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Category Archives: Latest Education News
A category dedicated to all education news in Kenya and other countries across the world. This is your one stop location for all news related to the education sector.
TSC Advertises 1,050 replacement vacancies for Secondary Schools teachers
REPLACEMENT OF TEACHERS WHO HAVE EXITED SERVICE IN PUBLIC PRIMARY AND SECONDARY
SCHOOLS FOR THE MONTHS OF DECEMBER 2018 AND JANUARY 2019
The Teachers Service Commission (TSC) is advertising 1,050 posts to replace teachers who have exited service through Natural Attrition (832 posts for Primary Schools and 218 posts for Secondary Schools).
Eligible candidates should meet the following basic requirements:
(i) Be Kenya citizens.
(ii) Must be 45 years of age and below.
(iii) Must have original Professional and Academic Certificates.
(iv) Must be registered as a teacher as per Section 23 of the Teachers Service Commission Act 2012.
(a) Applicants for vacancies in Primary schools must be holders of P1 Certificate and will be selected from the County merit lists compiled during the May 2018 recruitment of additional teachers’ exercise.
Successful candidates will be deployed to serve in stations in any part of the Country and not necessarily in the County where they were recruited.
(b) Applicants for vacancies in Secondary Schools must be holders of a minimum of
Diploma in Education Certificate. Interested candidates should apply to the Secretary, Board of Management of the School/Institution where the vacancy has been advertised and submit a copy to the TSC County Director.
All interested candidates should submit their applications to the respective County
Directors and Boards of Management as above not later than 21st March, 2019.
The Teachers Service Commission is an equal opportunity employer and people with disability are encouraged to apply.
The Teachers Service Commission will only deal with TSC County Selection Panels and Boards of Management in this exercise. Individual application to the Commission will NOT be considered.
Successful applicants must not fill employment forms in more than one station as this will lead to disqualification.
CAUTION:
(a) The recruitment exercise is free of charge. The Teachers Service Commission would wish to forewarn applicants against fraudsters who might extort money from
unsuspecting persons purporting to assist in recruitment.
(b) Preference will be given to applicants who have not previously been employed by the Teachers Service Commission.
Any fraudulent activity should be reported to the nearest police station, TSC County Directors, Sub-County Directors or to Teachers Service Commission headquarters through the following telephone lines:
- Director (Staffing) Tel: 0202892193
- Deputy Director (Staffing) Tel: 0202892131
- Deputy Director(Staffing) Tel: 0202892133
OR
Write to the Commission through the email address dirtm@tsc.go.ke
For detailed information on available vacancies in Counties and Schools/ Institutions.
Applicants are advised to:
a) Visit the TSC Website at www.tsc.go.ke or
b) Visit the TSC offices at the County or Sub-County.
SECRETARY/CHIEF EXECUTIVE OFFICER
High school scholarships in Kenya 2022
Form One Scholarships for KCPE Students – How to Apply
Students who sat for the KCPE 2021 have a range of scholarships to apply for as a number of organisations call for applications to their programmes.
The initiatives usually have laid out eligibility criteria as well as the application procedures to guide students and parents on how to go about accessing the funds.
Most of the scholarships target needy students so as to increase their chances of accessing secondary education despite the financial constraints.
Here are some of the scholarships that currently open.
1. Elimu scholarship
The Ministry of Education through the Equity Group Foundation is awarding secondary school scholarships to needy and vulnerable learners who attained 280 marks and above in the KCPE 2020 examination.
Arguably the biggest scholarship programme in secondary schools due to a large number of students its sponsors, the programme seeks students from needy backgrounds from various sub-counties in the country.
The eligibility criteria include candidates with special needs and disabilities (physical, hearing and visual impairments, autism, albinism, learning disabilities and others), Orphans and vulnerable children, Candidates from vulnerable communities in the target Sub-Counties and Candidates from urban centres with informal settlements.
Before you apply the beneficiary will first have to create an account on the Equity Foundation website. https://egfdmis.equitybank.co.ke/register_elimu
The Elimu Scholarship 2022 application Log-in page
Once you log in successfully, you will be redirected to a new page where you will see ‘Open Scholarship for application’.
Fill in all the fields provided in every step, then click on the ‘Save Changes’ button to submit your details in every step.
Shortlisted candidates, accompanied by parents/guardians, will be invited for interviews which will be conducted by the Community Scholarship Advisory Committees
2. Equity Wings to Fly Scholarship 2021
Equity Wings to Fly is a program sponsored by Equity Group Foundation and it’s partners for bright and needy students to access secondary education.
Only 2021 KCPE candidates are viable to make an application for this scholarship.
The pass mark for Wings To Fly is 350/500.
When applying, a student should create a new account through the portal
Documents to have when filling the online application:
1. KCPE Results Slip (official KNEC slip or signed & stamped paper from the school). For early bird applications, you will be allowed to complete the application form without KCPE marks and Result Slip until submission.
2. Copy of Death Certificate (if father/mother deceased).
3. Evidence of financial support (if they have received support in the past).
4. Evidence of special needs (if they have indicated special needs).
5. Copy of Pay Slip/ Bank Statement (if parents/guardians are employed/business).
6. Signed declaration by Applicant and Parent/Guardian
7. Filled application and recommendation form by Head Teacher, Provincial Adm., Religious Leader and any other.
3. KCB Foundation Scholarships 2022
The KCB Foundation scholarships 2022 are designed to give bright children from needy backgrounds a chance to access secondary education.
The Selection criteria
1. The applicant must have completed their KCPE in 2021.
2. The applicant must come from a needy background.
3. The applicant must have attained the prescribed county cut-off marks. Details are available in posters at KCB branches countrywide and on the KCB Foundation website
4. The applicant must have sat their KCPE examination in a public primary school and have an admission notification to a public National or County secondary school.
How to Apply for KCB Scholarships 2022
The KCB Scholarship application forms are available at all the KCB Branches countrywide and on the KCB Foundation website.
The form must be completed in full and all relevant supporting documentation should be attached.
Applicants will be expected to come with the forms for interviews in the county where they sat their KCPE examination.
Candidates are advised to visit the branches or the website to see details of the interview locations.
4. Family Bank Foundation Scholarships 2022
Family Group Foundation plans to spend Ksh30 million on scholarships for students from needy backgrounds joining Form 1 in 2022.
The funds, channeled through the Family Group Foundation 2022 High School Scholarship Program, will benefit more than 100 students in 11 counties who are transitioning from primary to secondary school having received their KCPE exams results.
The awarded scholarships will cater for both tuition and upkeep for the beneficiaries in the 11 counties. The target counties include Bungoma, Kisumu, Kiambu, Kajiado, Mombasa, Makueni, Meru, Muranga, Nakuru, Nyeri and Uasin Gishu.
Interested candidates from these counties can apply by acquiring an application form from the nearest Family Bank branch, Sub-County branch or the Family Group Foundation website.
5. Jomo Kenyatta Foundation Scholarships 2022
The Scholarship Programme targets bright but needy orphans and vulnerable children in public secondary schools in Kenya.
To qualify they must meet the following criteria: Poor orphan; Poor child with disability; Child rendered vulnerable by factors affecting access to education Child suffering from extreme poverty; Child who attains 70% of the maximum marks or as agreed by the Board of Directors for marginalized areas and persons with disabilities.
Selection process emphasis on transparency, objectivity, and inclusivity. Applicants are subjected to rigorous interviews covering all counties; interview panelists comprise of JKF staff, JKF alumni, partners and Ministry of Education officials.
To verify the interview results, home visits are done by a separate panel comprising of JKF staff, primary school heads, and local administrators. Finally, all successful applicants are commissioned through an award ceremony.
6. KTDA National Tea Scholarships 2022
KTDA Foundation grants scholarships to needy and bright students in KTDA tea growing areas for secondary education. In 2022, the foundation will grant a scholarship in each of the 70 KTDA managed factories.
Needy students who scored 350 marks and above in the 2021 KCPE examinations are welcome to apply.
To be considered one should have sat for the Kenya Certificate of Primary Education (K.C.P.E) examination in 2021 in a public primary school
Successful applicants will be required to keep good grades in high school.
Interested students should fill and submit the KTDA Tea scholarship Application form and provide:
a. A certified copy of KCPE result slip.
b. Relevant documentation as outlined in the application form.
c. Copy of birth certificate.
d. Copy of Form One admission letter (whereas the application form can be submitted without this, the candidate MUST provide a copy of the Form One joining instructions as soon as available).
e. Evidence of being an orphan where applicable.
The studentʼs parent, guardian, or sponsor should fill all the relevant sections and provide supporting evidence where applicable (e.g proof of income, death certificate, etc.)
All parts of the form must be submitted to the Factory Unit Manager with supporting documentation by Friday 28th May 2021. Late applications will not be considered.
7. County/ CDF Bursaries 2022
The government sets aside a certain amount of money in the budget to help needy students to access education through the bursary programmes.
These funds are disbursed by county governments to the school accounts of the successful applicants.
Application forms can be accessed from the official websites of respective county governments from which the applicants hail. One can also visit the county government offices or any chief/sub-chief office.
The forms should be duly filled and copies of the required documents presented. The application process will require various signatures of government officials such as the Chief, Sub-Chief, Headmen, and then from their Priest/Pastor/Sheikh.
The application forms can then be submitted to the County government or to the office of the area Chief/Sub- chief who will then take them to the appropriate offices.
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Knec Primary Teacher Education Registration Portal
Welcome to the Knec Primary Teacher Education Registration
Kenya National Examinations Council
Apply for TSC leave online now- Guidelines
ROLL OUT OF THE LEAVE ONLINE
In its Strategic Plan 2019-2023, the Commission identified Reforms and Innovation in the provision of its services as a strategic focus area aimed at improving service delivery to employees and stakeholders.
To achieve this goal, the Commission has successfully automated the leave application and approval process and migrated the same to an online system. To this end, there will be no manual application for all types of leaves effective 1st December, 2021.
Also read;
TSC- A list of all leaves for teachers, requirements and all other details
Leaves for all TSC teachers: Study leave, maternity leave, medical leave, paternity leave
All teachers including interns are required to henceforth apply for leave using the online platform. The detailed procedure on how to apply for leave in the system is provided in the user guidelines which may be accessed through the Commission’s website at hrmis.tsc.go.ke/tm-app/apply_leave.
In case of any challenges, teachers are advised to consult the Commission’s ICT field officers who will be available to assist. Those who have already applied manually and proceeded on leave will not be affected.
TSC County Directors are directed to ensure that the contents of this circular is disseminated to all teachers serving under their respective jurisdictions.
Learners report to Junior Secondary Schools- Latest Education News
Schools in Nakuru were Monday a beehive of activity as thousands of students reported for their first day in Junior Secondary schools (JSS).
Long queues started forming early hours of the morning in the schools across the county as the exercise progressed smoothly.
At Moi Primary School, 100 of the 303 Grade 6 learners who sat for their final Kenya Primary School Education Assessment (KPSEA) examination in November last year had lined up at the registration desk by 10am.
The national government directed that junior secondary be domiciled in primary schools following a recommendation by the Presidential Working Party on Education Reform.
County Director of Education Mr Fredrick Osewe said 1200 primary schools in the devolved unit had been approved as qualified to host Junior Secondary schools.
“We have advised schools that do not qualify including 171 private institutions to take their learners to the nearest Junior Secondary schools approved by the Ministry of Education. The registration exercise is progressing without hitches,” stated Mr Osewe.
According to the Director 59,795 learners from the devolved unit, out of which 50,425 were drawn from public schools and 9,370 from private institutions sat for their final assessment from November 25 to November 30 last year.
Mr Osewe who spoke at Moi Primary School when he led Ministry officials in inspecting the registration exercise added that neighbouring institutions will be required to share facilities such laboratories.
“This collaboration is to facilitate teaching of practical subjects such as integrated science, agriculture, computer science, home science, visual and performing arts,” stated the Director.
A total of 351,751 Grade Six pupils and 353,636 Standard 8 candidates sat for their final Kenya Primary School Education Assessment (KPSEA) and KCPE examinations respectively in 8,343 centres across the rift valley region. An additional 153 KCPE candidates wrote their exams from borstal institutions with 303 others sitting as private candidates.
While stating that the government was committed to achieving 100 per cent transition Mr Osewe also said schools should not direct parents where to purchase new JSS uniforms.
“No learners shall be excluded from reporting to school on Monday next week for failure to afford a school uniform,” he stated.
While the ministry has committed to disburse due capitation for the first term by the end of the month, primary schools that will host junior secondary will benefit from a Sh9.6 billion cash injection, Sh15,000 for each learner, of which Sh4, 000 will go to infrastructure development.
Osewe said the ministry shall also develop and implement a framework for sharing and management of infrastructure and human resources among JSS and other public as well as private institutions.
According to the guidelines on JSS, some of the facilities to be shared include pitches, open spaces and other relevant facilities and equipment for athletics, games, physical fitness and health.
Others include small plots or spaces for innovative agricultural practices and assorted farm tools and equipment. Computer science laboratory with adequate computer sets.
However, Education Cabinet Secretary Ezekiel Machogu said the infrastructure and resource sharing arrangements shall be implemented in accordance with existing government regulations and policies and coordinated by the county director of education.
Others include counseling rooms or space for psycho-social support and other learner support programmes, library with relevant (digital as well as physical) learning resources and home science room with provision for laundry, cooking and sewing areas/space.
In the guidelines, the ministry also detailed how learners will be assessed, including a national summative assessment administered by the Kenya National Examination Council (KNEC) at the end of Grade 9. The learners will be assessed in all the 12 core subjects and maximum two optional subjects. The assessment will be referred to as the Kenya Junior Secondary Education assessment.
At Pre-Vocational level, the assessment will be referred to as Kenya Pre-Vocational Level Education Assessment, with learners being assessed in nine subjects.
At JSS and pre-vocational level, both formative and summative assessment will be conducted. The formative assessment will be offered in the form of school-based assessments (SBAs) while the summative assessment will take the form of national assessment.
KNEC shall provide guidelines for standardized SBAs to be administered by subject teachers in Grades 7, 8 and 9. The teachers shall then score the learner’s work and provide immediate feedback to the learners. A school year report shall then be issued.
In a move towards attainment of 100 per cent transition from primary to secondary education, Murang’a County Director of Education, Ms. Ann Kiilu, has confirmed that 657 schools which will host Junior Secondary in the county are ready.
“Of the 657 schools approved to host the junior secondary, 514 are public schools, while 133 are private schools and they are all ready, equipped and prepared to host the Junior Secondary School (JSS), starting Monday,” she said.
Kiilu further added that all the schools have also identified respective students’ uniform.
Countrywide, this transition will see over 1.25 million learners who sat the inaugural Kenya Primary School Education Assessment (KEPSEA), proceed to Junior Secondary.
Meanwhile, at Vidhu Ramji Primary School within the Township Ward in Kiharu Constituency, a spot check by Kenya News Agency, revealed that all the pupils who had sat the Grade Six KEPSEA Assessment had reported for the JSS.
“Our Grade Six had 175 pupils and therefore we are not expecting any other pupils from outside, as only nine pupils have not reported for one reason or the other, but we expect them all by the end of the week,” said Mr Michael Kimwaki, the Head Teacher.
He also confirmed that the School has adequate staff to handle the JSS, even as they await to receive more teachers from the Ministry of Education.
“We thank the government for supporting us to host the JSS and are hopeful that we will get an extra classroom and a laboratory, to effectively execute the JSS Curriculum,” he added
Learners in public Junior Secondary Schools will each receive a capitation of Sh.15, 000 from the government.
At the same time, Murangá County Commissioner, Karuku Ngumo, has called on the National Government Administration officers (NGAO), to ensure all the pupils who sat their KCPE, transit to high schools.
“The chiefs and assistant chiefs must follow up and ensure that the children under their jurisdiction join form one because the government seeks to ensure that all children enroll in Primary School and complete their Secondary School Education, with a 100 per cent transition rate,” stated the CC.
Ngothi Day Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission, Photos {Full Details}
Welcome to Ngothi Day Mixed Secondary School
A public Mixed secondary school categorized as C4 under the new Competency-Based Education (CBE) curriculum. We are dedicated to empowering our students through quality education, discipline, and integrity, while providing a safe and supportive environment where every child can discover their potential and thrive.
Browse through our website to learn more about us, from our academic programs and vibrant student life to our achievements and community engagement. Get to know more about the school’s physical location and academic programmes.
Ngothi Day Mixed Secondary School | Physical Location
Ngothi Day Mixed Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day School. The Senior School (Secondary School) is physically located at Mwea West Subcounty in Kirinyaga County of the Central Region, Kenya. Placement in the school is done by the Ministry of Education of the Republic of Kenya. To be placed to join this school, a grade 9 learner has to select the school online and placement is done based on the available grade 10 vacancies. We have also provided the School’s Official Phone Number Contact. Reach the Principal directly on: (+254)0722665770
Continue reading: New list of all National Schools in Central Region {CBE Senior Schools}
This well researched article provides the latest and accurate on the school’s School Physical Location, Postal Address, Mobile Number, Telephone Number, Email Address and School Website. Also available is the school’s Category, type, level, accomodation type, Knec Code and Performance at KNEC EXAMS.
Key Details about Ngothi Day Mixed Secondary School
Our school’s story is one of resilience, growth, and community. On this page, you’ll find a summary of who we are—our mission, values, and the people who make it all happen. From humble beginnings to a vibrant learning environment, we continue to serve with pride. Whether you’re a parent, student, alumni, or visitor, we invite you to learn more and become part of our journey. Here is a quick run through the school’s key details:
- Country where found: Kenya.
- Region: Central.
- County: Kirinyaga County.
- Subcounty: Mwea West Subcounty.
- School Type/ Ownership: A Public School.
- Nature os School/ CBE Level: Senior School (SS).
- Category: Regular School
- School’s Official Name: Ngothi Day Mixed Secondary School
- Sex: Mixed, (Boys’ and Girls’) School.
- School Cluster/ Level: Sub-County School whose Classification is C4.
- Accomodation Type: Day School.
- Knec Code: 9239127
- School’s Official Phone Number: (+254)0722665770
- Official Email Address for the School: NgothiSecondarySchool@gmail.com.
- Postal Address:
- Total Number of Subjects Combinations Offered at the School: Subjects’ Combinations in various Pathways.
Important Links with Schools’ details:
- KNEC NEWS PORTAL.
- KNEC NEWS: SCHOOLS’ PORTAL.
- THE LATEST EDUCATION NEWS.
- FREE EDUCATION RESOURCES: NOTES & EXAMS.
- SCHOOL GAMES NEWS PORTAL.
Fees paid at Ngothi Day Mixed Secondary School
Fees paid at the school is determined by the Ministry of Education and is uniform for all Senior Schools; countrywide. National Senior schools have the highest fees set; followed by Extra-County, County and Sub-County schools in that order.
Ngothi Day Mixed Secondary School Profile & Information
Complete overview of academic programs and school details
Ng’othi Mixed Secondary
LocationKIRINYAGA
SexMIXED
CategoryREGULAR
ClusterC4
7
STEM
2
Social Sciences
9
Total Combinations
Subject Combinations Offered at Ngothi Day Mixed Secondary School
View all available subject combinations at this school
SOCIAL SCIENCES
2
HUMANITIES & BUSINESS STUDIESCode: SS2061
Business Studies,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2069
Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES
STEM
7
APPLIED SCIENCESCode: ST2040
Core Mathematics,Biology,Geography
3 SubjectsSTEM
PURE SCIENCESCode: ST1016
Core Mathematics,Chemistry,Geography
3 SubjectsSTEM
PURE SCIENCESCode: ST1007
Core Mathematics,Biology,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2053
Agriculture,Business Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2046
Agriculture,Business Studies,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2071
Agriculture,Biology,Geography
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2082
Agriculture,General Science,Geography
3 SubjectsSTEM
How to get the School’s Knec Results.
To check the school’s Knec results, visit Knec Portal and search for the school by its name.
📍 How to get more Information about the School
For more information about admission requirements, facilities, and application procedures, contact the school directly. Use the official phone number indicated above to get information about the school’s fees, uniform, meals and performance.
Continue reading:
- New list of all Extra County schools; Contacts and physical locations
-
New List of All National Schools Per Region {For all 8 Regions}
-
New list of all the National Secondary Schools in Kenya; School Code, Type, Cluster, and Category
- New list of all Extra-county Girls’ only boarding schools; Contacts, enrollments and physical locations
-
New list of all County schools plus their contacts and locations
School’s Quick Overview
Welcome to our senior school; where education goes beyond academics to shape character, inspire leadership, and nurture purpose. Our school’s story is one of resilience, growth, and community. On this page, you’ll find a summary of who we are—our mission, values, and the people who make it all happen. From humble beginnings to a vibrant learning environment, we continue to serve with pride. Whether you’re a parent, student, alumni, or visitor, we invite you to learn more and become part of our journey.
The School’s Legacy
The school represents a story of vision, dedication, and growth. This page brings together the moments that shaped our identity: from early founding ideals to landmark achievements and community collaborations. Scroll through an interactive timeline, view curated photo galleries, and read first‑hand reflections that connect our heritage to today’s vibrant learning community.
The School’s Teaching Staff
Our school is made up of a vibrant teaching staff that is recruited by the Teachers Service Commission, TSC. As a school, we believe that teaching is more than delivering content—it’s about inspiring minds and shaping futures. This page highlights the educators who bring our mission to life: from veteran teachers with decades of experience to innovative newcomers integrating technology and project‑based learning. Learn about their credentials, classroom innovations, and the personal stories that drive their passion for education.
Senior Schools in Kenya | School Profile
How to Contact the Ministry of Education, MoE- Kenya..
Contact the Ministry by using the following details;
1. State Department of Early Learning and Basic Education:
- Postal Address: P.O Box 36260-00200 Nairobi, Kenya
- Physical Address: Jogoo House B, Taifa Road
- Telephone Number: +254-020-3318581
- Email: psbasic@education.go.ke
2. MINISTRY OF EDUCATION’s HEAD OFFICE.
- Physical Location: Jogoo House “B” Taifa Road
- Postal Address: P.O. Box 300400-00100 Nairobi.
- Email: info@education.go.ke
- Phone : +254(0) 3318581
How to Select Grade 10 Subjects and schools
To select Grade 10 schools and subjects under the Competency-Based Curriculum (CBC) in Kenya, Grade 9 learners should first choose a career pathway (STEM, Social Sciences, or Arts & Sports Science). Then, they’ll select three subject combinations within that pathway and finally, choose four schools for each combination, totaling 12 schools. To select preferred Grade 10 Schools and Subject Combinations, use the Ministry of Education portal selection.education.go.ke.
1. How you can Choose a Career Pathway:
- Identify your interests and potential career aspirations.
- Select one of the three pathways: STEM, Social Sciences, or Arts & Sports Science.
- Confirm your choice to proceed with the pathway.
2. Select Subject Combinations:
- The portal will provide you with a list of subject combinations available within your chosen pathway.
- Choose three subject combinations that align with your interests and strengths.
3. Select Preferred Senior Schools:
- For each subject combination, select four schools from the available clusters.
- This ensures a diverse range of options and equal representation from different categories of schools.
- A total of 12 schools will be selected: 4 for the first subject combination, 4 for the second, and 4 for the third.
TSC List of Approved TSC Teaching Subject Combinations for Secondary Schools
Science Combinations
- Chemistry & Biology
- Chemistry & Physics
- Agriculture & Geography
- Biology & Geography
- Home Science & Biology
- Physics & Computer
- Agriculture & Biology
- Agriculture & Chemistry
Language Combinations
- English & Literature
- Kiswahili & CRE (Christian Religious Education)
- Kiswahili & History
- Kiswahili & Geography
- German & Geography
- German & CRE
- Kiswahili & IRE (Islamic Religious Education)
- Kiswahili & Home Science
- Kiswahili & P.E. (Physical Education)
- French & Geography
- French & Business Studies
- French & CRE
- French & History
- Arabic & IRE
- German & History
Mathematics Combinations
- Mathematics & Business Studies
- Mathematics & Geography
- Mathematics & Computer
- Mathematics & Chemistry
- Mathematics & Biology
- Mathematics & Physics
Humanities Combinations
- Geography & CRE
- History & CRE
- Geography & History
- Geography & IRE
- History & IRE
- History & P.E.
- Geography & P.E.
- Geography & Business Studies
- Home Science & History
- Home Science & CRE
- SNE & P.E.
- Music & P.E.
Technical Combinations
- Metal Work & Mathematics
- Metal Work & Physics
- Woodwork & Mathematics
- Woodwork & Physics
- Electricity & Mathematics
- Electricity & Physics
- Fine Arts & History (Fine)
- Art & Geography
- Art & Design & History
- Art & Design & Geography
- Kiswahili & Home Science
- Kiswahili & P.E.
SELECTION OF PATHWAYS AND SENIOR SCHOOLS
• Determination of pathways per senior school
• Determination of vacancies for boarding and day schooling in senior schools
• Selection of pathways, subjects’ combination and schools by grade 9 learners Selection based on pathway
The learner will select 12 schools for their chosen pathway as follows.
– Four 4 schools in first choice track and subject combination
– Four (4) schools in second choice subject combination
– Four (4) schools in third choice subject combination (Total 12 schools) Selection based on accommodation
Out of the 12 schools selected based on pathway;
- 9 will be boarding schools; 3 from the learners’ home county, 6 from outside their home county/county of residence.
- Three (3) day schools in their home sub county/sub county of residence. (Total 12 schools)
Pre selection – A school that does not allow open placement can apply to be pre-select if it meets the criteria defined by the Ministry of Education.
How Placement of learners to Senior Schools (SS) at Grade 10 will be done
It will be based on:
- Top 6 learners per gender in each STEM track per sub-county will be placed for Boarding in schools of choice
- Top 3 learners per gender in each Social Science track per sub-county will be placed for Boarding in schools of choice
- Top 2 learners per gender in each Arts and Sports Science track per sub-county be placed to Boarding schools of their choice
- Placement of Candidates with Achievement Level of averaging 7 and 8 per track to boarding schools of their choice
Admission and replacement process
- Placement results will show where learners have been placed
- Admission letters/joining instructions shall be accessed online using the learner’s assessment Number.
- All schools, both public and private shall admit Grade 10 through KEMIS
- Leaners will be entered to the KEMIS System only after reporting physically to the school.
- Daily online reporting shall be monitored through KEMIS
Replacements
- Schools with vacancies will declare through their respective county directors of education
- Learners who wish to change schools will make requests through the heads of junior schools at least 2 weeks before the official grade 10 reporting date
- Priority shall be given to those who had earlier selected the schools they are requesting for Approvals by MoE shall be based on senior schools’ documented capacity
- Upon a request’s approval, the joining instructions shall be accessed online; at no time shall a school issue printed letters for replacement cases
- Replacement will be done once and shall be irreversible
LIST OF ALL SENIOR SCHOOLS PER COUNTY.
- West Pokot County Senior Schools.
- Wajir County Senior Schools
- Vihiga County Senior Schools
- Uasin Gishu County Senior Schools
- Turkana County Senior Schools
- Trans-Nzoia County Senior Schools
- Tharaka Nithi County Senior Schools
- Tana River County Senior Schools
- Taita Taveta County Senior Schools
- Siaya County Senior Schools
- Samburu County Senior Schools
- Nyeri County Senior Schools
- Nyandarua County Senior Schools
- Nyamira County Senior Schools
- Narok County Senior Schools
- Nandi County Senior Schools
- Nakuru County Senior Schools
- Nairobi County Senior Schools
- Murang’a County Senior Schools
- Mombasa County Senior Schools
- Migori County Senior Schools
- Meru County Senior Schools
- Marsabit County Senior Schools
- Mandera County Senior Schools
- Makueni County Senior Schools
- Machakos County Senior Schools
- Lamu County Senior Schools
- Laikipia County Senior Schools
- Kwale County Senior Schools
- Kitui County Senior Schools
- Kisumu County Senior Schools
- Kisii County Senior Schools
- Kirinyaga County Senior Schools
- Kilifi County Senior Schools
- Kiambu County Senior Schools
- Kericho County Senior Schools
- Kakamega County Senior Schools
- Kajiado County Senior Schools
- Isiolo County Senior Schools
- Homa Bay County Senior Schools
- Garissa County Senior Schools
- Embu County Senior Schools
- Elgeyo-Marakwet County Senior Schools
- Busia County Senior Schools
- Bungoma County Senior Schools
- Baringo County Senior Schools
- List of all Senior Schools in Bomet County
- Nyamira County best, top secondary schools; Indepth analysis
-
List of best performing Extra County schools in Kitui County
ALL NATIONAL SCHOOLS IN KENYA
New list of all National Schools in North-Eastern Region {CBE Senior Schools}
New list of all National Schools in Nairobi Region {CBE Senior Schools}
List of National Schools Offering Biology, Building & Construction and Chemistry CBE Subjects
Nkubu High School: National School’s Full Details
Meru School : National School’s Full Details
New list of all National Schools in Eastern Region {CBE Senior Schools}
New list of all National Schools in Central Region {CBE Senior Schools}
Kaaga Girls High School : National School’s Full Details
St. Mary’s Girls High School Igoji : National School’s Full Details
Moyale Boys Secondary School : National School’s Full Details
Moi Girls High School Marsabit: National School’s Full Details
New list of all National Schools in Rift-valley Region {CBE Senior Schools}
New list of all National Schools in Nyanza Region {CBE Senior Schools}
Moi Girls’ Secondary School-Mandera: National School’s Full Details
New list of all National Schools in Coast Region {CBE Senior Schools}
Mandera Secondary School : National School’s Full Details
Matiliku Secondary School : National School’s Full Details
Mukaa Boys’ High School: National School’s Full Details
New List of All National Schools Per Region {For all 8 Regions}
New list of all National Schools in Western Region {CBE Senior Schools}
Number of KCSE candidates in all Boys’ National schools; School KNEC code, name, category, type and cluster
List of all the Boys’ national schools in Kenya; New list, their contacts, enrollment plus locations
New List of all Boys’ National Schools under CBC, CBE Curriculum
Mama Ngina Girls High School, the only girls’ national school in Mombasa County, relocated to ultra modern facilities
Chewoyet National School; full details, KCSE Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code
New List of all Girls’ National Schools under CBC, CBE Curriculum
New List of all National Schools under CBC, CBE Curriculum
List of all National Schools in Kenya; Location, Knec Code and Type
New List of all Mixed National Schools under CBC, CBE Curriculum
ALL EXTRA COUNTY SCHOOLS IN KENYA
List of best performing, top, extra county schools in Nakuru County
Extra County Secondary Schools in Garissa County; School KNEC Code, Type, Cluster, and Category
Extra County Secondary Schools in Narok County; School KNEC Code, Type, Cluster, and Category
List of all Best Extra County High Schools in Kenya- Knec Code, Category, Cluster
Best and top extra county secondary schools in Nyeri county
Extra County Secondary Schools in Laikipia County; School KNEC Code, Type, Cluster, and Category
Best, top, Extra County Schools in Kirinyaga County
List of best performing Extra County schools in Machakos County
Nyeri County Best National, Extra County Secondary Schools
List of best Extra County secondary schools in Elgeyo Marakwet County
How to know 2024 form one admission results and download 2024 Extra County School admission letters, online: Education News
List of all Best Girls’ Extra County High Schools in Kenya- Knec Code, Category, Cluster
List of all Boys Extra County Schools in Kenya; Location, Knec Code and Type
ALL SENIOR SCHOOLS IN KENYA.
Kihuru-ini Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Del Monte Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
St. Teresa’s Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Ngatho Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mugumo Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kyaume Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Iembeni Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Muti Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Thungururu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gititu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Ngelelya Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Swani Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
St Benedict Ithanga Township Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Ithanga High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mwanawikio Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Matunda Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kanderendu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Karega Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Wamahiga Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mutunguru Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kigumo Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Marumi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mugumoini Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kigumo Bendera High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mununga Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mathareini Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kinyona Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
St Francis Mukuyuini Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mairi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Makomboki Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Muthithi Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Matu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mumbu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mwarano Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mariira Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Ikumbi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gikigie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Thamara Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Rarakwa Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
St John The Baptist Kirie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gatumbi Baptist Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Ndugamano Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Njora Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kigumo Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Nguku Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Ack Kahumbu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kamukabi Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Turuturu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Njiiri Boys Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kiugu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Karinga Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Githima Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Bishop Gatimu Kinyona Girls Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kiaguthu Boys School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kianderi Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mukumu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mukangu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Karingu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gathinja Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kamaguta Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gitare Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Dr. Gitau Matharite Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Mirichu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kiumba Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gitie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Theri Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kiboi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Koimbi Boys High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gatara Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Gitura Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Murarandia Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Dr. Kiano Girls Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kianderi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kahuhia Mixed High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kahuro Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kahatia Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Weithaga Mixed High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Yamugwe Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kirogo Boy’s High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
Kaganda High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}
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Technical and Vocational Education Training, TVETs, institutions in Machakos County; Contacts, Fees, How to join and Requirements
Technical and Vocational Education Training, TVET, institutions over various certificate, diploma and craftsmanship training to students in Kenya. The beauty with TVET training institutions is that they offer flexible entry and fee requirements to students wishing to study in these institutes. TVETs are registered, accredited and regulated by the Technical and Vocational Education and Training Authority (TVETA); which is a public corporate agency established under the Technical and Vocational Education and Training (TVET) Act No. 29 of 2013 to regulate and coordinate training in the country through licensing, registration and accreditation of programs, institutions and trainers. Section 7 of the Act, 2013 gives the powers and functions of the Authority to regulate and coordinate training; inspect, license and register and accredit training institutions; accredit and inspect programmes and courses; promote access and relevance of training programmes; determine the national technical and vocational training objectives; assure quality and relevance in programmes of training among other functions.
How to get placement
To get a place at a TVET institution, one has to apply via the Kenya Universities and Colleges Central Placement Service (KUCCPS). The available programmes, institutions, minimum entry requirements and the application procedure are always available on the KUCCPS Student’s Portal accessible through the Placement Service website www.kuccps.ac.ke. KUCCPS sets an application window within which the prospective students can submit their applications. The Entry requirement for all Diploma Courses is a C- and above; D (plain) and above for Certificate while other course categories are open.
Funding.
The good news for students joining TVETs is that they can now apply for funding from the Higher Education Loans Board, HELB. They can now get Loans and Bursaries from HELB for their fees payment and upkeep.
HERE IS THE LIST OF REGISTERED TVETs IN MACHAKOS COUNTY
The table below provides TVET institutions’ information in the order: Institution Name, Category, Type, County, Registration Number and Registration Status.
| ABC Kivi Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0142/2018 | Registered and Licensed |
| Africa Institute of Health and Development | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0164/2016 | Registered and Licensed |
| Athi River Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0026/2017 | Registered and Licensed |
| Baraka Technical College | VTC | Private | Machakos | TVETA/PRIVATE/VTC/0002/2016 | Registered and Licensed |
| Catholic Technical Training Institute | TVC | Private | Machakos | – | License additional courses |
| Catholic Technical Training Institute(Machakos | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0021/2015 | Registered and Licensed |
| Century Park College | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0029/2015 | Registered and Licensed |
| CENTURY PARK COLLEGE | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0099/2018 | Registered and Licensed |
| Eastern Kenya Integrated College | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0017/2016 | Registered and Licensed |
| Ekalakala Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0002/2017 | Registered and Licensed |
| Kaluluni VTC | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0189/2018 | Registered and Licensed |
| Kalumoni Vocational Training Centre | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0197/2018 | Registered and Licensed |
| Katangi Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0034/2017 | Registered and Licensed |
| Katine Technical Training Institute | TVC | Public | Machakos | TVETA/PUBLIC/TVC/0004/2015 | Registered and Licensed |
| Katoloni Technical College | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0114/2016 | Registered and Licensed |
| Kenya Institute of Management – Machakos | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0017/2017 | Registered and Licensed |
| Kenya Institute of Social Sciences | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0119/2016 | Registered and Licensed |
| Kenya Israel Technical College (KITUI) | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0212/2016 | Registered and Licensed |
| Kenya Israel Technical College Engineering and Driving School | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0213/2016 | Registered and Licensed |
| KenyaIsrael Technical College – Wamunyu Branch | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0067/2017 | Registered and Licensed |
| Kimutwa Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0030/2016 | Registered and Licensed |
| Kioyweni Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0055/2017 | Registered and Licensed |
| Kithaayoni Vocational Training Centre | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0190/2018 | Registered and Licensed |
| Kithuluni Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0033/2016 | Registered and Licensed |
| KITULUNI VOCATIONAL TRAINING Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0156/2018 | License additional courses |
| Komarok Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0140/2018 | Registered and Licensed |
| Kyamutwoii S.A. Vocational Training Centre | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0205/2018 | Registered and Licensed |
| Kyamwee Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0012/2017 | Registered and Licensed |
| Kyeleni Vocational Training Centre | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0198/2018 | Registered and Licensed |
| Kyemutheke Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0120/2018 | Registered and Licensed |
| Kyevaluki Vocational Training Centre | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0191/2018 | Registered and Licensed |
| Lumbwa Salvation Army Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0104/2018 | Registered and Licensed |
| Lumbwa Vocational Training Centre | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0192/2018 | Registered and Licensed |
| Machakos Institute of Technology | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0008/2014 | Registered and Licensed |
| Machakos Medical and Technical Training College | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0011/2015 | Registered and Licensed |
| Machakos Technical Institute for the Blind | TVC | Public | Machakos | TVETA/PUBLIC/TVC/0018/2016 | Registered and Licensed |
| Makutano Technical Training College | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0222/2016 | Registered and Licensed |
| Masii Institute of Technology | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0068/2018 | Registered and Licensed |
| Masii Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0110/2016 | Registered and Licensed |
| Masinga Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0059/2017 | Registered and Licensed |
| Matuu Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0060/2017 | Registered and Licensed |
| Miseleni Salvation Army Vocational training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0044/2016 | Registered and Licensed |
| Mutisya Technical Training Institute | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0225/2016 | Registered and Licensed |
| Mutisya Technical Training Institute | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0020/2018 | Registered and Licensed |
| Mutondoni Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0019/2017 | Registered and Licensed |
| Mutuyu Vocational training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0112/2016 | Registered and Licensed |
| Ndalani Youth Polytechnic | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0062/2017 | Registered and Licensed |
| Ndithini Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0141/2018 | Registered and Licensed |
| Ngelani Vocational Training Centre | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0196/2018 | Registered and Licensed |
| NYS Yatta School of Agriculture | TVC | Public | Machakos | TVETA/PUBLIC/TVC/0023/2016 | Registered and Licensed |
| Rural Aid Kenya Training Institute | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0235/2016 | Registered and Licensed |
| St. Joseph Kaloki Memorial Mechanical and Driving School | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0106/2017 | Registered and Licensed |
| St. Joseph’s Vocational Training Center- Mlolongo | VTC | Private | Machakos | TVETA/PRIVATE/VTC/0011/2017 | Registered and Licensed |
| Starlite Beauty and hair dressing | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0013/2018 | Registered and Licensed |
| Tala School of Management | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0241/2016 | Registered and Licensed |
| Trans- Ian Computer Secretarial College | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0022/2018 | Registered and Licensed |
| Tumutumu Vocational Training Center | VTC | Private | Machakos | TVETA/PRIVATE/VTC/0009/2018 | Registered and Licensed |
| Uweso College | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0015/2018 | Registered and Licensed |
| UZURI INSTITUTE MACHAKOS | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0047/2018 | Registered and Licensed |
| Vyulia Vocational Training Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0052/2017 | Registered and Licensed |
| Westford International Training Centre-Tala | TVC | Private | Machakos | TVETA/PRIVATE/TVC/0004/2018 | Registered and Licensed |
| YATHUIVOCATIONAL TRAINING Center | VTC | Public | Machakos | TVETA/PUBLIC/VTC/0114/2018 | Registered and Licensed |
Important news. Just for you, click on the links below;
- Ahmed Shahame Mwidani Technical Training Institute; Courses, requirements, contacts, location, how to apply, fees and website
- Complete guide on how to apply for HELB Loans
- Helb: This is all you need to know concerning helb loans; application, processing, disbursement, repayment and clearance
- HELB loans application and repayment; Get all the details here
- HELB: How to apply for the first time time helb loan; step by step guide on requirements and filling all the sections of the form
- How to get Helb loan balance, statement, compliance and clearance certificates online
HOW TO APPLY FOR TVET BURSARIES FROM HELB
Students pursuing Diploma and Certificate courses in Public universities, university colleges, public national polytechnics and Institutes of Technology and Technical Training institutes country-wide are eligible for this loan and bursary from HELB. Orphans, single parent students and others who come from poor backgrounds will be given priority for the loans and or bursaries.
Required Documents
- Applicants should access and fill the relevant TVET Loan & Bursary Application Form (TLAF) at the HELB website.
- Print TWO copies of the duly filled Loan Application Form.
- Have the TVET Loan Application Form signed and stamped by the Dean of Students/Financial Aid Officers.
- Retain one copy of the duly filled TLAF (Mandatory).
- Drop the TLAF personally at the HELB students Service Centre on the Mezannine One, Anniversary Towers or any of the SELECT Huduma Centers nearest to you.
TVET Institution Application
The TVET Authority accredits institutions and approves managers of institutions and new programmes.
Application Process
- Undertake a business name search from the Registrar of companies via Ecitizen
- Obtain a “letter of no objection” on suitability of the name from TVETA
In order to obtain the letter of no objection, present;
- Reserved business name search
- Invoice for the name search
- Copy of KRA Pin for the Director(s)
- Copy of ID for the Director(s)
- Dully filled and signed BN2 form (Click here to Download)
3. Register the Business name with the office of the Registrar of Companies
4. Download the TVETA application Forms for accreditation of institution, manager, Trainer, approval of programs, foreign institution and checklist here.
5. Submit complete application documents to TVETA offices located at Utalii House 8th Floor.
6. An accreditation officer will check the documents and compute the amount to be paid. (TVETA Gazetted Fees)
7. You will then be required to pay the amount through MPESA or TVETA bank account below.
Payment process
| MPESA Payment | TVETA Bank Account |
|---|---|
| 1. Go to the MPESA menu, 2. Select payment services 3. Choose Pay Bill option 4. Enter 894135 as the business number 5. Enter your full name as the account number 6. Enter the amount 7. Enter your pin and press Ok | A/C Name: Technical and Vocational Education and Training Authority A/C No.: 1212502450 Bank: Kenya Commercial Bank Branch: Kipande House |
Acknowledgement
After making payment the applicant will complete a registration form in duplicate as evidence of having submitted their application. An acknowledgement letter will then be sent to the applicant.
Inspection and Assessment
1.The institution will be scheduled for inspection and a Team of assessors will visit and inspect the institution for compliance with set standards. Download the assessment tool here
2.The assessors will prepare an inspection report which will be presented to TVETA Board
Registration and Licensing
1. Resolution of the Board based on evaluation of the inspection report shall be;
i. Approve Registration and Licensing of the institution
ii. Reject the application
iii. Request the Institution to improve within a period of six months
2. The applicant is notified on results of the TVETA Board resolution within 3 months from the date of submission of a fully compliant application documents
3. TVETA will issue training License to qualified institutions and maintain a register of the institutions and programs approved.
Note
TVETA will maintain a register of;
i. Registered and licensed institutions
ii. Ongoing registrations
iii. Institutions recommended for improvement
At this point, the accreditation process is complete, and an institution will be issued with a registration certificate and training license.
Also read:
- Kisii University Courses, Requirements, Fees, Student Portals and how to apply
- Kenya Methodist University, kemu, Education and other Courses, Requirements, Fees, Student Portals and how to apply
- Kibabii University Courses, Requirements, Fees, Student Portals and how to apply
- Karatina University Courses, Requirements, Fees, Student Portals and how to apply
- Kabaraki University Courses, Requirements, Fees, Student Portals and how to apply
- Education courses offered at Jaramogi Oginga Odinga, JOOUST, University:Requirements, Fees, Student Portals and how to apply
- Universities that offer education courses, teaching combinations, offered, requirements and how to apply for Chuka university courses
Kebirigo Boys High School 2019 KCSE results analysis and grade distribution
Kebirigo High School in Nyamira County managed a mean score of 7.312 (C+; plus) in the 2019 Kenya Certificate of Secondary Education, KCSE, examination; posting a positive deviation of +0.483. The school registered a total of 154 candidates. In 2018, the school had a total candidature of 105 who scored a mean of 6.829.
109 candidates scored a mean grade of C+ (plus) and above; hence, booking direct tickets to university. Candidates who scored mean grade of A- (minus) were 2 . Others scored B+ (4), B (34), B- (36) and C+ ( 33 candidates).
Here is the school’s 2019 KCSE Mean Grade Summary;
| MEAN GRADE | NUMBER OF CANDIDATES |
| A | 0 |
| A- | 2 |
| B+ | 4 |
| B | 34 |
| B- | 36 |
| C+ | 33 |
| C | 19 |
| C- | 21 |
| D+ | 5 |
| D | 0 |
| D- | 0 |
| E | 0 |
| x | 0 |
| TOTAL | 154 |
FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;
Here are links to the most important news portals:
TSC list of Promoted Senior Lecturer 4 (C3-C4) 2024
TSC list of Promoted Senior Lecturer 4 (C3-C4) 2024
ADVERT NO.53/2023(C3-C4): SENIOR LECTUTER IV (TTC) T-SCALE 9 – 216 POSTS
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MVITA BOYS High School 2021/2022 KCSE Results Analysis, Grade Count
MVITA BOYS High School 2021/2022 KCSE Results Analysis, Grade Count
MVITA BOYS High School recorded a fair result in the 2021 KCSE exams. Below is the full analysis of the school’s KCSE 2021/2022 performance. Get to see the school’s mean grade, grade count analysis and number of students who qualified for university degree courses.
HERE IS THE SCHOOL’S 2021/2022 KCSE RESULTS ANALYSIS IN FULL
| GRADE | ENTRY | A | A- | B+ | B | B- | C+ | C | C- | D+ | D | D- | E | X | 2021 MSS | 2020 MSS | Dev | |
| NO OF CANDIDATES | 120 | 0 | 0 | 0 | 1 | 3 | 4 | 14 | 15 | 18 | 32 | 31 | 2 | 0 | 3.77 | 4.26 | -0.50 | |
| SCHOOL MEAN GRADE | D+ (plus) | . | . | |||||||||||||||
| UNIVERSITY DIRECT ENTRY | 8 | . | . | |||||||||||||||
| TOTAL CANDIDATES | 120 | . | . | |||||||||||||||
| % DIRECT ENTRY | 6.666667 | . | . | |||||||||||||||
FORM 4 BIOLOGY PP3 EXAMS (QUESTIONS, CONFIDENTIAL & ANSWERS) IN PDF
231/3
BIOLOGY
PAPER 3
KASSU
TIME: 2 HOURS
Kenya Certificate of Secondary Education (K.C.S.E.)
REQUIREMENTS FOR EACH CANDIDATE
- Solution P- starch
- Solution Q- egg white
- Solution Z- water
- Solution R- Diastase
- Benedict’s solution
- Iodine solution
- Visking tubing – 8cm
- Thread
- 100ml beaker
- 5 test tubes
- 5 labels
- D1-Blackjack
- D2-Sonchus
- D3-Jacaranda
- D4-Mango
Name………………………………………………… Adm no. ……………Class…….
School …………………………………………………
231/3
BIOLOGY
PAPER 3 (PRACTICAL)
Time: 1 ¾ HOURS
KASSU JET EXAMINATION –
231/3
BIOLOGY PAPER 3 (PRACTICAL)
Time: 1 ¾ HOURS
INSTRUCTIONS TO CANDIDATES
- Answer ALL the questions.
- You are required to spend the first 15 minutes of 1 ¾ hours allowed for this paper reading the whole paper carefully before commencing your work.
- Answers must be written in the spaces provided in the question paper.
- Additional pages must not be inserted.
FOR EXAMINERS USE ONLY
| Question | Maximum score | Candidate’s score |
| 1 | 12
|
|
| 2 | 14
|
|
| 3 | 14
|
|
| Total Score | 40
Marks |
This paper consists of 5 printed pages.Candidates should check the question paper to ensure that all pages are printed as indicatedand no questions are missing
- You are provided with the photomicrograph of an onion outer epidermis as seen under light microscope
- a) On the photograph, name parts labelled A, C, and D (3mark) A ……………………………………………………………
C ……………………………………………………………
D ……………………………………………………………
- Explain how the part labelled B is adapted to its function (2marks)
………………………………………………………………………………………………………………………………………………………………………………………………
- Calculate the actual size of the cell marked K, give your answer in micrometres
(2marks)
- The differences between the cells in the photograph and those obtained from an animal epithelial cells (3marks)
| Onion epidermal cells | Animal epithelial cells |
- State the process that make the structures in the cell above appear more distinct
(1mark)
………………………………………………………………………………………..
- In microscopic procedure in 1 (d) above name what was used to achieve the process
(1mark)
……………………………………………………………………………………………
- The photographs below represent specimen labeled A, B, C and D
| SPECIMEN A | SPECIMEN B |
| SPECIMEN C | SPECIMEN D |
- Name the type of placentation shown in specimen A and B (2marks)
A…………………………………………………………………………………
B…………………………………………………………..………………….…
- Identify the type of sections from which specimen C and D was obtained?
(2 marks)
C…………………………………………………………………………………
D…………………………………………………………..………………….…
- Classify the above specimen labeled D (1mark)
………………………………………………………………………………
- You are provided with specimen labeled D1, D2, D3 and D4. Examine them
Draw and label specimen labeled D2 (3marks)
- Giving a reason and state the agent of dispersal of the specimen (6marks)
| Specimen | Agent of dispersal | Reason |
| D1 |
|
|
| D3 |
|
|
| D4 |
|
- You are provided with the following. Solution P, Q and Z.
- (i) Put 2 cm3 of solution P into two test tubes labeled A and B. Add iodine solution drops into test tube A. Observe and record. (1 mark)
…………………………………………………………………………………………..
(ii)To test tube B, add an equal amount of Benedict’s solution. Heat to boil. Record your observation. (1 mark)
…………………………………………………………………………………………..
(iii) From the results in (a) (i) and (ii), identify solution P. (1 mark)
…………………………………………………………………………………………..
(iv). Put 2cm3 of solution Z into a clean test tube labelled C. Add equal volume of Benedict’s solution. Heat to boil. (1 mark)
……………………………………………………………………………………..……
(v) Open the visking tubing provided, Pour solution P into the visking tubing and add 1cm3 of the solution R. Tie the visking tubing and ensure there is no leakage. Pour solution Z into a clean beaker till it is half full. Immerse visking tube in the solution Z in the beaker. Allow it to stand for 30 minutes. After 30 minutes, take 2cm3 of solution Z from the beaker into a clean test tube labelled D. Add equal amount of Benedict’s solution. Heat to boil. Record your observation. (1 mark)
…………………………………………………………………………………………..
(vi)Account for the observation made in (v) above. (3 marks)
…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..
- i) Pour 2 cm3 of solution Q into a clean test tube. Observe and record the color of solution (1 mark)
…………………………………………………………………………………………
- ii) Add 1 cm3 of sodium hydroxide into test tube containing solution Q. Record your observation. (1 mark)
……………………………………………………………..……………………………
iii) Explain the results observed in (b)(ii) above. (2 marks)
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….…………….
iv). what is the identity of solution R? (1 mark)
……………………………………………………………..……………………………v) State one factor that can affect the process demonstrated in 3a (v) above (1 mark)
……………………………………………………………..……………………………
KASSU BIOLOGY PAPER 3 MARKING SCHEME
1.You are provided with the photomicrograph of an onion outer epidermis as seen under light microscope
- a) On the photograph, name parts labelled A, C, and D (3marks)
A chloroplast ;
C cell membrane ;
D cytoplasm ;
- Explain how the part labelled Bisadapted to itsfunction (2marks)
Cellwallcontain the polysaccharide cellulose; thatgivemechanical support
- Calculate the actual size of the cellmarked K, giveyouranswer in micrometres
(2marks)
Mg = image size
Actual size
1500= 4.4×10,000 ;
Actual size
=44000
1500
=29.3um ; units
- The differencesbetween the cells in the photograph and thoseobtainedfrom an animal epithelialcells (3marks)
| Onionepidermalcells | Animal epithelialcells |
| Cellwallpresent | Cellwall absent ; |
| Chloroplastpresent | Chloroplast absent ; |
| Nucleus locatedat the periphery | Centralised nucleus ; |
- State the processthatmake the structures in the cellaboveappear more distinct (1mark)
Staining ;
- In microscopicprocedurein 1 (e) abovenamewhatwasused to achieve the process(1mark)
Iodinestain,;methyleneblue ;eosinacceptany one
- The photographs below represent specimen labeled A, B, C and D
| SPECIMEN A | SPECIMEN B |
| SPECIMEN C | SPECIMEN D |
- Name the type of placentation shown in specimen A and B (2 marks)
A Axile;
B free central;
- Identify the type of sections from which specimen C and D was obtained?
(2 marks)
Ccross section/transverse section;
- Longitudinal section;
- Classify the above specimen labeled D (1mark)
Succulent;
- You are provided with specimen labeled D1, D2, D3 and D4. Examine them
Draw and label specimen labeled D2 (3marks)
- Giving a reason and state the agent of dispersal of the specimen (6marks)
| Specimen | Agent of dispersal | Reason |
| D1 |
Animal ;
|
Have hook-like structures which stick on fur/clothes of passing animals; |
| D3 |
Wind;
|
Has wing like structures to increase surface area for it to be carried by wind; |
| D4 |
Animal ;
|
Brightly coloured, succulent to attract animals that feed on it; |
- You are provided with the following. Solution P, Q and Z.
- (i) Put 2 cm3 of solution P into two test tubes labeled A and B. Add iodine solution drops into test tube A. Observe and record. (1 mark)
Blue-black colour observed;
(ii)To test tube B, add an equal amount of Benedict’s solution. Heat to boil. Record your observation. (1 mark)
Blue-black of Benedict’s solution persist;
(iii) From the results in (a) (i) and (ii), Identify solution P. (1 mark)
Starch solution;
(iv) put 2cm3 of solution Z into a clean test tube labelled C. Add equal volume of Benedicts solution. Heat to boil. (1 mark)
Blue colour of Benedict’s solution persist;
(v) Open the visking tubing provided. Pour solution P into the visking tubing and add 1cm3 of the solution R. Tie the visking tubing and ensure there is no leakage. Pour solution Z into a clean beaker till it is half full. Immerse visking tube in the solution Z in the beaker. Allow it to stand for 30 minutes. After 30 minutes, take 2cm3 of solution Z from the beaker into a clean test tube labelled D. Add equal amount of Benedict’s solution. Heat to boil. Record your observation. (1 mark)
Colour changes from Blue-green- yellow- orange;
(vi)Account for the observation made in (v) above. (3 marks)
Starch is hydrolysed into maltose by enzyme diastase; maltose molecules are small enough to diffuse through the small pores of the visking tubing; maltose reacted with Benedict’s solution producing an orange colour;
- (i)Pour 2 cm3 of solution Q into a clean test tube. Observe and record the color of solution Q. (1 mark)
White/turbid/ cloudy;
(ii)Add 1 cm3 of sodium hydroxide into test tube containing solution Q. Record your observation. (1 mark)
Solution Q clears/ white colour fades off;
(iii)Explain the results observed in (b)(ii) above. (2 marks)
` Sodium Hydroxide breaks down the protein molecules into peptides; peptides form a clear solution;
iv). what is the identity of solution R? (1 mark)
Enzyme/diastase
- v) State one factor that can affect the process demonstrated in 3a (v) above (1 mark)
Increase in temperature
KCSE 2020 revised Timetable from Knec
Here is the revised and final KCSE 2020 Timetable and instructions to candidates who will sit for their examinations in March/ April 2021. According to the timetable, the candidates sit for their first theory paper on Friday March 26, 2021. The last examination day will be on Wednesday April 21, 2021.
REVISED 2020 KCSE TIMETABLE DOWNLOAD.
Here is the Timetable as released by the Kenya National Examinations Council, KNEC.
Latest TSC Career Progression Guidelines for Curriculum Support Officers (CSOs)
TSC CAREER GUIDELINES (CPG) FOR CURRICULUM SUPPORT OFFICERS (CSOs)
1.0 INTRODUCTION AND BACKGROUND
These Career Progression Guidelines outline the academic and professional criteria for curriculum support officers career advancement. The guidelines link an officer’s career
progression, to his/her performance and professional conduct.
Teachers Advisory Centres (TACs) were established in Kenya 1963 to provide inservice
courses to help teachers improve professionally and to offer aid in developing curriculum
and using new instructional materials. The centers were manned by Tac tutors.
In 2015 the commission decided to change the designation to curriculum support officers and deployed them to zones with an expanded mandate .Consequently,it become necessary provide for substantive appointment of the cadre and develop a career progression guideline for curriculum support officers .
This “career based strategy” is aimed at embracing the principles of performance management that integrate performance appraisal system with an officer’s career path. The guidelines set out career progression for curriculum support officers.
They provide minimum entry required if a serving teacher wishes to pursue a career as a curriculum support officer. Henceforth, teachers employed by the Teachers Service Commission will take personal responsibility for their professional/career development.
1.1 RATIONALE FOR THE CAREER GUIDELINES
In 2015 the Teachers Service Commission establish a cadre of curriculum support
officers. The following designations were declared absolete, Tac Tutors,Dicece lectures and Special Education Assessors. The commission adopted curriculum support officers as the new designation for this cadre of staff whose critical mandate is to support curriculum implementation in schools.
The positions are to be filled competitively hence the need for career guidelines to guide their recruitment and progression.
Do not miss any TSC news. Click here for the latest TSC News; TSC News Portal.
1.2 AIMS OF CAREER PROGRESSION GUIDELINES
(i) To provide for minimum requirements for recruitment;
(ii) To provide for a well-defined career structure that will attract, motivate and facilitate retention of suitably qualified and competent staff;
(iii) To provide for Clearly defined job descriptions and specifications with clear duties and responsibilities at all levels within the career structure, which will ensure proper deployment, advancement and utilization of personnel;
(iv) Incorporation of human resource planning principles to address career progression and succession management;
(v) Provision of minimum qualifications for career advancement;
(vi) To establish standards for recruitment, training and development, and advancement within the career structure on the basis of knowledge, competence, merit, experience and ability as reflected in work performance and results; and
(vii) A mechanism for monitoring and evaluating career progression.
1.3 SCOPE OF THE CAREER PROGRESSION GUIDELINES
The Career Guidelines provide for entry requirements for Curriculum Support Officers (CSOs) their promotion and capacity building.
These Guidelines are applicable to:-
(i) Curriculum Support Officers;
1.4 ADMINISTRATION AND TRAINING SCOPE
(a) Responsibility for Administration
This Career Progression Guidelines will be administered by the Commission Secretary/Chief Executive Officer, in consultation with the Commission. In implementing the Guidelines, the Commission Secretary will ensure that the provisions of the guidelines are strictly observed for fair and equitable treatment of officers.
(b) Training Scope
In administering the Career Progression Guidelines, the Commission will provide conducive environment to enable staff advance their careers. The officers should also be
encouraged to undertake training privately for self-development.
(C) Professional Development
Officers will be expected to undergo Teachers continuous professional development .
1.5 PROVISION OF POSTS
These Career Progression Guidelines do not constitute authority for creation of posts. Any additional post(s) required under the new grading structure provided in the Career
Progression Guidelines must be included in the staff establishment proposals for consideration and approval by the Commission.
1.6 SERVING OFFICERS
Serving officers will adopt and convert as appropriate to the new grading structure and
designations though they may not be in possession of the requisite minimum qualifications and/or experience prescribed in the Career Progression Guidelines.
However, for advancement to higher grades, officers must possess the prescribed
minimum qualifications and/or experience required for appointment to the grades.
1.1.8 ADVANCEMENT WITHIN THE CAREER PROGRESSION GUIDELINES
These Career Progression Guidelines sets out the minimum qualifications and/or
experience required for advancement from one grade to another. It is emphasized,
however, that these are the minimum requirements entitling an officer/teacher to be
considered for appointment or promotion to the next grade.
In addition, advancement from one grade to another will depend on: –
(i) Existence of a vacancy in the approved establishment;
(ii) merit and ability as reflected in work performance and results; and
(iii) the approval by the Commission.
1.9 RECOGNIZED QUALIFICATIONS
Recognized qualification as spelt out in this Career Progression Guidelines will be those attained from recognized institutions, colleges, and the Government approved Examination Bodies.
These will include among others:-
(i) Recognized universities and institutions;.
(ii) Kenya National Examination Council (KNEC);
(iii) Approved institutions for TPD
(iv) Kenya School of Government;
(v) Any other accredited institutions by the Council for University Education (CUE) or the relevant Government Departments as examining bodies.
1.10 IMPLEMENTATION OF THE CAREER GUIDELINES
The Career Progression Guidelines will become operational with effect from t 11th September 2019 and supersedes the existing Schemes of Service . All serving curriculum officers will automatically become members of the Career Progression Guidelines.
JOB CLASSIFICATION AND GRADING STRUCTURE
The Curriculum Support Officers are charged with the responsibility assessing teachers needs ,training them ,providing professional guidance and assessing learning outcomes
among other responsibilities.They also ensure that teachers comply with the set teaching
standards, advise on career progression and professional development for teachers,
monitoring the conduct and performance of teachers and collection and maintenance of teacher management data.
GRADING STRUCTURE AND SCOPE
The Career Progression Guidelines establishes four (4) grades of Curriculum Support Officers, who will be designated and graded as follows:
| S/N | Designation | Teacher Scale | Length of Service |
| 1 | Curriculum Support Officer (11) | 10 | 9 |
| 2 | Curriculum Support Officer (1) | 11 | 10 |
| 3 | Senior Curriculum Support Officer | 12 | 12 |
| 4 | Chief Curriculum Support officer | 13 | 15 |
JOB DESCRIPTIONS AND SPECIFICATIONS
I. CURRICULUM SUPPORT OFFICERS (11) – Tsc Scale 10
(a) Duties and Responsibilities
This is the entry grade for curriculum support officers. An Officer appointed to this grade may be assigned any of the following duties and responsibilities.
(i) Carrying out regular visits to schools, observe teaching techniques, give demonstration lessons and advice teachers on methods and resources needed for effective teaching and learning.
(ii) Collecting, collating and submitting data on school enrollment, establishment, staffing and other related information.
(iii) Participating in the organization and management of co-curriculum activities.
(iv) Identifying the training needs of teachers and heads of institutions and advice the Commission accordingly.
(v) Providing support services to teachers and advice on curriculum implementation, supervision and evaluation.
(vi) Organizing and conducting courses on curriculum delivery and implementation through seminars, workshops, retreats and in service programs in conjunction with the sub county director.
(vii) Assisting in identification and acquisition of appropriate teaching and learning resources.
(viii) Assisting teachers to develop teaching aids and other reference materials.
(ix) Updating teachers on curriculum changes, pedagogy, content coverage and other emerging issues in the teaching service.
(x) Developing work programs and prepare progress reports for the teachers
advisory Centre.
(xi) Working with the quality assurance officer to improve teaching and learning.
(xii) Assisting in teacher Performance Appraisal and Development.
(xiii) Identifying and assess children with special needs and recommend them for appropriate placement in SNE institutions.
(xiv) Advising the Commission on the staffing needs of special schools and career progression and professional development of SNE teachers.
(xv) Providing support services to teachers in special schools and advise on curriculum implementation, supervision and evaluation.
(xvi) Assisting SNE teachers to develop/acquire teaching and learning materials.
(xvii) Monitoring and ensure compliance with special needs education delivery standards.
(xviii) Monitoring the conduct of special needs education teachers in the management of special needs learners.
(xix) Coordinating teacher Performance Appraisal and Development.
(xx) Organizing and conducting courses, seminars, workshops, retreats and in service program s for SNE teachers on matters related to SNE learners.
(xxi) Collecting and maintaining data on SNE schools and learners.
(xxii) Participating in the organization and management of co-curriculum activities for SNE schools
(xxiii) Mentoring and coaching teachers
(b) Requirements for Appointment
For appointment to this grade, a teacher must have:
Served as a teacher for a cumulative period of not less than six (6) years;
(i) A Bachelor’s degree in Education from a recognized institution,
OR A Bachelor’s degree plus a Post Graduate Diploma in Education from a recognized institution;d
(ii) Certificate in computer applications
(iii) Demonstrated merit and ability as reflected in work performance and results; and
(iv) Meets the requirements of chapter 6 of the Constitution.’
II. CURRICULUM SUPPORT OFFICERS Tsc Scale 11
(a) Duties and Responsibilities.
Duties and responsibilities at this level will entail:
(i) Carrying out regular visits to schools, observe teaching techniques, give demonstration lessons and advice teachers on methods and resources needed for effective teaching and learning;
(ii) Collecting, collating and submitting data on school enrollment, establishment, staffing and other related information;
(iii) Participating in the organization and management of co-curriculum activities;
(iv) Identifying the training needs of teachers and heads of institutions and advise the Commission accordingly;
(v) Providing support services to teachers and advise on curriculum implementation, supervision and evaluation;
(vi) Organizing and conducting courses on curriculum delivery and implementation through seminars, workshops, retreats and in service programs in conjunction with the sub county director;
(vii) Assisting in identification and acquisition of appropriate teaching and learning resources;
(viii) Assisting teachers to develop teaching aids and other reference
materials;
(ix) Updating teachers on curriculum changes, pedagogy, content coverage and other emerging issues in the teaching service;
(x) Developing work programs and prepare progress reports for the teachers advisory Centre;
(xi) Working with the quality assurance officer to improve teaching and learning.
(xii) Assisting in teacher Performance Appraisal and Development;
(xiii) Identifying and assessing children with special needs and recommend them for appropriate placement in SNE institutions;
(xiv) Advising the Commission on the staffing needs of special schools and career progression and professional development of SNE teachers;
(xv) Providing support services to teachers in special schools and advise on curriculum implementation, supervision and evaluation;
(xvi) Assisting SNE teachers to develop/acquire teaching and learning materials;
(xvii) Monitoring and ensuring compliance with special needs education delivery standards;
(xviii) Monitoring the conduct of special needs education teachers in the management of special needs learners;
(xix) Assisting in teacher Performance Appraisal and Development;
(xx) Organizing and conducting courses, seminars, workshops, retreats and in service programs for SNE teachers on matters related to SNE learners;
(xxi) Collecting and maintaining data on SNE schools and learners; and
(xxii) Participating in the organization and management of co-curriculum activities SNE schools.
(xxiii) Mentoring and coaching teachers
(b) Requirements for Appointment
For appointment to this grade, one must have:
(i) Served as a teacher for a minimum period of 10years;
(ii) Bachelor’s degree in Education from a recognized institution; OR Bachelor’s degree plus a Post Graduate Diploma in Education from a recognized institution;
(iii) Masters degree in Education/special education from a recognized institution;
(iv) Certificate in computer applications skills;
(v) Demonstrated merit and ability as reflected in work performance and results;
(vi) Meet the requirements of chapter 6 of the Constitution.
(vii) Attended a Management course lasting for not less than 2 weeks
III. SENIOR CURRICULUM SUPPORT OFFICER, Tsc Scale 12
(a) Duties and Responsibilities
Duties and responsibilities at this level will entail:
(i) Carrying out regular visits to schools, observe teaching techniques, give demonstration lessons and advice teachers on methods and resources needed for effective teaching and learning;
(ii) Coordinating the Collection, collation and submission of data on school enrollment, establishment, staffing and other related information;
(iii) Coordinating the organization and management of co-curriculum activities;
(iv) Coordinating training needs of teachers and heads of institutions and advise the Commission accordingly;
(v) Organizing and conducting courses on curriculum delivery and implementation through seminars, workshops, retreats and in service programs in conjunction with the sub county director;
(vi) Coordinating the identification and acquisition of appropriate teaching and learning resources;
(vii) Ensuring teachers develop teaching aids and other reference materials;
(viii) Ensuring teachers are updated on curriculum changes, pedagogy, content coverage and other emerging issues in the teaching service;
(ix) Working with the quality assurance officer to improve teaching and learning.
(x) Carry out Performance Appraisal of staff below them;
(xi) Coordinating identification, assessment and placement of children with special needs in SNE institutions;
(xii) Advising the Commission on the staffing needs of special schools and career progression and professional development of SNE teachers;
(xiii) Monitoring and ensure compliance with special needs education delivery
standards;
(xiv) Monitoring the conduct of special needs education teachers in the management of special needs learners; and
(xv) Maintaining data on SNE schools and learners;
(xvi) Mentoring and coaching teachers.
(b) Requirements for Appointment
For appointment to this grade, one must have:
(i) Served as a teacher for a minimum period of 12years;
(ii) Bachelor’s degree in Education from a recognized institution; OR Bachelors degree plus a Post Graduate Diploma in Education from a recognized institution;
(iii) Masters degree in Education/special education from a recognized institution;
(iv) Certificate in computer applications skills
(v) Demonstrated merit and ability as reflected in work performance and results;
(vi) Meet the requirements of chapter 6 of the Constitution; and
(vii) Attended a Management course lasting not less than 2 weeks.
IV. CHIEF CURRICULUM SUPPORT OFFICER, Tsc Scale 13
(a) Duties and Responsibilities:
Duties and responsibilities at this level will entail:
(i) Carrying out regular visits to schools, observe teaching techniques, give demonstration lessons and advice teachers on methods and resources needed for effective teaching and learning;
(ii) Coordinating the Collection, collation and submission of data on school enrollment, establishment, staffing and other related information;
(iii) Coordinating the organization and management of co-curriculum activities;
(iv) Coordinating training needs of teachers and heads of institutions and advise the Commission accordingly;
(v) Organizing and conducting courses on curriculum delivery and implementation through seminars, workshops, retreats and in service programs in conjunction with the sub county director;
(vi) Coordinating the identification and acquisition of appropriate teaching and learning resources;
(vii) Ensuring teachers develop teaching aids and other reference materials;
(viii) Ensuring teachers are updated on curriculum changes, pedagogy, content coverage and other emerging issues in the teaching service;
(ix) Working with the quality assurance officer to improve teaching and learning.
(x) Carry out Performance Appraisal of staff below them;
(xi) Coordinating identification, assessment and placement of children with special needs in SNE institutions;
(xii) Advising the Commission on the staffing needs of special schools and career progression and professional development of SNE teachers;
(xiii) Monitoring and ensure compliance with special needs education delivery standards;
(xiv) Monitoring the conduct of special needs education teachers in the management of special needs learners; and
(xv) Maintaining data on SNE schools and learners.
(b) Requirements for Appointment
For appointment to this grade, one must have:
(i) Served as a teacher for a minimum period of 15years;
(ii) Bachelor’s degree in Education from a recognized institution; OR Bachelors degree plus a Post Graduate Diploma in Education from a recognized institution;
(iii) Masters degree in Education/special education from a recognized institution;
(iv) Certificate in computer applications skills;
(v) Demonstrated merit and ability as reflected in work performance and results;
(vi) Meet the requirements of chapter 6 of the Constitution; and
(vii) Management course for not less than 2 weeks.
Kuccps degree cutoff points 2021-2022
The Kenya Universities and Colleges Central Placement Service, KUCCPS, has released new cutoff points to be used in admitting KCSE students to universities and Colleges during the 2021/2022 selection and admission process. Various universities have revised their cluster points cutoffs upwards.
According to KUCCPS, the column with 2019 cutoff points for various degree, certificate and diploma programmes will be used to select the students to universities and colleges (see table below).
You may also like;
KUCCPS DEGREE CHOICES CUTOFF POINTS 2021-2022
To see the Kuccps 2021-2022 cutoff points, click here.
More Kuccps resources can be found in the locations below;
| RESOURCE | DATE RELEASED BY KUCCPS |
|---|---|
| Craft Programme Codes | March 25, 2021 |
| Artisan Programmes Codes | March 25, 2021 |
| Diploma Programme Codes | March 25, 2021 |
| Degree Cluster Document | Feb. 26, 2021 |
| Counties, Districts and Postal Codes | Feb. 26, 2021 |
| Principal’s_Manual | Feb. 26, 2021 |
| Student’s Manual | Feb. 26, 2021 |
| Degree Programmes Cutoffs | Feb. 26, 2021 |
| Diploma Requirements and Programmes | Oct. 26, 2017 |
Ahmed Shahame Mwidani Technical Training Institute Courses, Requirements, Contacts, Location, How to apply, fees and website
Technical and Vocational Education Training, TVET, institutions over various certificate, diploma and craftsmanship training to students in Kenya. The beauty with TVET training institutions is that they offer flexible entry and fee requirements to students wishing to study in these institutes. TVETs are registered, accredited and regulated by the Technical and Vocational Education and Training Authority (TVETA); which is a public corporate agency established under the Technical and Vocational Education and Training (TVET) Act No. 29 of 2013 to regulate and coordinate training in the country through licensing, registration and accreditation of programs, institutions and trainers. Section 7 of the Act, 2013 gives the powers and functions of the Authority to regulate and coordinate training; inspect, license and register and accredit training institutions; accredit and inspect programmes and courses; promote access and relevance of training programmes; determine the national technical and vocational training objectives; assure quality and relevance in programmes of training among other functions.
How to get placement
To get a place at a TVET institution, one has to apply via the Kenya Universities and Colleges Central Placement Service (KUCCPS). The available programmes, institutions, minimum entry requirements and the application procedure are always available on the KUCCPS Student’s Portal accessible through the Placement Service website www.kuccps.ac.ke. KUCCPS sets an application window within which the prospective students can submit their applications. The Entry requirement for all Diploma Courses is a C- and above; D (plain) and above for Certificate while other course categories are open.
Funding.
The good news for students joining TVETs is that they can now apply for funding from the Higher Education Loans Board, HELB. They can now get Loans and Bursaries from HELB for their fees payment and upkeep.
AVAILABLE PROGRAMMES AT AHMED SHAHAME MWIDANI
ASMTTI is providing relevant employable technical and innovative industrial skills for job creation through self-employment.
It operates under the Education Act, TVET Act 2013 and offers curricular developed by Curriculum Development Assessment and Certification Council (CDACC), Kenya Institute of curriculum development (KICD), National Industrial Training Authority, KASNEB, among others.
The college is located in Mombasa County Changamwe, Sub-County. ASMTTI offers courses at Artisan, Craft and Diploma levels, plus a variety of short-courses in the part-time program. ASMTTI is a member of the Kenya Association of Technical Training Institutions (KATTI) and CAPA amongst others. Ahmed S. Mwidani Technical Training Institute started its operations in September 2017.
AHMED SHAHAME MWIDANI TECHNICAL TRAINING INSTITUTE KUCCPS APPROVED PROGRAMMES
| S/N | PROGRAMME CODE | PROGRAMME NAME | 2019 CUTOFF | 2018 CUTOFF | 2017 CUTOFF | 2016 CUTOFF | 2015 CUTOFF |
|---|---|---|---|---|---|---|---|
| 1 | 1615552 | DIPLOMA IN SOCIAL WORK AND COMMUNITY DEVELOPMENT | – | – | – | – | – |
| 2 | 1615601 | DIPLOMA IN ACCOUNTING & FINANCE | – | – | – | – | – |
| 3 | 1615740 | DIPLOMA IN MECHATRONIC ENGINEERING | – | – | – | – | – |
| 4 | 1615746 | DIPLOMA IN IN SUPPLY CHAIN MANAGEMENT | – | – | – | – | – |
| 5 | 1615751 | DIPLOMA IN BUSINESS MANAGEMENT | – | – | – | – | – |
| 6 | 1615758 | DIPLOMA IN INFORMATION COMMUNICATION TECHNOLOGY | – | – | – | – | – |
| 7 | 1615769 | CRAFT IN AUTOMOTIVE ENGINEERING | – | – | – | – | – |
| 8 | 1615777 | CERTIFICATE IN BUSINESS MANAGEMENT | – | – | – | – | – |
| 9 | 1615840 | CERTIFICATE IN ELECTRICAL AND ELECTRONIC TECHNOLOGY | – | – | – | – | – |
| 10 | 1615889 | CERTIFICATE IN INFORMATION COMMUNICATION TECHNOLOGY | – | – | – | – | – |
| 11 | 1615917 | DIPLOMA IN ELECTRICAL ENGINEERING (POWER) | – | – | – | – | – |
| 12 | 1615920 | CRAFT IN MECHATRONICS ENGINEERING | – | – | – | – | – |
| 13 | 1615954 | CERTIFICATE IN SOCIAL WORK | – | – | – | – | – |
| 14 | 1615957 | CERTIFICATE IN SUPPLY CHAIN MANAGEMENT | – | – | – | – | – |
Contacts for Ahmed Shahame Mwidani Technical Training Institute
- P.O. BOX 93800-80102 MOMBASA
- Email: asmwidanitvc@gmail.com | info@ahmedmwidanitvc.ac.ke ahmedmwidanitvc.ac.ke
- Phone: +254 739209337 | +254746748481
HOW TO APPLY FOR TVET BURSARIES FROM HELB
Students pursuing Diploma and Certificate courses in Public universities, university colleges, public national polytechnics and Institutes of Technology and Technical Training institutes country-wide are eligible for this loan and bursary from HELB. Orphans, single parent students and others who come from poor backgrounds will be given priority for the loans and or bursaries.
Required Documents
- Applicants should access and fill the relevant TVET Loan & Bursary Application Form (TLAF) at the HELB website.
- Print TWO copies of the duly filled Loan Application Form.
- Have the TVET Loan Application Form signed and stamped by the Dean of Students/Financial Aid Officers.
- Retain one copy of the duly filled TLAF (Mandatory).
- Drop the TLAF personally at the HELB students Service Centre on the Mezannine One, Anniversary Towers or any of the SELECT Huduma Centers nearest to you.
TVET Institution Application
The TVET Authority accredits institutions and approves managers of institutions and new programmes.
Application Process
- Undertake a business name search from the Registrar of companies via Ecitizen
- Obtain a “letter of no objection” on suitability of the name from TVETA
In order to obtain the letter of no objection, present;
- Reserved business name search
- Invoice for the name search
- Copy of KRA Pin for the Director(s)
- Copy of ID for the Director(s)
- Dully filled and signed BN2 form (Click here to Download)
3. Register the Business name with the office of the Registrar of Companies
4. Download the TVETA application Forms for accreditation of institution, manager, Trainer, approval of programs, foreign institution and checklist here.
5. Submit complete application documents to TVETA offices located at Utalii House 8th Floor.
6. An accreditation officer will check the documents and compute the amount to be paid. (TVETA Gazetted Fees)
7. You will then be required to pay the amount through MPESA or TVETA bank account below.
Payment process
| MPESA Payment | TVETA Bank Account |
|---|---|
| 1. Go to the MPESA menu, 2. Select payment services 3. Choose Pay Bill option 4. Enter 894135 as the business number 5. Enter your full name as the account number 6. Enter the amount 7. Enter your pin and press Ok | A/C Name: Technical and Vocational Education and Training Authority A/C No.: 1212502450 Bank: Kenya Commercial Bank Branch: Kipande House |
Acknowledgement
After making payment the applicant will complete a registration form in duplicate as evidence of having submitted their application. An acknowledgement letter will then be sent to the applicant.
Inspection and Assessment
1.The institution will be scheduled for inspection and a Team of assessors will visit and inspect the institution for compliance with set standards. Download the assessment tool here
2.The assessors will prepare an inspection report which will be presented to TVETA Board
Registration and Licensing
1. Resolution of the Board based on evaluation of the inspection report shall be;
i. Approve Registration and Licensing of the institution
ii. Reject the application
iii. Request the Institution to improve within a period of six months
2. The applicant is notified on results of the TVETA Board resolution within 3 months from the date of submission of a fully compliant application documents
3. TVETA will issue training License to qualified institutions and maintain a register of the institutions and programs approved.
Note
TVETA will maintain a register of;
i. Registered and licensed institutions
ii. Ongoing registrations
iii. Institutions recommended for improvement
At this point, the accreditation process is complete, and an institution will be issued with a registration certificate and training license.
Free Set book notes, guides, English Literature notes, Poetry notes and Many More: A Doll’s House, Blossoms, The Pearl…
Literature forms an integral part of the English language subject that is offered in the current education system. Students preparing for the kenya Certificate of Secondary Education, KCSE, examinations require a number of guides for the various set books and poetry notes.
FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;
Get to download a number of set books guides, oral literature and poetry notes, here. These resources are available at no cost.
Get unlimited resources for all subjects by clicking on this link; Teachers’ Resources Hub.
You can at the same time get unlimited resources for all subjects by clicking on this link; Teachers’ Resources Hub.
Click on each of the listed links to download the Literature resources for free:
A DOLL’S HOUSE RESOURCES
- A doll’s house analysis-1
- A Doll’s House Notes and Analysis
- A DOLL’S HOUSE NOTES.
- A DOLL’S HOUSE STUDY GUIDE NOTES-1
- A Doll’s House Guide
- A DOLL’S HOUSE- ESSAY QUESTIONS AND SAMPLE ESSAYS
- A DOLL’S HOUSE-EXCERPT QUESTIONS (1)
- A GUIDE TO A DOLLS HOUSE
- DOLL’S HOUSE EXTRACTS &ANSWERS -3
- DOLL’S HOUSE GUIDE ANALYSIS-1
- DOLL’S HOUSE STUDY GUIDE
- Essays from A Doll’s
- SAMPLE ESSAY STRUCTURE – A DOLL’S
- STUDY_GUIDE_TO_A_DOLL S_HOUSE_BY
BLOSSOMS OF THE SAVANNAH RESOURCES
- BLOSSOMS OF THE SAVANNAH EXCERPTS
- EPISODES IN BLOSSOMS OF THE SAVANNAH 1 (1)-1
- GUIDE-TO-BLOSSOMS-OF-THE-SAVANNAH
STUDY RESOURCES FOR INHERITANCE
RESOURCES FOR ORAL LITERATURE & POETRY
STUDY RESOURCES FOR MEMORIES WE LOST
THE PEARL STUDY RESOURCES
2022 KCSE EXAMINATION FEES EXPECTED TO BE PAID BY GOVERNMENT FOR PUBLIC AND PRIVATE SCHOOLS
2022 KCSE EXAMINATION FEES EXPECTED TO BE PAID BY GOVERNMENT FOR PUBLIC AND PRIVATE SCHOOLS.
THE KENYA NATIONAL EXAMINATIONS COUNCIL |
REF: KNEC/EA/EM/KCSE/REG/FS/2022/REV 7.1.
2022 KCSE EXAMINATION FEES EXPECTED TO BE PAID BY GOVERNMENT FOR PUBLIC AND PRIVATE SCHOOLS
To be completed in duplicate by heads of institutions. The original form should be forwarded to
Kenya National Examinations Council together with other registration documents
- SCHOOL DETAILS
Name of School/centre: ________________________________ Centre Number: ________________________
Address:______________________________________________________________________________________________________________________________________________________________
Telephone No/land line ._________________________________________Mobile phone No.______________________
Number of Candidates paid for: _______________________________________________________
- FEES BREAKDOWN
| No. Of Subjects Entered | Fees Due
KSHS |
No. Of Candidates | Total Fees Payable Kshs. |
| 7 | 5,000.00 | ||
| 8 | 5,400.00 | ||
| 9 | 5,800.00 | ||
| Sub Total | |||
| Project fees | |||
| Home Science 441 | 200.00 | ||
| Art and Design 442 | 200.00 | ||
| Agriculture 443 | 200.00 | ||
| Woodwork 444 | 200.00 | ||
| Metal Work 445 | 200.00 | ||
| Building Construction 446 | 200.00 | ||
| Power Mechanics 447 | 500.00 | ||
| Electricity 448 | 500.00 | ||
| Drawing & Design 449 | 200.00 | ||
| Aviation Technology 450 | 2,500.00 | ||
| Computer Studies 451 | 200.00 | ||
| French 501 | 500.00 | ||
| German 502 | 500.00 | ||
| Arabic 503 | 500.00 | ||
| Kenyan Sign Language 504 | 500.00 | ||
| Music 511 | 500.00 |
PRINCIPAL’S NAME: ________________________________________________________________________
MOBILE PHONE NO: _______________________SIGNATURE:__________________DATE: ______________
SUB-COUNTY DIRECTOR OF EDUCATION:_________________________________________________________
MOBILE PHONE NO: _______________________SIGNATURE:__________________DATE: ______________
OFFICIAL SCHOOL STAMP:
Free Biology schemes of work Form Four, Term 1-3
Get free Form Four Biology schemes of work for term 1, 2 and 3.
Download a pdf and editable copy of the schemes of work here;
Free updated schemes of work for all subjects (Secondary)
Schemes of work for all subjects, free updated downloads
FORM 4 BIOLOGY SCHEMES OF WORK TERM 1-3
SCHEMES OF WORK BIOLOGY FORM FOUR TERM ONE YEAR 2021-2026 |
|||||||||
WNO |
L/NO |
TOPIC/SUBTOPIC |
LESSON / SPECIFIC
OBJECTIVES |
TEACHING / LEARNING
ACTIVITIES |
MATERIALS
/ RESOURCES |
REF. |
REMARKS |
||
| 1 | 1 | GENETICS
The concept of variation. |
By the end of the lesson, the learner should be able to:
Define Genetics. Define variation. |
Exposition of new concepts.
Probing questions on some variations in human beings. Observe some variations in human beings such as tongue rolling, finger prints, students heights, etc. Discussion on the concept of variation.
|
Ink pad, hand lenses, white paper. |
KLB BK IV. PP 1-2. |
|||
| 2-3 | Discontinuous variation. | Define discontinuous variation. | Observe some discontinuous variations in human beings such as tongue rolling, sex, blood groups, etc.
Discussion on the concept of discontinuous variation.
|
KLB BK IV.
P 3. |
|||||
| 4,5 | Continuous variation.
|
Define continuous variation.
Give examples of characteristics that show continuous variation.
|
Class activity ; students measure and record their heights;
Plotting of frequency-height graph; Analyzing the graph; Discussion with probing questions.
|
Metre rules/ tape measure,
Graph papers |
KLB BK IV. PP 3-4
|
||||
| 2 | 1-2 | Causes of variation. | Discuss causes of variation. | Exposition of new concepts.
Discussion with probing questions.
|
KLB BK IV.
P 4 |
||||
| 2 | 3-4 | The chromosome. | Describe the structure of chromosomes. | Exposition of new concepts.
Probing questions. Discussion.
|
KLB BK IV. PP 4-5. | ||||
| 5 | Chromosomal behaviour during mitosis. | Describe chromosomal behaviour during mitosis. | Exposition;
Teacher demonstrations; Drawing diagrams; Detailed discussion.
|
Scissors,
Manilla papers, thread, cellotape. |
KLB BK IV. PP 5-6 | ||||
| 3 | 1-2 | Chromosomal behaviour during meiosis. | Describe chromosomal behaviour during meiosis. | Exposition;
Teacher demonstrations; Drawing diagrams; Detailed discussion.
|
Scissors,
Manilla papers, threads, cellotape. |
KLB BK IV. PP 6-7 | |||
| 3-4 | Genes and DNA. | Describe the structure of genes and DNA.
Identify the role of DNA. |
Expository approach. | Chart- the double helix DNA. | KLB BK IV. PP 7-8 | ||||
| 5 | DNA replication. | Describe DNA replication.
Explain the role of DNA in protein synthesis. |
Exposition;
Drawing mRNA strands. |
KLB BK IV. PP 9-10 | |||||
| 4 | 1 | First law of heredity. | Describe Mendels experiments.
State Mendels first law. |
Exposition with explanations. | KLB BK IV. PP 11-12 | ||||
| 2-3 | Monohybrid inheritance. | Define monohybrid inheritance.
Differentiate between genotype and phenotype. Draw diagrams to show genetic crosses. |
Q/A to review Mendels first law.
Drawing diagrams to show genetic crosses. Discussion with probing questions.
|
KLB BK IV. PP 12-14 | |||||
| 4-5 | Genetic crosses using a punnet square. | Show fusion of gametes using a punnet square. | Completing a punnet square;
Brief discussion. |
KLB BK IV. PP 14-15 | |||||
| 5 | 1-2 | Ratios of phenotypes and genotypes. | Explain the concept of probability in inheritance of characteristics. | Q/A to review phenotypes and genotypes.
Simple experiments on probability. Discussion.
|
Beans of two different colours, beakers. | KLB BK IV. PP 15-17 | |||
| 3-4 | Incomplete dominance. | Cite examples of incomplete dominance.
Illustrate incomplete dominance with diagrams. |
Exposition;
Discussion; Drawing diagrams. |
KLB BK IV. PP 19-20. | |||||
| 5 | Inheritance of ABO blood groups. | Identify the four blood groups and their genotypes.
Illustrate inheritance of blood groups with diagrams.
|
Exposition;
Discussion; Drawing diagrams; Supervised practice on inheritance of blood groups. |
KLB BK IV. PP 20-21 | |||||
| 6 | 1 | Inheritance of ABO blood groups. | Illustrate inheritance of blood groups with diagrams.
|
Exposition;
Discussion; Drawing diagrams; Supervised practice on inheritance of blood groups. |
KLB BK IV. PP 20-21 | ||||
| 2 | Inheritance of Rhesus factor. | Describe inheritance of Rhesus factor. | Exposition;
Discussion.
|
KLB BK IV. PP 21-22 | |||||
| 3-4 | Determining unknown genotypes. | Determine unknown genotypes using test crosses and selfing crosses. | Exposition;
Probing questions; Drawing illustrative diagrams; Discussion.
|
KLB BK IV. PP 22-23 | |||||
| 5 | Sex determination in man. | Describe sex determination in man. | Exposition;
Drawing illustrative diagrams; Discussion.
|
KLB BK IV. PP 23-24 | |||||
| 7 | 1-2 | Sex-linked genes and traits. | Identify sex-linked traits in man.
Illustrate inheritance of sex-linked traits with diagrams.
|
Probing questions;
Drawing illustrative diagrams; Discussion.
|
KLB BK IV. PP 24-27 | ||||
| 3-4 | Non-disjunction. | Explain effects of non-disjunction as a chromosomal abnormality. | Exposition of new concepts;
Discussion.
|
KLB BK IV. PP 30-33 | |||||
| 5-1 | TEST & MID TERM BREAK | ||||||||
| 8 | |||||||||
| 2-3 | Gene mutation. | Differentiate between chromosomal and gene mutation.
Identify types of gene mutation. |
Q/A to review types of chromosomal mutation;
Using sequence models to show chromosomal mutations. Discussion.
|
Models to show Chromosomal mutations. | KLB BK IV. PP 33-35 | ||||
| 4-5 | Disorders due to gene mutations. | Explain some disorders due to gene mutations.
Illustrate genetic disorders with diagrams.
|
Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness.
Drawing illustrative diagrams.
|
KLB BK IV. PP 35-38 | |||||
| 9 | 1-2 | Disorders due to gene mutations. | Illustrate genetic disorders with diagrams.
|
Discussion on albinism, sickle-cell anaemia, haemophilia, colour blindness.
Drawing illustrative diagrams.
|
KLB BK IV. PP 35-38 | ||||
| 3-4 | Applications of genetics. | Identify areas of practical application of genetics. | Probing questions;
Open discussion; Topic review.
|
KLB BK IV. PP 39-45 | |||||
| 5 | EVOLUTION
Meaning of evolution. Theories of origin of life. |
Define evolution. Explain the theories of life. |
Brain storming; Probing questions; Q/A on creation theory; Exposition of chemical theory.
|
KLB BK IV. PP 49-51 | |||||
| 10 | 1-2 | Evidence for organic evolution. | Cite evidence for organic evolution. | Brain storming;
Probing questions; Exposition; Discussion.
|
KLB BK IV. PP 51-59 | ||||
| 3-4 | Comparative anatomy and homologous structures. | Define divergent evolution.
Give examples of homologous structures. |
Examine forelimbs of vertebrates;
Discuss adaptations and use of the limbs. |
Forelimbs of vertebrates. | KLB BK IV. PP 59-63 | ||||
| 5 | Comparative anatomy and homologous structures. (contd) | Define divergent evolution.
Give examples of homologous structures. |
Examine forelimbs of vertebrates;
Discuss adaptations and use of the limbs. |
Forelimbs of vertebrates. | KLB BK IV. PP 59-63 | ||||
| 11 | 1 | Convergent evolution and analogous structures. | Define convergent evolution.
Give examples of analogous structures. Give examples of vestigial structures. |
Examine wings of insects; wings of birds / bat.
Discuss observations.
|
Wings of insects, wings of birds / bat. | KLB BK IV. PP 63-64 | |||
| 2-3 | Convergent evolution and analogous structures.(contd) | Define convergent evolution.
Give examples of analogous structures. Give examples of vestigial structures. |
Examine wings of insects; wings of birds / bat.
Discuss observations.
|
Wings of insects, wings of birds / bat. | KLB BK IV. PP 63-64 | ||||
| 4 | Larmacks theory of evolution. | Explain Larmacks theory of evolution. | Expositions and explanations.
|
KLB BK IV. P 67 | |||||
| 5 | Darwins theory of natural selection. | Explain Darwins theory of natural selection.
Cite examples of natural selection in action. |
Expositions and explanations;
Probing questions; Topic review.
|
KLB BK IV. PP 67-72 | |||||
| 1213 | END OF TERM ONE EXAMS | ||||||||
SCHEME OF WORK BIOLOGY FORM FOUR TERM TWO YEAR 2020 |
|||||||||
WNO |
L/NO |
TOPIC/SUBTOPIC |
LESSON / SPECIFIC
OBJECTIVES |
TEACHING / LEARNING
ACTIVITIES |
MATERIALS
/ RESOURCES |
REF. |
REMARKS |
||
| 1 | 1-2 | RECEPTION, RESPONSE &
CO-ORDINATION
Meaning of stimulus, response and irritability.
Tactic responses. |
Define of stimulus, response and irritability. Explain the need for sensitivity and response. Identify types of tactics responses.
|
Brain storming; Exposition; Group experiments-chemotaxis in termites; Discussion.
|
Brad crumbs, termites, dry sand, moth balls. |
KLB BK IV. PP 73-74 |
|||
| 3-4 | Tropism and types of tropism. | Identify types of tropism.
State differences between tropisms and taxes. |
Examine previous plant set ups on response to light, gravity;
Probing questions and discussion. |
Seedlings, klinostat, corked beaker. | KLB BK IV. PP 74-78 | ||||
| 5 | Nastic responses. | Identify types of nastic responses | Q/A and discussion. | KLB BK IV. PP 78-80 | |||||
| 2 | 1-3 | Role of auxins in tropisms. | Explain the role of auxins in tropisms. | Examine previous plant set ups on response to light, gravity; contact;
Probing questions and discussion. |
KLB BK IV. PP 80-83 |
|
|||
| 4-5 | Response and
Co-ordination in animals.
The nervous system. |
State components of the nervous system. Describe the structure of nerve cells. |
Descriptive and expository approaches. |
Illustrative diagrams. |
KLB BK IV. PP 84-85 | ||||
| 3 | 1 | Types of neurons.
The brain. |
Identify types of neurons.
Describe structure of the human brain. |
Descriptive and expository approaches. | Illustrative diagrams. | KLB BK IV. PP 85-88 | |||
| 2 | Reflex actions. | Differentiate between simple and conditioned reflex actions. | Illustrate a simple reflex arc.
Probing questions on differences between simple and conditioned reflex actions. |
Illustrative diagrams. | KLB BK IV. PP 88-90 | ||||
| 3,4 | Transmission of a nerve impulse. | Describe the transmission of a nerve impulse. | Descriptive and expository approaches. | Illustrative diagrams. | KLB BK IV. PP 90-93 | ||||
| 5 | The endocrine system. | Identify components of endocrine system.
Compare endocrine system. With nervous system. |
Discussion; tabulate the differences. | Illustrative diagrams. | KLB BK IV. PP 93-6 | ||||
| 4 | 1-2 | The mammalian eye. | Identify major parts of the human eye.
Explain image formation and interpretation in the eye. |
Brain storming;
Discussion with probing questions. |
Chart- the human eye. | KLB BK IV. PP 93-100 | |||
| 3-4 | Accommodation of the eye. | Explain the role of ciliary muscles in accommodation of the eye. | Discussion with probing questions,
Drawing illustrative diagrams.
|
Chart- focusing far and near points. | KLB BK IV. PP 100-1 | ||||
| 5 | Defects of vision and their correction. | Identify defects of vision.
Explain correction of vision defects. |
Detailed discussion with probing questions;
Drawing illustrative diagrams.
|
Illustrative diagrams. | KLB BK IV. PP 101-4 | ||||
| 5 | 1 | Defects of vision and their correction. | Identify defects of vision.
Explain correction of vision defects. |
Detailed discussion with probing questions;
Drawing illustrative diagrams.
|
Illustrative diagrams. | KLB BK IV. PP 101-4 | |||
| 2 | The human ear. | Identify major parts of the human ear.
|
Descriptive and expository approaches.
Drawn diagrams. |
Illustrative diagrams. | KLB BK IV. PP 104-5 | ||||
| 3 | Hearing. | Explain how the ear perceives sound. | Descriptive and expository approaches.
|
KLB BK IV. P 106 | |||||
| 4 | Body balance and posture. | Explain how the ear maintains body balance and posture. | Descriptive and expository approaches.
|
KLB BK IV. PP 107-8 | |||||
| 5 | Defects of the ear. | Identify some defects of the ear. | Descriptive and expository approaches.
|
KLB BK IV.
P 108 |
|||||
| 6 | 1 | SUPPORT & MOVEMENT IN PLANTS AND ANIMALS
Importance of support and movement in plants.
|
Explain the importance of support and movement in plants. |
Brain storming; Probing questions; Discussion. |
KLB BK IV. PP 111-2 | ||||
| 2 | Arrangement of tissues in a monocotyledonous stem. | Draw and label a transverse section of a monocotyledonous stem. | Examine transverse section of a monocotyledonous stem. | Monocotyledo-nous stem, eg. tradescantia, microscope,
Razors. |
KLB BK IV. PP111-2. | ||||
| 6 | 3,4 | Arrangement of tissues in a dicotyledonous stem. | Draw and label a transverse section of a dicotyledonous stem.
Draw and label a transverse section of herbaceous and woody stems.
|
Examine transverse section of a dicotyledonous stem, herbaceous and woody stems.
|
Herbaceous stem, microscope, slides,
Razors. |
KLB BK IV. PP 111-5 | |||
| 5 | Stem tissues. | Identify some stem tissues.
Explain the role of stem tissues. |
Drawing and labeling diagrams;
Discussion. |
Illustrative diagrams. | KLB BK IV. PP 113-5 | ||||
| 7 | 1 | Wilting in plants. | Compare the rate of wilting of herbaceous and woody stems.
Account for difference in rate of water loss.
|
Uproot herbaceous and woody plants;
Observe tem for about 30 min; Brief discussion.
|
KLB BK IV. P 116 | ||||
| 2-3 | The exoskeleton. | Describe the structure of the exoskeleton. | Examine movement of a live arthropod;
Observe muscles of the hind limb of a grasshopper; Relate the observations to the function of the exoskeleton.
|
A live arthropod,
E.g. grasshopper, millipede. |
KLB BK IV. PP 116-7 | ||||
| 4-5
|
The endoskeleton.
|
Describe the structure of the endoskeleton.
|
Observe skeleton of a vertebrate;
Compare it with an exoskeleton. Discuss the contrasting features.
|
The human skeleton.
|
KLB BK IV. PP 117-8 | ||||
| 5 | TEST | ||||||||
| 8 | 1 | Locomotory features of a finned fish. | Identify the locomotory features of a finned fish. | Observe external features of a tilapia.
Drawing and labeling; Discussion. |
A freshly killed tilapi | ||||
| 2-3 | Locomotion in a finned fish. | Explain how locomotion occurs in a finned fish.
Explain how a fish is adapted to locomotion in its habitat. |
Review external features of a tilapia.
Detailed discussion. |
A freshly killed tilapia. | KLB BK IV. PP 117-8 | ||||
| 4 | Tail power of a fish. | Calculate the tail power of a fish. | Measure length of tail, length of a tilapia fish.
Calculations. Discussion on significance of tail power in locomotion. |
A freshly killed tilapia. | KLB BK IV. PP 118-9 | ||||
| 5 | Support and movement in mammals.
The skull and rib cage. |
Describe the structure of the skull and rib cage.
|
Observe the human skull and rib cage of a rat / rabbit. Detailed discussion.
|
Human skull, rib cage of rat / rabbit.
|
KLB BK IV. PP 119-120 |
||||
| 9 | 1-2 | The vertebral column.
Cervical and thoracic vertebrae. |
Describe the features of the vertebral column.
Identify types of vertebrae. Explain adaptations of cervical and thoracic vertebrae to their functions. |
Examine cervical and thoracic vertebrae. | Cervical and thoracic vertebrae. | KLB BK IV. PP 121-2 | |||
| 3-4 | Thoracic and lumbar vertebrae. | Explain adaptations of Thoracic and lumbar vertebrae to their functions. | Examine thoracic and lumbar vertebrae.
Draw labeled diagrams; Brief discussion. |
Thoracic and lumbar vertebrae. | KLB BK IV. PP 122-3 | ||||
| 9 | 5 | The sacral and caudal vertebrae. | Describe the features of the sacral and caudal vertebrae.
Explain adaptations of sacral and caudal vertebrae to their functions.
|
Examine sacral and caudal vertebrae.
Draw labeled diagrams; Brief discussion. |
Sacral and caudal vertebrae. | KLB BK IV. P 124 | |||
| 10 | 1-2 | The appendicular skeleton. | Describe the features of the appendicular skeleton. | Examine the appendicular skeleton of a rabbit /sheep.
Brief discussion.. |
Appendicular skeleton of a rabbit /sheep.
|
KLB BK IV. PP 124-5 | |||
| 3,4
|
Fore limb. | Identify bones of the fore limb. | Examine bones if the fore limb;
Drawing labeled diagrams; Discussion. |
Bones of the fore limb. | KLB BK IV. PP 126-7 | ||||
| 5 | Hind limb. | Identify bones of the hind limb. | Examine bones if the hind limb;
Drawing labeled diagrams; Discussion. |
Bones of the hind limb. | KLB BK IV. P 127 | ||||
| 11-13 | END OF TERM EXAMS – TRIAL EXAM | ||||||||
SCHEME OF WORK BIOLOGY FORM FOUR TERM THREE YEAR 2020 |
|||||||||
WNO |
L/NO |
TOPIC/SUBTOPIC |
LESSON / SPECIFIC
OBJECTIVES |
TEACHING / LEARNING
ACTIVITIES |
MATERIALS
/ RESOURCES |
REF. |
REMARKS |
||
| 1 | 1 | Movable joints. | Identify features of movable joints. | Examine the synovial joint.
Brief discussion.
|
Synovial joint model. | KLB BK IV. P 127 | |||
| 2 | Ball and socket joint. | Identify features of ball and socket joint. | Examine the synovial joint.
Discuss observations. |
Synovial joint model. | KLB BK IV. P 128 | ||||
| 3,
4 |
The hinge joint.
Movement of a joint. |
Identify features of hinge joint.
Describe movement of a joint. |
Examine a hinge joint.
Observe movement of the fore arm;
Discussion. |
Illustrative diagrams. | KLB BK IV. PP 128-9 | ||||
|
5 |
PRACTICAL TEST | ||||||||
| 2 | 1 | Skeletal muscles. | Describe features of skeletal muscles. | Examine diagrams of skeletal muscles;
Brief discussion. |
Illustrative diagrams. | KLB BK IV. PP 129-30 | |||
| 2-3 | Smooth or visceral muscles. | Describe features of smooth muscles. | Examine diagrams of smooth muscles;
Brief discussion. |
Illustrative diagrams. | KLB BK IV. PP 129-30 | ||||
| 4-5 | Cardiac muscles. | Describe features of smooth muscles. | Examine diagrams of smooth muscles;
Brief discussion; Topic review. |
Illustrative diagrams. | KLB BK IV. PP 130-1 | ||||
| REVISION FOR K.C.S.E. EXAMINATION | |||||||||
| K.C.S.E EXAMINATION | |||||||||
The 36, Current, Teachers’ Job Groups/ Grades as established by the TSC; details
The Teachers Service Commission, TSC, established 36 job groups for teachers under the current Collective Bargaining Agreement, CBA. The placement of the tutors in the various job groups is guided by the Career Progression Guidelines developed by the Commission. Basically, the Career Progression Guidelines place the teachers in two categories; the Administrators and the classroom teachers/ Non- administrators.
ADMINISTRATORS
This is the managerial category of teachers in public schools and colleges. For Secondary schools the administrators are: Principals, Deputy Principals and Senior Masters. Primary schools schools have Head Teachers, Deputy Head Teachers and Senior Teachers as Administrators. While, Tertiary institutions/ Teachers’ colleges have: Principals, Deputy Principals and Senior Lecturers in this category.
NON- ADMINISTRATORS
According to the Career Progression Guidelines, all Secondary School Non Administrators fall in the Secondary Teacher Category. For Primary Schools, the non administrators are aggregated into the Primary Teacher Category. While, Tertiary Institutions’ administrators are placed in the Lecturers’ band.
Read also;
- Latest Teachers’ Salaries after implementation of the CBA
- TSC gives details on implementation of the CBA, promotion of teachers, running two parallel payroll, career progression and Teachers’ Schemes of Service
- KUPPET in new demands for teachers’ allowances and salaries
ENTRY GRADES AND PROGRESSION OF PRIMARY SCHOOL TEACHERS
The entry grade for Primary school teachers is Grade B5 (T- Scale 5; Primary Teacher II): The designation code is G99JE. This is the entry grade for primary school teachers. The basic requirements for this grade are: having a Kenya Certificate of Secondary Education (KCSE) minimum mean Grade C (Plain) or other recognized equivalent qualifications; and must be in possession of a Primary Teacher Certificate (PTE) or its approved equivalent
A teacher in this grade can progress to the next Grade which is C1 (T- Scale 6); with the designation thus Primary Teacher 1. Among other requirements, to get promoted to this grade one must have served as Primary Teacher II T-Scale 5 for a minimum period of three (3) years.
ENTRY GRADES AND PROGRESSION OF SECONDARY SCHOOL TEACHERS
Secondary School Teacher III (T- Scale 6; Grade C1) is the entry grade for secondary school teachers who are holders of Diploma in Education. To get placed into this grade one must be in possession of Kenya Certificate of Secondary Education (KCSE) with a minimum mean grade of C+ (Plus) or its equivalent, have a Diploma in Education (with two teaching subjects) or its equivalent and have attained a minimum grade of C+ (plus) in the two teaching subjects at KCSE level; among other requirements. A teacher in this grade can be promoted to the next Job group; Grade C2. The three basic requirements for this grade (Grade C2) are: One should be: in possession of a Kenya Certificate of Secondary Education (KCSE) with a minimum mean grade of C+ or its equivalent, in possession of a Bachelor’s Degree in Education with two teaching subjects; or a Bachelor’s Degree in a relevant area with two teaching subjects plus a Post Graduate Diploma in Education (PGDE) and having a minimum grade of C+ (plus) in the two teaching subjects at KCSE level.
Secondary School Teacher II (T- Scale 7; Grade C2) is an entry grade for secondary school teachers who are holders of a Bachelor’s Degree in Education or its equivalent. A teacher in this grade can be promoted to Secondary School Teacher I (T- Scale 8; Grade C1) . To qualify for appointment to this grade, a teacher must have served as Secondary School Teacher II T-Scale 7 for a minimum period of three (3) years; among other requirements.
FULL LIST OF THE CURRENT TEACHERS’ JOB GROUPS/ GRADES
And here is the full list of all the 36 current teachers’ grades as established by TSC;
Primary School Teachers’ Job Grades
| S/NO. | Category | Designation Title | Grade | T-Scale |
| 1 | Primary Teacher | Primary Teacher II | B5 | 5 |
| 2 | Primary Teacher | Primary Teacher I | C1 | 6 |
| 3 | Senior Teacher | Senior Teacher II | C2 | 7 |
| 4 | Senior Teacher | Senior Teacher I | C3 | 8 |
| 5 | Deputy Head Teacher | Deputy Head Teacher II | C4 | 9 |
| 6 | Deputy Head Teacher | Deputy Head Teacher I | C5 | 10 |
| 7 | Head Teacher | Head Teacher | C5 | 10 |
| 8 | Head Teacher | Senior Head Teacher | D1 | 11 |
Secondary School Teachers’ Job Grades
| S/NO. | Category | Designation Title | Grade | T-Scale |
| 1 | Secondary Teacher | Secondary Teacher III | C1 | 6 |
| 2 | Secondary Teacher | Secondary Teacher II | C2 | 7 |
| 3 | Secondary Teacher | Secondary Teacher I | C3 | 8 |
| 4 | Senior Master | Senior Master IV | C4 | 9 |
| 5 | Senior Master | Senior Master III | C5 | 10 |
| 6 | Senior Master | Senior Master II | D1 | 11 |
| 7 | Senior Master | Senior Master I | D2 | 12 |
| 8 | Deputy Principal | Deputy Principal IV | C5 | 10 |
| 9 | Deputy Principal | Deputy Principal III | D1 | 11 |
| 10 | Deputy Principal | Deputy Principal II | D2 | 12 |
| 11 | Deputy Principal | Deputy Principal I | D3 | 13 |
| 12 | Principal | Principal | D5 | 13 |
| 13 | Principal | Senior Principal | D4 | 14 |
| 14 | Principal | Chief Principal | D5 | 15 |
Tertiary/ Teachers Training Colleges Tutors’ Job Grades
| S/NO | Category | Designation Title | Grade | T-Scale |
| 1 | Lecturer | Lecturer III | C1 | 6 |
| 2 | Lecturer | Lecturer II | C2 | 7 |
| 3 | Lecturer | Lecturer I | C3 | 8 |
| 4 | Senior Lecturer | Senior Lecturer IV | C4 | 9 |
| 5 | Senior Lecturer | Senior Lecturer III | C5 | 10 |
| 6 | Senior Lecturer | Senior Lecturer II | D1 | 11 |
| 7 | Senior Lecturer | Senior Lecturer I | D2 | 12 |
| 8 | Deputy Principal | Deputy Principal IV | C5 | 10 |
| 9 | Deputy Principal | Deputy Principal III | D1 | 11 |
| 10 | Deputy Principal | Deputy Principal II | D2 | 12 |
| 11 | Deputy Principal | Deputy Principal I | D3 | 13 |
| 12 | Principal | Principal | D3 | 13 |
| 13 | Principal | Senior Principal | D4 | 14 |
| 14 | Principal | Chief Principal | D5 | 15 |
Also Read;
- Latest Teachers’ Salaries after implementation of the CBA
- TSC gives details on implementation of the CBA, promotion of teachers, running two parallel payroll, career progression and Teachers’ Schemes of Service
- KUPPET in new demands for teachers’ allowances and salaries
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New list of all Kenyatta University courses, requirements, fees, students portals, website and how to apply
Various accredited universities offer Courses in Education for prospective students who want to be teachers. The universities have course specific requirements for the various Arts and Sciences courses. They also offer various teaching subjects combinations. Here are the Education courses offered at kenyatta University and links to their application portals:
KENYATTA UNIVERSITY EDUCATION COURSES
The university offers a wide range of education courses in its Faculty of Education. Bachelor of Education Course Requirements: Mean grade C+ (Plus) at KCSE and at least C+ in each of the two teaching subjects, 2 principal passes at A’Level and 1 subsidiary in relevant subjects, Diploma in Education (May be exempted in relevant units). P1 teachers must have scored C+ at KCSE to qualify.
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BACHELOR OF EDUCATION (SCIENCE) MINIMUM REQUIREMENTS AS SET BY KUCCPS Cluster 22 – Education Science & Education Arts CLUSTER SUBJECT 1 ENG CLUSTER SUBJECT 2 MAT A / MAT B / BIO / PHY / CHE / BIO / GSC CLUSTER SUBJECT 3 BIO / CHE / PHY / BIO / GSC / HAG / GEO / CRE / IRE / HRE CLUSTER SUBJECT 4 KIS / BIO / PHY / CHE / BIO / GSC / HSC / ARD / AGR / WW / MW / BC / PM / ECT / DRD / AVT / CMP / FRE / GER / ARB / KSL / MUC / BST NOTE: A subject may only be considered ONCE in this section MINIMUM SUBJECT REQUIREMENTS SUBJECT 1: ENG; C SUBJECT 2: MAT A / MAT B; C SUBJECT 3: BIO / PHY / CHE / PSC / BSC / BIO / GSC: C+
Bachelor of Education(Arts) Admission Requirements
Mean grade C+ (plus) at KCSE and at least C+ in each of the two teaching subjects chosen, 2 Principal passes at A’Leveland1 Subsidiary in relevant subjects, Diploma in Education.P1teachers must have scored a mean grade of C+ at KCSE with at least C+ in two teaching subjects chosen.
Bachelor of Education(Science) Admission Requirements
Mean grade of C+(Plus) at KCSE with at least C (Plain) in Mathematics and C+ in each of the two teaching subjects or 2 Principal passes and 1 Subsidiary pass at A’ Level in Mathematics, Physics, Chemistry and Biology or Diploma in Education.
Prospective Students
Intake Adverts
- APPLICATIONS FOR POSTGRADUATE PROGRAMMES BEGINNING SEPTEMBER 2019
- APPLICATIONS FOR CONTINUING EDUCATION PROGRAMMES FOR AUGUST 2019 INTAKE (Postgraduate)
- APPLICATIONS FOR CONTINUING EDUCATION PROGRAMMES FOR AUGUST 2019 INTAKE (Undergraduate)
- CISCO PROGRAMMES (SHORT COURSES)
Application and Fee Payment Accounts
Co-operative Bank of Kenya –Account No. 011-2906-246-1400 National Bank of Kenya –Account No. 010-0305-915-0801 Equity Bank Limited –Account No. 0180290518859 Family Bank –Account No. 045000023316Important links:
LIST ACCREDITED PROGRAMMES ON OFFER AT KENYATTA UNIVERSITY
KCPE 2023 English Commonly Tested Questions
COMMONLY KCPE TESTED QUESTIONS
ENGLISH
200 PREDICTION QUESTIONS
Time: 2 Hours 30 Mins
Fill in the blank spaces numbered 1 to 15.
______1______ years of public awareness campaigns, speed _______2______ the biggest killer on our roads. When you are ______3______, it is not easy to stop your vehicle or
______4______ it in case of an emergency. ______5______, it is not easy to respond swiftly to
______6______ conditions or situations. The mobile phone is another contributor
______7______ road accident. Not only is using your mobile phone while driving illegal
______8______ it is also dangerous. The use of a mobile phone while behind the wheels ______9______ distraction among the motorists.______10______, some motorists still enjoy chatting different social media platforms while driving. If only they ______12______ what dangers they are exposing themselves ______13______.
Drunk driving often ______14______ in accidents. A motorist who drives under the influence of alcohol ______15______ to make good judgment on the road.
Questions 16 to 30
Read the passage below. It contains blank spaces numbered 16 to 30. For each blank spaces
For me the actual writing of a composition seems fairly easy. I sit down 16 my desk and write. It is the 17 up of the story that is 18 difficult. Most of my compositions are done early in the morning 19 . I find myself fresh. the process of writing 20 compositions is clear. After I have drafted the composition says exactly what I 21 to put across. I used to 22 this important step, but I have slowly come to realize that it may be 23 most important part of writing. Besides, correcting 24 . I cross out unnecessary words, and I 25 find myself adding o0ther words. Depending on the 26 of my composition, I may do this three or four times. I guess that I only spend about 30 percent of any 27 time actually writing the composition. another 40 percent or 28 is used in thinking and coming up with a story, with the 29 used in doing revision. I don’t think I will ever be able to just sit down and start writing without 30 planning.
(Adapted from English and Communication (6th ed.) by Stewart Zimmer Clark, Me graw Hill:
USA, 1961)
Read the passage below. It contains blank spaces numbered 31 to 45. For each blank space.
People usually feel like taking some time 31 to sit alone and 32 some personal decisions. This requires a quiet place without any noise. 33 the background. Such places 34 have become very 35 due to urbanization and industrialization. Even if 36 was to get into a 37 forest, far away from the road, he 38 only succeed in keeping off noise from machine-related sources as there are animals and birds which 39 in the forest and communicate to one another by the noises they make. A monkey, for example, will 40 to pass information to other monkeys. 41 at night, complete silence is impossible to achieve as there are some birds, insects 42 wild animals which hunt at night. They make noise to tell the others 43 where they are or where danger they should avoid has been 44 . It is therefore only 45 to achieve some reasonable amount of silence but almost impossible to achieve complete silence.
Fill the gaps in the passage below
Have you ever seen a vehicle 46 gases 47 .Vehicle 48 fuels such as petrol 49 diesel to power their engines. The combustion of 50 fuels in the engines of vehicles 51 harmful gases such as carbon dioxide 52 carbon monoxide and other gases. The exhaust gases produced by vehicles 53 poisonous which 54 the air.
Read the passage below. It contains blank spaces numbered 55 to 60. For each blank space.
The 55 of global warming 56 already causing havoc 57 the world. Floods are causing untold suffering to communities; famine and food 58 associated 59 the effects of climate change is hounding the region. Kenya and 60 government must adapt to changes happening.
For questions 61 to 63, choose the alternative that best completes the sentence.
- The new mobile l bought last week _____________________
- Neither my younger brother nor I ________________ planning to travel during the holidays.
- It was not until he looked outside the house _______________ he realized darkness had crept in.
Choose the alternative that means the same as the underlined words in questions 64-66.
- The meeting was put off
- postponed
- cancelled
- stopped
- delayed
- The boy regained consciousness after a few hours.
- came off
- came about
- came on
- came to
- It is cruel to look down on other people
- hate
- despise
- mistreat
- ignore
In questions 67 and 68, choose the correct question tag.
- The boy claimed that he had left his book at home, ___________________?
- George hardly ever arrives at school late, _____________________ ?
For questions 69 and 70, select the word that least fits in the group.
69.
- stationary
- jewellery
- crockery D.equipment
70.
- boar
- buck
- bitch
- stallion
For questions 71 and 72, choose the option which means the same as the underlined word.
- The robber surrenderedafter a long chase by the police.
- The girl disclosed her elder brother’s plan to marry her off.
For questions 73 and 75 , choose the alternative that best fills the blank space
- Neither of my parents ________ at home now.
- She has been ______ in the field for the last twenty minutes.
- We are three girls in our family and Jane is the _______ .
For each of questions 76 to 78, choose the best sentence that means the same as theunderlined one.
- If it had not rained, we would have done enough practice We did enough practice because it had rained.
- It did not rain, so we did enough practice
- The rain did not stop us from doing enough practice.
- We did not do enough practice because it had rained.
- It hardly rains in the Sahara desert.
- It never rains in the Sahara desert.
- It often rains in the Sahara desert.
- It rarely rains in the Sahara desert.
- It heavily rains in the Sahara desert.
- “Mutai won the 1000 metres race in Tanzania,” Kogo said.
- Kogo said that Mutai will win they 1000 metres race.
- Kogo said that Mutai had won the 1000 metres race in Tanzania.
- Kogo said that Mutai wins the 1000 metres race in Tanzania.
- Kogo said that Mutai would win the 1000 metres race.
For questions 79 and 80, choose the sentence which is correctly punctuated.
79.
- Did you watch news yesterday? asked Tony.
- “Did you watch news yesterday?” Asked Tony.
- “Did you watch news yesterday?” asked Tony.
- Did you watch news yesterday? Asked Tony.
80.
i.As soon as it rains we will plant maize. ii. As soon as, it rains we will plant maize. iii. As soon, as it rains we will plant maize.
- As soon as it rains, we will plant maize.
For questions 81 to 83 choose the alternative That means the SAME AS the underlinedword
- The hardworking teacher was promoted
- You will finally get your destination if the vehicle does not break down.
- You have to be smart in your work to achieve your aim
For each of the questions 84 to 86, choose from the alternative given the statement whichwhen combined with the phrase makes a complete and sensible sentence
- Susana will only be treated
- because she reaches the hospital on time.
- as she reaches the hospital on time.
- after she reaches the hospital on time.
- if she reaches the hospital on time.
- If I had time, I
- should visit my grandmother
- could visit my grandmother.
- would visit my grandmother,
- might visit my grandmother.
- It was until the rains started
- that the farmers started planting their crops.
- when the farmers started planting their crops.
- as the farmers started planting their crops.
- before the farmers started planting their crops.
For questions 87 and 88, choose the BEST arrangement of the given sentences to makesensible paragraphs
- Use of written or oral language should be effective ii. it is importance to communicate in order to be understood iii. The response too will help you know whether you communicated or not iv. If the language is too high or too low, you may not achieve your aim
- However, the water has to be clean to keep you healthy.
ii.Water is essential for life.
iii.This could change depending on the type of food eaten and the day’s weather iv.You need to drink an average of eight glasses of water per day:
In questions 89 and 90, choose the correct alternative that means the SAME AS the givensentence.
- Hardly had the cock crowed than we woke up. A.We woke up when the cock crowed.
- The cock crowed and immediately we woke up. C. The cock crowed as soon as we woke up
D.mWe woke up then the cock crowed.
- “What have you been doing since morning?” her mother asked.
- Her mother asked if she had been doing anything since morning.
- Her mother asked her what she was doing since morning.
- Her mother asked her what she had done since morning
- Her mother asked her what she had been doing since morning
Answer the following question 91 according to the instructions given.
- Write in direct speech
My elder brother said that he didn’t understand why people smoke In questions 92 and 93 choose the best question tag.
- Dan pays school fees for his daughters, _____? A. doesn’t he
- did he
- does he
- didn’t he
- The guests have not gone home, ________?
- is it
- haven’t they
- isn’t it
- have they
For question 94 choose the alternative that means the same as the given sentence.
- Neither Mary nor his best friend attended the prize giving.
- Both of them attended the prize giving
- Mary attended the prize giving
- None of them attended the prize giving
- His best friend attended the prize giving
Choose the correct alternative to complete the sentence 95 and 96 below.
- Cate bought a _______ skirt.
- circular, silk, short
- short, circular, silk
- silk, short, circular
- circular, short, silk
- Mary, ____ house collapsed was not hurt.
- who
- who’s
- whose
- which
For questions 97 to 99, select the alternative that best completes the sentences
- I don’t think I can tolerate his behavior much longer
- put up with
- put out with
- put down with
- put off with
- He is as tall as ____
- me
- I am
- I
- am I
- Dan chose to play football ___ he is good at it.
- though
- and
- but
- because
- Choose the correct sentence
- Don’t come late; if you do, you will miss the fun
- Mary bought apples, oranges and pears. C.Ken gave us chocolates; buns; sweets
D.Dan made, the cake, we decorated.
Read the passage below and answer questions 101 to 113
I had heard a great deal about Miss Beam’s school. It was the talk of the town. Many parents wished they could secure a slot there for their children. However, it was not everyone who applied got the nod. I had a burning desire to visit the school and see for myself what happened there. It was not until last week that the chance to visit it came. I was full of mirth as I readied myself for the visit.
When I arrived, there was no one in sight but a girl of about twelve. Her eyes were covered with a bandage and she was being led carefully between the flower-beds by a little boy who was about four years younger. Suddenly, the girl stopped and it appeared as she had asked the boy who had come. He seemed to be describing me to her. Then they passed on.
Miss Beam was all that I had expected – middle-aged, full of authority, yet kindly and understanding. Her hair was beginning to turn grey and she had the kind of plump figure that is likely to be comforting to a homesick child. She received me with open arms as soon as I had introduced myself. Of course she had been expecting me. I asked her some questions about her teaching methods which I had heard were both unique and exciting.
She briefly explained how the school started and what prompted her to employ practical methods of teaching. “Our principal goal is to equip learners with special skills that will enable them demonstrate kindness to others and to be responsible citizens. Take a minute and look out of the window.” I went to the window which overlooked a large garden and a playground at the back. “What do you see?” Miss Beam asked.
“I see some very beautiful grounds,” I said, “and a lot of jolly children. It pains me, though, to see that they are not all so healthy and active-looking. When I came in, I saw one poor little girl being led about. She has some trouble with her eyes. Now I can see two more with the same difficulty. And there’s a girl with a crutch watching the others at play. She seems to be a hopeless cripple.
Miss Beam laughed. “Oh, no!” she said. “She’s not really lame. This is only her lame day. The others are not blind either. It is only their blind day.” I must have looked very surprised, for she laughed again.
“This is a very important part of our system. To make our children appreciate and understand misfortune, we make them share in misfortune too. Luckily, they are always eager to take part in the activities. Each ter1n every child has one blind day, one lame day, one deaf day, one injured day and one dumb day. During the blind day, their eyes are bandaged absolutely and they are on their honor not to peep. The bandage is put on overnight so they wake blind. This means that they need help with everything. Other children are given the duty of helping them and leading them about. They all learn so much this way -both the blind and the helpers. There is no misery about it. Everyone is very kind and it is really something of a game. Before the day is over, though, even the most thoughtless child realizes what misfortune is. The blind day is, of course, really the worst, but some of the children tell me that the dumb day is the most difficult. We cannot bandage the children’s mouths, so they really have to exercise their will-power. Come into the garden and see for yourself how the children feel about it.”
Miss Beam led me to one of the bandaged girls. I spent some time talking to them as well as the other children who appeared to have different forms of disabilities. I enjoyed interacting with them and even offered to play the role of a helper whenever necessary.
When I finally had to leave, I told Miss Beam that I was very sorry to go. I wished I had spent the entire term there to learn more essential life skills. As I left Miss Beam’s School, I was a changed man. Now I understood why many adults wished to enroll their children there.
101.Which statement is true about Miss Beam’s School according to the first school paragraph?
- lt was the best school in the neighbourhood.
- lt was popular with people.
- It admitted learners from humble background.
- lt had very creative teachers.
- The parents who sought admission for their children to Miss Beam’s School: A.had to visit the school prior.
- had limited chances of success
- were expected to pay a lot of school fees.
- were not guaranteed a slot.
- The phrase I was full of mirth as used in the passage shows that the writer: A.was very happy.
- had been looking forward to the visit.
- hoped to have a successful day.
- was rather anxious.
- Why did the ‘blind’ and her guide stop suddenly? A.They had both seen the visitor.
- They had been interrupted.
- They wanted to have a conversation.
- Their attention was probably drawn to the 105. How best can we describe Miss Beam?
- Impatient but kind
- Authoritative but warm
- Understanding but authoritarian
- Fair and effective
- Which statement is true about the meeting between Miss Beam and the writer? A.It was coincidental.
- The duo had been eagerly awaiting it.
- It was meant to help the school.
- It had been preplanned.
- The word principal has been used in the passage to mean the same as:
- important
- insignificant
- main
- serious
- The methods of teaching used in Miss Beamare aimed at: A.making the school famous.
- helping learners to discover their hidden talents
- promoting key virtues among the learners.
- helping learners to be social.
- When the writer saw the children demonstrating different kinds of disability, he: A.probably sympathised with them.
- understood why they were in Miss Beam’s school
- knew they were acting.
- wished to offer them assistance.
- Why did Miss Beam laugh when she heard the writer’s opinion of her school?
- The writer had a sense of humour
- The writer was ignorant of what was actually happening in the school.
- She was trying to be friendly
- The writer had thought of her as cruel.
- When a child had a blind day, he or she was expected to: A.limit the movement around the school.
- spend more time on their own.
- undergo a moment of misery in life.
- learn to be kind and helpful to the visually impaired.
- What shows that the learners approved of the practical methods of teaching used in the school?
- They knew they would always have a helper.
- They did not experience discomfort of any kind.
- They were always ready to play the roles
- The methods were very important for the
- Why was the writer a changed man as he left Miss Beam’s School? A.He had a day full of fun.
- He had learnt very important skills.
- He now understood why parents took their children to that school.
- He liked what Miss Beam had told him about the school.
Read the passage below and answer questions 114 to 125.
Thanks to scientific advances over the last several decades, we human beings are able to lead healthier lives than ever before. We know how important it is to exercise regularly. We know which foods are the best for our bodies. And we certainly know one habit that we shouldn’t pick up, because it’s unhealthy and can even be fatal. What are we talking about? Smoking, of course! Have you ever read the Warning labels on a pack of cigarettes? Laws now require cigarette packages to contain warnings about the many bad side effects that can be experienced as a result of smoking.
If you look around you, though, you still see people smoking cigarettes. In many areas, it’ s no longer lawful for people to smoke cigarettes in restaurants and other public places. These laws help protect non-smokers from the dangers of secondhand smoke.
If you stand in line at a convenience of store, you’re also likely to see several people purchase packs cigarettes. Although the number of people who smoke is on the decline, there are still millions of people around the world who smoke cigarettes, despite the obvious health risks. Why do they do that? One of the main reasons people still smoke today is that they started smoking in the first place. People start smoking for many reasons: advertisements, easy availability of other reasons. And cigarettes, peer pressure, among as most smokers already know, once you start smoking, it can be very, very hard to stop
The fact that smoking is dangerous to your health is well-known today. Smoking has been linked to an increased likelihood to develop cancer and heart disease. Some studies show that your smoking can decrease lifespan by a decade or more. Smoking can also be a huge financial burden, costing thousands of shillings per year.
So why do people continue to smoke despite these negative effects? The answer is addiction. One of the primary ingredients of cigarette tobacco is nicotine, which is highly addictive. Like many addictive illegal drugs, nicotine makes a smoker continue to crave cigarettes if they try to smokers who are stop smoking. Even highly-motivated to stop smoking can have a difficult time withdrawal kicking the habit. Nicotine symptoms can make a smoker feel sick and lead to continuing to smoke despite a desire to quit.
The best way to quit smoking is never to start in the first place! Of course, that advice only helps those who have never smoked before or tried cigarettes. For those who have smoked for some time, it is possible to quit, but it can be a tougher battle than many people realize.
There are many products and strategies available today to help smokers kick the habit. For example, nicotine gum and patches can be used to slowly wean smokers off of the addictive substance. Many smokers, however, find that quitting “cold turkey” is the only way to go. That means that they simply stop smoking cigarettes one day and never smoke again. For people who try to quit smoking in this way, it is often helpful to rely on support groups, such as family, friends, or local groups of former smokers.
If you have someone in your life who smokes, you can help them quit by providing the support and encouragement they need. The first few days are always the hardest, and relapses are common. But, with support, many people are able to break the bonds of nicotine addiction to become smoke-free. When they do, they feel better and can begin to reverse some of the damage done by smoking.
- According to the first paragraph, it is true to say that:
- there are uncountable effects of scientific advances.r
- regular exercise leads to good health.
- all types of foods are suitable for our bodies.
- it is everybody’s desire to stop smoking
- Why do cigarette packages have warning labels? To reduce the dangers of smoking.
- To discourage people from buying cigarettes.
- To educate the potential smokers on the best brands of cigarettes.
- To sensitize the public on the dangers of smoking. 116. The word fatal has been used in the passage to mean:
- dangerous
- hazardous
- deadly
- disastrous
- Why is it unlawful to smoke in public?
- To avoid air pollution
- To reduce the effect of smoke on the non-smokers.
- To promote good behaviouramongsmokers
- To ensure non smokers get more licensed information about smoking.
smokers.
- From the passage, it ís true to say that:
- the number of smokers is negligible.
- few people buy cigarette in public places C.some laws on smoking are nof effective
D.there are fewer smokers nowadays. 119. People start smoking due to: A.influence from friends.
- advertisements of cigarettes.
- the fact that cigarettes are easily available.
- different reasons.
- It is true to say that smokers:
- know the dangers of smoking
- cannot stop the habit at all.
- regret starting the habit.
- have little information about the dangers of smoking.
- Which one is not a problem associated with smking? It leads to:
- ill health
- negative economic impacts
- shorter lifespan
- arrogance among smokers.
- It is not easy for smokers to stop the habit mostly because of:
A.lack of commitment B.the withdrawal symptoms.
- the addictive substance in cigarettes
- cigarettes are readily available
- In order to avoid the effects of smoking, a person should: A.smoke less often.
- avoid starting the habit.
- smoke in private.
- buy cigarettes from the licensed dealers. 124. People who manage to quit smoking:
- require some support
- often pick up the habit again
- find it hard to fit in the society.
- do not show withdrawal syptoms.
- The best title for the above passage is: Dangers of smoking.
- How to avoid smoking.
- Effects of smoking.
- Facts about smoking.
Read the passage below and then answer questions 126 to 138.
I soon learned that life for a growing boy was not all play; at least not for boys with parents like mine. Although my mother had never had the benefit of formal education herself, she was determined that I should be sent to school at the earliest opportunity. My father, due to my mother’s persuasive power, was strongly in favour of this also. Even though I could often get round my father, I knew that once my mother’s mind had been made up, there was nothing I could do about it.
I found my first day at school so disappointing that I ran away, determined never to return. But my mother turned a deaf ear to my protests and firmly dragged me by the arm every morning and deposited me in the school. Eventually, I realised that I had lost the battle. I decided that since I was going to forced to stay in school, I might as well get to like it and do what I could to learn something. To my surprise, I soon found that I enjoyed my lessons and looked forward to going to school. However, we lived in fear of the teacher because of his firm belief in the old adage: ‘Spare the rod and spoil the child’. I disliked being forced to do things against my will because I was not used to it. I used to think what a paradise school would be if we were left in peace to do our studies without the presence of a master.
All the various grades occupied one room, and the teacher used to teach a class at a time. It must have been a hard job for him, and we did not do much to make it easy for him. Luckily, I was keen on learning. In fact, I was so keen that my only dread was that my father might one day be unable to afford the school fees which at that time amounted to ten shillings a term. Because of this, I began rearing chickens which I sold for fifty cents each. By this means, I could not only help to meet my school fees, but I had money to buy books as well.
One thing in particular stands out in my mind during my early school days, probably because it was my first lesson in discipline. We were not fond of the teacher because of his frequent use of the bark stick, often without a good reason. One day we learnt that an inspector was coming to the school and immediately saw our chance to get our revenge on the teacher. We got together and decided to stay away from school the whole day during the inspector’s visit. My one regret was that I was not able to see the expression on the inspector’s face when he found an empty classroom or, better still, the look of horror and amazement on the face of the teacher. It certainly must have caused him a lot of embarrassment but the following morning he got the last laugh. As soon as we showed our faces, he had his stick ready. We were each given twenty-four lashes on our bare bottoms. This hurt so much that for the next three days, I was unable to sit down at my desk. But I knew I deserved it. From that day, I have learnt to accept punishment that I feel I have justly earned.
(Adapted from Ghana by Kwame Nkurumah)
- Why did the writer’s father support his going to school? He knew his son would be successful.
- The writer’s mother convinced him.
- His love for education was great.
- He had to agree with the writer’s mother.
- The writer says he was often able to ‘get round’ his father. This means that he could
- influence his father to do what he wanted.
- walk together with his father.
- ask his father difficult questions.
- make his father like him much more.
- ‘But my mother turned a deaf ear….’ This means that the writer’s mother did not hear everything he said.
- did nothing to help him.
- did not listen to him.
- did not understand him at all.
- What battle is the writer referring to in the second paragraph? A.The harassment by the teacher at school.
- The great disappointment suffered at school.
- The way his mother dragged him to school.
- The struggle to avoid going to school.
- Why was the writer surprised to find out that he soon enjoyed going to school? A.He had known that schooling was the hardest thing to do.
- He had not expected he would ever like going to school.
- He still believed that school was not for boys like him.
- He had not thought school would become a paradise.
- The writer’s teacher believed that A.children need to be disciplined.
- children are naturally lazy.
- children should respect visitors.
- children require a lot of care.
- How many classrooms did the writer’s s school have?
- Many
- Two
- One
- None
- The word ‘dread’ as used in the passage or means A. trouble.
- The writer started rearing chickens in order to A.help his father feed the family.
- have something to do after school.
- practise what he had learnt at school.
- take care of the cost of his education.
- The writer’s mother can be described as
- harsh
- Why did the pupils decide to stay away from school? A.To avoid the teacher’s punishment.
- To make the teacher feel ashamed.
- To shock the school inspector.
- To have a whole day to themselves.
- What lesson did the writer learn about discipline in school? A.That one should be in school when inspectors visit.
- That one should accept punishment if it is justly given.
- That one should avoid taking revenge when punished.
- That one should keep away from bad company.
- Which of the following would be the most suitable title for this passage?
- My early school years
- My day of punishment
- My day of revenge
- My love for school
Read the following passage and then answer questions 139 to 150
One day, Hare met Elephant on the way to the forest. As Hare is a cunning and clever animal, he wanted to fool Elephant. He started talking to Elephant,” Elephant my brother, good morning. What is the matter? Why are you walking all alone like that, my friend? Why don’t you ask me to walk along with you through the forest?”
After they had walked “Elephant my brother, I want to go on a rope-pulling contest with you. I know that I can defeat you miserably, for I am stringer than you’, Elephant replied, “You are too small to contest with me. You are playing about, my brother, think twice.”
They then planned to go on a contest the next day in the forest. Elephant went away laughing, thinking that Hare could do nothing to him.
The same day, Hare met Hippo and started talking to him saying, “Hippo my brother, I want you to contest with me one of these fine days. We shall pull a rope across the forest and see who the winner will be.” Hippo said, ‘ Don’t play with me, brother. You are just too tiny to contest with me.” He made the same plan, just as he had done with Elephant.
The next morning, Hippo and Elephant went to the opposite sides of the forest thinking that he was going to contest Hare. They started pulling the rope. Meanwhile, Hare was sitting on a high hill looking at what was happpening below. he sang a song to taunt Elephant and Hippo. As he sang, Hippo and elephant6 pulled harder. They pulled and pulled and got very weary. At dusk, they almost fainted and stopped pulling.
Hare immediately went ot the elephant and asked, “Am I not great?”
Elephant replied, “Oh, Hare, mr brother, I agree that you are really great. I’ve has it tough the whole day.”
Hare then ran to Hippo and told him the same thing he had told Elephant. Hippo wondered at the strength of Hare and said, “Hare my brother, I’ve just realised that you are very strong. In fact, you should be made King of the jungle!” Hare went away merrily playing his flute.
- The word “cunning” as used in the first paragraph can best be replaced by A.tricky.
- brave
- Hare asked Elephant questions in order to A.praise Elephant.
- test Elephant’s courage.
- attract Elephant’s attention.
- tease Elephant
- The word “defeat” as used in the story has the same meaning as A.win.
- Which one of the following can best replace “think twice” as used in the story? A.Think carefully
- Think aloud.
- Think big.
- Think two times.
- What brought the contest between Elephant and Hippo to an end? A.Darkness set in.
- Hare stopped it.
- They became tired.
- They lost breath.
- Why was Hare singing during the contest? A.To make Elephant and Hippo strong.
- To entertain Elephant and Hippo.
- To mock Elephant and Hippo.
- To cheer on Elephant and Hippo.
- “I have had it tough the whole day” means A.Elephant felt angry.
- Elephant got ashamed.
- Elephant had struggled.
- Elephant was strong.
- Why did Hare organize the contest between Elephant and Hippo? A.To test if Elephant and Hippo were obedient to him.
- To make them believe that he was the strongest.
- To find out who was stronger between Elephant and Hippox
- To be declared the king of the jungle by Hippo.
- Which of the following words best describes Elephant and Hippo? A.Foolish.
- Which one of the following statements is true according to the passage? A.We should not trust friends too much.
- We should not compete with our friends.
- We should not take part in contests.
- We should not sing as we work.
- What do you think was in the minds of Elephant and Hippo as they started pulling the rope?
- They would have a tough contest.
- The competition would be easy.
- They feared losing the contest.
- The winner would be Hare.
- What lesson do we learn from the story? A.Small animals are cunning.
- Wisdom is strength.
- Determination is success.
- Big animals are weak
Read the passage below and then answer questions 151 to 163.
When Tolo arrived back, he was not in a talking mood. He looked tired, worn out, hungry and moody. His clothes too, looked torn, dirty and it was obvious wherever he had been to was hell on carth. It took a few days then he gathered courage to take a few trusted friends who remained glued next to him, especially in the evenings.
Tolo was at home and like other hunters, he decided to go and inspect his traps. The first two had caught nothing and so he proceeded to the third one which was located near the riverbank. It was a forested area and thus, having a panga in the hand was essential.
He was lucky! A deer had been trapped and it looked either dead or dying from a distance. However, when he moved closer, he realized its eyes were wide open although it made no attempt to Ilee. lle knew it was just waiting to be carried away but how wrong it was! The poor creature had been struggling for hours and hours and upon realizing it couldn’t flee itself, decided to save the little energy left for any opportunity of escape ifit ever came. So when Tolo cut off the rope it had entangled itself in. the deer made a leap into the air and its first landing was four metres away
Tolo was shocked and surprised but he picked his panga and went after the creature. Due to his speed and undergrowth, he lost it. Knowing that it couldn’t cross he adjacent river that fast, he decided to keep going after it; sooner or later, he would get it.
It was not long when he reached it but what he saw almost made him faint. The deer was in the claws of a ferocious-looking leopard, with teeth dripping fresh blood, glared and glow led at him, he found himself climbing the closest tree. It was the safest thing he could do but it was the gravest mistake that landed him in trouble.
The went up the tree with the heart beating fast but hopeful to get the safety he was very much wanted. For some time, it remained so but at around eight o oclock, he heard some noise and looked down. Tulis utter surprise, the Icopard, with the deer’s neck in the jaws, was struggling up the tree! This shocked him and made him climb to even higher branches. It was then that he realized that he was 100, was trapped! The leopard settled on a thick branch, just below him and started eating its meal probably aware of his presence.
It’s this meal that lasted a whole two days and within those two days. lolo learnt that one can actually stay for two days and nights without food, drink and very little sleep lle vowed to abandon trapping animals and ventured into crop cultivation.
- Tolo was not in a talking mood because
- he had just arrived back
- many people had talked ill about him.
- what he had undergone was still tormenting him.
- he did not find the right people to address
- From the way Tolo looked, it is possible to suggest that he
- knew little about good grooming,
- decided to change his appearance completely
- he intended to attract the villages attention.
- he had not had time for good grooming.
- What does the writer mean by describing where Tolo had been as hell on earth? A.The conditions there were undesirable.
- No one else had been there
- He had been to hell and saw for himself
- lt took him a long time to return. 154. When Tolo left home that evening.
- he was accompanied by other hunters.
- it was a routine he always did.
- he expected to catch a trapped animal
- he was in too much of a hurry
- The item Tolo carried as he inspected his traps can BEST be described as
- Weapon
- equipment
- instrument
- tool
- As soon as Tolo saw the trapped deer, he A.became curious to ascertain its state.
- wondered how to carry it away.
- suspected it would cause trouble
- doubted if he was truly lucky
- The MAIN reason why the deer leap into the air is A.it was alarmed by Tolo’s arrival. B.it had been resting all along
- its life depended on it.
- it had just opened its eyes.
- Which of the four words below describe what made Tolo to follow the fleeing deer?
- concentration
- determination
- curiosity
- anxiety
- What made Tolo realise that the deer wouldn’t go far? A.Knowledge of how deer behave.
- The speed at which it had left.
- This experience as a hunter
- The time the deur had taken in the trap
- By climbing the nearest tree, Tolo wanted to A.frighten the leopard off its prey.
- see if the antelope was actually dead.
- hide from the leopard then take the antelope
- save himself from danger.
- Why does the writer describe climbing the true the gravest mistake? A.it almost made him lose his life.
- the tree was not strong enough for him and the leopard.
- leopards normally hunt their prey up the tree
- he should have climbed a different tree
- The leopard settled only two branches away from Tolo because A.it had no business following Tolo.
- it felt comfortable there.
- the upper branches were weak
- it was tired because of the load it had.
- The BEST summary for this passage would A.it’s unwise to venture out alone.
- We have to be selective on where to go.
- you can lead yourself into serious trouble
- your company can discourage you from talking.
Read the passage below and then answer questions 164 to 175
Speaking up is important, especially when addressing people who are senior to you. It is the best ever thing to do as it leaves no doubt to your listener that you know what you are saying and are confident. Mental toughness sometimes requires you to say ‘No’ even when given a command. In the Special Forces, it is called ‘Chinese Parliament’. This is where all of us are able to talk very leely with one another, with complete disregard to positions others hold. It’s common to hear one say, ‘I’m going to be part of the mission and I’m not going to lose my life’ If such a person thinks it is dangerous, it’s wise for him to say so at once without mincing his words.
In the forces, it’s difficult to go direct to the commander and tell him that the plan can’t work and it’s loaded with big risks. This, however, should be acceptable especially when one has read intelligence reports on the possible danger. It could make the commander think of a different way, of attacking the enemy. Options are usually many, not one. This only happens when you don’t have mental toughness to question things or give suggestions.
If you fail to talk to your seniors and instead have the Big Boss mentality, with an assumption that the commander knows it all, you may die alongside the same commander or he might live after you’re gone. This only happens when you don’t have mental toughness to question things or give suggestions
In the army, however much you have trained and have expertise in a certain area, it is necessary to be flexible. This means that although rules are laid down to be followed, at times, they could be bent”. It doesn’t make sense to stick to laid down procedures when it looks obvious that it’s leading you into a disaster. Sadly, at times, such actions end up affecting a specific individual who then is blamed for it.
If you are not flexible, you could end up generating lower results. This is because it kills creativity and innovation. Conditions and situations keep changing and this should make every single and individual by shifting the mindset. Creativity is vital for the growth and development because things, people, time and circumstances change.
- What does the writer mean by saying speaking up is importance?
- It shows the speaker a lot of respect
- Speaking up makes it easy to identify seniors from juniors.
- It makes one develop confidence when talking.
- It ensures the communication is effective.
- By saying ‘No’ When given a command, it shows that A.your state of mind is acceptable.
- you don’t easily take in instructions.
- you think faster than others.
- no one is clever as you are.
- For your listeners to confirm that he had been paying attention,
A.only your seniors should get you B.statements said should be repeated.
- you should be loud enough.
- there must be many questions asked.
- In a Chinese parliament, one is expected to
- pay attention when being spoken to
- speaking loudly and clearly C.remember the positions people hold.
D.express himself freely to all others.
- How do people in the forces pass information to their seniors?
A.After getting intelligence reports, B.By talking politely to their commanders.
- If everybody is aware of the danger.
- By asking their seniors for solution problems
- The MAIN use of the intelligence is that A.his commander uses it to win the war
- it could safeguard the soldiers
- No soldier can go to fight without it
- Identifying the soldier to be promoted becomes easy.
- The Big Boss mentality is discouraged because A.both soldiers and the commander are at risk
- the commanders do not like it.
- only the commaders give orders to soldiers.
- it relies on a lot of assumption
- What is the opposite of the word flexible as used in the fourth paragraph?
- Tough
- Rigid
- Brave
- Strong
- By bending rules, the writer means that A.doing the opposite of what the rule says.
- there are rules to be followed.
- not following the rules exactly as expected
- the decision to follow the rules or not to is optional 173. Some people are blamed for causing disasters
- as they obviously caused them.
- since they have got injured in the accidents
- as someone has to take the blame anyway.
- they had the capacity to avert it.
- Why would people be flexible in decision making? A.Many decisions are erratic.
- Situations are not static
- No one knows everything
- Many decisions are not popular
- The BEST title for this passage would be A.Communication within the armed forces
- How commanders intimidate their juniors
- The operation of the Chinese Parliament
- The blame game within the armed forces
Read the following passage carefully and then answer questions 176-187.
I started school late, at the age of eight years because my father was not keen on taking me to school. My mother was very keen on insisting that little education did no harm. By then I was ten years old. I was the last born in a family of four children; two boys and two girls. My brothers had finished their secondary education and were now working in the capital city. My sister got married at the age of eleven. From the time she married, I never saw her happy. Her face always looked sad and weary but not once did I hear her complain.
The journey to and from school took two hours. At 3.30pm the lower classes were released while the rest of the school stayed on until 4.30pm. We sat on tree trunks for we did not have desks. Two of the classrooms’ walls had gaping holes. The roof of the classroom was no more than thatch grass that was laid over rafters. It was badly built. On this particular day, Naitula’s book was missing and I found her searching for it everywhere. Then she found one of our classmates under a tree copying notes from it. Without uttering a single word, she forcefully snatched the book from him and after staring at him with a stern face, she waved at me to join her and we left for home. This caught the boy by surprise and he was left staring at us.
It was a rainy season and various wild flowers had bloomed. There were blue, yellow, red and white flowers. Wild fruits had ripened and birds feasted on them. One of my favorite fruits was the wild berry and these two were in plenty. We always spent some time on the way home picking them and also playing with the butterflies that had invaded the country. The path we took every day was so muddy that we kept wiping our feet on the wet grass. From where we were, we could see herds of cattle grazing on the plains in the distance. My father’s herd was grazing near our home.
Cows and goats are our main source of livelihood and a man’s worth is judged by the number of livestock one has. Women, children and animals are a man’s property. Woman’s work is to take care of the man, his children and his animals. My friend Naitula and I parted at the spot where the road branches to our different Manyattas.
On arriving home, I found my father with visitors and they were drinking a traditional brew from horns. Four were seated on his left side while one was on his right. I entered the hut and found a strange woman seated there so I greeted her. My mother, without looking at me asked, “Are you hungry?” “Yes, I have taken nothing the whole day.” She pointed to where a guard of milk was kept. She seemed to be avoiding my eyes and I asked her, “Why do you look sad today mother?” The visitor smiled exposing her white teeth. She did not answer but said,” Go out and check on the goats and at dusk bring them home.
- Why was the writer late to start school?
- He was too old to start school
- The school was far from their home
- His father wasn’t keen on taking him to school
- He was too young to start school.
- Which of these sentences is false?
- The writer hadn’t started school at the age of eight
- The writer’s mother was keen on education
- The writer was the last born of his family
- The writer’s brothers were illiterate
- Where were the writer’s siblings A.In the village
- In school too
- Away in town
- In different cities
- The word weary as used in the passage means:- A.very thin
- well dressed
- poorly dressed
- very tired
- Which of these sentences best describes the writer’s school?
- Logs for desks, mud walls, thatched roof
- Logs for walls, thatched roof, wooden desks
- Thatched roof, mud walls, wooden desks D. Mud walls, logs for desks and logs for walls 181. What was Naitula looking for?
- Her classmates
- A place to sit
- Her note book
- Her brother
- Why was the boy surprised?
- He had been talked to harshly.
- When Naitula forcefully snatched the book from him.
- He had taken his friends book.
- He was copying notes.
- Which of the following did not happen when the rainy season came? A.Plants germinated.
- Fruits ripened.
- Birds had enough to feed on.
- Flowers blossomed.
- From the passage we learn that the writer :- A.disliked wild berries
- never wore shoes
- had never seen butterflies
- hardly stopped on the way
- What could the writer see at a distance?
- Goats and cows grazing
- his father grazing
- herds of cattle grazing
- his father driving cattle home
- Which of the following shows a man’s worth? Number of
- manyatta
- children
- women
- livestock
- According to the passage
- Four visitors were seated to the right side
- the writer had had nothing all day
- there were some strange women seated
- writer’s mother looked happy that day
Read the following passage carefully and then answer question 188-200.
The old man found the children gathered at the same place. As soon as they saw him they asked him to tell them another story. The children were becoming a regular part of the old man’s daily life.
Without them in the evening he felt lonely. The evenings seemed long and boring. It is funny how habits develop, he thought. At first he could easily pass an evening all by himself and feel quite happy. Now he needed the company of the children for the evening to feel complete.
Funny, he thought to himself as he sat down on his favorite chair. It is just like that nasty habit of taking snuff that he had developed. At first he did it as a joke, just for fun. He felt he could stop the habit if and when he wanted to, but in time he found he had to have some snuff every few hours. If he did not, he would get all nervous and shaky. Now he was getting hooked on to being with the children.
“Oh well,” he said to himself, “at least that is a good habit to catch. It cannot make you lose your senses like Mzee Okong’o did”. He had spoken aloud without realizing it. “What happened to Mzee Okongo?” The children asked, all together. The old man let out a short laugh. He had been caught off guard by the children and he knew he had to tell them the story of Mzee Okong’o.
For Mzee Okong’o it had all started like a joke. It was during the wedding of his daughter many years before. During such ceremonies, the bride was required to give her father a horn of beer in front of friends and relatives. Having given her father the beer, the father would ask; “My daughter, are you asking me to drink this beer brought by these people? Are you telling me before,this crowd, that you will never ask me to vomit it”? This was meant to confirm in public whether the girl had completely made up her mind to marry the man. As her sign of agreeing to get married to the man whose family had brought the beer the girl would answer: “Yes, my father. I am asking you to drink it and I will never ask you to vomit it.”
If the father drank the beer, it showed he had agreed that his daughter could get married to the man who asked for her hand in marriage. Mzee Okong’o had thus made his first contact with alcohol after a very long time. He felt good and light headed after the first horn full and he asked for another second horn full more than the first.
In time, he was into his fifth and sixth horn of beer. Thereafter, he had lost count and slipped into a coma. He did not know when and how his guests had gone home. He could not remember what happened or what he might have said or done. Did he behave well? Did he abuse people in his speech? Did he pass urine in public? Did he fall or break wind loudly?
- From the first paragraph, we can tell that the old man
- found the children playing
- never needed the children’s presence
- hardly felt lonely at all
- enjoyed narrating stories now and then.
- Without them in the evening he felt lonely…..”them” refers to
- his daughters
- the children
- his family
- the villagers
- What made the old man’s evening complete? A.the long and boring evenings
- the practice he had started
- the gathering of children
- the funny habits he had developed
- “Snuff” is an example of
- clinical medicine
- herbal medicine
- hard drug
- traditional medicine
- The old man felt nervous and shaky before taking snuff. This means
- he was sick
- he felt cold
- he was excited
- he was an addict
- The old man started the nasty habit………
- as a way of letting out his anger
- to attract more customers
- as a way of passing time
- to impress the children 194. Why did the old man chuckle? A.He knew he had to narrate a story
- He had been day-dreaming
- The children had made a joke
- He had taken too much snuff
- During the wedding the bride was supposed to do all the following except?
- She had to give her father a horn of beer
- The giving out of beer was witnessed by relatives
- Issuing of beer was in front of neighbors and relatives
- The horn of beer was given infront of friends
- What did Mzee Okong’o do during his daughter’s wedding?
- He vomited the beer he had taken
- He gave his daughter a hornfull of beer C.He narrated a story to his guest
D.He took six hornfills of beer.
- By vomiting the beer this meant that A.the girl had agreed partially to wed the man
- the father didn’t want the girl wed
- the girl had not agreed to become a wife
- the man had sensed that was not well
- The beer had been brought by the man’s family, this can be compared to A.wealth
- dowry
- poverty
- thanks-giving
- How many horn-fills of beer did Okong’o have? A.Two
- six
- uncountable
- seven
- The last paragraph tells us that the old man slipped into a “coma” this means? A.He became unconscious.
- He fell into deep sleep.
- He was conscious.
- He was completely drank.
EXPECTED QUESTIONS IN KCPE 2023
ENGLISH: SECTION B
COMPOSITION
Candidates have 40 minutes each question to write the compositions. Make them as interesting as possible!
Q1. I hurried back home and went straight to the house. I was about to enter my room when I realized something very unusual in the sitting room…………………………. (40 marks)
Q2. We were quietly reading our books in class when suddenly…………………. (40 marks)
Q3. The function was supposed to begin at 11 o’clock. However, by 1 o’clock the guest of honor
had not yet arrived…………………..(40 marks)
Q5. It was very rare to see our class teacher coming to school late. On that particular day, we were all…………………… (40 marks)
Q6. As I walked along the lonely path, I was attracted to the noises from a nearby bush. I decided to go and find what was happening…………………… (40 marks)
Q7. It was the morning we had all been looking forward to. The bus arrived on time and soon, we were all on board with all our teachers………………. (40 marks)
Q8. The members of the Environmental Club woke up early that Friday morning to go to their
long-awaited trip. (40 marks)
Q9. The stadium was packed to capacity. People had come from far wide to watch what promised to be an entertaining football match………………..(40 marks)
Q10. I was woken up by screams that rent the air. I……… (40 marks) ………………………………………………………………………………………………………
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PRINT ATLEAST 3 PAGES OF WRITING SPACE FOR EACH COMPOSITION QUESTION.
EXPECTED QUESTIONS IN KCPE 2023
ENGLISH: SECTION B
COMPOSITION
Candidates have 40 minutes each question to write the compositions. Make them as interesting as possible!
Q1. I hurried back home and went straight to the house. I was about to enter my room when I realized something very unusual in the sitting room…………………………. (40 marks)
Q2. We were quietly reading our books in class when suddenly…………………. (40 marks)
Q3. The function was supposed to begin at 11 o’clock. However, by 1 o’clock the guest of honor
had not yet arrived…………………..(40 marks)
Q5. It was very rare to see our class teacher coming to school late. On that particular day, we were all…………………… (40 marks)
Q6. As I walked along the lonely path, I was attracted to the noises from a nearby bush. I decided to go and find what was happening…………………… (40 marks)
Q7. It was the morning we had all been looking forward to. The bus arrived on time and soon, we were all on board with all our teachers………………. (40 marks)
Q8. The members of the Environmental Club woke up early that Friday morning to go to their
long-awaited trip. (40 marks)
Q9. The stadium was packed to capacity. People had come from far wide to watch what promised to be an entertaining football match………………..(40 marks)
Q10. I was woken up by screams that rent the air. I……… (40 marks) ………………………………………………………………………………………………………
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PRINT ATLEAST 3 PAGES OF WRITING SPACE FOR EACH COMPOSITION QUESTION.
Full list of teachers who have not filled 2019 Wealth Declaration form online- Kajiado County
Close to 46,000 teachers are yet to declare their wealth online ahead of the deadline slated for 31/12/2019. All teachers in employment under TSC are required to declare their Income, Assets and Liabilities
The online portal has been open since 1st November 2019.
FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;
Here are links to the most important news portals:
- KUCCPS News Portal
- TSC News Portal
- Universities and Colleges News Portal
- Helb News Portal
- KNEC News Portal
- KSSSA News Portal
- Schools News Portal
- Free Teaching Resources and Revision Materials
The Kenyan law requires all public officers to declare their wealth; periodically. This declaration is made online and there are hefty penalties for officers who fail to declare their income, assets and liabilities within the stipulated time. According to the Public Ethics Act of 2003, It is mandatory for all public officers to declare their income, assets and liabilities once in every two years.
Any teacher in TSC employment who fails to submit a Declaration or gives false or misleading information is liable to a fine of Kshs. 1,000,000 or imprisonment for a term not exceeding (1) one year or both upon conviction.
Here is the list of non-compliant teachers in this county:
| COUNTY | SUB COUNTY | SCHOOL NAME | FIRST NAME | MIDDLE NAME | LAST NAME |
| ISIOLO | Tsc Unit -Merti | Steve | Lekimenju | Roble | |
| KAJIADO | ISINYA | ATHI RIVER PRISON PRI | Faith | Wairimu | Ng’ang’a |
| KAJIADO | ISINYA | ATHI RIVER PRISON PRI | Mary | Wangechi | Nyaga |
| KAJIADO | ISINYA | ATHI RIVER PRISON PRI | Pascalia | Asuru | Omusugu |
| KAJIADO | ISINYA | ATHI RIVER PRISON PRI | Teresia | Semeyian | Kinyanjui |
| KAJIADO | ISINYA | EMAKOKO PRI SCH(TIPATET) | Gladys | Serem | |
| KAJIADO | ISINYA | EMAKOKO PRI SCH(TIPATET) | Henry | Seki | Ngugi |
| KAJIADO | ISINYA | EMAMPARISWA PR | Tiapashina | Parkanta | |
| KAJIADO | ISINYA | EMAMPARISWA PR | Wilfred | Tunayo | Leparakuo |
| KAJIADO | ISINYA | EMPAKASI PRI SCH | Grace | Angwenyi | Omari |
| KAJIADO | ISINYA | ENKASITI PRI SCH | Christine | Ndinda | Mutundu |
| KAJIADO | ISINYA | ENKASITI PRI SCH | Florence | Mateu | Matayen |
| KAJIADO | ISINYA | ENKASITI PRI SCH | Kevin | Ombaso | Mayora |
| KAJIADO | ISINYA | ENKASITI PRI SCH | Margaret | Sisian | Keponyi |
| KAJIADO | ISINYA | ENKASITI PRI SCH | Mary | Wangui | Parsaloi |
| KAJIADO | ISINYA | ENKASITI PRI SCH | Millicent | Akello | Anyango |
| KAJIADO | ISINYA | ENKASITI PRI SCH | Mondester | Mogoi | Motari |
| KAJIADO | ISINYA | ENKASITI PRI SCH | Rachael | Partapipi | Ntuyoto |
| KAJIADO | ISINYA | ENKASITI PRI SCH | Ruth | Kaate | Ramaita |
| KAJIADO | ISINYA | ENKASITI PRI SCH | Saadia | Mohamed | Noor |
| KAJIADO | ISINYA | Enkilele Primary School | Cyrus | Salaash | Kosencha |
| KAJIADO | ISINYA | Enkilele Primary School | Lesiyia | Limpaso | John |
| KAJIADO | ISINYA | ENKIRR GIRRI PRI SCH | Lorna | Kasikua | Katampoi |
| KAJIADO | ISINYA | ENKIRR GIRRI PRI SCH | Rachael | Njeri | Mburu |
| KAJIADO | ISINYA | ERETETI PRIMARY SCHOOL | Elizabeth | Achieng | Ochanda |
| KAJIADO | ISINYA | ERETETI PRIMARY SCHOOL | Gladys | Chepkorir | |
| KAJIADO | ISINYA | ERETETI PRIMARY SCHOOL | Jane | Ogweri | |
| KAJIADO | ISINYA | ERETETI PRIMARY SCHOOL | Peter | Kiptoo | Gunn |
| KAJIADO | ISINYA | ILPOLOSAT PRIMARY SCHOOL | Daniel | Leshao | Soliyo |
| KAJIADO | ISINYA | ILPOLOSAT PRIMARY SCHOOL | Elizabeth | Kaurrai | Mutunkei |
| KAJIADO | ISINYA | Ilpolosat Secondary School | Isaka | Josiah | Koike |
| KAJIADO | ISINYA | ISINYA BOYS | Nicoodemus | Nyagaka | Basweti |
| KAJIADO | ISINYA | ISINYA BOYS | Robert | Mose | Mokamba |
| KAJIADO | ISINYA | ISINYA PRI SCH | Consolata | Muzalali | Khagali |
| KAJIADO | ISINYA | Isinya Township Primary School | Duncan | Tetu | Koila |
| KAJIADO | ISINYA | Isinya Township Primary School | Mirriam | Mwikali | Ngumbi |
| KAJIADO | ISINYA | Isinya Township Primary School | Sarah | Wanjiru | Kariuki |
| KAJIADO | ISINYA | Kaputiei Primary School | Leakey | Sempele | |
| KAJIADO | ISINYA | Kaputiei Primary School | Rosaline | Wanjiku | Muchemi |
| KAJIADO | ISINYA | Kaputiei Primary School | Rosemary | Igoki | Ndaru |
| KAJIADO | ISINYA | Kaputiei Secondary School | Charles | Okong | Nyabayo |
| KAJIADO | ISINYA | Kaputiei Secondary School | Simon | Maina | Wathubio |
| KAJIADO | ISINYA | KEPIRO PRIMARY SCHOOL | Alice | Moragwa | Manguti |
| KAJIADO | ISINYA | KEPIRO PRIMARY SCHOOL | Christopher | Ndua | Njongoro |
| KAJIADO | ISINYA | KEPIRO PRIMARY SCHOOL | Hannah | Nduta | Mucene |
| KAJIADO | ISINYA | KEPIRO PRIMARY SCHOOL | James | Njogu | Karanja |
| KAJIADO | ISINYA | KEPIRO PRIMARY SCHOOL | Margaret | Waigwe | Karigi |
| KAJIADO | ISINYA | KEPIRO PRIMARY SCHOOL | Veronica | Naiyanoi | Koikai |
| KAJIADO | ISINYA | KIKAYAYA PRIMARY SCHOOL | Joseph | Mugo | Mwangi |
| KAJIADO | ISINYA | KITENGELA BOARDING PRIMARY | Cherop | Jeruto | |
| KAJIADO | ISINYA | KITENGELA BOARDING PRIMARY | Grace | Wilson | Oduori |
| KAJIADO | ISINYA | KITENGELA BOARDING PRIMARY | Roselyne | Atieno | Juma |
| KAJIADO | ISINYA | KORROMPOI PRI SCH | Obadiah | Karung’o | Kariuki |
| KAJIADO | ISINYA | LENCHANI PRIMARY SCHOOL | Jacinta | Marakwet | Lemoshira |
| KAJIADO | ISINYA | MOI GIRLS ISINYA | Anne | Waithera | Mugucia |
| KAJIADO | ISINYA | MOI GIRLS ISINYA | Jacqueline | Mwende | Musili |
| KAJIADO | ISINYA | MOI GIRLS ISINYA | Jerusha | Wairimu | Ngaca |
| KAJIADO | ISINYA | MOI GIRLS ISINYA | Mary | “Ndunge Muinde” | Ndiku |
| KAJIADO | ISINYA | MOI GIRLS ISINYA | Naomi | Ahono | Kiraka |
| KAJIADO | ISINYA | MOI GIRLS ISINYA | Timon | Kipngetich | Tormoi |
| KAJIADO | ISINYA | MUSA PRY SCH | Dorothy | Ithiru | Gichunge |
| KAJIADO | ISINYA | MUSA PRY SCH | Elizabeth | Achelat | |
| KAJIADO | ISINYA | MUSA PRY SCH | Esther | Wanjiru | Kariuki |
| KAJIADO | ISINYA | MUSA PRY SCH | Gladys | Naserian | Lemiso |
| KAJIADO | ISINYA | Namunyak Primary School | Amos | Waile | Kimiriny |
| KAJIADO | ISINYA | Namunyak Primary School | Kones | Kiplangat | Daniel |
| KAJIADO | ISINYA | Noompopong Nakuoh Primary School | Dorca | Brenda | Nyabera |
| KAJIADO | ISINYA | Noompopong Nakuoh Primary School | Jane | Wangari | Ntang’iru |
| KAJIADO | ISINYA | NOONKOPIR S.S. | Defroza | Malemba | Tole |
| KAJIADO | ISINYA | NOONKOPIR S.S. | Eunice | “Norah Achieng” | Odhiambo |
| KAJIADO | ISINYA | NOONKOPIR S.S. | Karoki | Emaitta | Murugu |
| KAJIADO | ISINYA | NOONKOPIR S.S. | Lilian | Nyawira | Muriithi |
| KAJIADO | ISINYA | NOONKOPIR S.S. | Nancy | Anyango | Were |
| KAJIADO | ISINYA | NOONKOPIR S.S. | Wincate | Mukami | Nyaga |
| KAJIADO | ISINYA | Noonkopir township pry school | Beatrice | Chepngeno | |
| KAJIADO | ISINYA | Noonkopir township pry school | Josephine | Isele | Kelel |
| KAJIADO | ISINYA | Noonkopir township pry school | Lorna | Naisenge | Soittara |
| KAJIADO | ISINYA | OLOOLTEPES PRI SCH | William | Josiah | Tajeu |
| KAJIADO | ISINYA | OLOOLTEPES SEC S | Weddy | _ | Kagendo |
| KAJIADO | ISINYA | OLOOSIRKON PRY SCHOOL | Alice | Wambui | Kapowondo |
| KAJIADO | ISINYA | OLOOSIRKON PRY SCHOOL | Alice | Nzanzai | Mulwa |
| KAJIADO | ISINYA | OLOOSIRKON PRY SCHOOL | Esther | Muniko | Ghati |
| KAJIADO | ISINYA | OLOOSIRKON PRY SCHOOL | John | Sankaile | Maina |
| KAJIADO | ISINYA | OLOOSIRKON PRY SCHOOL | Paul | Maseri | Nonkimojik |
| KAJIADO | ISINYA | Oloosirkon Secondary School | Judith | Kagwiria | Kirimi |
| KAJIADO | ISINYA | Olturoto Mixed Secondary School | John | Lukeine | Ntitika |
| KAJIADO | ISINYA | Olturoto Mixed Secondary School | Pauline | Seteiyo | Kupere |
| KAJIADO | ISINYA | OLTUROTO PRI SCH | Beatrice | Mampei | Nkirimpai |
| KAJIADO | ISINYA | OLTUROTO PRI SCH | Evaline | Nataari | Sironka |
| KAJIADO | ISINYA | OLTUROTO PRI SCH | Josephine | Tumate | Parantai |
| KAJIADO | ISINYA | Senior Chief Mutunkei Primary School | Emily | Sianoi | Parmutia |
| KAJIADO | ISINYA | Senior Chief Mutunkei Primary School | Hellen | Anyango | Okango |
| KAJIADO | ISINYA | Senior Chief Mutunkei Primary School | Hellen | Wanjiku | Ndungu |
| KAJIADO | ISINYA | SHOLINKE PRI SCH | Jackson | Shapara | Matanta |
| KAJIADO | ISINYA | St. Mark Enkutoto Primary School | Johnbosco | Kyalo | Paul |
| KAJIADO | ISINYA | St. Mark Enkutoto Primary School | Sein | Oloisorua | |
| KAJIADO | ISINYA | UTUMISHI PRY | Caroline | Njoki | Chege |
| KAJIADO | KAJIADO CENTRAL | A.I.C NAMANGA PRI SCH | Ziporah | Njeri | Gacheru |
| KAJIADO | KAJIADO CENTRAL | AL-HUDA MUSLIM PRI SCH | Dorothy | Nzilani | Mwaniki |
| KAJIADO | KAJIADO CENTRAL | AL-HUDA MUSLIM PRI SCH | Faith | Wairimu | Wanjohi |
| KAJIADO | KAJIADO CENTRAL | AL-HUDA MUSLIM PRI SCH | Halima | Adan | Ibrahim |
| KAJIADO | KAJIADO CENTRAL | AL-HUDA MUSLIM PRI SCH | Jael | Kulola | Osunga |
| KAJIADO | KAJIADO CENTRAL | AL-HUDA MUSLIM PRI SCH | Judith | Loyet | Kuntai |
| KAJIADO | KAJIADO CENTRAL | AL-HUDA MUSLIM PRI SCH | Sarah | Abdullah | Yusuf |
| KAJIADO | KAJIADO CENTRAL | EARC – Kajiado | Virginia | Wangari | Gacheru |
| KAJIADO | KAJIADO CENTRAL | EITI PRI SCH | Joseph | “Ole Koyiet” | Kuaya |
| KAJIADO | KAJIADO CENTRAL | ELANGATA WUAS | Margaret | Wanjiru | Kamau |
| KAJIADO | KAJIADO CENTRAL | ELUANATA PRIMARY SCHOOL | Nelly | Cherotich | Mutai |
| KAJIADO | KAJIADO CENTRAL | ELUANATA PRIMARY SCHOOL | Peter | Njoroge | Muthiga |
| KAJIADO | KAJIADO CENTRAL | EMARTI PRI SCH | Peter | Wang’ondu | Mwangi |
| KAJIADO | KAJIADO CENTRAL | EMURKEYA PRY SCH | Emma | Sein | Mooke |
| KAJIADO | KAJIADO CENTRAL | EMURKEYA PRY SCH | Faith | Pilale | Shangwa |
| KAJIADO | KAJIADO CENTRAL | EMURKEYA PRY SCH | Simon | Angwenyi | Manyisa |
| KAJIADO | KAJIADO CENTRAL | EMURKEYA PRY SCH | Simon | Ngatia | Njoroge |
| KAJIADO | KAJIADO CENTRAL | ENCHORO- SENTEU PRI SCH | Lucas | Ouma | Oluoch |
| KAJIADO | KAJIADO CENTRAL | ENCHORO- SENTEU PRI SCH | Moses | Muchina | Wanjiru |
| KAJIADO | KAJIADO CENTRAL | Endonyo Enkampi Primary School | Francis | Mbuvi | Muteti |
| KAJIADO | KAJIADO CENTRAL | ENKARONI | Benson | Saitabao | Sekento |
| KAJIADO | KAJIADO CENTRAL | ENKARONI | Esther | Seleyian | Kimiti |
| KAJIADO | KAJIADO CENTRAL | Enkeju Erap Primary School | Eric | Machoka | Gesaka |
| KAJIADO | KAJIADO CENTRAL | Enkeresuna Primry School | Lakaai | Masikonte | |
| KAJIADO | KAJIADO CENTRAL | ENKORIKA SEC SCHOOL | James | Muriithi | Njeru |
| KAJIADO | KAJIADO CENTRAL | Enoosampurrumpurr Primary School | Henry | Irungu | Gichuhi |
| KAJIADO | KAJIADO CENTRAL | ENTUKAI PRY | Ephantus | Tompoi | Metian |
| KAJIADO | KAJIADO CENTRAL | ENTUKAI PRY | John | Nepatao | Mainka |
| KAJIADO | KAJIADO CENTRAL | ESILALEI PRY SCH | Perpetual | Nyambura | Ndungu |
| KAJIADO | KAJIADO CENTRAL | ESOIT PRIMARY | Priscah | Mwikali | Munyithya |
| KAJIADO | KAJIADO CENTRAL | ESOKOTA PRI SCH | Appofia | Sulaek | Saisa |
| KAJIADO | KAJIADO CENTRAL | ESOKOTA PRI SCH | Hellen | Sompet | Sapong’u |
| KAJIADO | KAJIADO CENTRAL | ESOKOTA PRI SCH | Kariuki | Stephen | Chege |
| KAJIADO | KAJIADO CENTRAL | ILBISSIL BOARDING PRI SCH | Isaac | Gitau | Waruiru |
| KAJIADO | KAJIADO CENTRAL | ILBISSIL BOARDING PRI SCH | Jackline | Nkamalo | Koin |
| KAJIADO | KAJIADO CENTRAL | ILBISSIL BOARDING PRI SCH | James | Kibet | |
| KAJIADO | KAJIADO CENTRAL | ILBISSIL BOARDING PRI SCH | John | Tonkei | Sakok |
| KAJIADO | KAJIADO CENTRAL | ILBISSIL BOARDING PRI SCH | Pamela | Nerima | Wanyama |
| KAJIADO | KAJIADO CENTRAL | ILBISSIL GIRLS SECONDAR SCHOOL | Dominic | Mtuta | Machani |
| KAJIADO | KAJIADO CENTRAL | ILBISSIL GIRLS SECONDAR SCHOOL | Francis | Nthiwa | Kiamba |
| KAJIADO | KAJIADO CENTRAL | ILBISSIL GIRLS SECONDAR SCHOOL | Jackson | Odiyo | Obeko |
| KAJIADO | KAJIADO CENTRAL | ILBISSIL GIRLS SECONDAR SCHOOL | Jackson | Bosire | Mayaka |
| KAJIADO | KAJIADO CENTRAL | ILBISSIL GIRLS SECONDAR SCHOOL | John | Gisore | Morwabe |
| KAJIADO | KAJIADO CENTRAL | ILBISSIL TOWNSHIP PRY | Jared | Letura | |
| KAJIADO | KAJIADO CENTRAL | ILBISSIL TOWNSHIP PRY | Medrick | Nguka | Ater |
| KAJIADO | KAJIADO CENTRAL | ILBISSIL TOWNSHIP PRY | Peter | Olodidio | Lupempe |
| KAJIADO | KAJIADO CENTRAL | ILBISSIL TOWNSHIP PRY | Yussuf | Farah | Fozia |
| KAJIADO | KAJIADO CENTRAL | ILMARBA PRI SCH | Phoebe | Nyokabi | Kigo |
| KAJIADO | KAJIADO CENTRAL | ILMARBA SEC SCH | Ben | Nyakongo | Nyangau |
| KAJIADO | KAJIADO CENTRAL | ILMOTIO PRI SCH | John | Kores | Kereto |
| KAJIADO | KAJIADO CENTRAL | ILOODOKILANI SEC | Jane | Wayua | Mutiso |
| KAJIADO | KAJIADO CENTRAL | ILPARRUA | Esther | Njambi | Ndung’u |
| KAJIADO | KAJIADO CENTRAL | ILPARRUA | Mercy | Waria | Munyita |
| KAJIADO | KAJIADO CENTRAL | ILTARETO PRI SCH | John | Mututo | Gakinya |
| KAJIADO | KAJIADO CENTRAL | ILTARETO PRI SCH | Lillian | Silanga | Timayio |
| KAJIADO | KAJIADO CENTRAL | ILTARETO PRI SCH | Rahab | Senewa | Katepi |
| KAJIADO | KAJIADO CENTRAL | ILTRIPEN PRY | Lamet | Naisankau | |
| KAJIADO | KAJIADO CENTRAL | IMPIRO PRI SCH | Abdullahi | Omar | Ahmed |
| KAJIADO | KAJIADO CENTRAL | IMPIRO PRI SCH | Mary | Syombua | Mutua |
| KAJIADO | KAJIADO CENTRAL | INAAROOKLUKUNY PRI SCH | Esther | Njeri | Mutahi |
| KAJIADO | KAJIADO CENTRAL | INAUDOT PRI | William | Tentei | Masenge |
| KAJIADO | KAJIADO CENTRAL | INDONYIO OLMOTI PRY | Anthony | Musyoki | Kyengo |
| KAJIADO | KAJIADO CENTRAL | INDONYIO OLMOTI PRY | Josephine | Nasieku | Otui |
| KAJIADO | KAJIADO CENTRAL | INDUPA PRY | Esther | Santei | Saisa |
| KAJIADO | KAJIADO CENTRAL | INDUPA PRY | Timothy | Tupenet | Tajeu |
| KAJIADO | KAJIADO CENTRAL | INKINYIE PRIMARY SCHOOL | Janefrances | Syokau | Masila |
| KAJIADO | KAJIADO CENTRAL | INKINYIE PRIMARY SCHOOL | Peter | Namasaka | Wanjala |
| KAJIADO | KAJIADO CENTRAL | ISEURI PRI SCH | Esther | Rayon | Meipaku |
| KAJIADO | KAJIADO CENTRAL | ISEURI PRI SCH | John | Mayiani | Kilole |
| KAJIADO | KAJIADO CENTRAL | ISEURI PRI SCH | Susan | Akeyo | Auma |
| KAJIADO | KAJIADO CENTRAL | ISILALE PRI SCH | Peter | Kanini | Kanyingi |
| KAJIADO | KAJIADO CENTRAL | K.M.Q. PRI SCH | Pauline | Njoki | Njihia |
| KAJIADO | KAJIADO CENTRAL | KAJIADO T S PRI SCH | Joseph | “Robert Oyolo” | Agina |
| KAJIADO | KAJIADO CENTRAL | KAJIADO TOWNSHIP MIXED SEC | Elizabeth | Mwongeli | Musyoki |
| KAJIADO | KAJIADO CENTRAL | Karero Primary School | Meirrriabie | Kaika | Lenkishon |
| KAJIADO | KAJIADO CENTRAL | KISAPUK PRY | Mary | Silantoi | Kanchori |
| KAJIADO | KAJIADO CENTRAL | KUMPA HOLY MOTHERS PRI | Margaret | Naisiae | Koshooi |
| KAJIADO | KAJIADO CENTRAL | KUMPA HOLY MOTHERS PRI | Penninah | Lynnate | Kobai |
| KAJIADO | KAJIADO CENTRAL | Kurket Primary School | Giusto | Kirimi | Michubu |
| KAJIADO | KAJIADO CENTRAL | LEBOO PRY SCH | Grace | Murungi | Njoroge |
| KAJIADO | KAJIADO CENTRAL | LEBOO PRY SCH | Herbert | Mwangi | Karocho |
| KAJIADO | KAJIADO CENTRAL | LEBOO PRY SCH | Jeremiah | Kotikash | Kimer |
| KAJIADO | KAJIADO CENTRAL | LEBOO PRY SCH | Martin | Nyaga | Nthia |
| KAJIADO | KAJIADO CENTRAL | LEBOO PRY SCH | Noah | Kisio | Lemomo |
| KAJIADO | KAJIADO CENTRAL | LELE PRIMARY SCHOOL | Dorothy | Koress | Panin |
| KAJIADO | KAJIADO CENTRAL | LELE PRIMARY SCHOOL | Naomi | Wambui | |
| KAJIADO | KAJIADO CENTRAL | LEMPALAKAE PRI.SCH. | Daniel | Moyiae | |
| KAJIADO | KAJIADO CENTRAL | LEMPALAKAE PRI.SCH. | Richard | Kukat | Nkaru |
| KAJIADO | KAJIADO CENTRAL | LENKISHON PRIMARY | Caroline | Jebet | Cherutich |
| KAJIADO | KAJIADO CENTRAL | LENKISHON PRIMARY | Frankline | Mary | Odebero |
| KAJIADO | KAJIADO CENTRAL | LENKISHON PRIMARY | Margaret | Wanjiru | Kimiti |
| KAJIADO | KAJIADO CENTRAL | LENKISHON PRIMARY | Naomi | Wangechi | Njine |
| KAJIADO | KAJIADO CENTRAL | Letoire Primary School | Mary | Wanjiku | Migichi |
| KAJIADO | KAJIADO CENTRAL | LORNGOSUA PRI SCH | Agnes | Nzunga | Raphael |
| KAJIADO | KAJIADO CENTRAL | LORNGOSUA PRI SCH | Ezekiel | Kaluu | Murithi |
| KAJIADO | KAJIADO CENTRAL | Lositeti Primary School | Felix | Kibira | Karoki |
| KAJIADO | KAJIADO CENTRAL | MAILWA PRI SCH | Emily | Nyamui | Kariuki |
| KAJIADO | KAJIADO CENTRAL | MAISIKIRIA PRY SCH | Joseph | Mbogo | Wanjiru |
| KAJIADO | KAJIADO CENTRAL | MAISIKIRIA PRY SCH | Joseph | Ntoipo | Saidimu |
| KAJIADO | KAJIADO CENTRAL | MAISIKIRIA PRY SCH | Seth | Ochieng | Odipo |
| KAJIADO | KAJIADO CENTRAL | MAPARASHA PRI SCH | Chichi | Musokoto | Naisankau |
| KAJIADO | KAJIADO CENTRAL | MAPARASHA PRI SCH | Jackson | Robert | Makori |
| KAJIADO | KAJIADO CENTRAL | MAPARASHA PRI SCH | Robert | Nderitu | Kabachia |
| KAJIADO | KAJIADO CENTRAL | MAPARASHA PRI SCH | Samuel | Parmuat | |
| KAJIADO | KAJIADO CENTRAL | Maparasha Secondary School | Jeremiah | Parkerua | Ncharo |
| KAJIADO | KAJIADO CENTRAL | MARANTAWUA | Elijah | Kibachia | Kuria |
| KAJIADO | KAJIADO CENTRAL | Masai Technical Institute | Alfred | Kagoro | Mwatha |
| KAJIADO | KAJIADO CENTRAL | Masai Technical Institute | Freda | Murugi | Kibata |
| KAJIADO | KAJIADO CENTRAL | Masai Technical Institute | Geetha | Muthyala | Kiliru |
| KAJIADO | KAJIADO CENTRAL | Masai Technical Institute | George | K | Kingoo |
| KAJIADO | KAJIADO CENTRAL | Masai Technical Institute | Ishmail | Musyoki | |
| KAJIADO | KAJIADO CENTRAL | Masai Technical Institute | James | Ndotono | Nganga |
| KAJIADO | KAJIADO CENTRAL | Masai Technical Institute | Loice | Victorine | Atieno |
| KAJIADO | KAJIADO CENTRAL | Masai Technical Institute | Morris | Muturi | Mwangi |
| KAJIADO | KAJIADO CENTRAL | Masai Technical Institute | Osborn | _ | Asunda |
| KAJIADO | KAJIADO CENTRAL | Masai Technical Institute | Reginah | Brenda | Wahome |
| KAJIADO | KAJIADO CENTRAL | METO PRI SCH | Emmanuel | Kasaine | Lenkishon |
| KAJIADO | KAJIADO CENTRAL | METO PRI SCH | Samuel | Matura | Mpaayo |
| KAJIADO | KAJIADO CENTRAL | METO SEC SCH | Nicholas | Kariuki | |
| KAJIADO | KAJIADO CENTRAL | MITON PRI SCH | Eliud | Njoroge | Mbuthia |
| KAJIADO | KAJIADO CENTRAL | MOIPEI PRI SCH | Dickson | Nepatao | Nakole |
| KAJIADO | KAJIADO CENTRAL | MOIPEI PRI SCH | Ene | Katimwa | Kisipan |
| KAJIADO | KAJIADO CENTRAL | MOIPEI PRI SCH | Wezily | Kipngeno | |
| KAJIADO | KAJIADO CENTRAL | Mopia Primary School | Cecilia | Nyambura | Mutura |
| KAJIADO | KAJIADO CENTRAL | Mopia Primary School | Josphine | Waithira | Ngugi |
| KAJIADO | KAJIADO CENTRAL | Mopia Primary School | Peter | Nkukeke | Narok |
| KAJIADO | KAJIADO CENTRAL | Mopia Primary School | Purity | Seela | Mparru |
| KAJIADO | KAJIADO CENTRAL | NAIRRABALA PRY SCH | Ezekiel | Miliari | Sinko |
| KAJIADO | KAJIADO CENTRAL | NALALA PRY | Philomena | Nyawira | Njeri |
| KAJIADO | KAJIADO CENTRAL | NALEPO PR | Dinar | Joslete | Khakasa |
| KAJIADO | KAJIADO CENTRAL | NALEPO PR | Silas | Kaburuh | Kithinji |
| KAJIADO | KAJIADO CENTRAL | NAMANGA MIXED DAY | Jonathan | Nditu | Mulewa |
| KAJIADO | KAJIADO CENTRAL | NAMANGA MIXED DAY | Teresa | Wambui | Baru |
| KAJIADO | KAJIADO CENTRAL | NAMANGA PRI SCH | Lorna | Nakaya | Shani |
| KAJIADO | KAJIADO CENTRAL | Nasaru Primary School | Dahn | Leteipa | Kasura |
| KAJIADO | KAJIADO CENTRAL | Ngatataek Mixed Boarding Secondary School | Nkunja | Everlyn | Kendi |
| KAJIADO | KAJIADO CENTRAL | Ngatataek Mixed Boarding Secondary School | Patrick | Mwenda | Marangu |
| KAJIADO | KAJIADO CENTRAL | NGATATAEK PRI SCH | Evanson | Parsaloi | Suakei |
| KAJIADO | KAJIADO CENTRAL | NGATATAEK PRI SCH | Judith | Chepngetich | |
| KAJIADO | KAJIADO CENTRAL | NGATATAEK PRI SCH | Monicah | Nyaruai | |
| KAJIADO | KAJIADO CENTRAL | NGATATAEK PRI SCH | Serah | Nampaso | Pertet |
| KAJIADO | KAJIADO CENTRAL | NGATATAEK PRI SCH | Sylvia | Naisiae | Ntasikoi |
| KAJIADO | KAJIADO CENTRAL | NKOILE | Amos | Sokoine | Muteri |
| KAJIADO | KAJIADO CENTRAL | NKOILE | Michael | Kavishe | Angela |
| KAJIADO | KAJIADO CENTRAL | NKOILE | Njiru | Winfred | Karimi |
| KAJIADO | KAJIADO CENTRAL | NKOILE | Sammy | “Lekenke Sankau” | Saigilu |
| KAJIADO | KAJIADO CENTRAL | NKOILE BOYS SECONDARY | Peter | Mwangi | Mwaniki |
| KAJIADO | KAJIADO CENTRAL | NKUSERON PRI | Moses | Mwelesa | Mativo |
| KAJIADO | KAJIADO CENTRAL | Noosikitok Primary School | Antony | Kimani | Kiarie |
| KAJIADO | KAJIADO CENTRAL | Oiti Glory Primary School | Benard | Lemomo | Teto |
| KAJIADO | KAJIADO CENTRAL | Oiti Glory Primary School | Francis | Munyua | Nai |
| KAJIADO | KAJIADO CENTRAL | Oiti Glory Primary School | Langat | Hillary | Kipkemoi |
| KAJIADO | KAJIADO CENTRAL | OL – KEJUADO S.S. | Anne | Ndunge | Nzioka |
| KAJIADO | KAJIADO CENTRAL | OL – KEJUADO S.S. | Charles | Wanjuki | Wahome |
| KAJIADO | KAJIADO CENTRAL | OL – KEJUADO S.S. | Damaria | Nyaboke | Zachariah |
| KAJIADO | KAJIADO CENTRAL | OL – KEJUADO S.S. | Edna | “Phoebe Akinyi” | Ouko |
| KAJIADO | KAJIADO CENTRAL | OL – KEJUADO S.S. | Stephen | Matu | Riunga |
| KAJIADO | KAJIADO CENTRAL | OLCHORRO-OIBOR PRY | Daniel | Lesancho | Karkures |
| KAJIADO | KAJIADO CENTRAL | Oldoinyo Sampu Primary School | Sinaret | Sein | Elizabeth |
| KAJIADO | KAJIADO CENTRAL | OLGOS PRI SCH | Zipporah | Wangeci | Kabuthi |
| KAJIADO | KAJIADO CENTRAL | OLIORUM LUTHERAN PRY | Jackson | Melami | Muteri |
| KAJIADO | KAJIADO CENTRAL | OLKEJUADO P.B.B. PRI SCH | Faith | Gakii | Kaburu |
| KAJIADO | KAJIADO CENTRAL | OLKEJUADO P.B.B. PRI SCH | Ruth | Sapinget | Chesang |
| KAJIADO | KAJIADO CENTRAL | Olkiu Olooserian Pry Sch | Robert | Mutende | Martapit |
| KAJIADO | KAJIADO CENTRAL | OLMOTIANY PRY | Christine | Silau | Nchekere |
| KAJIADO | KAJIADO CENTRAL | OLMOTIANY PRY | Geoffrey | Kapaito | Tantaine |
| KAJIADO | KAJIADO CENTRAL | Olobelibel Secondary School | Rhoda | Soila | Ranka |
| KAJIADO | KAJIADO CENTRAL | OLOIBOR- SOIT SEC | David | Kipino | Nkalo |
| KAJIADO | KAJIADO CENTRAL | OLOILALEI PRY SCH | Beth | Nyambura | Maina |
| KAJIADO | KAJIADO CENTRAL | OLOILALEI PRY SCH | Mary | Gathoni | Njoroge |
| KAJIADO | KAJIADO CENTRAL | OLOILALEI PRY SCH | Zipporah | Kwamboka | Mokua |
| KAJIADO | KAJIADO CENTRAL | OLOOMUNYI PRI SCHOOL | Floridah | Iveria | Shikutwa |
| KAJIADO | KAJIADO CENTRAL | Olosiura primary school | Ezekiel | “Ole Terta” | Nkanoni |
| KAJIADO | KAJIADO CENTRAL | Olosiura primary school | Joyce | Siana | Nkeyasha |
| KAJIADO | KAJIADO CENTRAL | P.C.E.A Grace Girls’ High Sch – Letoire | Jane | Nantoyie | Mpusia |
| KAJIADO | KAJIADO CENTRAL | PILIWA PRIMARY SCHOOL | Alex | Tiampati | Kadidi |
| KAJIADO | KAJIADO CENTRAL | SAINA | Agnes | Marion | Solitei |
| KAJIADO | KAJIADO CENTRAL | SAINA | Lilian | Wanjiku | Ndenderu |
| KAJIADO | KAJIADO CENTRAL | Sajiloni Girls Secondary School | Philip | Letoluo | Kesier |
| KAJIADO | KAJIADO CENTRAL | SAJILONI PRY SCHOOL | Agnes | Sinty | Musyimi |
| KAJIADO | KAJIADO CENTRAL | SAJILONI PRY SCHOOL | Sophia | Nasieku | Kulale |
| KAJIADO | KAJIADO CENTRAL | Sere Primary School | Calvin | Mutinda | Mutuku |
| KAJIADO | KAJIADO CENTRAL | SINGIRAINE PRI SCH | Stephen | Wainaina | Wathara |
| KAJIADO | KAJIADO CENTRAL | SNR CHIEF RISA OLOOSUYIAN SEC | Eunice | Nuuna | Ntakuka |
| KAJIADO | KAJIADO CENTRAL | TOROSEI PRI SCH | Daniel | Lolari | Saitoti |
| KAJIADO | KAJIADO CENTRAL | TOROSEI PRI SCH | Merashie | Kipiroi | |
| KAJIADO | KAJIADO CENTRAL | TOROSEI PRI SCH | Peter | Njoroge | |
| KAJIADO | KAJIADO CENTRAL | TOROSEI PRI SCH | Peter | Noonchokuti | Koiket |
| KAJIADO | KAJIADO NORTH | ARAP MOI PRI SCH | Cecilia | Wanjiru | Njenga |
| KAJIADO | KAJIADO NORTH | ARAP MOI PRI SCH | Esther | Bosibori | Bosire |
| KAJIADO | KAJIADO NORTH | ARAP MOI PRI SCH | George | L | Thamutai |
| KAJIADO | KAJIADO NORTH | ARAP MOI PRI SCH | Grace | Wanjiru | Kamindo |
| KAJIADO | KAJIADO NORTH | ARAP MOI PRI SCH | Henry | Michael | Gitonga |
| KAJIADO | KAJIADO NORTH | ARAP MOI PRI SCH | Josphine | Mugure | Thuku |
| KAJIADO | KAJIADO NORTH | ARAP MOI PRI SCH | Loyce | Jebet | Samoei |
| KAJIADO | KAJIADO NORTH | ARAP MOI PRI SCH | Mildred | Emily | Ouma |
| KAJIADO | KAJIADO NORTH | ARAP MOI PRI SCH | Nancy | Susan | Wacici |
| KAJIADO | KAJIADO NORTH | ARAP MOI PRI SCH | Naomi | “Njeri Karimi” | Mwaura |
| KAJIADO | KAJIADO NORTH | ARAP MOI PRI SCH | Pamela | Monyenche | Oonge |
| KAJIADO | KAJIADO NORTH | ARAP MOI PRI SCH | Rachael | Waithira | Mburu |
| KAJIADO | KAJIADO NORTH | ARAP MOI PRI SCH | Rahama | Nasieku | Leresh |
| KAJIADO | KAJIADO NORTH | ARAP MOI PRI SCH | Stephen | Kuria | Mwaura |
| KAJIADO | KAJIADO NORTH | ARAP MOI PRI SCH | Susan | Njambi | Gachiri |
| KAJIADO | KAJIADO NORTH | BARAKA OONTOYIE | Elizabeth | Yego | |
| KAJIADO | KAJIADO NORTH | BARAKA OONTOYIE | Grace | Wangui | Kiambati |
| KAJIADO | KAJIADO NORTH | BARAKA OONTOYIE | Jacinta | Mutindi | Mutua |
| KAJIADO | KAJIADO NORTH | BARAKA OONTOYIE | Jane | Wambui | Kinuthia |
| KAJIADO | KAJIADO NORTH | BARAKA OONTOYIE | Jemima | Wanjiku | Kiboro |
| KAJIADO | KAJIADO NORTH | Catholic Diocese Ngong Township Sec Sch | Immaculate | Jepkemei | Kibet |
| KAJIADO | KAJIADO NORTH | Catholic Diocese Ngong Township Sec Sch | Joyce | Kwamboka | Nyakundi |
| KAJIADO | KAJIADO NORTH | Catholic Diocese Ngong Township Sec Sch | Mary | Wanjiru | Mwangi |
| KAJIADO | KAJIADO NORTH | ELANGATA OLOMAYIAT PRY SCH | Temut | Santito | |
| KAJIADO | KAJIADO NORTH | EMBOLIEI PRIMARY | James | Nkoitiko | Pariken |
| KAJIADO | KAJIADO NORTH | EMBUL-BUL MIXED DAY SEC | Betsy | “C.K. Ochieng” | Mitema |
| KAJIADO | KAJIADO NORTH | EMBUL-BUL MIXED DAY SEC | Stanley | Macharia | Gakuru |
| KAJIADO | KAJIADO NORTH | EMBUL-BUL PRI | Abdulhamid | Babu | Jafar |
| KAJIADO | KAJIADO NORTH | EMBUL-BUL PRI | Caroline | Mwendwa | Oloanyuni |
| KAJIADO | KAJIADO NORTH | EMBUL-BUL PRI | Charity | Saisa | Mankuleiyio |
| KAJIADO | KAJIADO NORTH | EMBUL-BUL PRI | Eric | Murithi | Njiru |
| KAJIADO | KAJIADO NORTH | EMBUL-BUL PRI | Florence | Onyambu | |
| KAJIADO | KAJIADO NORTH | EMBUL-BUL PRI | Hellen | K | Nyakundi |
| KAJIADO | KAJIADO NORTH | EMPAKASI SEC. SCH | Rahma | Ibrahim | Noor |
| KAJIADO | KAJIADO NORTH | EMPAKASI SEC. SCH | Samson | Wasike | Odero |
| KAJIADO | KAJIADO NORTH | Enarau Primary School | Caroline | Ngendo | Ruthari |
| KAJIADO | KAJIADO NORTH | Enarau Primary School | David | Kailongo | |
| KAJIADO | KAJIADO NORTH | Enarau Primary School | Elizabeth | Naneu | Kuntai |
| KAJIADO | KAJIADO NORTH | Enarau Primary School | John | Matepe | Nkiyiaa |
| KAJIADO | KAJIADO NORTH | Enarau Primary School | Maronga | James | Mogendi |
| KAJIADO | KAJIADO NORTH | Enarau Primary School | Purity | Salau | Kadonyo |
| KAJIADO | KAJIADO NORTH | ENDOINYO-OLASHO PRIMARY | Dickson | Wanjau | Maina |
| KAJIADO | KAJIADO NORTH | ENDOINYO-OLASHO PRIMARY | Emmanuel | Martine | Pilale |
| KAJIADO | KAJIADO NORTH | Enkusero – Sampu Primary School | Duke | Ogonyo | Abuga |
| KAJIADO | KAJIADO NORTH | Enkusero – Sampu Primary School | Elizabeth | Silantoi | Tanyai |
| KAJIADO | KAJIADO NORTH | Enkusero – Sampu Primary School | John | Njuhi | Lasiti |
| KAJIADO | KAJIADO NORTH | ENOOMATASIANI GIRLS S.S | Alice | “Nelima Mwita” | Nambafu |
| KAJIADO | KAJIADO NORTH | ENOOMATASIANI GIRLS S.S | Beatrice | Osebe | Okindo |
| KAJIADO | KAJIADO NORTH | ENOOMATASIANI GIRLS S.S | Caroline | “Amolo Owino” | Gilo |
| KAJIADO | KAJIADO NORTH | ENOOMATASIANI GIRLS S.S | Denis | Otieno | Okumu |
| KAJIADO | KAJIADO NORTH | ENOOMATASIANI GIRLS S.S | Dority | Kageni | Bogonko |
| KAJIADO | KAJIADO NORTH | ENOOMATASIANI GIRLS S.S | Hellen | Njoki | Ndambiri |
| KAJIADO | KAJIADO NORTH | ENOOMATASIANI GIRLS S.S | Jane | Nyangau | Wamunyi |
| KAJIADO | KAJIADO NORTH | ENOOMATASIANI GIRLS S.S | Margaret | Wanjiru | Muriithi |
| KAJIADO | KAJIADO NORTH | ENOOMATASIANI PRI SCH | Cecilia | Naisiae | Karbolo |
| KAJIADO | KAJIADO NORTH | ENOOMATASIANI PRI SCH | Charles | Gitau | Runye |
| KAJIADO | KAJIADO NORTH | ENOOMATASIANI PRI SCH | Enid | Mugure | Murungi |
| KAJIADO | KAJIADO NORTH | ENOOMATASIANI PRI SCH | Jane | Waithera | Lesaloi |
| KAJIADO | KAJIADO NORTH | ENOOMATASIANI PRI SCH | Joyce | Naimutie | Laitete |
| KAJIADO | KAJIADO NORTH | ENOOMATASIANI PRI SCH | Onesmus | Cherere | Mwaura |
| KAJIADO | KAJIADO NORTH | ENTASOPIA PRI SCH | Alex | Kukat | Nkoyo |
| KAJIADO | KAJIADO NORTH | ENTASOPIA PRI SCH | Felista | Kukuya | Kimeshua |
| KAJIADO | KAJIADO NORTH | EREMIT PRI SCH | Joel | Lerionka | Kiok |
| KAJIADO | KAJIADO NORTH | ERORET PRI SCH | Robert | Semengur | Sakaya |
| KAJIADO | KAJIADO NORTH | ESILANKE PRI SCH | Jackson | Tipaya | Odungo |
| KAJIADO | KAJIADO NORTH | ESONORUA PRIMARY | Hellen | Kerubo | Ogembo |
| KAJIADO | KAJIADO NORTH | EWUASO GIRLS SEC SCH | Esther | Sointa | Maronah |
| KAJIADO | KAJIADO NORTH | EWUASO GIRLS SEC SCH | Joy | Waithera | Muthama |
| KAJIADO | KAJIADO NORTH | EWUASO GIRLS SEC SCH | Rosemary | Makena | Ireri |
| KAJIADO | KAJIADO NORTH | EWUASO ONKIDONGI PRI | Agnes | Katatei | Simon |
| KAJIADO | KAJIADO NORTH | EWUASO ONKIDONGI PRI | Doris | Namunyak | Dikirr |
| KAJIADO | KAJIADO NORTH | EWUASO ONKIDONGI PRI | Doris | Wanjiru | Muthama |
| KAJIADO | KAJIADO NORTH | EWUASO ONKIDONGI PRI | Geoffrey | Oimeru | Ndilai |
| KAJIADO | KAJIADO NORTH | EWUASO ONKIDONGI PRI | Gladys | Chebet | |
| KAJIADO | KAJIADO NORTH | EWUASO ONKIDONGI PRI | Joseph | Letuya | Siampala |
| KAJIADO | KAJIADO NORTH | EWUASO ONKIDONGI PRI | Joyce | Njeri | Ngige |
| KAJIADO | KAJIADO NORTH | EWUASO ONKIDONGI PRI | Peris | Kinoria | Moiko |
| KAJIADO | KAJIADO NORTH | EWUASO ONKIDONGI PRI | Viona | Naleng’oi | Masikonte |
| KAJIADO | KAJIADO NORTH | ILKILORIT PRIMARY | Meseno | Ole | Liarrash |
| KAJIADO | KAJIADO NORTH | ILMASIN PRI SCH | Esther | Naikoi | Musei |
| KAJIADO | KAJIADO NORTH | ILMASIN PRI SCH | Janet | Mokeira | Mbera |
| KAJIADO | KAJIADO NORTH | ILMASIN PRI SCH | Mary | G | Chege |
| KAJIADO | KAJIADO NORTH | ILMASIN PRI SCH | Reuben | Githiria | Kinuthia |
| KAJIADO | KAJIADO NORTH | ILMASIN PRI SCH | Stephani | Saetua | Risah |
| KAJIADO | KAJIADO NORTH | ILMASIN PRI SCH | Susan | Wangui | Kashonga |
| KAJIADO | KAJIADO NORTH | ILNGAROOJ PRI SCH | Ann | Njeri | Kariuki |
| KAJIADO | KAJIADO NORTH | ILNGAROOJ PRI SCH | Nelson | Kintale | Kapande |
| KAJIADO | KAJIADO NORTH | ILOODARIAK SEC SCH | Michael | Tuwei | Korir |
| KAJIADO | KAJIADO NORTH | ILPARAKUO PRI SCH | Francis | Tomboi | Metian |
| KAJIADO | KAJIADO NORTH | ILPARAKUO PRI SCH | Vivian | Niini | Sosoika |
| KAJIADO | KAJIADO NORTH | INKIITO | Emily | Sereti | Mukare |
| KAJIADO | KAJIADO NORTH | INKIITO | Joel | Pailon | Panai |
| KAJIADO | KAJIADO NORTH | INKIITO | Joshua | Kimathi | Mutea |
| KAJIADO | KAJIADO NORTH | Iyarat Primary School | Alice | Simaton | Paita |
| KAJIADO | KAJIADO NORTH | KERARAPON PRI SCH | Emmah | Achieng | Omondi |
| KAJIADO | KAJIADO NORTH | KERARAPON PRI SCH | Loyce | “Auma Mwai” | Wasonga |
| KAJIADO | KAJIADO NORTH | KERARAPON SEC SCH | Agnes | Musira | |
| KAJIADO | KAJIADO NORTH | KERARAPON SEC SCH | Annie | Muthoni | Kihonge |
| KAJIADO | KAJIADO NORTH | KIBIKO S.S. | Clement | “Argwins Anyango” | Otiende |
| KAJIADO | KAJIADO NORTH | KIBIKO S.S. | Emily | Kagwiria | |
| KAJIADO | KAJIADO NORTH | KIBIKO S.S. | Gaceri | Mwari | Mbaabu |
| KAJIADO | KAJIADO NORTH | KIBIKO S.S. | Martha | Sabina | Mkaiwawi |
| KAJIADO | KAJIADO NORTH | KIBIKO S.S. | Paul | Musyoka | Kaula |
| KAJIADO | KAJIADO NORTH | KIBIKO S.S. | Pollyanne | Nkatha | Gitonga |
| KAJIADO | KAJIADO NORTH | KIBIKO PRI SCH | Elizabeth | Wacuka | Maina |
| KAJIADO | KAJIADO NORTH | KIBIKO PRI SCH | Esther | Wambui | Maina |
| KAJIADO | KAJIADO NORTH | KIBIKO PRI SCH | James | Kamau | Njuguna |
| KAJIADO | KAJIADO NORTH | KIBIKO PRI SCH | Lola | Aoko | Okeyo |
| KAJIADO | KAJIADO NORTH | KIBIKO PRI SCH | Mercy | Kathure | Gatobu |
| KAJIADO | KAJIADO NORTH | KIBIKO PRI SCH | Silvia | Naisenya | Nairesiae |
| KAJIADO | KAJIADO NORTH | KIBIKO PRI SCH | Teresia | Njeri | Warugu |
| KAJIADO | KAJIADO NORTH | KIMUKA PRI SCH | Everlyne | Moraa | Ongeni |
| KAJIADO | KAJIADO NORTH | KIMUKA PRI SCH | Matheka | Patrick | Muema |
| KAJIADO | KAJIADO NORTH | KIMUKA PRI SCH | Peter | Kamau | Ndungu |
| KAJIADO | KAJIADO NORTH | KIPETO PRI SCH | Kekunda | Sankaire | |
| KAJIADO | KAJIADO NORTH | KIPETO PRI SCH | Keziah | Wangeci | Njoroge |
| KAJIADO | KAJIADO NORTH | Kirkuria Primary School | Joseph | Karanja | Muchai |
| KAJIADO | KAJIADO NORTH | Kirkuria Primary School | Kereto | Simel | Kilelu |
| KAJIADO | KAJIADO NORTH | Kisaju Mixed Secondary School | James | Koitatoi | Olokuala |
| KAJIADO | KAJIADO NORTH | Kisaju Mixed Secondary School | Joseph | Magilu | Nkasikasi |
| KAJIADO | KAJIADO NORTH | KISAJU PRI SCH | Godfrey | Sane | Korio |
| KAJIADO | KAJIADO NORTH | KISERIAN PRI SCH | Ann | Nankini | Marias |
| KAJIADO | KAJIADO NORTH | KISERIAN PRI SCH | Anne | Nasieku | Kimamu |
| KAJIADO | KAJIADO NORTH | KISERIAN PRI SCH | Beatrice | Wanjiku | Ndung’u |
| KAJIADO | KAJIADO NORTH | KISERIAN PRI SCH | Elizabeth | Wanjiru | Ngaruiya |
| KAJIADO | KAJIADO NORTH | KISERIAN PRI SCH | Esther | Wangari | Kamau |
| KAJIADO | KAJIADO NORTH | KISERIAN PRI SCH | Gollo | Huka | Saadia |
| KAJIADO | KAJIADO NORTH | KISERIAN PRI SCH | Hannah | Muthoni | Njoroge |
| KAJIADO | KAJIADO NORTH | KISERIAN PRI SCH | Norah | Resiato | Sinkira |
| KAJIADO | KAJIADO NORTH | KISERIAN PRI SCH | Paul | Kuria | Sankale |
| KAJIADO | KAJIADO NORTH | KISERIAN PRI SCH | Regina | Wanjiru | Gichiriri |
| KAJIADO | KAJIADO NORTH | KISERIAN PRI SCH | Susan | Nairuku | Njoroge |
| KAJIADO | KAJIADO NORTH | KISERIAN SEC SCHOOL | Catherine | Wawira | Muturi |
| KAJIADO | KAJIADO NORTH | KISERIAN SEC SCHOOL | Harrison | Muruthi | Njuguna |
| KAJIADO | KAJIADO NORTH | KISERIAN SEC SCHOOL | Isaac | Kaberia | Mutia |
| KAJIADO | KAJIADO NORTH | KISERIAN SEC SCHOOL | Rose | Adhiambo | Ogoda |
| KAJIADO | KAJIADO NORTH | KISHARU PRY SCH | Jane | Mununga | Kidiis |
| KAJIADO | KAJIADO NORTH | KOMIYA PRY SCH | Stephen | Kitewa | Nkoitiko |
| KAJIADO | KAJIADO NORTH | LESHUTA PRY SCH | Jacob | Ochieng | Ngicho |
| KAJIADO | KAJIADO NORTH | LOODARIAK PRI SCH | Alfred | Kirimi | Kiaira |
| KAJIADO | KAJIADO NORTH | LOODARIAK PRI SCH | Jane | Rinkaso | Nasieku |
| KAJIADO | KAJIADO NORTH | MAGADI PRI SCH | Caroline | Gatakaa | Njagi |
| KAJIADO | KAJIADO NORTH | MAGADI PRI SCH | Elizabeth | Naimutie | Nairaba |
| KAJIADO | KAJIADO NORTH | MAGADI PRI SCH | Georgine | Amondi | Kisa |
| KAJIADO | KAJIADO NORTH | MAGADI PRI SCH | Stephen | Kimendere | Andrea |
| KAJIADO | KAJIADO NORTH | MAGADI SECONDARY SCHOOL | Elias | Jared | Ogonji |
| KAJIADO | KAJIADO NORTH | MAGADI SECONDARY SCHOOL | John | Kariuki | Njuguna |
| KAJIADO | KAJIADO NORTH | MURANTAWUA PRY | Clement | Ndungwa | Simon |
| KAJIADO | KAJIADO NORTH | MURANTAWUA PRY | Geoffrey | Wanyonyi | Silikhe |
| KAJIADO | KAJIADO NORTH | MUSENKE PRY SCH | Martin | Ndirangu | Wanyoike |
| KAJIADO | KAJIADO NORTH | MUSENKE PRY SCH | Moses | Tenke | Karino |
| KAJIADO | KAJIADO NORTH | Nadoenterit Primary School | Ann | Tikuyiai | Kosencha |
| KAJIADO | KAJIADO NORTH | Nadoenterit Primary School | Elizabeth | Kutale | Leeyia |
| KAJIADO | KAJIADO NORTH | NAJILE HIGH SCH. | Dennis | Onsongo | Mayaka |
| KAJIADO | KAJIADO NORTH | NAJILE HIGH SCH. | Joy | _ | Nashipe |
| KAJIADO | KAJIADO NORTH | NAJILE PRI SCH | Alex | Seur | |
| KAJIADO | KAJIADO NORTH | NAJILE PRI SCH | David | Surum | Leshinka |
| KAJIADO | KAJIADO NORTH | NAJILE PRI SCH | Joseph | Keton | Sintei |
| KAJIADO | KAJIADO NORTH | NAJILE PRI SCH | Timothy | Tome | Ntulenyi |
| KAJIADO | KAJIADO NORTH | NAKEEL PRI SCH | Beatrice | Adina | |
| KAJIADO | KAJIADO NORTH | NAKEEL PRI SCH | Catherine | Sarah | Lesimito |
| KAJIADO | KAJIADO NORTH | NAKEEL PRI SCH | David | Kabiru | Kigarde |
| KAJIADO | KAJIADO NORTH | NAKEEL PRI SCH | Elizabeth | Kwamboka | Mayaka |
| KAJIADO | KAJIADO NORTH | NAKEEL PRI SCH | Florence | Moraa | Omwenga |
| KAJIADO | KAJIADO NORTH | NAKEEL SEC SCHOOL | George | Nganga | Ndungu |
| KAJIADO | KAJIADO NORTH | NAKEEL SEC SCHOOL | Isaiah | Kamunya | Kibui |
| KAJIADO | KAJIADO NORTH | NAKEEL SEC SCHOOL | Joyce | Mboto | Ongwae |
| KAJIADO | KAJIADO NORTH | NAKEEL SEC SCHOOL | Mary | Bochaberi | Mose |
| KAJIADO | KAJIADO NORTH | NAKEEL SEC SCHOOL | Samuel | Muchiri | Kibuku |
| KAJIADO | KAJIADO NORTH | NAKEEL SEC SCHOOL | Sarah | Chepngetich | Langat |
| KAJIADO | KAJIADO NORTH | NAKEEL SEC SCHOOL | Walter | Riana | Mayaka |
| KAJIADO | KAJIADO NORTH | Nalepo Primary School | Grace | Bosibori | Momanyi |
| KAJIADO | KAJIADO NORTH | Namunyak Primary School | Simon | “Naiyo Koruta” | Koite |
| KAJIADO | KAJIADO NORTH | Naning’oi Girls Secondary School | Joyce | Kirsimoi | Koress |
| KAJIADO | KAJIADO NORTH | Naning’oi Girls Secondary School | Susan | Nduta | Kamau |
| KAJIADO | KAJIADO NORTH | NAROMORU PRI SCH | Caroline | Jepngetich | |
| KAJIADO | KAJIADO NORTH | NAROMORU PRI SCH | Grace | Muthoni | Mbugua |
| KAJIADO | KAJIADO NORTH | NAROMORU PRI SCH | Lucy | Waithira | Njoroge |
| KAJIADO | KAJIADO NORTH | NAROMORU PRI SCH | Mercy | Kabiri | Karanja |
| KAJIADO | KAJIADO NORTH | NAROMORU PRI SCH | Mercy | Wambui | Ngugi |
| KAJIADO | KAJIADO NORTH | NAROMORU PRI SCH | Rahab | Wangari | Mungai |
| KAJIADO | KAJIADO NORTH | NAROMORU PRI SCH | Stella | Alivitsa | Kibiyi |
| KAJIADO | KAJIADO NORTH | NGONG TOWNSHIP PRI SCH | Alexander | Langat | Buta |
| KAJIADO | KAJIADO NORTH | NGONG TOWNSHIP PRI SCH | Carolyne | Andisi | Olado |
| KAJIADO | KAJIADO NORTH | NGONG TOWNSHIP PRI SCH | Grace | Wanjiku | Mumbi |
| KAJIADO | KAJIADO NORTH | NGONG TOWNSHIP PRI SCH | Joyce | Kerubo | Nyasani |
| KAJIADO | KAJIADO NORTH | NGONG TOWNSHIP PRI SCH | Mary | Muthoni | Kiama |
| KAJIADO | KAJIADO NORTH | NGONG TOWNSHIP PRI SCH | Monicah | Atieno | Kiwa |
| KAJIADO | KAJIADO NORTH | NGONG TOWNSHIP PRI SCH | Salome | Wamaitha | Ndungu |
| KAJIADO | KAJIADO NORTH | NGONG TOWNSHIP PRI SCH | Susie | Aukah | Amunga |
| KAJIADO | KAJIADO NORTH | NGONG TOWNSHIP PRI SCH | Tina | Naeku | Sintio |
| KAJIADO | KAJIADO NORTH | NGONG TOWNSHIP PRI SCH | Washington | Mugo | Mwangi |
| KAJIADO | KAJIADO NORTH | NKAIMURUNYA PRY SCHOOL | Joseph | Kambi | Motari |
| KAJIADO | KAJIADO NORTH | NKAIMURUNYA PRY SCHOOL | Lorna | Barongo | Nyagitari |
| KAJIADO | KAJIADO NORTH | NKAIMURUNYA PRY SCHOOL | Lucy | Akinyi | Owino |
| KAJIADO | KAJIADO NORTH | NKAIMURUNYA SEC | Alice | Chepkosgei | Ng’etich |
| KAJIADO | KAJIADO NORTH | NKAIMURUNYA SEC | Phylis | Jebet | Barkutwa |
| KAJIADO | KAJIADO NORTH | Nkuyan Adams Primary School | Moses | Kotikash | Mututua |
| KAJIADO | KAJIADO NORTH | Nkuyan Adams Primary School | Timothy | Thronkei | Shurake |
| KAJIADO | KAJIADO NORTH | OLCHORO -NYORI SCH | Hellen | “Okore Kennedy” | Siambe |
| KAJIADO | KAJIADO NORTH | OLCHORO -NYORI SCH | Maria | Wanjiku | Ndichu |
| KAJIADO | KAJIADO NORTH | OLDEPE PRY | Daisy | Chebet | Marindany |
| KAJIADO | KAJIADO NORTH | OLDEPE PRY | Jackline | Jepkemboi | Tuwei |
| KAJIADO | KAJIADO NORTH | OLDONYIO ONYOKIE PRI SCH | Stephen | Mukundi | Sananka |
| KAJIADO | KAJIADO NORTH | OLDORKO PRI SCH | Alex | Mbuvi | Muisyo |
| KAJIADO | KAJIADO NORTH | OLDORKO PRI SCH | Hassan | Ali | Robow |
| KAJIADO | KAJIADO NORTH | OLDORKO PRI SCH | Midow | Shetishoi | |
| KAJIADO | KAJIADO NORTH | OLDORKO PRI SCH | Robert | Komoi | Metekai |
| KAJIADO | KAJIADO NORTH | OLEKASASI MIXED DAY SEC | Eunice | Achieng | Abade |
| KAJIADO | KAJIADO NORTH | OLEKASASI MIXED DAY SEC | Nelson | Mungai | Karanja |
| KAJIADO | KAJIADO NORTH | OLEKASASI MIXED DAY SEC | Peter | Ngari | Njuki |
| KAJIADO | KAJIADO NORTH | OLEKASASI MIXED DAY SEC | Sheillah | Nyangi | Marwa |
| KAJIADO | KAJIADO NORTH | OLEKASASI PRY SCH | Elizabeth | Kendagor | |
| KAJIADO | KAJIADO NORTH | OLEKASASI PRY SCH | Fancy | Chepkirui | |
| KAJIADO | KAJIADO NORTH | OLEKASASI PRY SCH | Janet | Awenda | Evayo |
| KAJIADO | KAJIADO NORTH | OLEKASASI PRY SCH | Teresia | Mwonjiru | Mugambi |
| KAJIADO | KAJIADO NORTH | Olekimunke Primary School | James | Moonka | Olelolokuso |
| KAJIADO | KAJIADO NORTH | Olekimunke Primary School | Mary | Wangari | Nginyo |
| KAJIADO | KAJIADO NORTH | Olekimunke Primary School | Moses | Melita | Keruri |
| KAJIADO | KAJIADO NORTH | OLENTOKO PRIMARY SCHOOL | Joyce | Kosiom | Kironua |
| KAJIADO | KAJIADO NORTH | OLENTOKO PRIMARY SCHOOL | Kosiom | Leisanka | |
| KAJIADO | KAJIADO NORTH | OLEPOLOS PRI SCH | Hyline | Kerubo | Omosa |
| KAJIADO | KAJIADO NORTH | OLEPOLOS PRI SCH | Lucy | Wanja | Mbugua |
| KAJIADO | KAJIADO NORTH | OLGUMI PRI SCH | Gerald | Meikan | Nairraba |
| KAJIADO | KAJIADO NORTH | OLKERI PRI SCH | Amos | Lemeita | Rapasi |
| KAJIADO | KAJIADO NORTH | OLKERI SECONDARY SCHOOL | Annah | Moraa | Kerandi |
| KAJIADO | KAJIADO NORTH | OLKERI SECONDARY SCHOOL | Michael | Gitau | Gathere |
| KAJIADO | KAJIADO NORTH | OLKERI SECONDARY SCHOOL | Peterson | Wangai | Nderi |
| KAJIADO | KAJIADO NORTH | OLKERI SECONDARY SCHOOL | Simon | Kangara | Ndungu |
| KAJIADO | KAJIADO NORTH | OLMAROROI PRY SCHOOL | Mary | Linkoy | Koikai |
| KAJIADO | KAJIADO NORTH | OLMAROROI PRY SCHOOL | Stephen | Ries | Lenkaine |
| KAJIADO | KAJIADO NORTH | OLMAROROI PRY SCHOOL | Tipanko | Koisenke | |
| KAJIADO | KAJIADO NORTH | Olmeroi Primary School | Leonard | Cheruiyot | Ronoh |
| KAJIADO | KAJIADO NORTH | OLODUNG’ORO PRY SCH | Diana | Wanjiru | Lemaiyian |
| KAJIADO | KAJIADO NORTH | OLOIBORTOTO PRY SCH | Nathaniel | Meitamei | Mepukori |
| KAJIADO | KAJIADO NORTH | OLOIBORTOTO PRY SCH | Sylvia | Chematui | Shetishoi |
| KAJIADO | KAJIADO NORTH | OLOIRIEN PRI SCH | Gladys | Moraa | Bosire |
| KAJIADO | KAJIADO NORTH | OLOIRIEN PRI SCH | Joseph | Kirrau | Olenkaiwuatei |
| KAJIADO | KAJIADO NORTH | Olokirding’ai Primary School | Dorcus | Ketukei | Nchoki |
| KAJIADO | KAJIADO NORTH | Olokirding’ai Primary School | Meshack | “Parsapiyio N” | Ndilai |
| KAJIADO | KAJIADO NORTH | OLOOLAISER S.S. | Jane | Wanjiku | Maina |
| KAJIADO | KAJIADO NORTH | OLOOLAISER S.S. | Jane | Waitherero | Muriithi |
| KAJIADO | KAJIADO NORTH | OLOOLAISER S.S. | Peninah | Lilan | Jebet |
| KAJIADO | KAJIADO NORTH | OLOOLAISER S.S. | Rosemary | Kathambi | Marangu |
| KAJIADO | KAJIADO NORTH | OLOOLAISER S.S. | Rukia | Wario | Boru |
| KAJIADO | KAJIADO NORTH | OLOOLAISER S.S. | Susan | Wamaitha | Siole |
| KAJIADO | KAJIADO NORTH | Olooloitikoshi Primary School | Jecintah | Letuwono | Parken |
| KAJIADO | KAJIADO NORTH | Olooloitikoshi Primary School | Victor | Kamandi | Mwende |
| KAJIADO | KAJIADO NORTH | OLOOLUA S.S. | Alice | Catherine | Wambui |
| KAJIADO | KAJIADO NORTH | OLOOLUA S.S. | Dinah | Kemunto | Mayaka |
| KAJIADO | KAJIADO NORTH | OLOOLUA PRI SCH | Beatrice | Oduong | Achola |
| KAJIADO | KAJIADO NORTH | OLOOLUA PRI SCH | Edgar | Omondi | Onyango |
| KAJIADO | KAJIADO NORTH | OLOOLUA PRI SCH | Esther | Muthoni | Kibunja |
| KAJIADO | KAJIADO NORTH | OLOOLUA PRI SCH | Irene | Wambui | Kimani |
| KAJIADO | KAJIADO NORTH | OLOOLUA PRI SCH | Ivvy | Kanini | Muli |
| KAJIADO | KAJIADO NORTH | OLOOLUA PRI SCH | Jemimah | Kinanga | Orutwa |
| KAJIADO | KAJIADO NORTH | OLOOLUA PRI SCH | Saupa | Nafuna | Juma |
| KAJIADO | KAJIADO NORTH | OLOOLUA PRI SCH | Selly | Chebon | |
| KAJIADO | KAJIADO NORTH | OLOOLUA PRI SCH | Victoria | Mwende | Odanga |
| KAJIADO | KAJIADO NORTH | Oloonkurman Primary School | Alexander | Kalingicia | Ntomariu |
| KAJIADO | KAJIADO NORTH | OLOOSEOS S.S. | Humphrey | Vuyala | Odali |
| KAJIADO | KAJIADO NORTH | OLOOSEOS S.S. | Mellen | Bwari | Nuguti |
| KAJIADO | KAJIADO NORTH | OLOOSEOS S.S. | Tabitha | Muthoni | Mwangi |
| KAJIADO | KAJIADO NORTH | Olooseos Mixed Day Seconday School | Duncan | Sawe | Nyakundi |
| KAJIADO | KAJIADO NORTH | Olooseos Mixed Day Seconday School | Gibson | Juma | Nyakundi |
| KAJIADO | KAJIADO NORTH | Olooseos Mixed Day Seconday School | Joshua | Ombati | Onsongo |
| KAJIADO | KAJIADO NORTH | Olooseos Mixed Day Seconday School | Joyce | Wanjiru | Pere |
| KAJIADO | KAJIADO NORTH | Olooseos Mixed Day Seconday School | Martha | Nailoj | Njumato |
| KAJIADO | KAJIADO NORTH | OLOOSURUTIA PRY SCHOOL | Jacinta | Wambugi | Njeruh |
| KAJIADO | KAJIADO NORTH | OLOOSURUTIA PRY SCHOOL | Martin | Adera | Otanga |
| KAJIADO | KAJIADO NORTH | OLOOSURUTIA PRY SCHOOL | Mosabi | Mokami | Mwita |
| KAJIADO | KAJIADO NORTH | Oloropil Primary School | Samwel | Raphael | Sampeke |
| KAJIADO | KAJIADO NORTH | OLOSHO -OIBOR PRI SCH | Beatrice | _ | Chelangat |
| KAJIADO | KAJIADO NORTH | OLOSHO -OIBOR PRI SCH | Paul | Kenaye | Sakuda |
| KAJIADO | KAJIADO NORTH | OLOSHO -OIBOR PRI SCH | Peninah | Naisinkoi | Kenaye |
| KAJIADO | KAJIADO NORTH | OLOYIANKALANI M DAY SEC | Evalyne | Naisenya | Parmaut |
| KAJIADO | KAJIADO NORTH | OLOYIANKALANI M DAY SEC | Johnson | Nyabengi | Maumba |
| KAJIADO | KAJIADO NORTH | OLTEPESI PRI SCH | Esther | Kashonga | Simaloi |
| KAJIADO | KAJIADO NORTH | OLTEPESI PRI SCH | Sarah | Magoma | Moseti |
| KAJIADO | KAJIADO NORTH | OLTEYANI PRI SCH | Bernard | N | Kullet |
| KAJIADO | KAJIADO NORTH | OLTEYANI PRI SCH | Lennah | Simaloi | Nchao |
| KAJIADO | KAJIADO NORTH | OLTEYANI PRI SCH | Mercy | Ayiro | Luyali |
| KAJIADO | KAJIADO NORTH | OLTEYANI PRI SCH | Wilfred | K | Lenana |
| KAJIADO | KAJIADO NORTH | ONGATA RONKAI PRI SCH | Agata | Gakii | Cosmas |
| KAJIADO | KAJIADO NORTH | ONGATA RONKAI PRI SCH | Alice | Kemunto | Mogire |
| KAJIADO | KAJIADO NORTH | ONGATA RONKAI PRI SCH | Annah | Onchwati | Mogusu |
| KAJIADO | KAJIADO NORTH | ONGATA RONKAI PRI SCH | Anne | Wangeci | Nduhiu |
| KAJIADO | KAJIADO NORTH | ONGATA RONKAI PRI SCH | Caroline | Nyambura | Gathuku |
| KAJIADO | KAJIADO NORTH | ONGATA RONKAI PRI SCH | Dianah | Ruguru | Mwangi |
| KAJIADO | KAJIADO NORTH | ONGATA RONKAI PRI SCH | Irenne | Gesare | Omundi |
| KAJIADO | KAJIADO NORTH | ONGATA RONKAI PRI SCH | Joshiline | Okworo | |
| KAJIADO | KAJIADO NORTH | ONGATA RONKAI PRI SCH | Sarah | Wanjiru | Ngige |
| KAJIADO | KAJIADO NORTH | OSUPUKO PRY SCH | Shadrac | Onyango | Jura |
| KAJIADO | KAJIADO NORTH | P C E A NGONG HILLS SEC | Faith | Wanjiku | Macharia |
| KAJIADO | KAJIADO NORTH | P C E A NGONG HILLS SEC | Macdonald | Zablon | Kingoina |
| KAJIADO | KAJIADO NORTH | P C E A NGONG HILLS SEC | Ruth | Moraa | Nyandika |
| KAJIADO | KAJIADO NORTH | P.C.E.A Enoomatasian Mixed Day Sec Sch | Elly | Mulupi | Khayisie |
| KAJIADO | KAJIADO NORTH | P.C.E.A Enoomatasian Mixed Day Sec Sch | John | Kipkemboi | Tororey |
| KAJIADO | KAJIADO NORTH | P.C.E.A Enoomatasian Mixed Day Sec Sch | Nancy | Akinyi | Opiyo |
| KAJIADO | KAJIADO NORTH | P.C.E.A Enoomatasian Mixed Day Sec Sch | Ruth | Nyakara | Nyakwara |
| KAJIADO | KAJIADO NORTH | P.C.E.A. Ilng’arooj Boys Sec.School | Rebecca | Njeri | Maina |
| KAJIADO | KAJIADO NORTH | PATTERSON MEMORIAL SEC SCHOOL | Hezron | Ombasa | Ombiro |
| KAJIADO | KAJIADO NORTH | PATTERSON MEMORIAL SEC SCHOOL | Paul | Lendonyo | |
| KAJIADO | KAJIADO NORTH | PATTERSON MEMORIAL SEC SCHOOL | Rumpe | Nchosia | Kiok |
| KAJIADO | KAJIADO NORTH | PCEA KIMUKA GIRLS SEC SCHOOL | Elvis | _ | Langat |
| KAJIADO | KAJIADO NORTH | PCEA UPPER MATASIA SEC SCH | Elizabeth | Nkirote | Mugambi |
| KAJIADO | KAJIADO NORTH | SAIKERI PRI SCH | Anthony | Njeru | Miriti |
| KAJIADO | KAJIADO NORTH | SAIKERI PRI SCH | Emmanuel | Nkere | Parsitau |
| KAJIADO | KAJIADO NORTH | Sairashie Primary School | Janet | Seyio | Yenko |
| KAJIADO | KAJIADO NORTH | UPPER MATASIA PRI SCH | Gladys | Alema | Andambi |
| KAJIADO | KAJIADO NORTH | UPPER MATASIA PRI SCH | Margaret | Wangari | Looremeta |
| KAJIADO | LOITOKITOK | A.I.C Secondary School Loitokitok | Martin | Parletuan | Koikai |
| KAJIADO | LOITOKITOK | A.I.C Secondary School Loitokitok | Priscah | Wanjiru | Tarithu |
| KAJIADO | LOITOKITOK | A.I.C Secondary School Loitokitok | Stellamaris | Mbinya | Musau |
| KAJIADO | LOITOKITOK | AIC LOITOKITOK PRIMARY | Ann | Seliin | Tekan |
| KAJIADO | LOITOKITOK | AIC LOITOKITOK PRIMARY | Mary | Gesare | Waweru |
| KAJIADO | LOITOKITOK | AIC LOITOKITOK PRIMARY | Rahab | Somoina | Sirinketi |
| KAJIADO | LOITOKITOK | AMBOSELI PRI SCH | James | Paiyai | Musikeni |
| KAJIADO | LOITOKITOK | AMBOSELI PRI SCH | Leah | “Simayo Munkesia” | Somoire |
| KAJIADO | LOITOKITOK | AMBOSELI PRI SCH | Peter | Ng’unya | Kipitai |
| KAJIADO | LOITOKITOK | BELGROVE LEMONGO PRY | Hesbon | Ngumbi | Muthengi |
| KAJIADO | LOITOKITOK | BISHOP COLIN DAVIES SEC SCH | Emma | Chemutai | Rono |
| KAJIADO | LOITOKITOK | BISHOP COLIN DAVIES SEC SCH | Paul | Ntikoisa | Sunde |
| KAJIADO | LOITOKITOK | CHIEF OLE MUTURY | George | Kamuhu | Ndegwa |
| KAJIADO | LOITOKITOK | CHIEF OLE MUTURY | Lucy | Wangari | Maina |
| KAJIADO | LOITOKITOK | CHIEF OLE MUTURY | Mary | Wanjiru | Wachira |
| KAJIADO | LOITOKITOK | D.E.B LOITOKTOK PRI SCH | Beatrice | Naishinta | Tilikia |
| KAJIADO | LOITOKITOK | D.E.B LOITOKTOK PRI SCH | Grace | Kemunto | Benson |
| KAJIADO | LOITOKITOK | D.E.B LOITOKTOK PRI SCH | Irene | Semeyian | Simiyu |
| KAJIADO | LOITOKITOK | ELANGATA -ENKIMA PRI SCH | Daniel | Kimotho | Njuguna |
| KAJIADO | LOITOKITOK | ELERAI PRY SCH | Dorcus | Munanie | Musyoka |
| KAJIADO | LOITOKITOK | ELERAI PRY SCH | Esther | Mwongeli | Kimweli |
| KAJIADO | LOITOKITOK | Emukutan Primary School | Margaret | Mitau | Parmuat |
| KAJIADO | LOITOKITOK | Emukutan Primary School | Micheal | Njoroge | Ndung’u |
| KAJIADO | LOITOKITOK | Emukutan Primary School | Nehemiah | Lesiamon | Mepukori |
| KAJIADO | LOITOKITOK | ENCHORRO ENKAI PRY | Lynden | Siamanta | Saitabau |
| KAJIADO | LOITOKITOK | ENCHORRO ENKAI PRY | Mercy | Muthoka | Tuta |
| KAJIADO | LOITOKITOK | ENCHURRAI PRI SCH | Jane | Wanjeri | Muchai |
| KAJIADO | LOITOKITOK | ENCHURRAI PRI SCH | Robert | Kiserian | Lempira |
| KAJIADO | LOITOKITOK | Enkaji Naibor Primary School | Florah | Ndulo | |
| KAJIADO | LOITOKITOK | Enkaji Naibor Primary School | Lenanu | Sarbabi | |
| KAJIADO | LOITOKITOK | Enkaji Naibor Primary School | Rubia | Karuga | |
| KAJIADO | LOITOKITOK | Enkii Boys Boarding Secondary School | Nelson | Kitiyia | Ngira |
| KAJIADO | LOITOKITOK | Enkii Boys Boarding Secondary School | Samuel | Mpaa | Mengoriki |
| KAJIADO | LOITOKITOK | ENKII PRI SCH | Boniface | Lankas | Semperia |
| KAJIADO | LOITOKITOK | ENKIJAPE PRI SCH | Clare | Gitonga | |
| KAJIADO | LOITOKITOK | ENKIJAPE PRI SCH | Martha | Mosoni | Lemetei |
| KAJIADO | LOITOKITOK | Enkongu Primary School | Wellington | Mwanza | Mbithi |
| KAJIADO | LOITOKITOK | Enkongu-Narok Pri Sch | John | Leparakuo | Seleka |
| KAJIADO | LOITOKITOK | Enkongu-Narok Pri Sch | Joshua | Mukari | Yiankaso |
| KAJIADO | LOITOKITOK | Enkongu-Narok Pri Sch | Oloijie | Karsalei | |
| KAJIADO | LOITOKITOK | Entarara Mixed Secondary School | Milicent | Auma | Mukhwana |
| KAJIADO | LOITOKITOK | Entarara Mixed Secondary School | Onsarigo | Dennis | Kamanyi |
| KAJIADO | LOITOKITOK | ENTARARA PRI SCH | Margaret | Somoina | Keko |
| KAJIADO | LOITOKITOK | ENTARARA PRI SCH | Ndungu | Waigwa | |
| KAJIADO | LOITOKITOK | ENTARARA PRI SCH | Timothy | Mutinda | Mwau |
| KAJIADO | LOITOKITOK | ENTONET PRI SCH | Koimerek | Ole | Miaron |
| KAJIADO | LOITOKITOK | ENTONET PRI SCH | Lazarus | Ndambuki | Mutiso |
| KAJIADO | LOITOKITOK | ENTONET PRI SCH | Patrick | Nzova | Ndululu |
| KAJIADO | LOITOKITOK | ESOSIANI PRI SCH | Beatrice | Njeri | Kamau |
| KAJIADO | LOITOKITOK | ESOSIANI PRI SCH | Emmah | Wairimu | Mwaura |
| KAJIADO | LOITOKITOK | ESUKUTA PRY | John | Naija | Maiyiani |
| KAJIADO | LOITOKITOK | ESUKUTA PRY | Narola | Judy | Titoyai |
| KAJIADO | LOITOKITOK | Ilchalai Primary School | Anthony | Moyantet | Kimiti |
| KAJIADO | LOITOKITOK | Ilchalai Primary School | Gideon | Karanja | Ndungu |
| KAJIADO | LOITOKITOK | Ilchalai Primary School | Njoroge | Kimina | |
| KAJIADO | LOITOKITOK | Ilchalai Primary School | Parmitoro | Ming’ati | Njamaa |
| KAJIADO | LOITOKITOK | Ilkisonko S.s. | Gerald | Mutiso | Mutuku |
| KAJIADO | LOITOKITOK | ILLASIT PRI SCH | Beatrice | Wambui | |
| KAJIADO | LOITOKITOK | ILLASIT PRI SCH | Francis | Orumoi | Kimaren |
| KAJIADO | LOITOKITOK | ILLASIT PRI SCH | Veronica | Toti | Suiyianka |
| KAJIADO | LOITOKITOK | ILLASIT PRI SCH | Virginia | Muthoni | Ndegwa |
| KAJIADO | LOITOKITOK | ILLASIT S.S | Patrick | Mwaura | Kinuthia |
| KAJIADO | LOITOKITOK | ILLASIT S.S | Zakayo | Kalist | Oilepo |
| KAJIADO | LOITOKITOK | ILOIRERO | Christine | Komeyian | Lekanayia |
| KAJIADO | LOITOKITOK | IMISIGIYIO PRY SCH | Isaac | Saitabau | Sintako |
| KAJIADO | LOITOKITOK | IMISIGIYIO PRY SCH | Jackson | Sikorei | Alais |
| KAJIADO | LOITOKITOK | IMISIGIYIO PRY SCH | John | Saitoti | Tumaiper |
| KAJIADO | LOITOKITOK | IMPIRON SHAPASHINA PRI SC | John | Kiano | Mwangi |
| KAJIADO | LOITOKITOK | IMPIRON SHAPASHINA PRI SC | Kennedy | Mujumbe | Orechi |
| KAJIADO | LOITOKITOK | IMPIRON SHAPASHINA PRI SC | PHILLIP | SHAKUTIT | NTAWUASA |
| KAJIADO | LOITOKITOK | IMURTOT PRI SCH | Cecilia | Muthoni | Runye |
| KAJIADO | LOITOKITOK | IMURTOT PRI SCH | Daniel | Ntoyiai | Katitia |
| KAJIADO | LOITOKITOK | IMURTOT PRI SCH | James | Muinde | Mbova |
| KAJIADO | LOITOKITOK | IMURTOT PRI SCH | Nicodemus | Mweu | Mutingau |
| KAJIADO | LOITOKITOK | INKARIAK-RONKENA PRI SCH | Edwin | Nyakwara | Kaneba |
| KAJIADO | LOITOKITOK | INKARIAK-RONKENA PRI SCH | Rose | Mosoi | Gitau |
| KAJIADO | LOITOKITOK | INKISANJANI PRI SCH | Angela | Wavinya | Musyoki |
| KAJIADO | LOITOKITOK | INKISANJANI PRI SCH | Rose | Wangare | Naserian |
| KAJIADO | LOITOKITOK | ISINET PRI SCH | Felista | Mutheu | Musyimi |
| KAJIADO | LOITOKITOK | ISINET PRI SCH | John | Kamotho | Wamunye |
| KAJIADO | LOITOKITOK | KALESIRUA PR | Stephen | Maina | Mwaniki |
| KAJIADO | LOITOKITOK | KIKELELWA PRI SCH | Njeri | Wangui | Maryanne |
| KAJIADO | LOITOKITOK | Kikelelwa Secondary School | Benson | Nyaboga | Korori |
| KAJIADO | LOITOKITOK | Kikelelwa Secondary School | Francis | Njuguna | Mbugua |
| KAJIADO | LOITOKITOK | Kikelelwa Secondary School | Hellen | Mwania | Mwongeli |
| KAJIADO | LOITOKITOK | Kikelelwa Secondary School | Miriam | Mueni | Mutua |
| KAJIADO | LOITOKITOK | Kikelelwa Secondary School | Richard | Leyian | Kaina |
| KAJIADO | LOITOKITOK | KIMANA GIRLS SEC | John | Saidimu | Runyei |
| KAJIADO | LOITOKITOK | KIMANA GIRLS SEC | Lucy | Chelang’At | Chepoton |
| KAJIADO | LOITOKITOK | KIMANA MIXED DAY SEC. | Julius | Parsanka | Kindi |
| KAJIADO | LOITOKITOK | KIMANA MIXED DAY SEC. | Norah | Wambua | |
| KAJIADO | LOITOKITOK | KIMANA PRI SCH | Julius | Meidimi | Kisai |
| KAJIADO | LOITOKITOK | KIMANA PRI SCH | Vincent | Kanyi | Mwangi |
| KAJIADO | LOITOKITOK | KUKU PRI SCH | Damaris | Mwende | Muthoka |
| KAJIADO | LOITOKITOK | Kuku Secondary School – Loitokitok | FRANCIS | OMUKHULU | MUMALI |
| KAJIADO | LOITOKITOK | Kuku Secondary School – Loitokitok | Jane | Wambui | Wagura |
| KAJIADO | LOITOKITOK | Lenkisem Mixed Secondary School | Daniel | Sadera | Simanta |
| KAJIADO | LOITOKITOK | Lenkisem Mixed Secondary School | Fredrick | Ayua | Oyuga |
| KAJIADO | LOITOKITOK | Lenkisem Mixed Secondary School | Regina | Syontheke | Mutinda |
| KAJIADO | LOITOKITOK | Loormeuti Primary School | Monicah | “Njeri Peter” | Saitoti |
| KAJIADO | LOITOKITOK | MAISUYATI PRY SCH | Onesmus | Muli | Kiseku |
| KAJIADO | LOITOKITOK | Matepes Pri Sch | Bonface | Koyiet | Peter |
| KAJIADO | LOITOKITOK | Matepes Pri Sch | Charles | Mwangi | Mwendia |
| KAJIADO | LOITOKITOK | MESHANANI PRY SCH | Samuel | Mbitu | Karanja |
| KAJIADO | LOITOKITOK | MUNNYURA PRI SCH | Polycap | “Simon Alhamis” | Muchori |
| KAJIADO | LOITOKITOK | NAMELOK PRI SCH | Simon | Mwangi | Njoroge |
| KAJIADO | LOITOKITOK | Namelok Secondary School | Susan | Jemeli | Kimakal |
| KAJIADO | LOITOKITOK | NASIPA PRY | Metito | Mayiani | Lenchang’ua |
| KAJIADO | LOITOKITOK | NASIPA PRY | Peter | Njoroge | Gitau |
| KAJIADO | LOITOKITOK | NKAMA PRI SCH | Joyce | Nasieku | Muriuki |
| KAJIADO | LOITOKITOK | NKAMA PRI SCH | Rose | Nyiva | Makunu |
| KAJIADO | LOITOKITOK | OLANTI PRI SCH | Kaboi | Ngatia | Kabubua |
| KAJIADO | LOITOKITOK | OLBILI PR | Onesmus | Silas | Muya |
| KAJIADO | LOITOKITOK | OLCHORRO PRI SCH | Peter | Mbugua | Muchiri |
| KAJIADO | LOITOKITOK | OLCHORRO PRI SCH | Pouline | Nabulu | Suiyanka |
| KAJIADO | LOITOKITOK | OLCHORRO PRI SCH | Samuel | Kungu | Chege |
| KAJIADO | LOITOKITOK | OLCHORRO PRI SCH | Simon | Mpute | Oloitiptip |
| KAJIADO | LOITOKITOK | Olchorro Secondary School | Emmanuel | Mutuku | Somba |
| KAJIADO | LOITOKITOK | Olchorro Secondary School | John | Kariuki | Njoki |
| KAJIADO | LOITOKITOK | Olchorro Secondary School | Mark | Muthenya | Matolo |
| KAJIADO | LOITOKITOK | Olchorro Secondary School | Pius | Kaura | Kimitta |
| KAJIADO | LOITOKITOK | OLGIRA PRI SCH | Jane | Sein | Saruni |
| KAJIADO | LOITOKITOK | OLGIRA PRI SCH | Magdaline | Raphael | Ntile |
| KAJIADO | LOITOKITOK | OLGULULUI PRIMARY SCHOOL | Joel | Shokore | Oloitiptip |
| KAJIADO | LOITOKITOK | OLKARIA PRI SCH | Justus | Kuya | Nkadayo |
| KAJIADO | LOITOKITOK | OLKARIA PRI SCH | Leonard | Kamau | Karanja |
| KAJIADO | LOITOKITOK | OLKARIA PRI SCH | Martha | Namukwe | Leina |
| KAJIADO | LOITOKITOK | OLKILORITI PRY SCH | Raphael | Ntawuasa | Kasaine |
| KAJIADO | LOITOKITOK | OLKILORITI PRY SCH | Ruth | Wairimu | Nkumama |
| KAJIADO | LOITOKITOK | OLMAPINU PRI SCH | Lomunyak | Lekool | |
| KAJIADO | LOITOKITOK | OLMAROROI PRY SCH | Francis | “Saibulu Kasaine” | Keko |
| KAJIADO | LOITOKITOK | OLMAROROI PRY SCH | Josephine | Talash | Oloibor |
| KAJIADO | LOITOKITOK | OLMAROROI PRY SCH | Maurice | Ndungu | Njenga |
| KAJIADO | LOITOKITOK | OLMAROROI PRY SCH | Paul | Ngotho | Kimani |
| KAJIADO | LOITOKITOK | OLOIBORR SOIT | Peter | Kamau | Mwangi |
| KAJIADO | LOITOKITOK | Oloilalei Primary School | Rawlinson | Ngau | Ivulila |
| KAJIADO | LOITOKITOK | OLOITOKITOK S.S. | Edith | Naserian | Sarinke |
| KAJIADO | LOITOKITOK | OLOITOKITOK S.S. | Hellen | Ndunge | Mutunga |
| KAJIADO | LOITOKITOK | OLOITOKITOK S.S. | Jane | Thaara | Njagi |
| KAJIADO | LOITOKITOK | Ormapitet manhae Secondary School | Dalmas | Ogingo | Wanyamba |
| KAJIADO | LOITOKITOK | Ormapitet manhae Secondary School | Samuel | Karanja | Wainaina |
| KAJIADO | LOITOKITOK | OSOIT PRY SCH | Magdalyne | Kalekye | Muthama |
| KAJIADO | LOITOKITOK | Paranai Primary School | Miaron | “Ole Nkarrashi” | Parkepu |
| KAJIADO | LOITOKITOK | ROMBO BOYS PRI SCH | Erick | Kiok | Musyimi |
| KAJIADO | LOITOKITOK | ROMBO GILRS PRI SCH | Consolata | Kamene | Waema |
| KAJIADO | LOITOKITOK | ROMBO GILRS PRI SCH | Sarah | Wangui | Ngugi |
| KAJIADO | LOITOKITOK | Rombo Girls Secondary School | Damaris | Mbaika | Mbiti |
| KAJIADO | LOITOKITOK | Rombo Girls Secondary School | Duke | Atanasi | Otieno |
| KAJIADO | LOITOKITOK | SAMAI PRY | George | Saruni | Kamau |
| KAJIADO | LOITOKITOK | SHOKUT PRI SCH | Aaron | Ntapayia | Salaash |
| KAJIADO | LOITOKITOK | SHOKUT PRI SCH | Stonic | Mtungei | Mpopoi |
| KAJIADO | MASHUURU | ARROI PRI SCH | Purity | Kosencha | Parsaloi |
| KAJIADO | MASHUURU | ELERAI MCK GIRLS | Charles | Kulundu | Omweba |
| KAJIADO | MASHUURU | ELERAI MCK GIRLS | Eunice | Njeri | Simon |
| KAJIADO | MASHUURU | EMARORO PRI SCH | Phelly | Laban | Shichenga |
| KAJIADO | MASHUURU | Endoinyio Enkerr Primary | Kelvin | Senteu | Poreka |
| KAJIADO | MASHUURU | Endoinyo Wuas Primary School | Fredrick | Mutiso | Kimaili |
| KAJIADO | MASHUURU | ENOORERET PRI SCH | Josephine | Kisiambei | James |
| KAJIADO | MASHUURU | ENOORERET PRI SCH | Josfina | Ngusye | Sakat |
| KAJIADO | MASHUURU | ENOORERET PRI SCH | Peninah | Ntitiyai | Muterian |
| KAJIADO | MASHUURU | Erankau Secondary School | Alice | Nanyama | Chwala |
| KAJIADO | MASHUURU | Erankau Secondary School | James | Komoi | Nkirimpa |
| KAJIADO | MASHUURU | ESARUNOTO PRY | Ntidai | “Rangot Shoop” | Tompo |
| KAJIADO | MASHUURU | ESELENKEI PRI SCH | Elizabeth | Tipira | Mutunkei |
| KAJIADO | MASHUURU | ESELENKEI PRI SCH | Faith | Nairesiai | Kulale |
| KAJIADO | MASHUURU | ESELENKEI PRI SCH | Florence | Mbithe | Munuve |
| KAJIADO | MASHUURU | ESELENKEI PRI SCH | James | Lekishon | Seketian |
| KAJIADO | MASHUURU | ESELENKEI PRI SCH | Risper | Moraa | Ondari |
| KAJIADO | MASHUURU | ESELENKEI PRI SCH | Teresiah | Silantoi | Josphat |
| KAJIADO | MASHUURU | Ewangan – Emaa Primary School | Alfred | Lihanda | Luvisia |
| KAJIADO | MASHUURU | EWANGAN PRIMARY SCHOOL | Emily | Katitia | |
| KAJIADO | MASHUURU | F.P.F.K Lesoit Primary School | Daniel | Kamala | Mutevu |
| KAJIADO | MASHUURU | F.P.F.K Lesoit Primary School | Geoffrey | Mokoi | Makau |
| KAJIADO | MASHUURU | F.P.F.K Lesoit Primary School | Timothy | Ngui | Musyoka |
| KAJIADO | MASHUURU | F.P.F.K Lesoit Primary School | William | Ntimama | Karasinka |
| KAJIADO | MASHUURU | ILKIREMISHO PRIMARY SCHOOL | Aggrey | Mutio | Ndambuki |
| KAJIADO | MASHUURU | ILKIREMISHO PRIMARY SCHOOL | Onesmus | Mulili | Kasuni |
| KAJIADO | MASHUURU | ILKIREMISHO PRIMARY SCHOOL | Salim | Kerema | Ikayo |
| KAJIADO | MASHUURU | ILKISHUMU PRI SCH | Elizabeth | Maria | Timpaine |
| KAJIADO | MASHUURU | ILKISHUMU PRI SCH | Priscillah | Katano | Tonken |
| KAJIADO | MASHUURU | ILkiushin Primary School | Joseph | “Letuya K” | Parsaoti |
| KAJIADO | MASHUURU | ILkiushin Primary School | Josiah | Nkali | Manina |
| KAJIADO | MASHUURU | ILMAO PRIMARY SCHOOL | Louis | Mumbe | Musembi |
| KAJIADO | MASHUURU | Ilmunkush A.I.C Primary School | Mulinge | Beatrice | Ndunge |
| KAJIADO | MASHUURU | Ilmunkush A.I.C Primary School | Reuben | Mutuku | Maundu |
| KAJIADO | MASHUURU | IMEJOOLE PRI SCH | Catherine | Seleyian | Konchella |
| KAJIADO | MASHUURU | IMEJOOLE PRI SCH | Julius | Saitoti | Santamu |
| KAJIADO | MASHUURU | ISARA PRI | Joseph | “Mutui Kipainoi” | Saisa |
| KAJIADO | MASHUURU | ISARA PRI | Peter | Ngumo | Kahindi |
| KAJIADO | MASHUURU | ISARA PRI | Stephen | Muthama | Mutua |
| KAJIADO | MASHUURU | KALEMBWANI PRI SCH | Anne | Wangui | Wainaina |
| KAJIADO | MASHUURU | KALEMBWANI PRI SCH | Peter | Kyevu | Kasila |
| KAJIADO | MASHUURU | KALEMBWANI PRI SCH | Simon | Kabucho | Ndichu |
| KAJIADO | MASHUURU | KILO PRI SCH | Daniel | Soitara | Ntutuk |
| KAJIADO | MASHUURU | KILO PRI SCH | Gladys | Topisa | Ntoikai |
| KAJIADO | MASHUURU | KILO PRI SCH | Peris | Pilale | Parkironga |
| KAJIADO | MASHUURU | KUNCHU PRIMARY SCHOOL | Alex | Kursai | Matayian |
| KAJIADO | MASHUURU | LESONKOYO PRI SCH | Rosalia | Mutheu | Saitoti |
| KAJIADO | MASHUURU | MALILIMA PRY | Faith | Lapot | Kinoya |
| KAJIADO | MASHUURU | MALILIMA PRY | Paul | Kinayia | Ketorah |
| KAJIADO | MASHUURU | MALILIMA PRY | Robert | Musyoki | Kangutu |
| KAJIADO | MASHUURU | MASHURU PRI SCH | Edward | Tentuan | Korinko |
| KAJIADO | MASHUURU | MASHUURU S.S. | Adriano | Sayo | Tiriakong |
| KAJIADO | MASHUURU | MASHUURU S.S. | Charity | Saruni | |
| KAJIADO | MASHUURU | MASHUURU S.S. | Nyareru | Tom | Mosigisi |
| KAJIADO | MASHUURU | MASHUURU S.S. | Wilfred | Mwangi | Mbira |
| KAJIADO | MASHUURU | Masimba Secondary School | Joy | Kuresoi | Sankau |
| KAJIADO | MASHUURU | MCK KIBOKO PRIMARY SCHOOL | Kasaine | Tenkes | |
| KAJIADO | MASHUURU | MCK KIBOKO PRIMARY SCHOOL | Lekadad | Kampaine | |
| KAJIADO | MASHUURU | MCK KIBOKO PRIMARY SCHOOL | Richard | Kamueti | Lampa |
| KAJIADO | MASHUURU | MEGUNI OSILALEI PRIMARY SCHOOL | John | “Philip Ngahu” | Karanja |
| KAJIADO | MASHUURU | MERRUESHI MAASAI SEC SCH | Raphael | Sipoi | Kasanga |
| KAJIADO | MASHUURU | NAIKA PRY | Esther | Vaati | Mwinzi |
| KAJIADO | MASHUURU | NAIKA PRY | Mirriam | Museng’ya | Kimeu |
| KAJIADO | MASHUURU | NAILUMPE | Benson | Kodidio | Karino |
| KAJIADO | MASHUURU | NAILUMPE | David | Mpata | Tukuyoi |
| KAJIADO | MASHUURU | NAILUMPE | Johnson | “Nkisung Ole” | Munyere |
| KAJIADO | MASHUURU | Naretoi pri sch | Stanley | Supeyo | Kaipei |
| KAJIADO | MASHUURU | NOONGABOLO PRIMARY SCHOOL | Simon | Tome | Kamakei |
| KAJIADO | MASHUURU | Oldarpoi Primary School | Andrew | Kakayon | Mooke |
| KAJIADO | MASHUURU | Oldupai Primary School | DANIEL | NZIOKI | NDANGILI |
| KAJIADO | MASHUURU | Oldupai Primary School | David | Mako | Kadiko |
| KAJIADO | MASHUURU | Oldupai Primary School | George | Kanyongo | Burugu |
| KAJIADO | MASHUURU | Oldupai Primary School | Stanley | Nkooma | King’amu |
| KAJIADO | MASHUURU | OLKATETEMAI PRIMARY | Anna | Mbithe | Mwau |
| KAJIADO | MASHUURU | OLKATETEMAI PRIMARY | Patricia | Motikai | Tokoin |
| KAJIADO | MASHUURU | OLOIBOR AJIJIK | Daniel | Ouko | Ondeng |
| KAJIADO | MASHUURU | OLOIBOR AJIJIK | James | Lodidio | Malit |
| KAJIADO | MASHUURU | OLOIBOR AJIJIK | Solomon | Tereu | Tukuyoi |
| KAJIADO | MASHUURU | Oloikarra Primary School | Celestine | Kaluki | Mule |
| KAJIADO | MASHUURU | OLOITIKO PRY | Alexander | Ntiyeki | Kiminta |
| KAJIADO | MASHUURU | OLOMAYIANA PR | Irene | Syombua | Mulalya |
| KAJIADO | MASHUURU | OLOMAYIANA PR | Jeremia | Mukare | |
| KAJIADO | MASHUURU | OLOMAYIANA PR | Jonathan | Kisiren | Serina |
| KAJIADO | MASHUURU | OLOMAYIANA PR | Jonathan | Ivui | Katunga |
| KAJIADO | MASHUURU | OLOMAYIANA PR | Samuel | Ntosho | Shamburi |
| KAJIADO | MASHUURU | OLOONKAI PRY SCH | Silvia | Narindi | Pasha |
| KAJIADO | MASHUURU | OLOONTULUGUM PRI SCH | Gibson | Simitia | Kirisuah |
| KAJIADO | MASHUURU | OLOONTULUGUM PRI SCH | Ruth | Nasieku | Ndisya |
| KAJIADO | MASHUURU | OLOONTULUGUM PRI SCH | Veronicah | Mwongeli | Munyao |
| KAJIADO | MASHUURU | Olperrelungu Pr | Eliza | Mueni | Kyalo |
| KAJIADO | MASHUURU | Olperrelungu Pr | Jemimah | Saiton | Lankeu |
| KAJIADO | MASHUURU | Olperrelungu Pr | Joseph | Saidimu | |
| KAJIADO | MASHUURU | Olperrelungu Pr | Mary | Mwende | Keli |
| KAJIADO | MASHUURU | OLTUKAI PRY SCH | Elizabeth | Wausi | Kisilu |
| KAJIADO | MASHUURU | OLTUKAI PRY SCH | Felista | Mutindi | Kimeu |
| KAJIADO | MASHUURU | OLTUKAI PRY SCH | Paul | Mutangili | Kyule |
| KAJIADO | MASHUURU | OSARAI PRIMARY SCHOOL | David | Karino | Mukare |
| KAJIADO | MASHUURU | OSARAI PRIMARY SCHOOL | Jacqueline | Sammy | Shanka |
| KAJIADO | MASHUURU | PARSINTI PRIMARY | Kisemei | Mark | James |
| KAJIADO | MASHUURU | PARSINTI PRIMARY | Paul | Pasua | Saitoti |
| KAJIADO | MASHUURU | SAMULI PRI SCH | Judith | Mbinya | Benson |
| KAJIADO | MASHUURU | SAMULI PRI SCH | Rosemary | Masenoi | Tonkei |
| KAJIADO | MASHUURU | SANARE PRY | James | Muanka | Nkounto |
| KAJIADO | MASHUURU | simba Primary School | Justinah | Muluko | Mulili |
| KAJIADO | MASHUURU | simba Primary School | Michael | Maundu | Wambua |
| KAJIADO | MASHUURU | SULTAN HAMUD PRI SCH | Joyce | Nalang’u | Miaron |
| KAJIADO | MASHUURU | Thomas Fish Mixed Secondary School | Elijah | Murre | Ntiyieine |
| KAJIADO | TSC County Office – Kajiado | TSC County Office – Kajiado | Steve | Chitai | Lyuva |
| KAJIADO | Olteyani Mixed Day Secondary School | Samuel | Kimani | Gachuki | |
| KAJIADO | TSC Unit – Isinya | David | Kiplangat | Chepkwony | |
| KAJIADO | TSC County Office – Kajiado | Daniel | Kiptum | Cherutoi | |
| KAJIADO | TSC County Office – Kajiado | Irene | Wanjiku | Njogu | |
| KAJIADO | TSC Unit – Kajiado North | Sammy | Lesanton | Lekampule | |
| KAJIADO | Tsc Unit-Mashuuru | Jackline | Njeri | Ndirangu |
CS Magoha gives date when CBC Classrooms Will Be Complete
The government is optimistic that the over 10,000 CBC classrooms that are being constructed across the country for admitting Junior secondary school students will be ready by March.
Education Cabinet Secretary Prof. George Magoha said so far, 54 classrooms have already been completed and ready for use with the remaining ones nearing completion.
Speaking after commissioning the completed CBC classroom at Gatundu Secondary school in Gatundu South Sub County, Magoha said in terms of the construction completion rates, Mandera county leads at 60% followed by Garissa at 54%, then Kitui at 53% and Siaya at 48%.
Kitui has 13 completed classrooms while Siaya has four.
He said 76%-100% of the classrooms are almost complete with 51%-75% being constructed up to the roofing level. 26%-50% of the classrooms have already been walled, while 25% of those being constructed as storey buildings are up to the slab level.
The CS said the Ministry of Education will heighten monitoring to ensure all the classrooms are completed on time.
He cautioned contractors who are constructing the classrooms in Nairobi that they were slow and warned them against being influenced by political forces.“Overall, we are impressed by the progress. However, we want to ask contractors to be faster to be able to complete works in time. Our original plan was to complete in April but I’m now very sure that we shall complete this by the beginning of March, before the national exams so that we can begin the 2nd phase at the end of April when we shall have completed marking the exams,” he said.
“Nairobi still has no completed classroom and we shall make sure that nobody plays politics with this classroom issue in Nairobi,” he warned.
He assured contractors that they will be paid on time after completing works, warning officers who will frustrate the payment efforts of dire consequences.
“We reassure the contractors that payment will be made directly to them by a maximum of two days. Any officer found to stand in the way of the process of paying contractors that they will receive severe sanctions,” he said.
The government aims to construct 10,000 classrooms in readiness to admit Grade 7 students for the junior secondary schools in January next year in line with the new curriculum.
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