (Plus) and above, C+ (Plus) in two specialization subjects; or KCSE C (Plain) and above, with C (Plain) in English and Mathematics (Science-based) or D+ (Plus) in Mathematics (non-science-based)
Diploma in Special Needs Education	KCSE C (Plain) and above, C- (Minus) in English, C- (Minus) in Mathematics (Science-based) or D (Plain) in Mathematics (non-science-based)
Bachelor of Education	KCSE C+ (Plus) and above, C+ (Plus) in two specialization subjects
Bachelor of Arts/Science + PGDE	KCSE C+ (Plus) and above, C+ (Plus) in two specialization subjects, Postgraduate Diploma in Education
PTE	KCSE C (Plain) and above + PTE Certificate (KNEC); C- (Minus) for visually and hearing impaired.

TSC Recruitment Requirements

TSC recruitment considers three qualification levels: graduate, diploma, and certificate. However, the commission is phasing out certificate-level (P1) teachers, aiming for a minimum of diploma qualifications for all teachers.

Graduate Teachers:

• KCSE C+ (Plus) and C+ (Plus) in two teaching subjects, or two principle and one subsidiary pass at A-Level.
• Bachelor of Education (with two teaching subjects).
• Bachelor of Science or Arts + PGDE (with two teaching subjects).
• Bachelor of Science/Arts with Education (with two teaching subjects).

Diploma Teachers:

• KCSE C+ (Plus) and C+ (Plus) in two teaching subjects, or one principle and two subsidiary passes at A-Level.
• Diploma in Education from a recognized institution.

Certificate Teachers: (Phased out)

• KCSE C (Plain) and above; PTE Certificate (KNEC); C- (Minus) for visually and hearing impaired.

TSC Registration Fee: The non-refundable registration fee for new applicants is Kshs. 1,050, payable through the e-Citizen platform.

Basic Requirements for TSC Employment: Relevant academic qualifications, TSC number, KRA PIN, a vacancy in the area of specialization, a certificate of good conduct, and a National ID. This guide provides a comprehensive overview; for detailed and updated information, always refer to the official TSC website.

Marsabit County Lauded as a Model for Early Childhood Education Advancements

 

Marsabit County has garnered nationwide recognition for its exemplary efforts and achievements in Early Childhood Development Education (ECDE) programs. The Kenya Union of Pre-primary Education Teachers (KUNOPPET), led by its National Chairman Mr. Laurence Otunga, has hailed the county as a model of progress and commitment to enhancing early childhood education standards. The county’s initiatives are being celebrated for addressing critical needs in infrastructure, educator welfare, and child nutrition, earning it the reputation of a pioneering force in ECDE within Kenya.

A Shining Example for the Nation

In his address, Mr. Otunga praised Marsabit County for implementing robust measures to support both learners and educators in the ECDE ecosystem. He described the county government's efforts as setting a new benchmark for the nation. Among the most significant strides are the construction of essential facilities, the introduction of a free feeding program, and the regularization of employment terms for ECDE teachers.

"The county has demonstrated unparalleled dedication to the welfare and professional dignity of ECDE teachers, while also creating an ideal learning atmosphere for young children," said Otunga.

Transforming ECDE Infrastructure and Services

Under the leadership of the Marsabit County government, substantial progress has been made to upgrade infrastructure in ECDE centers. The construction of 350 classrooms, along with the establishment of kitchens, latrines, and secure fencing across all centers, ensures a safe and conducive learning environment for young learners. The initiative directly addresses the long-standing infrastructure challenges often faced by pre-primary schools in remote areas.

Additionally, the introduction of a free feeding program for children attending these centers is a landmark achievement. It not only promotes attendance but also enhances the overall health and nutritional well-being of children. The provision of essential learning materials further enriches the quality of education, equipping children with the tools they need to thrive in their early years.

Investing in Teachers: Permanent and Pensionable Employment

Another highlight of Marsabit County's ECDE transformation is its commendable commitment to the professional growth and stability of teachers. The county recently employed an additional 100 ECDE teachers on a permanent and pensionable basis, raising the total number of ECDE teachers to 404. This move ensures financial security and professional recognition for educators, motivating them to deliver high-quality education.

By prioritizing the welfare of ECDE teachers, Marsabit County stands out as an advocate for fair treatment and sustainable career paths in education. It showcases a progressive vision of not just improving educational outcomes for children, but also investing in the educators who make it possible.

Setting a National Benchmark

The efforts made by the Marsabit County government reflect a holistic approach to early childhood education, integrating infrastructure development, teacher welfare, and student support mechanisms. Mr. Otunga and KUNOPPET emphasized that Marsabit's achievements serve as a blueprint for other counties to emulate, demonstrating how targeted interventions can revolutionize the ECDE landscape.

As the success story of Marsabit County continues to inspire stakeholders within the education sector, it exemplifies the potential of collaborative efforts between local governments and educators in creating a brighter future for young learners in Kenya. Marsabit’s initiatives reaffirm the critical importance of investing in early childhood education for long-term societal development, leaving an enduring legacy for other regions to follow.

Chekechea Welfare Association

 About the Chekechea Welfare Association (CHEWA)

The Chekechea Welfare Association (CHEWA) is a groundbreaking initiative in Kenya aimed at revolutionizing the welfare and professional development of Early Years Education (EYE) teachers. Officially registered as a society on December 4th, 2024, in Nairobi under Registration Number SOCA-L5SPG4W, CHEWA is governed by Section 10 of the Societies Act. As a newly formed organization, it carries with it the hopes and aspirations of EYE educators across all 47 counties in Kenya.

The guiding mission of CHEWA is to unify and empower EYE teachers while addressing the myriad of challenges faced by educators in this vital segment of the education system. Below is an in-depth exploration of CHEWA’s objectives, vision, and call to action for teachers across Kenya.

Vision and Objectives

CHEWA’s core mission is encapsulated in an array of carefully crafted objectives that speak to the diverse needs of Early Years Education teachers. The major objectives include:

Unifying the EYE Educators Across Kenya

CHEWA seeks to forge strong bonds of camaraderie and cooperation among EYE teachers in all 47 counties. This unity is critical in promoting shared goals and mutual support among its members.

Professional Development and Capacity Building

Recognizing the importance of continuous education, CHEWA plans to organize seminars, workshops, and conferences. These forums will focus on enriching teachers’ understanding of Competency-Based Curriculum (CBC) and other work-related skills to enhance their effectiveness in the classroom.

Platform for Dialogue

CHEWA aims to provide an all-encompassing platform where teachers can engage in important national and international dialogues. This platform will allow educators to discuss and address issues affecting their profession and the overarching education system.

Leadership and Decision-Making

The association seeks to promote active participation of EYE teachers in leadership roles and decision-making processes through relevant training and instructional programs.

Financial Security and Welfare Support

CHEWA has prioritized the financial wellbeing of its members by offering critical support during bereavement, hospitalization, and retirement. The association is committed to safeguarding and effectively administering its members’ funds while promoting growth through prudent investment strategies.

Strategic Partnerships and Advocacy

To amplify its impact, CHEWA will work closely with government bodies such as the Council of Governors, Ministry of Education, Kenya Institute of Curriculum Development (KICD), and the Teachers Service Commission (TSC). These partnerships aim to address members’ concerns and champion better employment opportunities and career progression for EYE teachers.

Membership and Inclusivity

CHEWA presents an open and voluntary membership process. All Early Years Education teachers in Kenya are eligible to join, with details on how to apply set to be communicated soon. As the association grows step by step, CHEWA envisions building a robust network of educators across the country who share similar goals and aspirations.

Appreciation for Support and Collaboration

The dream of establishing this welfare association would not have been possible without the unwavering support from teachers across various counties. CHEWA extends its heartfelt gratitude to educators from counties like Embu, Makueni, Taita-Taveta, Kericho, Kakamega, Vihiga, Nandi, Siaya, Kirinyaga, Turkana, and Nairobi. Their contributions and belief in this initiative have laid a solid foundation for promoting the welfare of Early Years Education teachers.

Leadership Structure

CHEWA’s vision is actualized under the able leadership of its National Executive Committee:

Chairman: Lawrence O. Otunga (TSC Number: 791648)

General Secretary: Faith N. Nzioka (TSC Number: 927724)

National Treasurer: Josephine J. Sein (TSC Number: 1012942)

These leaders bring with them rich experience and a passion for improving the education sector, backed by a shared commitment to serving EYE teachers.

Call to Action

The need for a united voice among Early Years Education teachers has never been more urgent. CHEWA invites all EYE teachers to join this noble mission and revolutionize the sector together. As CHEWA moves step by step, it encourages educators to stay tuned for more updates about membership and upcoming activities.

United under the theme #MunguMbele (With God Ahead), CHEWA is well-positioned to be a transformative force in the lives of Early Years Education teachers in Kenya, championing their interests, growth, and sustainability.

Conclusion

The formation of CHEWA is a testament to the power of collective resolve and the importance of Early Years Education in Kenya’s education system. As it continues to grow and evolve, it promises to bring positive and far-reaching changes to the lives of its members and to the overall education landscape in Kenya.