KNUT raises alarm over poor reading, comprehension and numeracy among ECDE learners

Education experts have voiced concerns about the gaps in early childhood education and teacher preparedness, warning that weaknesses at the foundational level could impact learners' reading, comprehension, and basic numeracy skills. During an interview on August 25, 2026, Kenya National Union Of Teachers (KNUT) Deputy Secretary General Hesbon Otieno Ogolla highlighted that Kenya had not prioritized early learning despite its critical role in shaping children's education.

Ogolla emphasized that reading comprehension should be assessed not just by word pronunciation but also by understanding. He noted a significant challenge in reading, comprehension, and numeracy among children, attributing these issues to inadequate attention given to early learning. "Education, foundation matters," Ogolla stressed, adding that strong early-learning skills are essential before advancing to higher education levels.

He also expressed concerns over the uneven management of ECDE as a county function, leading to disparities in curriculum management, teacher employment, and resource allocation. Furthermore, Ogolla raised concerns about the qualifications and training of ECDE teachers, pointing out that some teachers lacked the necessary professional preparation to handle young learners.

Claudia Lagat, Usawa Agenda Assistant Programme Officer for Policy Engagement, echoed these concerns, stating that teacher preparedness should have been given more emphasis during the development of the Competency-Based Education (CBE) curriculum. Lagat described teachers as a crucial component of the education system, emphasizing that well-trained teachers can deliver the curriculum even in the absence of adequate learning facilities.

She argued that gaps in Kenya's education system originate at the foundational level, where learning assessment and progression weaknesses may prevent learners from mastering essential skills. Lagat further criticized the current transition policy, which moves children between grades without ensuring mastery of content or competency.

The challenges faced by ECDE are compounded by its devolution to county management, resulting in inconsistencies in curriculum delivery, teacher employment, and remuneration. These concerns arise amid ongoing debates over the implementation of CBE and teacher recruitment. President William Ruto has defended the system, emphasizing its intention to recognize individual talents and provide diverse educational pathways, including STEM, arts, and humanities.

However, the government faces criticism over the recruitment of 20,000 intern teachers set to be absorbed permanently in the 2026/27 financial year. Education stakeholders continue to advocate for increased investment in teachers, infrastructure, and foundational learning to ensure CBE meets its objectives.