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.

BACHELOR OF SCIENCE (NATURAL RESOURCES MANAGEMENT) KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

BACHELOR OF SCIENCE (NATURAL RESOURCES MANAGEMENT) KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

BACHELOR OF SCIENCE (NATURAL RESOURCES MANAGEMENT)
# PROG CODE INSTITUTION NAME PROGRAMME NAME 2022/2023 CUTOFF 2019/2021 CUTOFF 2018 CUTOFF 2017 CUTOFF 2016 CUTOFF 2015 CUTOFF
1 1057348 EGERTON UNIVERSITY BACHELOR OF SCIENCE (NATURAL RESOURCES MANAGEMENT) 16.791 26.093 29.269 22.384 31.145
2 1078348 AFRICA NAZARENE UNIVERSITY BACHELOR OF SCIENCE (NATURAL RESOURCE MANAGEMENT) 25.223 27.141
3 1082348 MASINDE MULIRO UNIVERSITY OF SCIENCE & TECHNOLOGY BACHELOR OF SCIENCE (NATURAL RESOURCES MANAGEMENT) 16.791 34.987 30.391 22.119 23
4 1087348 KISII UNIVERSITY BACHELOR OF SCIENCE IN NATURAL RESOURCE MANAGEMENT 16.791 25.256 30.657 22.837 28.448
5 1096348 GARISSA UNIVERSITY BACHELOR OF SCIENCE (NATURAL RESOURCE MANAGEMENT) 23.794
6 1105348 CHUKA UNIVERSITY BACHELOR OF SCIENCE (NATURAL RESOURCES MANAGEMENT) 16.791 29.32 28.358 26.354 21.31 23
7 1114348 UNIVERSITY OF ELDORET BACHELOR OF SCIENCE (NATURAL RESOURCE MANAGEMENT) 16.791 29.126 22.949 28.189
8 1244348 KARATINA UNIVERSITY BACHELOR OF SCIENCE IN NATURAL RESOURCES 16.791 26.349 23.315 23
9 1570348 TURKANA UNIVERSITY COLLEGE BACHELOR OF SCIENCE IN NATURAL RESOURCE MANAGEMENT 16.791

Bachelor of Science in Agricultural Extension Education Degree 2024/2025  Kuccps Cutoff Points, Cluster Points Per University

 

Bachelor of Science in Agricultural Extension Education Degree 2024/2025  Kuccps Cutoff Points, Cluster Points Per University

SN PROG CODE INSTITUTION NAME PROGRAMME NAME 2024 2016 2017 2018 2019 2020 2021 2023
BACHELOR OF SCIENCE (AGRICULTURAL EXTENSION EDUCATION)
1 1053415 JARAMOGI OGINGA ODINGA UNIVERSITY
OF SCIENCE AND TECHNOLOGY
BACHELOR OF SCIENCE (AGRICULTURAL
EXTENSION EDUCATION)
17.043 22.171 26.256 24.861 16.791 24.559 17.043
2 1114415 UNIVERSITY OF ELDORET BACHELOR OF SCIENCE (AGRICULTURAL EXTENSION EDUCATION) 31.155 26.697 28.829 31.155
3 1118415 UNIVERSITY OF KABIANGA BACHELOR OF SCIENCE (AGRICULTURAL
EXTENSION EDUCATION)
22.964 25.145
4 1240415 MERU UNIVERSITY OF SCIENCE AND TECHNOLOGY BACHELOR OF SCIENCE AGRICULTURAL EXTENSION AND EDUCATION 26.202 27.384 27.392 27.57 16.791 24.811 26.202
5 1244415 KARATINA UNIVERSITY BACHELOR OF SCIENCE IN AGRICULTURAL EXTENSION EDUCATION 17.043 23.168 25.654 26.358 16.791 17.459 17.043
6 1253415 MOI UNIVERSITY BACHELOR OF SCIENCE (AGRICULTURAL
EXTENSION EDUCATION)
25.146 31.64 30.207 25.08 24.712 28.704 28.07 25.146
7 1091415 TAITA TAVETA UNIVERSITY BACHELOR OF SCIENCE IN AGRICULTURE EDUCATION & EXTENSION 17.043 24.287 24.732 16.791 17.459 17.043
8 1700415 BOMET UNIVERSITY COLLEGE BACHELOR OF SCIENCE AGRICULTURAL
EXTENSION AND EDUCATION
23.984 16.791 17.459 23.984
9 1082415 MASINDE MULIRO UNIVERSITY OF SCIENCE & TECHNOLOGY BACHELOR OF SCIENCE AGRICULTURAL EDUCATION AND EXTENSION 23.763

How to check KUCCPS placement results and admission letters for KCSE candidates, all applicants

How to check kuccps degree and diploma placement

Kuccps placement results through SMS and online

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Kuccps Student Portal

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Kuccps Guide on Applications, Checking Results and Downloading Placement Letters {Ultimate Guide}

he Kenya Universities and Colleges Central Placement Service (KUCCPS) is a State Corporation that provides career guidance and selects students for admission to universities, national polytechnics, technical training institutes and other accredited higher learning institutions for Government of Kenya-sponsored programmes.

Welcome to the best guide covering the following main areas:

  1. Kuccps Application Procedure
  2. How to check Kuccps Placement Results
  3. How to download Kuccps Placement Letters
  4. How to Apply for Kuccps Inter-institution Transfer.

How to Apply for Placement through KUCCPS Student Portal

The Kenya Universities and Colleges Central Placement Service (KUCCPS) is a State Corporation under the Ministry of Education. KUCCPS is responsible for coordinating the placement of government-sponsored students into both private and public universities, TVET institutions, Kenya Medical Training College (KMTC), and Teachers Training Colleges.

If you are a student seeking placement into Kenya Methodist University, follow this step-by-step guide on how to apply through the KUCCPS student portal.

Step-by-Step Guide to KUCCPS Application

Step 1: Accessing the KUCCPS Website

Visit the KUCCPS official website by typing www.kuccps.ac.ke into your browser.

Step 2: Accessing the Student’s Portal

Click on the “Student’s Portal” button on the homepage.

Step 3: Logging into the KUCCPS Student Portal

  1. Click on the “LOGIN” button.
  2. Enter your KCSE Index Number, Year of KCSE, and password (use your KCPE Index Number or Birth Certificate Number as per KNEC registration).
  3. Click “LOG IN” to proceed.

Step 4: Providing Contact Information

Enter your contact details. Ensure the information is accurate, as it will be used to notify you about your placement status.

Step 5: Navigating the Dashboard

Once logged in, you will see a dashboard displaying all available programmes and institutions.

Step 6: Identifying a Programme

You can search for programmes in two ways:

a) Through Institutions Menu:

  1. Click on the “Institutions” tab to view the list of available institutions.
  2. Select an institution (e.g., Kenya Methodist University (KeMU)) to see its offered programmes.

b) Through Programmes Menu:

  1. Click on the “Programmes” tab to view all available courses.
  2. Programmes are grouped by qualification levels: Degree, Diploma (Level 6), Craft Certificate (Level 5), and Artisan (Level 4).
  3. Click on a cluster name (e.g., Computing, IT & Related Cluster) to see relevant courses.
  4. Select a programme to view details such as Cut-off Points and Minimum Requirements.

Step 7: Reviewing Programme Details

On the programme details page, you will find:

  • Cluster subjects used to calculate weighted cluster points (for degree programmes).
  • Minimum subject requirements, if applicable.

Step 8: Choosing Your Programmes

  1. For degree applicants, the Weighted Cluster Points are automatically calculated.
  2. Check the previous cut-off points for each programme offered e.g. at Kenya Methodist Universty
  3. Choose your preferred programme(s).

Step 9: Submitting Your Application

  1. Click on the “Application/Revision” menu.
  2. Read the application instructions carefully.
  3. Click “APPLY NOW” to proceed.
  4. Enter the programme code of your preferred programmes.
  5. Click the “SUBMIT” button to complete your application.

Step 10: Payment Instructions

After clicking Submit, a pop-up will appear with a “Proceed to Pay” link leading to the official KUCCPS payment platform. Follow the instructions to make the required payment.

Step 11: Confirming Application Submission

Once payment is made, verify that your application has been successfully submitted.

Applying for university or college placement through KUCCPS is a straightforward process when you follow these steps. Ensure that you provide accurate information, carefully choose your programmes based on qualifications, and confirm submission after making payment. Ensure all the steps and instructions prescribed in the KUCCPS application portal are followed correctly. Visit www.kuccps.ac.ke regularly for updates and notifications on placement results.

By following this guide, you will successfully submit your KUCCPS application and move closer to securing a spot in your preferred institution.

How to Check Kuccps Placement Results 2025/2026

Requirements for checking your KUCCPS placement results

You must have the following details and information to check your KUCCPS placement results for university and college.

  • Your KCSE index number
  • Your examination year
  • Your birth certificate number
  • The initial password on the KUCCPS portal is your birth certificate or KCPE Index Number (as used in KCSE exam registration).

To check placement results, university students should log into the students portal: students.kuccps.net.

Log-in requirements include the applicant’s KCSE Index Number, the applicant’s KCSE year and the password.

Once students log in to their accounts, they will be informed of the learning institutions where they have been placed and the courses they have been selected to undertake on the dashboard.

No charges are enforced in checking results on the portal. One only needs to have data bundles or be connected to the internet through a Wi-Fi connection.

“KUCCPS congratulates all the candidates whose placement report has been released today. Log in to students.kuccps.net to check the details of your university and college placement,” KUCCPS states.

How To Check KUCCPS Placement: Summary

Applicants can check their placement results through any of the following ways:

Student’s portal: Log in to the student’s portal and view your placement results on the dashboard.

SMS method: Send your KCSE Index number by SMS to 20842 starting with your KCSE year (Example: 202412345678912 to 20842). You will get a reply showing the program and institution you’ve been assigned to. (Cost: Ksh25 per SMS.)

KUCCPS contacts inquiries: Applicants may also send enquiries through the KUCCPS communication channels.

Huduma Centres: You can also visit any of the KUCCPS officers stationed at various Huduma Centres, including Nairobi (GPO), Mombasa, Kisumu, Eldoret, Nyeri, Meru, Narok, Kakamega, Isiolo, Kitui, Thika, Kitale, Narok, Garissa, and Nakuru.

KUCCPS Procedures for Online Inter-University Transfer

You may may be unsatisfied with the placement results from Kuccps. Worry not. In case you want to change the placed university or college, you can do this easily and online. Once Kuccps opens the inter-institution transfer, you can proceed as follows:

  • Step 1; Visit: http://student.kuccps.net
  • Step 2: Click Transfers Tab on Top (Then follow the steps below after payment)
  • STEP 3: SELECT PROGRAMME

Select the programme you want to transfer to, put the PROGRAMME CODE in the inter-institution transfer field. You will only be allowed to proceed to the next step if you meet the cutoff and minimum requirements.

  • STEP 4:  REASON FOR TRANSFER

Select the Reason for Transfer (Medical, Person With Disability, Financial Reasons, Not my preferred programme or other).

After selecting, attach a document that supports your reason for transfer. For continuing students who want to transfer. You must attach your transcripts.

Then fill in the reason for the Transfer Application in not less than 300 characters and note more than 300 characters.

The next step will load automatically if you have done everything right. Otherwise you will not be able to proceed to the next step.

  • Step 5: Transfer Payment

Follow the payment procedure that will appear after completing the reason for transfer.  Pay via Lipa Na Mpesa Paybill and enter the Mpesa Confirmation Code.

The system will validate your payment and the next step will load automatically.

Then click submit. Enter your index number if asked to do so and click submit again.

 

  • STEP 6: ENDORSEMENT BY RECEIVING Institution

The institution which you applied to transfer to (receiving institution) will receive your transfer and endorse or reject it.

The major factor that will be considered by the receiving institution on whether to approve or reject your application is spaces available in the course you want to join.

  • Step 7: Endorsement By Releasing Institution

Once your transfer has been approved by the receiving institution, the releasing institution will then endorse your transfer.

  • Step 8: Review By KUCCPS

After being endorsed by both the receiving and the releasing institution, KUCCPS  will be notified that the applicant has been accepted to join the institution that he applied to transfer to and he has been released from the institution that he was initially placed.

KUCCPS will then review your application for approval.

  • Step 9: Transfer Letter

Once your application has been reviewed by KUCCPS and approved then the next and last step  is downloading the transfer letter and presenting it during admission or reporting.

Kenya Universities and Colleges Admission Letters 2025/2026

KUCCPS (Kenya Universities and Colleges Central Placement Service)

https://educationnewshub.co.ke/download-kuccps-admission-letters-2023-2024-here/

Getting your placement letter is easy and online. See guide below.

Simply click on the official Kuccps link, below.

Get Admission Letter

Enter your KCSE Index number and click Log in.

Type it in the format XXXXXXXXXX/2024 where XXXXXXXXXX is the index number and 2024 is your KCSE year.

That is it. We wish you well in your studies.

https://kuccps.net/frequently-asked-questions

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Higher Education Loans Board, Helb – Complete, best guide

The Higher Education Loans Board (HELB) is a statutory body established in July 1995 by an Act of Parliament ‘Higher Education Loans Board Act’ Cap 213A.

It is a state corporation in the Ministry of Education. The Board is domiciled and operates within the republic of Kenya.

It is governed by Board of Directors and headed by the Chief Executive Officer and Board Secretary who is responsible for general policy and strategic direction of the Board and the Secretary.

The Board is domiciled and operates within the republic of Kenya.

As stipulated in the Higher Education Loans Act of 1995 the objective and the purpose for which the Board was established is “for the management of a fund to be used for granting loans to assist Kenyan students to obtain higher education at recognized institutions within and outside Kenya and for matters incidental thereto and connected there with”

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 HELB to fund needy KMTC students College in talks with HELB to fund needy students The College is taking concrete steps to ensure that needy students…

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Helb loans for first years and continuing students (Simplified guide)

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HELB loan Application Deadline 2021/2022

The Higher Education Loans Board, HELB, Loan Application Deadline / Closing Date for Registration has been announced for the 2021/2022 academic year. HELB Application Deadline…

Helb Second and Subsequent Loan Application Guide on Mobile App

SECOND AND SUBSEQUENT LOAN APPLICATION GUIDE ON  HELB MOBILE APP Here is the Higher Education Loans Board (Helb) guide on using the mobile app to…

Helb loan refund; How to get the refund plus the HELB Loan Recovery Enquiry…

You may have made an over-payment in your HELB Loan repayment. This usually happens if deductions are done at the source by your employer….

Helb loans; Students protest move to oppose making the loans cheaper

A section of University students from Murang’a County have expressed their frustrations over the rejection of the Higher Education Loans Board (HELB) Amendment Bill…

How to check HELB disbursement status, batches online 2022

It is now very easy for you to check the Higher Education Loans Board, Helb, loan disbursement status online. Monitor the disbursed Helb loan…

Students now to access their HELB loans through M-PESA 

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Helb Student Portal Login, Guide

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Helb urged to award loans to students in private technical colleges

The Ministry of Education has been asked to fast track the listing of private Technical and Vocational Education and Training, TVET, institutions to enable…

Students protest over move by government to cut Helb loan funds

University student’s leaders in Uasin Gishu have come out strongly to condemn the move by the National Government in reducing Higher Education Loan Board…

TVET HELB Loan First-Time Application Deadline – 2021/2022

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Contacting Helb- Here are the over 10 ways to contact Helb plus contact details…

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Helb Financial Literacy Assessment- Questions asked during online loan application

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KCPE results 2021/2022 Via SMS, Online. How to Check KCPE Results 2021 via SMS and Online

To get KCPE results 2022 by SMS send an SMS with your Index Number to 20076 from Safaricom, Airtel or Orange networks. Kindly note that the sms will be charged at premium rates.

How to Check KCPE 2021/2022 Results Online.

To check KCPE results 2022 online, go to the KNEC website: http://www.knec-portal.ac.ke/ and enter your Index number.

KCPE Result Slip 2021/2022

KCPE Result Slip are normally available two weeks after the release of the results. Its advisable to check for any incorrect details such as candidates names, school names, or school codes and report to KNEC for corrections to be made.

Form One Selection/ Intake 2022

Secondary schools are grouped into different clusters which include, national schools, extra-county schools, county and sub-county schools. Candidates with special needs have their list of special schools to choose from.

While doing form one selection, candidates are expected to select a total of 11 secondary schools. i.e four national schools, three extra-county schools, two county schools and two sub-county schools.

Candidates with special needs can pick one more school from the list of special/integrated institutions.

However there are some National schools that give priority to children from needy backgrounds such as Starehe Boys Centre and School, Starehe Girls Centre and School, Utumishi Academy, Moi Forces Academy (Nairobi) and Moi Forces Academy (Lanet).

Extra-County schools are boarding institutions that admit 60% of their candidates from the host county, while County schools select all their candidates from the host county.

Sub-county schools admit day scholars and admission is done only for students from the host sub-county.

How to Confirm Form One Selection 2022 via SMS

One can check the secondary school they have been selected to join by sending an SMS with the candidate’s Index Number to 22263 from any network. Cost of the SMS is Ksh. 25. This is after the selection process has been done.

Admission Letters 2022

Form one admission letters are posted on the Ministry of Education website and one can download by following the procedure below.

-Visit the Ministry of Education Website: https://www.education.go.ke/
-Select the county and sub-county where the candidate sat for the KCPE Exam.
-Enter your KCPE index number
-Click owzzzn submit

New TSC Salary Scales for C2 Secondary Teacher 2, Lecturer 2, Senior Teacher 2 in the 2023/2024 CBA

New TSC Salary Scales for C2 Secondary Teacher 2, Lecturer 2, Senior Teacher 2 in the 2023/2024 CBA

TSC: IMPLEMENTATION OF PHASE 1 OF THE THIRD REMUNERATION CYCLE FOR TEACHERS

  1. Introduction

On 28th August, 2023, the Teachers Service Commission signed an addendum Agreement to the 2021-2025 Collective Bargaining Agreements (CBA) with the Kenya National Union of Teachers (KNUT), Kenya Union of Post Primary Education Teachers (KUPPET) and Kenya Union of Special Needs Education Teachers (KUSNET).

The agreement has reviewed the remuneration payable to teachers which will be implemented in two (2) phases with effect from 1st July 2023. The second phase will be implemented on 1st July 2024 for the teachers who will be in service at the material time.

2.   Application

This Circular shall apply to all teachers employed by the Commission and are in service as at 1st July, 2023.

3.   Incremental Dates

Teachers converting into the new salary scales will retain their current incremental dates. However, where the incremental date falls on 1st July, 2023 teachers will be granted their annual increment on the existing salary scales then convert to the new salary points with effect from the same date.

4.   Annual Salary Increment

Annual salary increment for all teachers will continue to apply as provided for in the Code of Regulations for Teachers (2015).

5.   Grading & Salary Structure

The Grading structure and designations will continue to apply as set out in Table 1 while the new salary structure and Conversion Tables after the review are as set out in Tables 2-12 attached to this Circular.

6.   Allowances

House allowance rates are categorized in four (4) clusters namely:

  1. Cluster 1: Nairobi City
  2. Cluster 2: Mombasa, Kisumu and Nakuru Cities, Nyeri, Eldoret, Thika, Kisii, Malindi and Kitale
  3. Cluster 3: Other former
  4. Cluster 4: All other

The House allowance rates for Clusters 1, 2 and 3 have been retained. However, Cluster 4 rates have been reviewed to be implemented in two phases. The first phase has been factored in the August payroll with arrears backdated to 1/7/2023. The second phase will be paid on 1/7/2024. The house allowance rates are indicated in Appendix A. All other Allowances shall continue to be paid where applicable, as set out in Appendix B.

C2 TEACHERS: SECONDARY TEACHER II/SECONDARY TEACHER II – LECTURER II/SPECIAL NEEDS TEACHER – PRIMARY/SENIOR TEACHER II  SALARY STRUCTURE AND CONVERSION TABLES

TABLE 10:

CONVERSION OF SECONDARY TEACHER II/SECONDARY TEACHER II –

LECTURER II/SPECIAL NEEDS TEACHER – PRIMARY/SENIOR TEACHER II

GRADE C2 – T SCALE 7
BASIC SALARY AS AT 30.06.2023 BASIC SALARY W.E.F 01.07.2023
SALARY POINTS SALARY ALLOWANCE GRADE SALARY POINTS SALARY ALLOWANCE GRADE
1 34,955 C2 1 36,621 C2
2 36,280 C2 2 38,299 C2
3 37,654 C2 3 40,051 C2
4 39,081 C2 4 41,879 C2
5 40,562 C2 5 43,786 C2
6 42,099 C2  

6

 

45,776

 

C2

7  

43,694

C2

KCSE MOCK EXAMS ENGLISH PAPER 1

Name :……………………………………………………Index No:…………………………

School :…………………………………………………Candidate’s Sign:……………………

Date :…………………

101/1

ENGLISH

Paper1

(Functional skills)

Time: 2  Hrs

SCHOOL BASED JOINT EVALUATION TEST

Kenya Certificate of Secondary Education

INSTRUCTIONS TO CANDIDATES

  1. Write your name and index number in the spaces provided
  2. Sign and write the date of examination in the provided spaces provided above.
  3. Answer all questions in this paper
  4. All your answers must be written in the spaces provided in this booklet.

For examiners use only

Question Maximum score Candidate’s score
1 20  
2 10  
3 30  
Maximum score 60  

 

  1. FUNCTIONAL WRITING                                                                                                         (20 marks)

Your friend, who is in the United States of America, has requested you to write a recipe of yourfavourite dish and e-mail it to him/her. The dish is meant to serve five people. Write the recipe.

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  1. CLOZE TEST ( 10 MKS)

Read the passage below and fill in each blank space with the most appropriate word.

We all have certain goals in life. Goals vary among people. For someone, a goal would be to get1 ____________of debt, while for another person it would be to 2____________________ a house, while for someone else , it could be a 3______________________ in an exotic location. 4________________________, a bad goal can sap your energy and distract you 5_____________________ making progress. A good goal on the other hand, can provide the clarity and motivation you need to 6______________________ your dreams. 7 ________________, people confuse a goal 8 ______________________ a wish. A goal is different 9 ___________________ a wish. For example, you may want to be a rich person; this is a wish and not a goal. A goal has to be realistic, measurable and has to be 10 ___________________________ within a specific time frame.

  1. ORAL SKILLS(30 MKS)
  2. Read the poem below and answer the questions that follow:

By day the bat is cousin to the mouse

He likes the attic of an aging house

His fingers make a hat about his head

His pulse beat is so slow we think him dead

He lops in crazy figures half the night

Among the trees that face the corner light

But when he brushes up against a screen

We are afraid of what our eyes have seen

For something is amiss or out of place

When mice with wings can hear a human face

Theodore Roethre

(Form: Glencoe Literature: The Reader’s choice: 2001)

i.Identify any three pairs of rhyming words in this poem                  (3 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………

ii.How would you perform the last two lines of this poem                (4 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

iii.What is the effect of the recurrence of the word “His” in this poem         ( 1mk)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………b)Put the words below into groups according to the pronunciation of /s/ and /z/ sounds                                                                                                                                       (4 mks)

Fleece, trays, trace, lace, ice, lays, fleas, eyes

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

c)Sheilla sells sea shells at Seychelles sea shore

  1. Classify the genre above (1 mk)

………………………………………………………………………………………………………

  1. Identify any two sound devices used in the genre above (2mk)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

d)Your school has organized an inter-house debating competition towards the end of the term. You are going to take part as a proposer to the motion “seeking a partner’s consent in marriage is the solution to domestic conflict in Kenya.” Explain any four things you would do to ensure you win the competition.                                         (4 marks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

e)Indicate the stressed syllable in each of the following words written in bold.  ( 4mks)

  1. i) The convict escaped when the prison van overturned.
  2. ii) Kenya needs to import more wheat.

iii) He will not accept to move the refuse.

  1. iv) Free education is currently the object of media attention.
  2. f) For each of the following words give a homophone .( 3mks)

i)wood

ii)red

iii)thrown

g)Study the telephone conversation below and identify four shortcomings in telephone etiquette by the caller. (4mks )

RECEPTIONIST: Hello, Maranda High School. How can I help you?

CALLER:Exactly the place I wanted. Aren’t I lucky? I want to talk to the principal.

RECEPTION:Who am I talking to?

CALLER:Don’t tell me that you have forgotten my voice! This is the third time I’m                                     calling there this week.

RECEPTIONIST: Kindly remind me…

CALLER:I see you have a short memory. I’m John, the meat supplier. Can I talk to the                     principal?

RECEPTIONIST:I’m afraid she is busy at the moment. Do you mind leaving a message?

CALLER:If you tell her it is John  the Supplier, she’ll certainly talk to me.

RECEPTIONIST:She is attending to some parents at the moment and I am sorry I can’t                               interrupt her.

CALLER:Ok. Tell her that I have waited for the cheque for too long. How would she                             feel if she were in my position? I also have creditors to pay. She should call                                    me today; surely that’s not asking for too much, is it?

RECEPTIONIST:May be you could call back in thirty minutes time? I’ll tell her to expect                                       your call then.

CALLER:Just give her my message. (Hangs up)

 

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………………………………………………………………………………………………………………………………………………………………………………………………………………




KASSU JET 

MARKING SCHEME ENGLISH 101/1

FUNCTIONAL WRITING

Must have a layout of a review.

  • Format:           6marks

Heading – Book Review        (1mk)

Title                                        (1mk)

Author                                    (1mk)

Publisher                                (1mk)

Year of publication                (1mk)

Reviewer                                 (1mk)

  • Body:          10marks
  • The candidate should be able to at least capture the main character(s) 1mark –  he /she should be able to give an outline of the plot                                       2marks
  • Should be able to highlight the thematic concern(s) in the novel.                            1marks
  • The candidate should show the strength/ quality and weaknesses of the work of art. Can the text arouse interest? Is it enjoyable? etc. Must bring out 2 or more strengths and a weakness + general comment on the text (NB: the strengths should be more) 4marks
  • What is the target audience? 1mark
  • The candidate should conclude by recommending it to the form threes, or encouraging them to read it, or giving an overall evaluation?             1mark

(ii) LANGUAGE

A         4

B         3

C         2

D         1

CLOZE TEST

  1. from
  2. different
  3. and
  4. behind
  5. face
  6. himself/herself
  7. person
  8. late
  9. far
  10. workaholic

 

ORAL SKILLS

A i) clearing your throat

Playing a drum

Clapping your hands

Using an appropriate saying/proverb

Making a joke

  1. Rising intonation

Gestures

Appropriate facial expression

 

  • Use gestures in the story

Voice variation

Use of the costumes

Employ the use of songs

Body movements

 

  1. Upright posture

When they ask questions

When they nod

When they give meaningful eye contacts

 

 

 

  1. I) Pick the odd word out from each of the sets of words owing to the pronunciation of the underlined letters
  2. This
  3. Bread
  4. code
  5. Shepherd
  6. ii) Underline the stressed syllable in the following words
  7. Tailor
  8. Com.ment
  9. Con tent
  10. larm

 

  1. Polite interrupting

Note taking

Having appropriate eye contact

Having an upright posture

Observing turn taking

Carrying out a research before the discussion

Polite disagreements

  1. I) he interrupts rudely

He is disrespectful/rude

Inattentive/fails to listen to the person talking

Insensitive/fails to empathize with her friend.

(any two well illustrated points)

 

  1. He should observe turn taking

Should use polite language

He should mind what the other party is saying.

School Reopened After Peace Was Restored

The government has beefed up security and reopened schools along the volatile Malaso belt in Samburu West Sub County, on the Samburu-Baringo border, as schools reopen for the second term.

Addressing the press today outside his office in Maralal town after chairing a security meeting, Samburu County Commissioner (CC) Henry Wafula confirmed that normalcy and calm has been restored in the area following a multi-agency security operation to flush out bandits and cattle rustlers.

Wafula said that Pura Primary School, which was closed down in 2021 after perennial banditry and cattle rustling, has been reopened, and 71 pupils and their teachers have already reported.

“Pura Primary School is a peace model institution that was constructed for both the Samburu and Pokot children but was closed down in 2021 due to insecurity. Now that peace has returned, learning is ongoing.” He said.

The CC noted that four trained National Police Reservists (NPR) have been posted to the school to ensure the safety of the pupils and teachers in case of any incidence.

At the same time, Wafula urged all residents of Poro, Pura, Loroki, Loosuk, Longewan, and all the way to Suguta Marmar to return to their farms and continue farming.

“The Malaso belt is very fertile, and it’s the bread basket of Samburu County. I assure residents of their security as they go about their farming activities,” he added.

The Commissioner also directed all chiefs and their assistants, together with NPRs, to move from house to house, urging parents to return their children to school.

Relieve as KNEC pays 2018 examiners

The Kenya National Examinations council, KNEC, has disbursed payments to examiners who marked the 2018 Kenya Certificate of Secondary Education, KCSE, examinations. The examiners who had been promised their full payments immediately after the marking exercise, in December, had to wait a little bit longer. The 2018 KCSE examinations were marked between 1st December and 15th December, 2018 at various centres in Nairobi.

The Council rolled out the payments last evening when the examiners started receiving their dues via their mobile phones, M-Pesa. Examiners are paid at different rates depending on the numbers of scripts marked and the subject.

The examiners marked scripts for 660,204 candidates in the 28 subjects examined by KNEC and whose results were announced by the Education Ministry’s cabinet Secretary, Dr Amina Mohammed.

Elsewhere, the registration exercise for this year’s Kenya Secondary of Education, KCSE, and Kenya Certificate of Primary Education, KCPE, has kicked off. The exercise is expected to run from 2nd January to 15th February, 2019.

According to KNEC, all candidates must be registered where they have been learning. “Registration in two centres (double registration) will be treated as an examination malpractice,” warns KNEC, through a circular dated 26th November, 2018.

The KNEC E-Capture system that is used for registration of KCPE and KCSE candidates

Here are the key highlights from the Circular, regarding this year’s registration exercise:

  • REGISTRATION PERIOD: The registration exercise will be executed between 2nd January and 15th February, 2019.
  • NUMBER OF CANDIDATES PER CENTRE: Any school that has between 6 and 15 candidates will be hosted by another centre.
  • REGISTRATION PORTAL: Head Teachers and Principals are expected to log onto the KNEC portal at https://www.knec-portal.ac.ke  to upload candidates’ registration details.
  • NO DOUBLE REGISTRATION OF CANDIDATES: All candidates must be registered where they have been learning. Schools will not be allowed to register their students in more than one examination centre; as this will be treated as an examination malpractice.
  • ISSUANCE OF INDEX NUMBERS: All candidates shall be issued with index numbers as per the school’s admission register. Schools have been warned against issuing index numbers based on merit in examinations.
  • KCSE PRIVATE CANDIDATES: All KCSE private candidates shall be registered at the Sub- county Director of Education.
  • EXAMINATION FEES: The government of Kenya shall pay examination fees for all candidates in public and private schools; except repeaters, non citizens and private candidates registering at the sub- county private examination centres.
  • LATE REGISTRATION: There shall be no late registration. Candidates whose details would have not been captured by 15th February, 2019 will have to register in 2020.
  • VERIFICATION OF CANDIDATES’ REGISTRATION DETAILS: Verification of registration data will take place between 18th and 28th February, 2019.

Also read;

AGRICULTURE FORM 1 LATEST NOTES FREE

AGRICULTURE FORM 1

Introduction to Agriculture

    Definition of Agriculture     

  • Agriculture is the science and art of cultivation of crops and rearing of livestock.
  • As a science, it involves experimentation and application of scientific knowledge in such areas as;
  • Soil analysis,
  • Control of pests and diseases,
  • Farm machinery and structures,
  • Crop and livestock breeding.
  • As an art, it involves the use of learned skills in;
  • Tilling the land,
  • Construction,
  • Measurement,
  • Harvesting of crops,
  • Feeding and handling of livestock

Branches of Agriculture

Crop Farming (Arable Farming)

  • The practice of growing crops on cultivated land.

      It is subdivided into:

  • Field crops Cultivation:
  • maize, beans, potatoes, coffee, tea, cotton to name but a few.
  • Horticulture:
  • It involves the growing of perishable crops which have high value.
  • It is further subdivided into:
  • Floriculture the growing of flowers.
  • Olericulture – the growing of vegetables.
  • Pomoculture – the growing of fruits.

 

Livestock Farming

  • This branch deals with the rearing of livestock for various products.

 

 

It is further subdivided into:

  • Pastoralism: This is the rearing of mammalian livestock such as cattle, sheep, goats, rabbits, pigs and camels.
  • Fish Farming (Aquaculture): This is the practice of rearing fish and other aquatic organisms , in ponds.
  • Bee Keeping (Apiculture): This involves the rearing of bees in structures known as beehives.
  • Poultry Keeping: This is the keeping of domesticated birds.

 

Agricultural Economics

  • It deals with the allocation of scarce resources (land, labour, capital and management) for agricultural production.

Agricultural Engineering

  • This branch of agriculture deals with the use and maintenance of farm tools, machinery and structures.

 

Farming Systems

  • A farming system is the organization of the various enterprises in a farm.

  It is determined by the following factors:

  • Resources available (land, labour, capital and management).
  • Skills of the farmer.
  • Environmental factors such as climate, soil type and topography.
  • Government policy.
  • Farmer’s choice and preference.
  • Enterprise requirement.
  • Social-cultural factors.

The following are systems of farming:

 

Extensive System:

  • It is a system where a large piece of land with low investment of resources per unit area is carried out.

Advantages

  •  It is cheap.
  •  Does not require high level of management.
  • Requires less labour.

Disadvantages

  • Low profit per unit area.
  • Cannot be practiced where land is limited.
  • Low output per unit area.
  •  The land is under-utilized,

 

 

Intensive Farming:

  • This system utilizes the factors of production to the maximum and involves high level of management.

Advantages

  • Maximum utilization of the resources.
  • Can be practiced even where land is a limiting factor.
  • Results in high yields.

Disadvantages

  • Labour intensive.
  • High capital investment is required.
  • Requires high level of management.
  • Can lead to high loses in case of poor management.

 

Large Scale Farming

  • Refers to the farming practice under large areas of land over 20 hectares.
  • It is used mainly for commercial purposes.
  • The system is highly mechanized.

Advantages

  • Results in high yields.
  • Due to economics of scale high profit is realized.

Disadvantages

  • Lack of diversification may lead to total failure in case of unfavorable conditions.
  • High level of management is required.
  • Heavy capital investment.
  • Requires skilled and qualified manpower.

Small Scale Farming

  • Refers to farming carried out on a small area of land less than 5 hectares.
  • Family or casual labour can be engaged during the peak periods.
  • Most of the Kenyan farmers are small scale due to unavailability of farmland.

Advantages

  • Requires low capital investment.
  • Possible where land is a limiting factor.
  • Does not require high management level unless under intensive system.

Disadvantages

  • Uneconomical 10 mechanize due to small size.
  • Low production.
  • Provides limited employment.
  • Labour intensive.
  • Difficult to specialize.

 

Methods of Farming

  • A method of farming is an established way of carrying out farming activities.
  • The following are the common methods of farming:

Mixed Farming

  • It is the practice of growing crops and keeping of livestock on the same land.
  • Its common in high potential areas.

Advantages

  • Mutual benefit between crops and livestock.
  • Crops supply feed for animals while animals supply manure for crops.
  • Acts as an insurance against total loss by the farmer.
  • The farmer is assured of an income throughout the year.
  • There is maximum utilization of the resources.
  • Animals can be used in the farm activities particularly draught animals.
  • Ensures proper utilization of labour and land throughout the year.

      Disadvantages

  • High initial capital.
  • Lack of specialization.
  • Land can be a limiting factor if both enterprises are to be raised.
  • Requires high level of management for both enterprises.

 

Nomadic-Pastoralism

  • This is the practice of livestock rearing whereby animals are moved from one place to another in search of water and pastures.
  • It is practiced in the arid and semi-arid areas where in most cases beef animals are kept.

     Nomadic pastoralism is gradually changing to ranching with the introduction of:

  • Improved pasture species, improved livestock breeds and supplementary feeding.
  • Efficient disease and parasite control measures.
  • Improved infra-structure such as roads, water supply, cattle dipping facilities.
  • Extension services.

 

     Advantages

  • Serves as the backbone of beef industry in Kenya.
  • Proper way of utilizing the arid and semi arid areas.
  • Source of income to the pastoral communities.

  

 Disadvantages

  • It encourages the spread of livestock pests and diseases due to communal watering points, grazing and dipping facilities.
  • There is a tendency to increased soil erosion and land degradation.
  • Source of conflicts and ethnic tension among the nomadic communities for the control of good pastures and water.
  • Difficult to control breeding and breeding diseases.
  • High rate of inbreeding leading to poor quality livestock.
  • Low production of milk, meat, hides and skins due to wastage of energy in traveling from one place to another in search of pastures and water.
  • High death rates as a result of walking for long distances.

 

 

 

Shifting Cultivation

  • It is a traditional method of cultivating a piece of land until the soil is exhausted and crop yields decline.
  • The land is abandoned and the farmer shifts to a new field as the previous land is left fallow to regain its fertility.

     Advantages

  • Land is allowed to rest and regain its fertility.
  • No build up of pests and diseases.
  • Soil structure is restored.
  • The cost of production is low since inorganic fertilizers and pesticides are not used.
  • Crop produce are chemical free.

    Disadvantages

  • Not practical where land is a limiting factor.
  • Farm planning and acquisition of credits for land development is ‘not possible.
  • It is a cumbersome method due to constant movement.
  • Lack of soil conservation measures
  • Not possible to grow perennial crops.
  • Low output per unit area due to poor farming methods.
  • Where fire is used to clear the land organic matter is destroyed.

Organic Farming

  • It is a fanning method where crops are grown and livestock reared without the use of agro­chemicals.
  • It is a method of farming which has been adopted to reduce the long term effect of the agro-chemicals on crops which may eventually end up in man and livestock.
  • Agro-chemicals are also expensive thus organic farming reduces the cost of production. Organically produced goods fetch high market prices.

      Advantages

  • Cheap and cost effective.
  • Make use of the locally available materials
  • Useful in improving the soil structures.
  • No side effects from the crops and livestock products.
  • No environmental pollution.

 

Agro-Forestry

  • This is the practice of integrating trees and crops on the same piece of land.
  • With land resources becoming more scarce, agroforestry is becoming more important.

Examples of common agroforestry trees and shrubs include:

  • Cajanus cajan
  • Grevillea robusta
  • Sesbania sesban
  • Calliandra calothyrsus
  • Casuarina equisetifolia
  • Leucaena leucocephala

 

 

Trees selected for agroforestry should have the following characteristics:

  • Able to grow fast.
  • Deep roots to minimize competition for nutrients.
  •  Should be preferably leguminous.

     Advantages

  • Trees reduce soil erosion in a given area.
  • Leguminous trees add nitrates into the soil thus improving the soil fertility.
  • Some trees can be used as livestock fodder to provide a high level of proteins.
  • They are important sources of wood fuel and timber.
  • There is maximum utilization of land.

Importance of Agriculture to the Economy of Kenya

 

  • Provides food to the population to meet nutritional requirements and to enable man to engage in other activities of farming.
  • Provides employment. This for example can be direct as a labourer in the farm, tea plucker or indirect for example, working in agricultural based industries.
  • Source of raw materials for industries for example cotton lint for textile industry.
  • Provides foreign exchange – through exporting agricultural produce.
  • Provides market for industrial goods ­agriculture is a consumer of the finished goods from agro-based industries.
  • Source of income – farmers as well as the government get revenue from the sale of agricultural produce and tax payment.

 

Factors Influencing Agriculture

Introduction

Agricultural production is influenced by external factors:

  • Human factors
  • Biotic factors
  • Climatic factors
  • Edaphic factors.

 

Human Factors

These are human characteristics which affect the way decisions are made and operations carried out.

  • Level of education and technology:
  • Skills
  • Technological ad van cements .
  • Human health/HIV-AIDS:
  • These affect the strength, the vigour, vision and the determination

to work.

  • HIV/AIDS is the biggest threat to human health today and has long

lasting effects on  agriculture, such as;

  • Shortage of farm labour.
  • Loss of family support.
  • Low living standards leading to despondency and hopelessness.
  • Increased criminal activities.
  • More time spent by the Government and NGO’s in Carring for the sick.
  • Economy;
  • Stability in the countries’ economy affect agricultural production.
  • Government Policy:
  • These are governmental laws which have been enacted to protect farmers, land and livestock.

              They include:

  • Food policy
  • Policies on control of livestock parasites and diseases.
  • Policies on marketing of both local and export products and others.
  • Transport and communication:
  • For agricultural goods to move from the farm to the consumers.
  • Cultural practices and religious beliefs:
  • These activities hinder important changes in a society that may bring agricultural development.
  • Market forces:
  • Demand and supply forces which affect prices of commodities in a free market.

Biotic Factors

These are living organisms which affect agricultural production.

  • Pests – Destructive organisms which destroy crops.
  • Parasites – These are invertebrates which live in or on other living organisms.
  • Decomposers – Organisms which act on plants and animal tissues to form
  • Pathogens – Micro-organisms which cause diseases.
  • Predators – Animals that kill and feed on other animals.
  • Pollinators – They transfer pollen grains from the stamens to the pistil of a flower.
  • Nitrogen fixing bacteria -They are micro-organisms which convert atmospheric nitrogen to nitrates ready for use by the plants.

 

Climatic Factors(weather elements).

  • Rainfall,
  • Temperature,
  • Wind,
  • Relative humidity
  •  Light.

Weather – Atmospheric conditions of a place at a given time period.

Climate – weather conditions of a place observed and recorded for a period of 30-40 years.

 

Rainfall

Supplies Water:

  • Which is necessary for the life process in plants and animals.
  • Which makes the plant turgid hence provides support.
  • Acts as a solvent for plant nutrients.
  • Cools the plant during transpiration.
  • Which is used as a raw material in photosynthesis.

   When plants lack enough water they respond in different ways as follows:

  • By closing the stomata to restrict water loss.
  • Hastens maturity.
  • Some will roll their leaves.

  Other plants have developed permanent adaptation to water stress such as:

  • Growing needle like leaves.
  • Develop fleshy leaves for water storage.
  • Develop long roots.
  • Wilting and death in extreme conditions.

Important Aspects of Rainfall:

  • Rainfall reliability;
  • This is the dependency on the timing of the onset of the rains.
  • Amount of rainfall;
  • Quantity of rain that falls in a given area within a given year.
  • Rainfall distribution ;
  • The number of wet months in a year.
  • Rainfall intensity;
  • Amount of rainfall that falls in an area within a period of 1 hour.

Temperature

  • This is the degree of hotness or coldness of a place measured in degrees Celsius.
  • Cardinal range of temperature ­ is the temperature required by plant to grow and thrive well.
  • Optimum range of temperatures – the best temperature for the best performance of plants.

 

Effects of Temperatures on Crop Production:

Low temperatures:

  • Slow the growth rate of crops due to slowed photosynthesis and respiration.
  • High incidences of disease infection.
  • Improves quality of crops such as tea and pyrethrum.

High Temperatures

  • Increase evaporation rate leading to
  • Wilting.
  • Hastens the maturity of crops.
  • Increase disease and pest infection.
  • Improves quality of crops such as pineapples, oranges and pawpaws.

Wind

Wind is moving air.

Good effects of wind include:

  • Seed dispersal
  • Cooling of land
  • Pollination in crops
  • Brings rain bearing clouds

 

Negative effects of wind:

  • Increases the rate of evaporation of water.
  • Causes lodging of cereals and distorts perennial crops.
  • Increases evapo-transpiration.
  • Spreads diseases and pests.
  • Destroys farm structures.

Relative humidity

  • The amount of water vapour in the air
  • Affects the rate of evapo-transpiration.
  • Forms dew which supplies soil with moisture under dry conditions.
  • High humidity induce rooting in cuttings.
  • Increases disease multiplication and spread.

 

Light

  • Provide radiant energy harnessed by green plant for photosynthesis.

 

Important aspects of light:

  • Light intensity ;
  • The strength with which light is harnessed by chlorophyll for photosynthesis.
  • Light duration;
  • The period during which light is available to plants per day.
  • Plant response to light duration is known as
  • Short-day plants require less than 12 hours of daylight to flower and
  • Long-day plants – require more than 12 hours of daylight to flower and seed.
  • Day-neutral plants require 12 hours of daylight to flower and seed.
  • Light wavelength;
  • This is the distance between two – successive crests of a wavelength.
  • It dictates the difference between natural and artificial light.
  • Chlorophyll absorbs certain wavelengths of light.

 

Edaphic Factors Influencing Agriculture

  • These are soil factors.
  • Soil is the natural material that covers the surface of the earth,
  • Made of weathered rock particles and decomposed animal and plant tissues, and on which plants grow.

Importance of Soil

  • Provides anchorage to the plants by holding their roots firmly.
  • Provides plants with mineral salts/ nutrients which are necessary for their growth.
  • Provide the plants with water.
  • Contains oxygen necessary for respiration of the plants and soil micro-organisms.

Soil Formation:

  • Soil is formed through weathering process.
  • Weathering is the breakdown and alteration of the parent rock near the surface of the earth to a stable substance.
  • Weathering process is a combination of disintegration (breakdown) and synthesis (build up) process.
  • Weathering process is continuous.

Types of Weathering

  • Physical weathering
  • Chemical weathering
  • Biological weathering

Agents of Weathering

 Physical Agents of Weathering

  • Include wind, water, moving ice and temperature.
  • Wind – carry materials which hit against each other to break into fragments.
  • Water – intensity of rainfall causes breakdown of rock.
  • Moving ice – has grinding effects which tear off rock particles.
  • Extreme temperature cause rocks to expand and contract suddenly peeling off their surface.

Chemical Weathering

  • Affects the chemical composition and structure of the rock.
  • Involves processes such as ;
  • Hydrolysis,
  • Hydration,
  • Carbonation
  • Hydration;
  • The process by which soluble minerals in the rocks absorb water and expand weakening the rock thus leading to disintegration.
  • Hydrolysis;
  • The process whereby water dissolves soluble minerals in the rock weakening it.

 

  • Oxidation;
  • The reaction of rock minerals with oxygen to form oxides which break easily.

 

  • Carbonation;
  • The process whereby carbonic acids formed when rain water dissolves carbon dioxide,
  • It reacts with calcium carbonates in limestone causing it to disintegrate.

 

Biological Weathering

 

This involves the action of living organisms, plants and animals on the rocks.

 

 

  • Burrowing animals, for example, termites and moles bring soil particles to the surface exposing them to other agents of weathering.

 

  • Big animals like, elephants, buffaloes, camels and cattle exert a lot of pressure on the rocks as they step on them due to their heavy weights causing the rocks to disintegrate.

 

  • Earthworms take part in the decomposition of plant matter with the soil particles.

 

  • Man’s activities like, mining and quarrying expose rocks to the surface during excavation. These activities breakdown large rocks into smaller rock particles.

 

  • Plant roots force their way through the cracks in the rocks thus widening and splitting them.

 

  • Humic acids formed when plant tissues decompose react with the rocks weakening them further.

 

  • Plant remains-decompose adding humus into the soil.

 

Factors influencing soil formation

 

  • Climate- (rainfall, temperature and wind)
  • Biotic factors – living organisms.

 

  • Parent material– Nature and properties of the original rock from which the soil is formed.

 

  • Time – length of time during which the soil forming processes have taken

 

  • Topography – influences the movement of disintegrated materials.

 

 

  • It is the vertical arrangement of different layers of soil from the ground surface to the bedrock.

 

  • These layers are also referred to as horizons.

 

  • The layers show differences in their contents and physical properties such as colour, texture and structure.

 

  • The layers include: organic matter region, top soil, sub-soil, weathered rocks and parent material.

 

Organic Matter Region

  • First layer of the soil found on the surface.
  • Made up of leaves and other plant remains at various stages of decomposition.
  • Some soil organisms may also be found here.

Top Soil

  • Has a dark colour due to the presence of humus.
  • Is rich in plant nutrients and well aerated.
  • It is a zone of maximum leaching (zone of eluviations)

Sub-Soil

  • It is compact and less aerated.
  • It is a zone of accumulation of leached material (zone of aluviation) from the top layers.
  • Deep rooted crops have their roots growing up to this region.
  • Hard pans normally form in this layer

Weathered Rocks

  • It is also called substratum.
  • Rocks at various stages of disintegration are found in this zone.
  • Most of the materials found in this zone originate from the parent rock.

 

Parent Rock

  • It exists as a solid mass which is un-weathered.
  • It is the source of the inorganic composition of the soil.
  • The water table is on the surface of this rock.

 

Soils Formed in Situ and Soils Deposited

  • Soil formed in the same place and remains there is said to be in situ.
  • However, soil can be formed due to deposition of soil particles carried from its original site of formation to another area which is usually in the lower areas of slopes.
  • Such soils are said to have been formed through deposition.

 

 

Soil Formed in Situ Soil Deposited
l.Has the colour of the parent rock 1. Has the characteristics of when: it came from.
2. Shallower 2. Deeper
3. Less rich in plant nutrients 3. Richer in plant nutrients
4. Easily eroded 4. Not easily eroded
5. Less silty 5. More silty
6. Have the same chemical composition 6. Differ in chemical composition from the
as that of the underlying parent rock. underlying parent rock.

 

Soil Depth

  • This is the distance between top soil layer and the bottom soil layer in a profile.
  • It dictates root penetration and growth
  • Deep soils are more suitable for crop growth since they contain more nutrients.
  • Have a larger surface are for root expansion.
  • Deep soils facilitate good drainage and aeration.

Soil Constituents

  • Organic Matter – Dead and decaying plants and animal remains
  • Living Organisms – Soil organisms and plant roots.
  • Micro-organisms (bacteria, protozoa and fungi)
  • Invertebrates -termites,
  • Earthworms and molluscs.
  • Higher animals – rodents and others.
  • Inorganic or Mineral Matter
  • Formed from the parent materials.
  • Supply plant nutrients
  • Form the skeleton and framework of the soil.
  • Air
  • Found in the pore spaces of the soil.
  • Used for root and organism respiration
  • Used for germination of seeds.
  • Helps in decomposition of organic matter.
  • Regulates soil temperature.
  • Regulates the movement of water through capillary action.

 

  • Water
  • Dissolves mineral salts
  • Maintain turgidity in plants.
  • Used for germination of seeds
  • Used by soil organisms.
  • Regulate soil temperature
  • Dictates the amount of air in the soil.

 

        Water in the soil exists in three forms namely:

  • Superfluous/Gravitational Water
  • Found in the large spaces (macro-pores) in the soil particles.
  • Held by gravitation forces.
  • When the pores are saturated, the soil is said to be waterlogged.
  • It moves and may cause leaching.

            

  • Hygroscopic Water
  • Water found in thin films on the soil particles.
  • Held by strong adhesive forces between water and soil particles.
  • Does not move and hence not available for plant use.

 

  • Capillary Water
  • Occupy micro-pores in the soil particles.
  • Held by cohesive forces between water molecules.
  • Moves through capillary action
  • Available to plants for use.

 

Soil Structure

  • This is the arrangement of soil particles in a soil horizon.
  • Types of Soil Structure
  • Single-grained
  • Crumby
  • Granular
  • Prismatic
  • Columnar
  • Platy
  • Blocky

 

 

Importance of Soil Structure on Crop Production

Soil Structure Influences

  • Soil aeration
  • Soil drainage and water holding capacity.
  • Plants root penetrability and anchorage.
  • Microbial activities in the soil.
  • Circulation of gases in the soil.

 

Farming practices which improve the soil structure are:

  • Application of inorganic manure into the soil.
  • Tilling the land at the right moisture content.
  • Crop rotation.
  • Minimum tillage.
  • Cover cropping.

Soil Texture

  • It refers to the relative proportion of the various sizes of the mineral particles of soil.

    Importance of Soil Texture on Crop Production;

  • Influences soil fertility
  • Affects the organic matter content
  • Influences the drainage of the soil.
  • Influences soil aeration.
  • Influences water holding capacity.
  • Influences the capillarity or movement of water in the soil.

 

Soil Textural Classes

 Sandy Soils

  • Made up largely of sand particles.
  • Have large pore spaces hence poor in water retention.
  • Easy to till (light soils).
  • Freely draining.
  • Low fertility due to leaching of minerals.
  • Easily erodible.

 Clayey Soils

  • Made up largely of clayey particles.
  • Have small pore spaces hence good in moisture retention.
  • Difficult to till (heavy soils).
  • Poorly ‘drained.
  • Expand when wet, crack when dry.
  • High capillary.
  • Rich in plant nutrients.

Loam Soils

  • About equal amounts of sand and clay.
  • Moderately good in both moisture and air retention.
  • Fertile soils.

Soil Colour

  • This depends on the, mineral composition of the parent rock and the organic matter content.
  • Soils containing a lot of iron are brownish, yellowing and reddish in colour.
  • Soils with a lot of silica are white.
  • Soils with a lot of humus are dark or grey.

Soil pH

  • This refers to the acidity or alkalinity of the soil solution/the concentration of hydrogen ions in the soil solution.
  • Soil pH is determined by the concentration of hydrogen ions (H+) or the hydroxyl ions (OH) in the soil solution.
  • A pH of less than 7 means that the soil is acidic.
  • A pH of more than 7 means that the soil is alkaline.
  • As the hydroxyl ions (OH) in the soil increase the soil becomes more alkaline.

 

Influence of Soil pH Crop Growth

  • It determines the type of crop to be grown in a particular area.
  • Most crops are affected by either very acidic or very basic soil pH.
  • Soil pH affects the choice of fertilizers and the availability of nutrients to crops.
  • At low pH the concentration of available iron and aluminium in the soil solution may increase to toxic levels, which is harmful to plants.
  • Very acidic or low pH inhibit the activity of soil micro-organisms.

Farm Tools and Equipment

 

Introduction

  • Farm tools and equipment perform specific jobs in the farm.
  • They make work easier and more efficient.
  • They can be classified according to their uses as follows:

 

Garden Tools and Equipment

 

  Tools Uses
1. Panga Cutting and shallow cultivation, making holes.
2. Jembe/hand hoe Cultivation, digging, shallow planting holes and trenches.
3. Fork iembe Cultivation, digging out roots, harvesting of root crops.
4. Rake Collecting trash, breaking large clods, levelling, removing stones
    from a seedbed and spreading organic manure.
5. Spade Scooping and carrying of soil, sand, concrete mixture and
    manure.
6. Spring balance Measuring weight.
7. Trowel Scooping seedlings during transplanting and .digging planting
    holes for seedlings.
8. Pruning hook Bending tall branches when pruning.
9. Secateur Cutting young stems and pruning branches.
10. Tape measure Measuring distances.
11. Axe Cutting big trees and roots and splitting logs of wood.
12. Soil auger Making holes for fencing posts.
13. mattock Digging hard soils
14. sprinklers Overhead irrigation.
15. Watering can Watering plants in nursery bed.
16. Wheel barrow Transportation of soil, fertilizers, farm produce, tools and equipment.
17. Levelling board For levelling a nursery bed.
18. Pruning saw Cutting old wood stems and pruning big branches.
19. Hose pipe For conveying water from a tap to where it is need.
20. Knap sack sprayer Applying agro-chemical by spraying.
21. Garden shear Trimming hedges.
22. Pruning knife Removal of small shoots.
23. Meter ruler Measuring distances.
24. Garden fork Shallow digging.

 

Livestock Production Tools and Equipment

 

  Tools Uses  
1. Drenching gun Administering liquid drugs to animals orally.  
2. Bolus gun/dosing gun Administering solid drugs or tablets to animals orally.  
3. Wool Shears Cutting off wool from sheep.  
4. Hypodermic syringe Administering drugs by injection for example in vaccination.  
5. Stirrup (bucket) pump Application of acaricide by hand spraying.  
6. Thermometer Taking body temperatures of farm animals.  
7. Burdizzo Used in bloodless method of castration.  
8. Halter Rope designed to restrain the animal.  
9. Trimming knife Cutting short the overgrown hooves.  
Elastrator Stretching rubber ring during castration, dehorning and docking  
    of lambs.  
Iron dehorner Applies heat on the horn bud to prevent growth of horns.  
Nose ring Fixed into the nose of a bull to restrain it.  
Strip cup Detecting mastitis in milk products.  
Trocar and cannula Relieving a bloated animal of gases particularly ruminants.  
Hard broom For scrubbing the floor.  
Ear notcher Making ear notches in livestock.  
        Bucket For holding milk during milking. ~
Milk chum For holding milk after milking.  
Milk strainer/sieve Removing foreign particles from milk for example hairs and sediments.  
       
        Rope Tying or tethering animals.  
        Milking stool Used by the milker to sit on while milking.  
Weighing balance Weighing milk after milking.  
 Teeth clipper Removal of canine teeth of piglets soon after birth.  
Chaff cutter Cutting fodder into small bits.  
 Dehorning wire Cutting grown horns.  
    ,  

 

 

Workshop Tools and Equipment

 

  Tools   Uses    
1. Spanner   Tightening and loosening nuts and bolts.  
2. Pliers   Cutting small wires and thin metal and gripping firmly.
3. Files   Sharpening tools, smoothening or shaping edges of metals,
4. Rasps   Smoothening and shaping of wooden structures.  
5. Chisels (wood)   Making grooves in wood.    
6. Cold chisel   Cutting and shaping metal.    
7. Screw drivers   Driving screws in or out of wood or metal.  
8. Saws .-      
  Cross cut saw   Cutting across the grain of wood.  
  Rip saw   Cutting along the grain of wood.  
  Hack saw Bow saw   Cutting metals.    
  Tenonlback saw   Cutting branches of trees.    
  Coping saw   Cutting Joints on wood and fine sawing.  
  Compass/keyhole saw   Cutting curves on thin wood.  
      Cutting either along or across the grain of wood especially
      when cutting key holes.    
9. Tin snip   Cutting metal sheets.    
10. Braces and bits.   Boring holes in wood. ,  
11. Drill and bits   Boring holes in metal work and woodwork. =
12. Hammer        
  Claw hammer   Driving in, removing and straightening nails.  
  Ball pein   Driving in nails, rivets and straightening metal. Also used
      on cold chisel    
13. Mallet   Hammering or hitting wood chisel.  
14. Jack plane   Fine finishing of wood.    
15. Scrappers/spokeshave   Smoothening curved surfaces of wood such as handles of
      jembes, axes.    
16. Measuring equipment   ~  
  Metre ruler   Measuring short length -.    
  Try square        
      Measuring length angles and to ascertain squareness.
17. Marking gauge   Marking parallel lines to the edge of wood.  
18. Fencing pliers   Cutting wires, hammering staples when fencing.  
19. Vice and clamps   Firmly holding pieces of work together.  

 

Tools Uses
20. Spirit level Measuring horizontal or vertical levels.
2l. Soldering gun Melting soldering rods when repairing or fabricating metal
    sheets.
22. Wire brush Brushing rough surfaces.
23. Divider Marking and laying out.
24. Centre punch Marking the point of drilling.
25. Paint brush Applying paint on surfaces.
26. Sledge hammer Ramming hardware, breaking stones.
27. Wire strainer Tightening wires during fencing.
28. Riveting machine Fix rivets when joining pieces of metal.
29. Claw bar Removing long nails from wood, straining fencing wires and
    digging fencing holes.

 

Plumbing and Masonry Tools

 

Tools Uses
l. Pipe wrench Holding, tightening and loosing metallic pipes.
2. Pipe cutter Cutting PVC pipes.
3. Levelling rod Levelling the floor during construction.
4. Mason’s trowel Placing mortar between construction stones and bricks.
5. Wood float Create a level surface on walls and floors.
6. Mason’s square Ascertain verticalness.
7. Plumb bob Spreading screed over floors and walls.
8. Shovel Mixing and scooping concrete or mortar, measuring cement.

 

Care and Maintenance of Tools and Equipment

Reasons for Maintenance

  • To increase durability.
  • To increase efficiency.
  • Reduce costs of replacement.
  • For safety of the user/avoid accidents.
  • Avoid damage to the tool.

Methods

  • Use tools for the right work.
  • Proper handling when using tools or equipment.
  • Clean and oil tools after work.
  • Keep tools in there right place.
  • Replace and repair worn-out parts
  • Sharpen cutting or digging edges
  • Grease moving parts to reduce friction
  • Use safety devices in the workshop to reduce accidents and breakages

 

CROP PRODUCTION 1

(Land Preparation)

 

Introduction

  • A piece of land which is prepared is known as seedbed.
  • A seedbed is a piece of land that is prepared ready to receive planting materials.

Seedbed Preparation

Reasons for Seedbed Preparation;

  • To enable water to infiltrate.
  • To kill weeds
  • To improve soil aeration.
  • To destroy pests and diseases.
  • To incorporate organic matter in the soil.
  • For easy planting.
  • To facilitate root penetration.

Operations in Land Preparation

Land Clearing

  • Clearing of land is necessary when:
  • Opening up a virgin land.
  • A stalk growing crop was previously plan
  • There is long interval between primary and secondary cultivation.
  • Land was left fallow for a long time.

Procedure

  • Tree felling and removal of stumps and roots.
  • Burning
  • Slashing
  • Use of chemicals.

     Note: Burning should be avoided where possible since it;

  • Leads to loss of organic matter,
  • Kills soil organisms
  • Destroys soil structure and plant nutrients.

 

Primary Cultivation

  • This is the initial breaking of land.
  • It is done early before the onset of the rains to:
  • Give time for soil organisms to act on organic matter.
  • Allow gaseous exchange to take place, thus carbon dioxide diffuses out of the soil while oxygen enters into the soil.
  • Allow other operations to take place in time.

Reasons for primary cultivation:

  • Remove weeds.
  • Burry organic matter.
  • Open up soil for infiltration of water and air.
  • Expose pests and disease causing organisms.
  • Soften the soil for easy planting.

Operations in primary cultivation

  • Hand digging ;

     Use of hand tools ;

  • Jembes,
  • Mattocks,
  • Fork-jembes.
  • Mechanical cultivation ;

   Use of mouldboard ploughs;

  • Disc ploughs,
  • Chisel ploughs,
  • Subsoilers
  • Rippers.
  • Use of OxPloughs ;

    Which can be drawn by;

  • Oxen,
  • Donkeys,
  • Camels

Depth of Cultivation

  Depends on:

  • The type of crop to be planted/size of seed.
  • The implements available.
  • The type of soil.

Choice of Implement

   Determined by:

  • The condition of land.
  • The type of tilth required/type of crop.
  • Depth of cultivation.

 

 

 

Secondary Tillage

  • These are refinement practices on the seedbed that follow primary cultivation.
  • It is also known as harrowing.

Reasons for secondary Tillage:

  • To remove the germinating weeds.
  • To break soil clods to produce required tilth.
  • To level the seedbed for uniform planting.
  • To incorporate organic matter/manure into the soil.

 

Factors determining number of secondary cultivation:

  • Soil moisture content.
  • Size of the planting materials.
  • Condition of the soil after primary cultivation.
  • Slope of the land.

 

Tertiary Operations:

  • Ridging ;
  • The process of digging soil on a continuous line and heaping on one side to produce a furrow and a bund (ridge).
  • It is important for root crops, to allow root expansion and for soil and water conservation.
  • Rolling:
  • It is the compaction of the soil to produce a firm surface which increases seed-soil contact and prevents wind erosion.
  • Levelling;
  • Production of an even, uniform surface which promotes uniform planting.

 

Subsoiling:

  • This is deep cultivation into the subsoil layer to break up any hardpan which might have developed.

It is done for the following reasons:

  • To facilitate drainage.
  • Bring up leached nutrients to the surface.
  • Increase aeration of the soil.
  • To improve root penetration.
  • The implements used include chisel plough and subsoilers.

 

Minimum Tillage:

  • This is the application of a combination of farming practices with the aim of reducing the disturbance of the soil.

Examples of which include:

  • Use of herbicides.
  • Mulching and cover-cropping.
  • Timely operations to prevent weed infestation.
  • Strip cultivation.
  • Uprooting and slashing of weeds.

Reasons for Minimum Tillage

  • To reduce cost of cultivation.
  • To control soil erosion.
  • To preserve soil moisture.
  • To prevent root exposure and damage.
  • To reconstruct destroyed soil structure.

Water Supply, Irrigation and Drainage

 

Introduction

  • Water is a very important natural resource.
  • It is necessary for both crops and livest

Uses of water in the farm;

  • Cleaning equipment.
  • Irrigation in dry areas.
  • Processing farm produce, for example, co
  • Drinking by livestock and m
  • Mixing agro-chemicals such as acaricide, fungicides and herbicides.
  • Providing power in water mills to grind grain crop
  • Cooling engines.
  • Construction work.

 

Sources of Water in the Farm

Three major sources of water in the farm:

  • Surface water:

 Includes water from;

  • Rivers,
  • Streams
  • Dams.
  • Ground water:

Includes water from;

  • Springs,
  • Wells
  • Borehole
  • Rain water:

This is water tapped in various ways such as;

  • Rooftops
  • Rock surface, when it is raining and stored in various ways.

 

Collection and Storage of Water

  • Dams:
  • These are structures constructed across rivers and channel
  • They collect and store water for use during the dry season.
  • Weirs:
  • These are structures constructed across rivers to raise the water level for easy pump
  • Unlike in the dams water flows over the barrier created across the river.
  • Water Tanks:
  • These are structures made of concrete, stone, metal sheets and plastics.
  • They store water from rain or that which has been pumped from other sources.
  • Tanks should be covered to prevent contamination from dust.

 

Pumps and Pumping of Water

  • Pumping is the lifting of water from one point to another by use of mechanical force.
  • Water is pumped from the various sources and then conveyed to where it is required for use or storage.

       Types of Water Pumps

Used to lift water from its source.

  • Centrifugal pumps
  • Piston or reciprocating pumps
  • Semi-rotary pumps and
  • Hydram

Conveyance of Water

  • This is the process of moving water from one point, usually the source or point of storage to where it will be used or stored.
  • Piping;
    • This is where water is moved through pipes.

The common types of pipes include:

  • Metal pipes
  • Plastic pipes
  • Hose pipes
    • Use of Containers:
      • In this case water is drawn and put in containers .
      • drums, jerry cans, pots, gourds, tanks and buckets .
      • Which are carried by animals, bicycles, human beings and vehic

 

 

  • Use of Canals:
  • In this case water is conveyed from a high point to a lower one along a gradual slope to avoid soil erosion.
  • Water conveyed through this way is mostly used for irrigation and livestock.

Water Treatment

  • Raw water contains impurities which may be dissolved, floating or suspended in water.

These impurities are grouped into three categories, namely:

  • Physical impurities: these are dissolved impurities detected by colour, taste and smell.
  • Chemical impurities: these are dissolved impurities detected by use of chemical analysis.
  • Biological impurities: these are microorganisms in water such as bacteria, viruses and algae.

 

Importance of Treating Water

  • To kill disease causing microorganisms such as cholera and typhoid bacteria that thrive in dirty water.
  • To remove chemical impurities such as excess fluoride which may be harmful to human beings.
  • To remove smells and bad taste.
  • To remove sediments of solid particles such as soil, sand and sticks.

Methods of Treating Water

  • Aeration: this is the removal of smell and odour from water by fine spraying or bubbling of air.
  • Sedimentation: this is where water is put in large containers so that solid particles such as sand, metal and others can settle at the bottom.
  • Filtration: this is passing water through fine granular materials to remove solid particles and biological substances.
  • Coagulation: addition of chemicals which precipitate impurities and help in softening of hard water.
  • Chlorination: Sterilization to destroy disease causing organisms.

 

Irrigation

  • It is the artificial application of water to crops in dry areas or where water is not enough.
  • It is one of the methods of land reclamation in case of arid and semi arid areas.

Factors to Consider in Identifying and Assessing the Potential of Land for Irrigation Development

  • Topography of the land
  • Soil type
  • Type of crop to be grown
  • Water availability
  • Human factors such as skill, capital availability and economic activities.

Types of Irrigation

  • Surface irrigation:
  • This includes flood irrigation and basin irrigation.
  • It is used in flat areas.
  • The problem with this method is loss of water through seepage.
  • It also increases soil salinity.
  • Sub-surface Irrigation:
  • This involves the use of porous pipes or perforated pipes.
  • It is used in slopy areas and where water is inadequate.
  • Overhead or Sprinkler Irrigation:
  • It is used in any area which is not steep.
  • Drip or Trickle Irrigation:
  • It is used where water is little and in relatively sloppy and flat areas.

Drainage

  • This is a method of removing excess water or lowering the water table from a marshy water-logged land.
  • It is also a method of land reclamation.

      Importance of Drainage as a Method of Land Reclamation

  • To increase soil aeration.
  • To raise soil temperature.
  • To increase microbial activities in the soil.
  • To reduce toxic substances from the soil.
  • To increase soil volume for exploitation by plant roots.

     Methods of Drainage

  • Use of open ditches.
  • Use of underground drain pipes.
  • French drains.
  • Cambered beds.
  • Pumping out water from the soil.
  • Planting tree species which absorb a lot of water for example eucalyptus.

Water Pollution

  • This is the process by which harmful substances get into the water.
  • The harmful substance is referred to as a pollutant.

 

Agricultural practices which pollute water include:

  • Use of inorganic fertilizers.
  • Use of pesticides.
  • Poor cultivation practices such as over cultivation, cultivating along the river banks.
  • Overgrazing which leads to erosion of soil thus causing siltation in water sources.

 

Methods of Preventing Water Pollution

  • Soil conservation measures which minimize soil losses through erosi
  • Fencing off the water sour
  • Adopting organic farming practices for example controlling pests and weed using non-chemical techniques.
  • Planting grass along river banks to minimize siltation in rivers.
  • Proper disposal of empty chemical containers.

 

Soil Fertility I

(Organic Manures)

Introduction

  • Soil fertility is the ability of the soil to provide crops with the required nutrients in their proper proportions.

Characteristics of a Fertile Soil

  • Good depth – Good soils give roots greater volume to obtain plant nutrients and provide strong anchorage.
  • Good aeration – for the respiration of plant roots and use by soil organisms.
  • Good water holding capacity – ensures provision of adequate water for plant growth.
  • Proper drainage – ensures provision of adequate air for plant growth.
  • Correct soil pH – different crops have different soil pH requirements.
  • Adequate nutrients supply – it should supply the required nutrients in the correct amounts and in a form available to plants.
  • Free from excessive infestation of soil borne pests and diseases.

How soil loses fertility

  • Leaching: vertical movement of dissolved minerals from the top to the lower horizons of the soil profile.
  • Soil erosion – The removal and carrying away of the top fertile soil from one place to another.
  • Monocropping – This is the practice of growing one type of crop on a piece’ of a land over a long time.
  • Continuous cropping – crops take away a lot of nutrients from the soil which are never returned.
  • Growing crops continuously without giving the soil time to rest makes the soil infertile.
  • Change in soil pH – changes in soil pH affect the activity of soil microorganisms as well as the availability of soil nutrients.
  • Burning of vegetation – burning of vegetation cover destroys organic matter. It also exposes the soil to the agents of soil erosion.
  • Accumulation of salts – soils with a lot of salts are said to be saline. State of having too much salt in the soil is referred to as soil salinity.
  • Salts accumulation cause water deficiency in plants. It may also lead to change in soil pH.

Maintenance of Soil Fertility

Soil fertility is maintained through the following methods:

  • Control of Soil Erosion ;
  • Terracing,
  • Contour cultivation,
  • Strip cropping,
  • Cut off drains
  • Planting cover crops.
  • Crop Rotation ;
  • Practice of growing different crops on the same field in different seasons in an orderly sequence.
  • Control of Soil pH :
  • Application of liming materials such as limestone, quicklime, magnesium carbonate and slaked lime if the soil is acidic.

 

  • Application of acidic fertilizers if the soil is alkaline.
  • Application of manures.
  • Proper drainage;

       Done through:

  • Breaking hard pan.
  • Construction of water channels.
  • Growing crops on cambered bed
  • Pumping out water from the soil.
  • Weed control:
  • Use of herbicides.
  • Slashing
  • Mulching
  • Use of proper farming practices such as early planting, correct spacing and cover crops.
  • Intercropping
  • Farming practice where different crops species are grown together in the field.
  • Minimum Tillage;
  • Use of herbicides.
  • Uprooting of weeds.
  • Slashing weeds
  • Mulching
  • Strip cultivation.
  • Use of Inorganic Fertilizer ;
  • Chemical compounds manufactured to apply specific plant nutrients for example calcium ammonium nitrate (CAN).

 

 

  • Use of Manure;
  • Well decomposed manures release nutrients into the soil and increase its water holding capacity.

Organic Manures

  • Manures are derived from plants and animal remains.
  • They supply organic matter to the soil which after decomposition releases plant nutrients.
  • The end product of this decomposition is known as humus.
  • It influences soil chemical properties and soil temperature.
  • Manures supply a wide range of essential plant nutrients.

Importance of Organic Matter in the Soil

  • Increases the soil water holding capacity of the soil.
  • Improves soil fertility by releasing a wide range of nutrients into the soil.
  • Provides food and shelter for soil micro-organisms.
  • Improves the soil structure.
  • Buffers soil pH/moderates soil pH.
  • Reduces the toxicity of plant poisons in the soil.
  • Moderates soil temperature by its dark colour.

Limitations in the Use of Manure

  • They are bulky – low nutritive value per unit volume.
  • Laborious in application and transport.
  • They spread diseases, pests and weeds.
  • Loss of nutrients if poorly stored.
  • If not fully decomposed crops may not benefit from them.

Types of Organic Manures

  • Green manure.
  • Farm yard manure.
  • Compost manure

Green Manure

  • Made from green plants which are grown for the purpose of incorporating into the soil.

  Characteristics of plants used for preparation for green manure:

  • Have fast growth rates.
  • Have high nitrogen content.
  • Capable of rotting quickly.
  • Capable of growing in poor conditions.

Preparation of Green Manure

  • Plant the green manure crop in the field.
  • Allow the crop to grow up to flowering stage.
  • Incorporate it into the soil through ploughing.
  • Allow the crop to decompose for two weeks.
  • Prepare the field for planting the major crop.

 

Reasons why green manure is not commonly used/limitations:

  • Most of the plants used as green manure are food crops.
  • Green manure crops may use most of the soil moisture.
  • Most of the nutrients are used up by soil micro-organisms in the process of decomposing the green manure.
  • Planting of the major crop is delayed.

 

Farm Yard Manure (FYM)

  • Is a mixture of animal waste and crop residues used as beddings in animal houses.

Factors that Determine the Quality of FYM

  • The types of the animals used.
  • Types of food eaten
  • Types of litter used.
  • Method of storage.
  • Age of farmyard manure.
  • Age of the animals used.

Preparation of FYM

  • Provide beddings in the houses of farm animals.
  • Animals deposit their droppings and urine on the beddings.
  • Animals mix them through trampling.
  • The beddings together with dung are removed and heaped under shed to decompose.
  • After sometime, the materials decompose and FYM is formed.
  • It can then be used in the farm

 

Compost Manure

  • Is manure prepared from heaped (composted) organic materials.

 

Factors to consider in selecting site for making compost manure:

  • A well drained place.
  • Direction of the prevailing wind.
  • Size of the farm.
  • Accessibility.

Preparation of Compost Manure

Two methods:

  • Four heaps method
  • Indore Method (Pit Method)

 

Indore Method (Pit Method)

Procedure ;

  • Select a sheltered place with a shade and near the field.
  • Dig a pit with the dimension 1.2m x 1.2m x 1.2m.
  • Place the materials in the following order:
  • Hedge cuttings or maize stalks to a depth of 30cm as a foundation
  • A layer of grass, green weeds or leaves and kitchen wastes to 30cm.
  • A well rotten manure/poultry droppings.
  • Wood ash and phosphatic fertilizers.
  • A layer of topsoil to introduce micro­organism for the decomposition of organic remains.
  • Note: Some water should be sprinkled to the materials to initiate the decomposition   process and regulate temperatures.

 

Four heaps method:

Procedure

  • Clear the site.
  • Level the site
  • Four posts 2m high are fixed 1.2m apart from four corners of the heap.
  • Fix wood planks on the sides.
  • Materials are placed in two heaps as in the pit method,
  • The two heaps make up heap 1.
  • After 3-4 weeks, the decomposed material from heap 1 is transferred to heap II.
  • After another 3 – 4 weeks the material is transferred to heap III.
  • After 3-4 weeks it is ready for use in the farm.

Indicators of well decomposed manure

  • Absence of bad odour.
  • Materials are lighter.
  • Manure is brown in colour.

Advantages of Compost Manure

  • One does not have to own livestock in order to prepare it.
  • A lot of manure can be produced within a short time.
  • A variety of materials can be used in its preparation.
  • Uses locally available materials thus cheaper than the artificial fertilizers.
  • Improves the soil structure.

Limitations of Compost Manure

  • It releases nutrients slowly into the soil.
  • Large quantities of compost manure are required to supply enough plant nutrients.
  • Its preparation is labour intensive.
  • It may induce soil-borne pests and diseases.

 

Livestock Production:

(Common Breeds)

 

Introduction

  • The term livestock is used to refer to all domesticated animals.
  • These animals include cattle, sheep, goats, poultry, pigs, rabbits, camels, bees, fish and donkeys.

The importance of keeping livestock:

  • Source of food.
  • Source of income.
  • Cultural values.
  • Source of animal power.
  • Provision of raw materials for industries.
  • Farmyard manure from the animals is used in maintaining soil fertility.
  • Cattle dung is used in the production of biogas.

Cattle Breeds

  • Cattle can be classified into two groups based on their origin.

     These are;

  • Indigenous cattle.
  • Exotic cattle.

Indigenous Cattle

  • Zebus

They are small in size and with a distinct hump and  include:

  • Nandi,
  • Bukedi
  • Maasai cattle.
  • The Borana
  • These are the cattle kept in the Northern parts of Kenya.
  • They are larger than the Zebus.
  • Indigenous cattle are hardy hence able to tolerate the harsh environmental conditions in the tropics.
  • They are the major suppliers of beef in Kenya.

Exotic Cattle  

  • Foreign cattle from the temperate regions.
  • They have distinct breed characteristics and are classified into various breeds.

 

General characteristics:

  • They have no humps.
  • They have low tolerance to high temperatures hence popular in cool climates of the Kenya highlands ..
  • They are highly susceptible to tropical diseases.
  • They have fast growth rates leading to early maturity.
  • They are good producers of both meat and milk.
  • They cannot walk for long distances.
  • They have short calving intervals of one calf per year if well managed.

 

Exotic cattle breeds fall under the following groups:

  • Dairy cattle breeds.
  • Beef cattle breeds.
  • Dual purpose breeds.

Dairy Cattle Breeds

  • They include;
  • Friesian,
  • Ayrshire,
  • Guernsey

Characteristics of Dairy Cattle

  • Wedge or triangular in shape.
  • Large stomach.
  • Docile with mild temperament.
  • Large, well suspended udders and teats.
  • Lean bodies.
  • Lean and smooth neck.
  • Large and long mammary milk wells and veins.
  • Cylindrical; uniform and well spaced teats.
  • Wide and well set hindquarters to accommodate the udder.

Friesian-Holstein (largest of all dairy breeds)

  • Origin: Holland
  • Colour: Black and white
  • Size: Cow weighs 550-680kgs Bull weighs 950 kg.
  • Highest milk producers of all dairy breeds about 9150 kg per lactation but with least butterfat content; 3.5%

 

Ayrshire

  • Origin: Scotland
  • Colour: White with brown markings.
  • Size: Cow weighs 360-590kgs Bulls weighs 500-720kg.

    Conformation:

  • Straight top lines, horns are long and face upwards.
  • Milk production is second to Friesian about 61OOkg per lactation with butter content of about 4%.

Guernsey

  • Origin: Guernsey Island off the coast of France.
  • Colour: Yellowish brown to red with white legs, switch and girth ..
  • Size: Bulls 540-770kg. Cow weighs 450- 500kgs

     Conformation:

  • Udders are less symmetrical.
  • Average milk production is about 5185kg per lactation with a butterfat content of 4.5% hence the yellow colour of milk.

Jersey (smallest of all the dairy breeds)

  • Origin: England
  • Colour: Yellow brown with black muzzle and switch.
  • Size: Bulls weigh 540-700kg. Cow weighs 350-450kgs

     Conformation:

  • Dished forehead, have straight top-line and level rumps with sharp w
  • Have protruding black eyes.
  • Average milk production 1270kg per lactation of butterfat content 5%.
  • They tolerate high temperatures.

Beef Cattle

Examples:

  • Aberdeen Angus,
  • Hereford,
  • Shorthorns,
  • Galloway,
  • American Brahman,
  • charolais
  • Santa Getrudis.

Characteristics of Beef Cattle

  • Blocky or square conformation.
  • Have thick muscles or are well fleshed.
  • Early maturing.
  • Deep chest and girth and short legs.
  • Straight top and lower lines.

AberdeenAngus

  • Origin: North East Scotland.
  • Colour: Black
  • Shape: Cylindrical, compact and deep; It is polled.

    Size:

  • Mature bulls weigh 900kg.
  • Mature cows weigh 840kgs.
  •  It is found in Timau area of Kenya

Hereford

  • Origin: Engla
  • Colour: Deep red and white-faced.
  • Size: Average weight of bulls is 1000kg.
  • Cows weigh 840kgs.
  • It is found in areas such as Naivasha.

Shorthorn

  • Origin: England.
  • Has easy fleshing ability
  • Colour: Red, Roan or white
  • Shape: Cylindrical, compact and deep.
  • It is polled.

      Size:

  • Bulls weigh 700-900kg,
  • cows weigh 545-630kgs.

Galloway

  • Origin: Scotland.
  • Colour: Black
  • Kept in the highland areas like Molo in Kenya.

Charolais

  • Origin: France.
  • Colour: Creamy white.
  • Size: Bulls weigh 1200kg, cows weigh 1000kgs.
  • It is found in ranches in Laikipia District.

Dual Purpose Breeds

    Examples: Sahiwal, Red Poll and Simmental.

Sahiwal

  • Origin: India and Pakistan ..
  • Colour: reddish brown.
  • Size: Bulls weigh 650kg,  and cows 400kg.
  • Milk production averages 2700-3000 per lactation with a butter fat content of 3.7%.
  • It has a pendulous udders which does not let down milk easily.
  • It is therefore said to be a difficult milker.
  • It is kept in semi-arid areas such as Naivasha.

    Red Poll

  • Origin: England.
  • Colour: Deep red with a white nose.
  • Conformation: Polled-deep girth and short legs.
  • Kept in semiarid areas such as Nakuru, Mogotio.

  Simmental

  • Origin:
  • Colour: Light red and white patches on the head.

Conformation:

  • It has broad and straight back, with well-sprung ribs and deep girth.
  • It is well fleshed at rear quarters, well suspended udders and large teats.

Sheep Breeds:

Purpose of Keeping Sheep;

  • Meat (mutton).
  • Wool production.

Exotic Sheep

  • Wool breeds -for example merino.
  • Dual purpose- for example Corriedale, Romney marsh.
  • Mutton breeds -for example Hampshire Down, Dorpers.

Merino

  • Origin: Spain

Characteristics:

  • It has white face and its lips and nostrils are pink in colour.
  • Rams have horns which are spiral in shape.
  • It is susceptible to foot rot, worm and respiratory diseases.

Corriedale

  • Origin: New Zealand.
  • Size: Rams 85 – 90kg. Ewes 60– 85 kg
  • This is a dual-purpose breed with white open face and white spots on the legs.
  • It is hornless and hardy.

Romney Marsh

  • Origin: England.
  • Size: Rams 100 – 115kg.
  • Ewes 84- 100 kg
  • It is a dual-purpose breed which s hornless with wide poll and black nostrils and lips.
  • It is average in prolificacy.
  • It is resistant to foot rot diseases and worm infestation.

Hampshire Down

  • Origin: England.
  • Size: Rams 125kg.
  • Ewes 80-100 kg
  • It is a mutton breed which is early maturing, hardy and prolific.
  • Fleece is of poor quality because of the black fibres.
  • Lambing percentage is 125-140.

Dorper

  • Is a crossbreed of Dorset horn and black head Persian sheep.
  •  It is mutton breed.

Dorset Horn

  • Dual purpose breed of sheep.
  • Indigenous Breeds of Sheep
  • Their bodies are covered with hair.
  • Their classification is based on their tails and their names vary according to different tribes.

Characteristics;

  • Thin tailed sheep found in West Africa.
  • Fat tailed such as Maasai sheep.
  • Fat rumped sheep.

Maasai Sheep

  • Found in South Western Kenya and Northern Tanzania.
  • Size: Ram 38kg,
  • Ewe 20-30kg.
  • Colour: Red and brown.
  • These are early maturing with long legs and small pointed horns.

Black Head Persian Sheep

  • Origin: South Africa
  • Colour: White with black head and neck.
  • It is polled with a big dewlap, fat rump and a curved tail..

Goats

Goats well adapted to a wide range of environmental conditions because of the following characteristics:

  • They feed on a wide range of vegetation.
  • They require very little amount of water.
  • They are tolerant to high temperatures.
  • They are fairly resistant to diseases.
  • They can walk long distances without losing weight.

Indigenous  Goat Breeds

  • Galla (white in colour). Adult female can weigh 25kg.
  • Somali (Boran): Found in Northern Kenya (white in colour).
  • Turkana/Samburu: (Long hair and bearded.
  • Mubende: (Black) (40-45kg). These are small and hardy and are kept for meat and milked by the pastoralists.

Exotic Breeds

Boer goat

  • Origin: South Africa
  • Colour: White
  • Has long ears and long hair on their bodies.

Anglo-Nubian

  • Origin: North East Africa
  • Colour: Roan and White
  • These have long legs, lopped ears and are polled.
  • They produce 1-2 litres of milk per , day.

Jumnapari

  • Origin: India
  • Colour: White, black and fawn.
  • They are horned, have large lopped ears
  • Produce 1-1.5_litres of milk per day.

Toggenburg

  • Origin: Switzerland
  • Colour: White patches on the body, white stripes on the face and neck.
  • Erect forward pointing ears and polled.
  • Can produce 2-3 of milk per day.

Saanen

  • Origin: Switzerland.
  • Colour: White
  • They have erect, forward pointing ears and polled.
  • Can produce 2-3 Iitres of milk per day.

Angora

  • Origin: Angora in Asia.
  • Colour: White
  • It is kept for wool production.

French alpine. Pigs

Characteristics:

  • They are sparsely haired and therefore cannot withstand cold.
  • Pigs wallow when it is hot due to absence of sweat glands.
  • They breathe fast when it is hot.
  • They have bristles instead of hair.

 

Breeds

Large White

  • Origin: Britain
  • _ Kept for bacon and pork production.
  • Long, large and white in colour.
  • Ears straight and erect.
  • Has dished face and snout.
  • Most prolific and with good mothering ability.
  • Fairly hardy.

Landrace

  • Origin: Denmark
  • White and longer than large white. _
  • Ears drooping.
  • Good for bacon production.
  • Very prolific with good mothering ability. _
  • Requires high level of management.

Wessex Saddle

  • Back Origin: England
  • Colour: Black with white forelegs and shoulders.
  • Straight snout and drooping ears. _
  • Good for bacon and pork.
  • Good for keeping outdoors.
  • Excellent mothering instincts.

Other pig breeds include:

  • Berkshire,
  • Middle-white
  • Duroc  Jersey pig.

Pigs can be crossed to obtain hybrids or crosses.

Advantages of Crosses

  • Increased litter size. _
  • Early maturing.
  • _ Increase in body length.
  • _ High proportion of lean meat to fat.

Poultry Breeds

There are three types of chicken breeds:

  • The light breeds kept for egg production.
  • The heavy breeds kept for meat production.
  • Dual purpose breeds – kept for both eggs and meat production.

Characteristics of Light Breeds

  • Never go broody hence poor sitters.
  • Excellent layers (over 220 eggs per year).
  • Poor meat producers (hens can attain 2kg; cocks 3kgs)
  • Very nervous and exhibit high degree of cannibalism.
  • Hen’s comb is large and bent over one eye and cock’s comb is large with 5 – 6 serrations.

      Examples:

  • Leghorns,
  • Anconas,
  • Silkies,
  • Minorcas.

Characteristics of Heavy Breeds

  • Can lay few eggs and provide good meat as broilers.
  • Can go broody.
  • Heavier and bigger in size.
  • Grow fast.

      Examples:

  • Light Sussex,
  • Cornish Dark
  • White.

Characteristics of DualPurpose Breeds

  • Go broody.
  • Have good meat.
  • Disease resistant (do not require high standard of management).
  • Rarely exhibit cannibalism.

 

        Examples: Rhode Island Red.

Hybrids

  • These are developed by crossing two different breeds.
  • They are superior in performance.
  • Can attain 2kg in 56 days for broilers and layover 200 eggs per year for layers.

Examples:

  • Shavers,
  • Thombers -Isabrown.

Rabbits

Kept for the following reasons:

  • To provide meat, fur, hair or wool.
  • To provide skin for leather.
  • To provide manure.
  • As pet ani
  • Used for research purposes.

Breeds

  • Californian white: white, very prolific black ears, nose and feet).
  • New Zealand white: (white with pink eyes – good for meat).
  • Flemish giant (dark grey – good for meat).
  • Angora rabbit (white, kept for wool production).
  • Chinchillah (greyish, kept for its fur).
  •  Earlops (white with droopy ears).
  • Kenya white (white, smallest of breeds).

Camels

       Kept for;

  • Transport,
  • Racing,
  • To provide milk, meat and wool.

There are two species of camels.

Dromedary (Camelus dromedarius)

  • Origin: Arabia and Syria
  • Are single humped, have light body
  • Good for racing and rapid transport.

Bacterian (Camelus bacterianus)

  • Origin: Central Asia
  • Has double humps, heavier and has shorter legs.
  • Can live in cold regions hence its thick and long coat acts as insulation.
  • Capable of shedding the coat during spring.

Terms used to describe livestock in different age, sex and use.

 

Livestock   Adult Replacement Stock Young Users)
Species Male Female Male Female One  
Cattle Bull Cow Bullock Heifer Calf Dairy – milk

Beef-meat

 

Sheep Ram Ewe Ram Hogget Lamb Mutton – meat

Wool sheep -wool

Goat Buck or Doe or Buck Doe Kid Dairy – milk
      Billy Nanny   Mutton – meat
Pigs Boar Sow Boar Gilt Piglet Pork – meat
            Bacon -cured
Poultry Cock Hen Cockerel Pullet Chick Broilers – meat
            Layers – eggs
Rabbits Buck Doe Buck Doe Kindling Meat
Camel Bull Cow Bull Heifer Calf Pack, trained for
            riding, racing milk,
            meat, fur

 

Agricultural Economics I

(Basic Concepts and Farm Records)

 

Introduction

  • Economics is the study of how man and society chooses to allocate scarce productive resources to produce various commodities, over time, and distribute them among various consumers in society.
  • It attempts to explain how man can best use the limited resources to produce goods and services which satisfies his needs with minimum wastage or loss of these resources

 Example;

  • food,
  • clothing
  • shelter
  • Agricultural economics is therefore defined as a science that aims at maximizing output while minimizing costs by combining the limited supplies of goods and services for use by the society over a certain period of ti
  • These are;
  • land,
  • capital,
  • labour
  • management

Basic economic Principles

Scarcity

  • Economic scarcity means resources are limited in supply relative to demand.
  • This principle implies that there is no time that man can have enough resources to satisfy all his need or desires

Choice/Preference

  • Human wants are many and varied and means of satisfying them are limited.
  • Therefore, man has to make a choice among the alternatives in order to use the resources available.
  • Man does this by satisfying the most pressing needs first.
  •  This is called scale of preference.

Opportunity Cost

  • Opportunity cost is the revenue forgone from the best alternative.
  •  It exists only where there are alternatives.
  • Where there are no alternatives the opportunity cost is equal to zero.
  • Opportunity cost helps in decision making.

Farm Records

  • Farm records are documents kept in the farm
  • They show farm activities carried out over a long period of time
  • Or information kept in the farm in written form, about the farm and all activities in it.

Uses of Farm Records

  • Show the history of the farm
  • Show whether the farm is making a profit or loss.
  • Show all the assets and liabilities of the farm which can be used to value the farm.
  • Help in supporting insurance claims on death, theft, fire or loss of farm assets.
  • Help in tax assessment to avoid over taxation.
  • Used as a guide in planning and budgeting.
  • Helps to detect losses or theft in the farm.
  • Make it easy to share profits or losses in partnerships.
  • Help in settling disputes among heirs to estate if the farmer dies without a will.
  • Provide labour information on terminal benefits for a worker.

Type of Farm Records

  • Production Records – Show the total yield and yield per unit of each enterprise.
  • Inventory Records – A record of all permanent and consumable goods in the farm.

Consumable Goods Inventory

 

Date Commodity Quantity Date Issued to Quantity balallce
  Item         Stock

Field Operation Records – Show in details all field practices carried out together with the input used for all the crop enterprises.

  • Breeding Records
  • Show all the breeding activities in the farm.
  • From these records it is possible to select the prolific animals and cull the infertile ones.
  • Feeding Records – A record of the types of feeds used in the farm and their quantities.
  • Health Records
  • Indicates the health conditions of the animals in the farm.

              From these records it is possible to:

Select and cull animals on health grounds.

TSC Deployment List 2023 Per County plus requirements (Meru)

TSC Deployment List 2023 Per County plus requirements (Meru)

S/NOFull NameTSC NoGradeGendermobileemailImparementCurrent RegionCurrent Countywork countyCurrent Sub-CountyCurrent Inst-NameCurrent Inst-Code

1 Linate Naitore Guantai 513131 C1 F 702688616 guantailinate@gmail.com NONE EASTERN MERU MERU BUURI EAST A.I.P.C.A. Mujujune Primary School 14701124085
2 Jeanrose Kawira Riungu 587530 C1 F 729427351 jeanrosekawira1@gmail.com NONE EASTERN MERU MERU BUURI EAST D.E.B. Ncoroiboro Primary School 14701124037
3 Ruth Gatwiri Meru 476440 C1 F 720033345 ruthgatwiri78@gmail.com NONE EASTERN MERU MERU BUURI EAST Gakando Primary School 14701124224
4 Doreen Nkatha Samuel 566583 C1 F 718490065 nkathadoreen88@gmail.com NONE EASTERN MERU MERU BUURI EAST Karumanthi Primary School 14701124083
5 Edward Mutiga Matiri 471348 C1 M 720854607 edwardmutiga@gmail.com NONE EASTERN MERU MERU BUURI EAST Kibirichia Primary School 14701124230
6 Faith Karwirwa Murangiri 450966 C1 F 721404010 Karwirwafaithm@gmail.co NONE EASTERN MERU MERU BUURI EAST M.C.K. Kiringo Primary School 14701124082
7 Nisella Kainda Mwirichia 522346 C1 F 720966797 nisellakainda@gmail.com NONE EASTERN MERU MERU BUURI EAST M.C.K. Kiringo Primary School 14701124082
8 Alice Kirigo Francis 397320 C1 F 727006492 kirigoalice20@gmail.com NONE EASTERN MERU MERU BUURI EAST M.C.K. Michogomone Primary  School 14701124032
9 Patrick Mwenda Muriuki 428757 C1 M 723470176 patrickmwendamuriuki@gmail.com NONE EASTERN MERU MERU BUURI EAST M.C.K. Ntumburi Mixed Day Primary School 14701124090
10 Lilian Mumbe Simon 619657 B5 F 727399731 lilianmumbe59@gmail.com NONE EASTERN MERU MERU BUURI EAST Munanda Pri Sch 14701124035
11 Kenneth Gitonga Mutwiri 510075 C1 M 700221561 kennethmutwiri75@mwalimu.tsc.go.ke NONE EASTERN MERU MERU BUURI EAST Murinya Primary School 14701124239
12 Ann Njeri Kamau 263963 C3 F 723165521 annnjerikamau92@gmail.com NONE EASTERN MERU MERU BUURI EAST Muuti-o-nthunguri Pri 14701124077
13 Judy Kaguri Gitije 542699 C1 F 713227379 judykaguri84@gmail.com NONE EASTERN MERU MERU BUURI EAST Muuti-o-nthunguri Pri 14701124077
14 Lydia Wanjira Njoka 468020 C1 F 723541594 lydiahwanjira@gmail.com NONE EASTERN MERU MERU BUURI EAST Muuti-o-nthunguri Pri 14701124077
15 Purity Gatwiri Murithi 455699 C3 F 720713483 pgatwirik@gmail.com NONE EASTERN MERU MERU BUURI EAST Ntugi Pri Sch 14701124241
16 Nanies Mwendwa Mutea 506251 C1 F 728901170 nanies@yahoo.com NONE EASTERN MERU MERU BUURI WEST A.I.P.C.A Subuiga Pri Sch 14701124347
17 Purity Gakii Kiogora 533816 C1 F 728689619 puritygakii0728@gmail.com NONE EASTERN MERU MERU BUURI WEST Ex- Lewa Pri Sch 14701124319
18 Gerald Kimaru Maina 495849 C1 M 727844958 gmkismatt3@gmail.com NONE EASTERN MERU MERU BUURI WEST Kamiti Pri Sch 14701124332
19 Lydiah Gacheri Gitonga 520449 C1 F 725022255 lydiahgitonga@gmail.com NONE EASTERN MERU MERU BUURI WEST Lewa Down Primary School 14701124330
20 Fridah Karimi Muthee 495402 C1 F 728931891 fridahkarimi14@yahoo.com NONE EASTERN MERU MERU BUURI WEST Madaraka Pri Sch 14701124327
21 Francis  Kirimi 539884 C1 M 727108070 franciskirimi5@gmail.com NONE EASTERN MERU MERU BUURI WEST Mugumone Pri Sch 14701124328
22 Harriet Muriungi  Kairuthi 477317 C1 F 723232435 harrietkairuthi@yahoo.com NONE EASTERN MERU MERU BUURI WEST Mutethia Primary School 14701124336
23 Stanley Nkunja Arungu 424398 C3 M 724529610 stanleyarungu@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Akuune Primary School 14701124480
24 Betty Makena James 540729 C1 F 728908715 bettymakena07@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Akuune Primary School 14701124480
25 Richard Mugambi Kaberia 401032 C4 M 725607574 RICHARDMUGAMBIKABERIA@GMAIL.COM Visual EASTERN MERU MERU IGEMBE CENTRAL Akuune Primary School 14701124480
26 David Nguu Muriungi 297139 C5 M 710455771 muriungi.dm@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Churui Primary School 14701124449
27 Francis Mbiti M’Mutia 384480 C4 M 728330807 mbitifrancis@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Churui Primary School 14701124449
28 Reginah Kaari Mithea 537589 C1 F 721252038 reecarrie@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL K.K. Aaru Primary School 14701124483
29 Hezekiah Nkunja Muyuri 436295 C1 M 723280667 muyuri2013@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL K.K. Muuti Primary School 14701124460
30 Jane Mwametho Mbiti 384485 C1 F 711854816 janembitim@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL K.K. Muuti Primary School 14701124460
31 Samuel Geoffrey Mungathia 585758 C1 M 729592148 samuelgeoffrey1987@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kabukuro Primary School 14701124500
32 David Muriki Mubuongo 551034 C1 M 728932447 murikidavid09@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kaini Kia Nanga Primary School 14701124471
33 Joshua  Kaberia 472569 C1 M 724304623 Joshuakaberia16@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kaini Kia Nanga Primary School 14701124471
34 Florah Grace Kananu 382245 C3 F 702379002 kananugrace9@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kalulu Primary School 14701124497
35 Julius Kithinji Mamira 453043 C1 M 724464924 sinjis82@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kamiruru Primary School 14701124487
36 Moses Simon Kimathi 532366 C3 M 725331550 kimathimoses41@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kamiruru Primary School 14701124487
37 Cecilia Njoki Gitonga 527300 C1 F 724534279 CECILIANJOKI45@GMAIL.COM NONE EASTERN MERU MERU IGEMBE CENTRAL Kamiruru Primary School 14701124487
38 Dynah Kathambi Kaberia 531190 C1 F 728095432 dynahnderitu@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kanaathu Primary School 14701124470
39 Fedha Karui Kibwi 548463 C1 F 706762148 fedhakibwi84@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kanjoo Primary School 14701124383
40 Rosemary Wanja Karuaki 395737 C2 F 717745738 WANJAROSEMARY66@GMAIL.COM NONE EASTERN MERU MERU IGEMBE CENTRAL Kaongo Kamau Primary School 14701124459
41 Harriet Nkirote Karisa 533735 C1 F 710300426 harrietnkirote1@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kaongo Kamau Primary School 14701124459
42 Catherine Karemu Kagwiria 268389 C1 F 711720490 mutiriacatherine@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kaongo Kamau Primary School 14701124459
43 Emma Kaburo Gitari 512374 C1 F 724109952 emmakaburo@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kaongo Kamau Primary School 14701124459
44 Mary Nkirote Jackson 456356 C1 F 724508534 maryjack580@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Karama Antuamuo Primary School 14701124463
45 Lilian Kendi Muroki 536750 C1 F 727398401 liliankendi.lk@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Karama Antuamuo Primary School 14701124463
46 Isaiah Kaberia Marete 520783 C1 M 724803822 mareteisaiahkaberia@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kathathene Primary School 14701124382
47 Margaret Gatuma Ibere 419262 C1 F 710200242 ibeere22@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kathathene Primary School 14701124382
48 Agnes Karambu Mungatha 504792 C2 F 729768743 Karambumungathia79@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kathelwa Primary School 14701124464
49 Leah Mwende Aluma 522144 C1 F 726405329 lemwea@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kathelwa Primary School 14701124464
50 Martin Bundi Birithu 496615 C1 M 727410166 martinbirithu15@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IGEMBE CENTRAL Kathelwa Primary School 14701124464
51 Rose Mwari Kauma 338187 C1 F 710455746 Rosemwari10@yahoo.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kaumone Primary School 14701124451
52 Emiss  Nkirote 402699 C3 F 723579945 emissnkirote75@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kaurine Primary School 14701124381
53 Reuben Kaberia Bariu 534931 C1 M 727721432 reubenkaberia@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kawiru Primary School 14701124466
54 Ann Kageni Nkunja 516512 C1 F 725944169 annarungu@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kawiru Primary School 14701124466
55 Francis Kirichia Kamencu 527008 C1 M 710756041 kamenfran@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kawiru Primary School 14701124466
56 Faith Kagwiria Ikunyua 439337 C4 F 729230459 ikunyuafaith@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kawiru Primary School 14701124466
57 Lucy Yula Kwinga 490323 C1 F 715849762 LUCYKWINGA@GMAIL.COM NONE EASTERN MERU MERU IGEMBE CENTRAL Kieiya Primary School 14701124440
58 Faith Mwonjiru Kobia 472738 C1 F 724361327 FAITHMWONJIRUKOBIA@GMAIL.COM NONE EASTERN MERU MERU IGEMBE CENTRAL Kieiya Primary School 14701124440
59 Martha Aturia Kirima 396928 C2 F 712400680 marthakirima1976@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kieni Kiraja Primary School 14701124448
60 Misheck Kimathi Thiringi 488426 C1 M 729502639 misheckthiringi26@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IGEMBE CENTRAL Kieni Kiraja Primary School 14701124448
61 Lilian Ngugi Ikiungu 570322 C1 F 728526607 lilyikiugu@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kimutubua Primary School 14701124387
62 James Muroki Mwenda 484395 C1 M 724897062 murokimwenda@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kithare Primary School 14701124441
63 Eric Mwiti Ntoiti 480082 C1 M 721799460 emntoiti1@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kithare Primary School 14701124441
64 Eliza Mwimbi Mikunu 483955 C1 F 729212141 elizamwimbi@yahoo.com NONE EASTERN MERU MERU IGEMBE CENTRAL Kithare Primary School 14701124441
65 Samuel Thurunira Alaine 395754 C2 M 726718044 samuelalainethuranira@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Liburu Nkongune Primary School 14701124461
66 Monicah Kanini Anampiu 409229 C2 F 723836152 anampiumonica20@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Limoro Primary School 14701124454
67 Lucy Mwari Mugambi 563735 C1 F 715135309 mugambilucy6@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL M.C.K Malaene Primary School 14701124710
68 Simon Meeme Mugambi 551218 C1 M 726244888 mugambismn@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL M.C.K Malaene Primary School 14701124710
69 Samuel Kaiyongi Mujuri 392784 C3 M 722117699 SKMUJURI@GMAIL.COM NONE EASTERN MERU MERU IGEMBE CENTRAL M.C.K. Njia Special School 14701122015
70 Lucy Kalayu Kobia 536749 C1 F 705841998 lucykalayu@yahoo.com NONE EASTERN MERU MERU IGEMBE CENTRAL Machungulu Primary School 14701124474
71 Purity Kendi Kubai 533788 C1 F 729691522 kendipurity@yahoo.com NONE EASTERN MERU MERU IGEMBE CENTRAL Matiandui Primary School 14701124427
72 Antony Michubu Mwithia 499176 C1 M 710520914 amichubu@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Matirine Primary School 14701124475
73 Kaberia Fridah Nkirote 553077 C1 F 714678638 fknkirote@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Miori Primary School 14701124371
74 Glory Inyingi Kanario 542748 C1 F 728245618 Inyingik@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Mporoko Primary School 14701124495
75 Agnes Karambu Karuti 495140 C1 F 729271185 AGNESKARAMBU73@YAHOO.COM NONE EASTERN MERU MERU IGEMBE CENTRAL Mporoko Primary School 14701124495
76 Eunice Muthoni Gitari 508301 C1 F 701796909 eunicemuthoni1984@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Murera Primary School 14701124492
77 Franklin Mwingirwa Araya 466013 C3 M 723573216 mwingirwafrank79@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Mwerene Primary School 14701124499
78 Gitari David Ronald 532367 C1 M 721134989 rrrgitari@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Mwerene Primary School 14701124499
79 William Kinyua Miriti 530246 C3 M 725758993 kinyuamiriti946@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Mwerongai Primary School 14701124465
80 Monica Inokobia Chokera 469577 C3 F 722240827 MONICACHOKERA@GMAIL.COM NONE EASTERN MERU MERU IGEMBE CENTRAL Mwerongai Primary School 14701124465
81 Catherine Nkirote Henry 588939 C1 F 727962230 catherinenkirote2000@yahoo.com NONE EASTERN MERU MERU IGEMBE CENTRAL Mwerongai Primary School 14701124465
82 Michael Kirimi Ntoburi 494258 C2 M 726769513 michealkirimi@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Mwomwere Primary School 14701124734
83 Racheal Waithira Kisia 441430 C3 F 723897899 RACHEALKISIA@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL N.A.C Nkiri Primary School 14701124762
84 Judy Wairimu Wambui 537670 C1 F 724849711 JUDYW6290@GMAIL.COM NONE EASTERN MERU MERU IGEMBE CENTRAL N.A.C Nkiri Primary School 14701124762
85 Benjamin  Ndugi 588958 B5 M 728828161 benjamin.ndungi90@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Ncunguru Primary School 14701124455
86 Catherine Wanjiru Njeru 710394 B5 F 707346425 catherinewanjiru143@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Ncunguru Primary School 14701124455
87 Samuel Kaiyongi Mutia 496618 C1 M 704880757 Samuelmutia32@yahoo.com NONE EASTERN MERU MERU IGEMBE CENTRAL Nguthukii Primary School 14701124501
88 Leakey Mithika Kobia 541606 C1 M 710457446 mithikaleaky@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Nguthukii Primary School 14701124501
89 Susan Romano Makena 466510 C1 F 729647329 SUSANMAKENA387@GMAIL.COM NONE EASTERN MERU MERU IGEMBE CENTRAL Njia Primary School 14701124443
90 Bernard Kiautha Mbiti 484066 C1 M 726230867 bkmbiti@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Njia Primary School 14701124443
91 Bernard Mururu Liburu 275233 C3 M 717553436 murushben@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Nkinyang’a Primary School 14701124444
92 Faith Kinya Lintari 532704 C1 F 724553598 lintarifaith@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Nkinyang’a Primary School 14701124444
93 Sarah Nkirote Ntarangwi 484316 C1 F 705052980 nkirosarad@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Nthambiro Primary School 14701124384
94 Nannys Mukuba Kimaruh 544695 C1 F 724558731 nannysmukuba@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Nthare Primary School 14701124375
95 Julius Kangentu M’Mugambi 484153 C1 M 726394669 kangentumugambi@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Ntuene Primary School 14701124380
96 Judy Kanyua Mungania 508936 C2 F 727313994 judykanyua@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Ntuene Primary School 14701124380
97 Joel  M’Iriya 336834 C3 M 711539144 joelmuturua@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Ntuene Primary School 14701124380
98 Jeniffer Kihuka Makaa 539208 C1 F 728242362 jenniferkithuka84@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Ntuene Primary School 14701124380
99 Penina  Wothaya 533814 C1 F 714273153 peninawothaya@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Ntuti Primary School 14701124445
100 Ruth Kainda Imaria 499087 C1 F 711720403 ruthkaindaimaria@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Ntuti Primary School 14701124445
101 Mercy Muthoni Mithika 593053 C1 F 729390522 mercymuthonimithika@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Ntuti Primary School 14701124445
102 Karithi Martin John 590303 C1 M 711229073 martinkarithi08@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Ntuti Primary School 14701124445
103 Florah Nkatha Mananga 484674 C1 F 727021856 florahnkathamananga@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Ntuui Primary School 14701124450
104 Florence Gacheri Muriuki 511559 C1 F 725244934 florencegacherim@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL St. Marks Ndoleli Primary School 14701124699
105 Eunice Njeri Gichuki 642568 C1 F 713150390 eunicegichuki80@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL St. Marks Ndoleli Primary School 14701124699
106 Catherine Karimi Kalunge 459765 C2 F 702714339 karimicatherine7@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Thamare Primary School 14701124446
107 Fridah  Kathure 589439 C1 F 726269228 fkathure32@yahoo.com NONE EASTERN MERU MERU IGEMBE CENTRAL Thamare Primary School 14701124446
108 Peter Mung’Athia Kabilu 464349 C1 M 724964376 peterkabilu20@gmail.com Physical EASTERN MERU MERU IGEMBE CENTRAL Thimbili Primary School 14701124489
109 Josyline Murugi Mwithalii 468353 C1 F 721212156 josy99murugi@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Thimbili Primary School 14701124489
110 Emily Kagwiria Kijogi 584797 C1 F 712718648 emilykagwiria2@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Thimbili Primary School 14701124489
111 Benson Mwenda Ngiri 385060 C4 M 727163203 mwenda581@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Thimbili Primary School 14701124489
112 Mwila Mutura Solomon 471671 C1 M 720616479 smmwila@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Thumbereria Primary School 14701124447
113 Edith  Kaari 485982 C1 F 724401741 edithkaari8@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Thumbereria Primary School 14701124447
114 Margaret Karema Ikamati 283181 C1 F 702380243 margaretikamati81@mwalimu.tsc.co.ke NONE EASTERN MERU MERU IGEMBE CENTRAL Thumbereria Primary School 14701124447
115 Ayub Nkunja Imirongo 414472 C1 M 721870062 AYUBNKUJA39@GMAIL.COM NONE EASTERN MERU MERU IGEMBE CENTRAL Thuuru Primary School 14701124456
116 Agnes  Karambu 531457 C1 F 726150485 agneskarambu16@gmail.com NONE EASTERN MERU MERU IGEMBE CENTRAL Tuuru Primary School 14701124488
117 Agnes Karambu Mbirithi 565234 C1 F 708878929 KARAMBUAGNES86@GMAIL.COM NONE EASTERN MERU MERU IGEMBE CENTRAL Tuuru Primary School 14701124488
118 Charles Thiringi Mwithalie 513037 #N/A M 720419936 taylorcharles46@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Aithu Primary School 14701124505
119 Robert Mbiko Kainga 479757 C1 M 723949089 Robertkainga57@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IGEMBE NORTH Ambaru Primary School 14701124502
120 Severinah Nkirote M’Thilange 610745 C1 F 721100144 nkiroteseverinah@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Ambaru Primary School 14701124502
121 Kobia Moses Itirime 507504 C1 M 726979569 kobiam28@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Ambaru Primary School 14701124502
122 John Kiunga Meeme 471902 C2 M 721561339 john.meeme2@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Barenta Primary School 14701124520
123 Stephen Muroki Murithi 546952 C1 M 724478797 murokismurithi@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Inono N.A.C Primary School 14701124613
124 Agnes  Gakii 471159 C1 F 710290640 gakiagnes@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH K.K. Baithai Primary School 14701124506
125 Joan Ntoitha Kathure 562233 C1 F 727807559 JOANKATHURE21@GMAIL.COM NONE EASTERN MERU MERU IGEMBE NORTH K.K. Baithai Primary School 14701124506
126 Julia Mwonjiru Joseph 487027 C2 F 723992552 juliajosephmeeme@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH K.K. Baithai Primary School 14701124506
127 Martin Njagi Riungu 528840 C1 M 702345658 martinjagi2@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH K.K. Etama Primary School 14701124740
128 Evangeline Philip Kagwiria 507658 C1 F 716961839 kagwiria@yahoo.com NONE EASTERN MERU MERU IGEMBE NORTH K.K. Kiuula Primary School 14701124486
129 Harriet Kendi Kainga 553315 C1 F 721335270 harrietkainga@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH K.K. Kiuula Primary School 14701124486
130 Peter Ntonjira Nahason 313908 C3 M 712137000 pntonjira@yahoo.com Physical EASTERN MERU MERU IGEMBE NORTH Kamuwe Primary School 14701124519
131 Faith  Kagendo 507118 C1 F 727713187 faikagendo@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Kamuwe Primary School 14701124519
132 Juliet Nkatha Karingo 553313 C1 F 721568767 julietkaringo@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Kamuwe Primary School 14701124519
133 Beatrice Muthoni Igweta 646392 C1 F 718149517 beatysoni44@gmail.com Visual EASTERN MERU MERU IGEMBE NORTH Karichu Primary School 14701124504
134 Moses Ntoruru M’Angicia 287924 C1 M 725419104 mosesntoruru@yahoo.com NONE EASTERN MERU MERU IGEMBE NORTH Karichu Primary School 14701124504
135 Florence Mwendwa Murungi 539261 B5 F 724319106 fmmurungi@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Kathanga Primary School 14701124530
136 Alex Muchiri Njeru 554019 C1 M 713897699 alexnjeru19@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IGEMBE NORTH Kathanga Primary School 14701124530
137 Catherine Ncabani Karuti 470166 C1 F 721852031 ncacathy@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Kathanga Primary School 14701124530
138 Miriam Kambura Munoru 539178 C1 F 721852928 miriammunoru@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Kathatene Primary School 14701124513
139 Aileen  Gatwiri Marete 531751 C1 F 710165442 aileengatwiri78@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Kiani Primary School 14701124528
140 Stanley  Kaura 469555 C4 M 720854935 kaurastanley@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Kilera Primary School 14701124467
141 Agnes Makena Luciano 533343 C1 F 703387556 makenaagnes2016@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Kiolo Primary School 14701124503
142 Andrew Mwenda Nahashon 339539 C3 M 726295918 ANDREWMWENDA16@GMAIL.COM NONE EASTERN MERU MERU IGEMBE NORTH Kirindara Primary School 14701124472
143 Isaac Mugambi Maore 479766 C3 M 701757076 bhaikibur@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Kiromwathi Primary School 14701124507
144 Stanley Muthine Michubu 506596 C2 M 722812885 stonesthine@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Kiromwathi Primary School 14701124507
145 Mary Chelangat Murei 459006 C2 F 702853441 marymurei06@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IGEMBE NORTH Kiromwathi Primary School 14701124507
146 Geoffrey Muturia Ntoruru 513142 C1 M 710397119 geoffreyntoruru42@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IGEMBE NORTH Kiromwathi Primary School 14701124507
147 Joseph Gitari Mungania 583441 C1 M 713139431 josephgitari2@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Kiromwathi Primary School 14701124507
148 Winfred Ndungwa Ndemwa 674513 B5 F 710521854 windungwa@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Kiromwathi Primary School 14701124507
149 Nicholas Kiambi Charles 478585 C1 M 725364297 kiambinicholas337@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Leeta Primary School 14701124516
150 Stanley Mwenda Kaberia 394086 C3 M 727522267 STANOKABERIA@GMAIL.COM NONE EASTERN MERU MERU IGEMBE NORTH Leeta Primary School 14701124516
151 Martin Mwenda Mbaabu 509003 C1 M 721106156 mbaabusal@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Leeta Primary School 14701124516
152 Geoffrey Kithinji Mungania 608569 C1 M 724572094 sinjekithinji@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Lubua Primary School 14701124490
153 Isaac Kilango Mwololo 542879 C1 M 720215245 Mwololoisaac@yahoo.com NONE EASTERN MERU MERU IGEMBE NORTH Lubua Primary School 14701124490
154 Emma  Karimi 506621 C1 F 725275698 emmakarimi@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Lubua Primary School 14701124490
155 Samuel Kimathi Muthuri 505942 C1 M 722536951 kimathisamuel.sk@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Luciuti Primary School 14701124508
156 Janice Nkirote Mbogori 396519 C1 F 721888908 janmbonki@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Luciuti Primary School 14701124508
157 Alice Philip Gachera 544799 C1 F 729246307 alicegachera99@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IGEMBE NORTH Luciuti Primary School 14701124508
158 Evangeline Muthoni Kirianki 542691 C1 F 726138166 evangelinemuthoni50@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Luciuti Primary School 14701124508
159 Christine Mutiria,Murithi Ncabani 425514 C3 F 716401320 ncabanimutiria@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Lukununu Primary School 14701124485
160 Regina Mwathwana K Koome 427633 C3 F 726772950 REGINAMWATHWANA@GMAIL.COM NONE EASTERN MERU MERU IGEMBE NORTH M.C.K. Meeria Primary School 14701124719
161 Purity Kanario Thilange 539074 C1 F 725763708 Puritykanario@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH M.C.S. Theera Primary School 14701124514
162 Rachael Kasilili Mbithuka 654522 C1 F 710742315 rachaeljapheth15@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH M.C.S. Theera Primary School 14701124514
163 Jeremia Kinyua Arianga 469180 C4 M 721606097 kinyuarianga@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH M.C.S. Theera Primary School 14701124514
164 Mavis Rukia K. Marete 506792 C2 F 727790276 rukiamavis@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Mariri Primary School 14701124479
165 Judy Mwendwa Kabaya 499088 C3 F 727741663 JUDYMWENDWA85@GMAIL.COM NONE EASTERN MERU MERU IGEMBE NORTH Mariri Primary School 14701124479
166 James Murithi Kimbui 484078 C1 M 723445713 muriithikimbui@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Mariri Primary School 14701124479
167 Peter Mugambi Kithiambiro 557856 C1 M 716184678 mugambipeter83@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Mbiriata Primary School 14701124527
168 Agnes Kinyua Nkatha 419172 C4 F 725238426 Agnesnkatha015@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Mea Primary School 14701124494
169 Agnes Mwari Mwithalii 496531 C1 F 711589467 agnesmwari01@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Mea Primary School 14701124494
170 Stephen Ntongai Kaberia 498862 C2 M 725609626 kaberiastephen@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Mea Primary School 14701124494
171 Doris Kagendo Arianga 486770 C2 F 728405275 dorisarianga70@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IGEMBE NORTH Miuine Primary School 14701124491
172 Catherine Ncororo Baatua 510849 C1 F 723863965 catherinebaatua@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Miuine Primary School 14701124491
173 Charles Kimani Gitonga 517928 C1 M 717958020 gitonga.chalie@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Murungene Primary School 14701124477
174 Hellen Kaimuri Mwenda 577120 C1 F 710223675 hellentaylor2016@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Murweti Primary School 14701124523
175 William Mwendwa Mulandi 542388 C1 M 713574353 williammulandi@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Ngitana Primary School 14701124518
176 Stanley Baariu Mbogori 510807 C1 M 721772164 mbogoristanley@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Ngitana Primary School 14701124518
177 Judy Muthoni Mutuura 476792 C1 F 723334394 judymutuura92@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IGEMBE NORTH Nkamathi Primary School 14701124517
178 Miriam Murugi Mwaniki 530625 C1 F 729287804 mwanikimir@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Nkamathi Primary School 14701124517
179 Kithinji Lenny Kirema 498863 C2 M 713881773 kithinjikirema63@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IGEMBE NORTH Nkandone N.A.C Primary School 14701124729
180 Monicah  Kinya 495052 C1 F 726340556 kinyamonicah1@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Nkiriana Primary School 14701124482
181 Evalyne Makena Mugambi 507698 C1 F 725807560 EVEMAKENA@GMAIL.COM Visual EASTERN MERU MERU IGEMBE NORTH Nkiriana Primary School 14701124482
182 Judith  Muthoni 579191 C1 F 710923387 muthonijd@yahoo.com NONE EASTERN MERU MERU IGEMBE NORTH Nkiriana Primary School 14701124482
183 Kagwiria Sarah Nyamu 538171 C1 F 726388598 nyamukagwiria@gmail.com NONE EASTERN MERU MERU IGEMBE NORTH Thirua Primary School 14701124714
184 Janerose  Gakii 484470 C1 F 725102779 janerosegakii1@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Akui Primary School 14701124413
185 Aziza Kendi Kinyua 660777 C1 F 716919232 azizakendi@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Amwamba Primary School 14701124402
186 Agnes Kagwiria Kobia 484274 C1 F 726980174 agiekagwiria@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Amwamba Primary School 14701124402
187 Joy Makena Misheck 587827 C1 F 729093864 joy.makena.misheck@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Ankurani Primary School 14701124769
188 Jackson Mwandiki Miriti 479711 C2 M 722851938 miritimwandiki@yahoo.com NONE EASTERN MERU MERU IGEMBE SOUTH Antuambui Primary School 14701124436
189 Justin Muthaura Gatobu 813875 C1 M 727114310 justinmuthaura@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Antuambui Primary School 14701124436
190 Lydiah Kathambi Inyingi 509026 C2 F 726673563 lydiahthambi@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Antuambui Primary School 14701124436
191 Judith Nkatha Mukindia 512299 C1 F 728564210 judithnkatha@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Antuambui Primary School 14701124436
192 Lucy Wangari Murigi 578268 C1 F 727425717 wangarilucy01@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Antuambui Primary School 14701124436
193 Makena Faith Kobia 498054 C1 F 723729435 faithmakenak@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Antubankui Primary School 14701124435
194 Polly Nkatha Atheru 569712 C1 F 710254409 nkathaatheru36@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Antubochiu Primary School 14701124370
195 Charity Karimi Ngoi 438259 C2 F 725089245 nigocharity@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Athimba Primary School 14701124403
196 Peninah Muthoni Kitharia 464990 C1 F 719228123 peninasoni@yahoo.com NONE EASTERN MERU MERU IGEMBE SOUTH Kamburu Primary School 14701124431
197 Samson Kinyua Mugaa 490312 C1 M 716326222 Kinyuamugaa@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Kamburu Primary School 14701124431
198 Doreen  Kathambi 586664 C1 F 718783088 KATHAMBIDOREEN52@GMAIL.COM NONE EASTERN MERU MERU IGEMBE SOUTH Karumaru Primary School 14701124415
199 Hannah Wambui Nyambura 697428 C1 F 700759519 annnyambuu545@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Karumaru Primary School 14701124415
200 Peninah Kaguri Nkang’I 484252 C1 F 728473997 peninahnkangi@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Karumaru Primary School 14701124415
201 Peter Ratanya Buru 451185 C1 M 725539619 RATANYAPETER1@GMAIL.COM NONE EASTERN MERU MERU IGEMBE SOUTH Karurune Primary School 14701124411
202 Josphat Kinyua Mutegi 534046 C1 M 725501471 josphatkinyua22@yahoo.com NONE EASTERN MERU MERU IGEMBE SOUTH Kibilaku Primary School 14701124396
203 Faith Kagwiria John 484245 C1 F 710824741 faithkinyua@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Kilalai Primary School 14701124376
204 Joanina Kaigongi Ndamiano 496205 C1 F 712871988 Joankaigongi@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Kilalai Primary School 14701124376
205 Judy Nkirote Mbaabu 513284 C1 F 701365807 judymbaabu234@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Kilalai Primary School 14701124376
206 Judith Kanini Maingi 516320 C1 F 723044927 Kanini722@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Kilalai Primary School 14701124376
207 Elizabeth  Kathure 499728 C1 F 721532000 kathuliza@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Kilalai Primary School 14701124376
208 Jane Wambui Lawrence 402037 C3 F 724777282 wambuijane20@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH M.C.S. Athiru Gaiti Primary School 14701124404
209 Edwin Mutembei Ntoruru 494266 C3 M 721605720 ntoruruedwin@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH M.C.S. Athiru Gaiti Primary School 14701124404
210 Judy Kiaria Nkumiri 480126 C1 F 707924121 judynkumiri2021@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH M.C.S. Athiru Gaiti Primary School 14701124404
211 Peninah Kainda M’Ikiburu 531994 C1 F 728661632 ipeninah@yahoo.com NONE EASTERN MERU MERU IGEMBE SOUTH Maua Primary School 14701124369
212 Florence Kaari Mutia 468736 C1 F 723706492 flo.kaar@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Maua Primary School 14701124369
213 Beatrice Kaimuri Kainga 479716 C1 F 723233829 beatricekaimuri@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Murua Primary School 14701124432
214 Prudence Kavinya Nzau 634592 B5 F 714548750 prudencejoshua.pj@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Ntherone Primary School 14701124724
215 Jeremy Muroki Kailemia 521284 C1 M 723050063 Kailemiajeremy@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Riaki Primary School 14701124416
216 Paul Kimathi Andrew 507702 C1 M 724989229 paulkimathi43@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Riaki Primary School 14701124416
217 Isaiah Nabea Kaberia 436297 C1 M 727877543 Kabe.kinabea@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Ryenya Primary School 14701124406
218 Jane  Kathambi 533535 C1 F 715628713 janekathambi866@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Ryenya Primary School 14701124406
219 Jacinta Gakii Kobia 396844 C3 F 725465722 jacintagakii2016@gmail.com NONE EASTERN MERU MERU IGEMBE SOUTH Ryenya Primary School 14701124406
220 Flavia Wanja Njagi 579562 C1 F 724559422 wanjamu15@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Bishop Lawi Imathiu Primary School 14701124053
221 Ruth Kawira Kamundi 462049 C4 F 723346710 kamundikawira@gmail.com NONE EASTERN MERU MERU IMENTI NORTH C.C.M. Township Primary School 14701124206
222 Carolyne Gakii Kaumbuthu 511206 C1 F 727326391 carogakiikaumbuthu@yahoo.com NONE EASTERN MERU MERU IMENTI NORTH Gachua Pri Sch 14701124005
223 Josphine Mburugu Ngugi 539441 C1 F 723863338 jovial.josphine@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Gichunge Pri Sch 14701124006
224 Beatrice Karimi Mutea 472719 C1 F 725273551 muteakarimi29@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Gikumene Primary  School 14701124004
225 Joseph Munyithya Francis 553277 B5 M 728683406 josephfrancis77@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IMENTI NORTH Gikumene Primary  School 14701124004
226 Dorothy Gatuiri Mbobua 469208 C1 F 716557069 gatwirimutwiri2015@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Gitoro Pri Sch 14701124212
227 Felistas Wanjue Nyaga 392306 C4 F 710123510 felistasnyaga06@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IMENTI NORTH Gitoro Pri Sch 14701124212
228 Zachariah Muriithi Nyaga 407299 C5 M 726818360 zachariahnyaga99@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IMENTI NORTH Good Shepherd Pri  Sch 14701124218
229 Judah M Kanyamu 299175 C1 M 724325384 JUDAHKANYAMU@GMAIL.COM NONE EASTERN MERU MERU IMENTI NORTH Good Shepherd Pri  Sch 14701124218
230 Fridah Kiende Mwebia 473922 C1 F 702433609 kiendemfridah@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Irinda Pri Sch 14701124209
231 Felister Karimi Njeru 496055 C1 F 725849740 felisterkariminjeru@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Irinda Pri Sch 14701124209
232 Titus Muguna Kiunga 581894 C1 M 700439497 tkiunga@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Kaaga Primary School 14701124214
233 Josphine Kaguri Mutwiri 470303 C1 F 720966392 josphinekaguri64@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Kainginyo Pri Sch 14701124008
234 Lydia  Kwaria 285016 C1 F 727858578 kwarialadies@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Kambiti Pri Sch 14701124009
235 Lucy Kanyua Ikiugu 482090 C1 F 720930187 kanyua63@mail.com NONE EASTERN MERU MERU IMENTI NORTH Karima Gantwiko Pri Sch 14701124015
236 Doreen Ntinyari Kirimi 482462 C1 F 722437973 doreenkirimi62@mwalimu.com NONE EASTERN MERU MERU IMENTI NORTH Karima Gantwiko Pri Sch 14701124015
237 Rose  Kirumba 484260 C1 F 724143409 kirumbarose@yahoo.com NONE EASTERN MERU MERU IMENTI NORTH Karirwara Pri Sch 14701124016
238 Nicholas Mwirigi Muthuri 496028 C1 M 725625398 muthurinicholas330@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Kathithi Primary  School 14701124018
239 Silveria Kioro Kiunga 471714 C1 F 726862527 silveriakiunga@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Kinoru Primary School 14701124211
240 Eustuce Thuranira Mukindia 575508 C1 M 726094917 eustunethuranira@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Kirimaitune Pri Sch 14701124071
241 John Muiruri Ndungu 298166 C4 M 716581198 ndungujohn390@gmail.com NONE EASTERN MERU MERU IMENTI NORTH M.C.K. Kainginyo Boarding Primary School 14701124076
242 Jotham Kathurima Kiogora 477181 C1 M 725815608 jothamkiogora2016@gmail.com NONE EASTERN MERU MERU IMENTI NORTH M.C.K. Kainginyo Boarding Primary School 14701124076
243 Mercy Kananu Murithi 549676 C1 F 712150281 kananumercy88@gmail.com NONE EASTERN MERU MERU IMENTI NORTH M.C.S. Kiraria Primary School 14701124078
244 Mark Kaimenyi Tharamba 520141 C1 M 722237722 markkaimenyi@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Mbirikene Pri Sch 14701124033
245 James Mwongera Mwenda 644101 C1 M 710242154 jamwo2006@yahoo.com NONE EASTERN MERU MERU IMENTI NORTH Mbuuta Pri Sch 14701124036
246 Justus Mburugu Mutunga 570873 C1 M 723100651 Justusmutunga81@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Meru Pri Sch 14701124207
247 Jane  Karimi 540639 C1 F 727359342 Jaynekarimiv@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Meru Pri Sch 14701124207
248 Mercy Gacheri Kiome 526563 C1 F 720063165 mercygacheri70@yahoo.com NONE EASTERN MERU MERU IMENTI NORTH Meru Pri Sch 14701124207
249 Alex Mwiti Bundi 561094 C1 M 713981460 alexobundi@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Murathankari Pri Sch 14701124026
250 Milcah Muthoni Wachira 674231 C1 F 710767029 milcahwachira84@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Muringombugi Pri Sch 14701124034
251 Josephine Nyambura Muchiri 504683 C1 F 728842431 josephinemuchiri20@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Mwithumwiru Pri Sch 14701124213
252 Lydia Imbwana Luvisia 517727 C1 F 727598096 lydialuvisia@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Mwithumwiru Pri Sch 14701124213
253 Doris Nkatha Maingi 383964 C4 F 715677291 dorisnkatha6@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Ngiine Primary School 14701124038
254 Faith Geoffrey Mukomunene 383966 C3 F 729653756 faithmukomunene81@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Ngiine Primary School 14701124038
255 Cesary Mbiti Rwaria 492469 C5 M 725093322 cesarymbiti@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Ngonyi Pri Sch 14701124039
256 Alfred Kirimi Mwongera 473158 C1 M 724380205 kalfredm@outlook.com NONE EASTERN MERU MERU IMENTI NORTH Ngonyi Pri Sch 14701124039
257 Francis Kimathi Baariu 481230 C5 M 723897962 franciskimathi@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Nthamiri Pri Sch 14701124058
258 Paul Majira Mitambo 526189 C5 M 727101932 paulihnomitambo@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Nthimbiri Pri Sch 14701124043
259 Grace Kathure Kiara 451048 C1 F 713787006 kathzuregraca@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Runogore Pri Sch 14701124048
260 Evangeline  Makena 393420 C1 F 727109306 makenaevar2017@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Rwanyange Primary School 14701124049
261 Judith Gacheri Marete 396859 C1 F 728868820 judygacheri75@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Thuura Pri Sch 14701124056
262 Micheline  Mwiricha 532829 C1 F 727984369 mwirichia4@gmail.com NONE EASTERN MERU MERU IMENTI NORTH Thuura Pri Sch 14701124056
263 Samuel Gikunda Kinyua 433910 C1 M 721697284 samuelgikunda4@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH C.C.M. Gaceero Primary School 14701124115
264 Alice Mutugi Ngugi 443775 C1 F 726569434 alicengugi18@GMAIL.COM NONE EASTERN MERU MERU IMENTI SOUTH C.C.M. Kirogine Primary School 14701124135
265 Catherine Mueni Mauta 561408 C1 F 729287360 catherinemauta@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH C.C.M. Kirogine Primary School 14701124135
266 Catherine Mukiri Nyaga 478319 C1 F 724420193 Catherinenyaga19@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IMENTI SOUTH C.C.M. Kithunguri Primary School 14701124146
267 Josephine Karwitha Kaaria 495716 C1 F 726593252 phinebundi@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Gaatia Pri Sch 14701124102
268 Joy Gatwiri Kaburu 581146 C1 F 722855284 joykaburu2012@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Gatakene Pri Sch 14701124186
269 Patrick Gichobi Muguna 488049 C3 M 712131278 mugunamiguna821@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Gaturi Primary School 14701124101
270 Veronicah Kaimuri Kiambi 549475 C1 F 724010740 veronicakaimuri2016@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Gaturi Primary School 14701124101
271 Joyce Muringo Githinji 473554 C1 F 724836828 jmuringo04@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Gicici Primary School 14701124365
272 Caroline Mukami Mutura 540422 C1 F 729471394 carolinemutura22@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IMENTI SOUTH Iriene Pri Sch 14701124107
273 Irenekatela Maithya Maithya 541122 C1 F 723061981 irenekatela@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Kagumone Primary School 14701124110
274 Silas Mwirigi Mkuura 451312 C1 M 726541611 silasm’kuura12@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IMENTI SOUTH Kanyakine Boys Boarding 14701124133
275 Damaris  Kainyu 550103 C1 F 724524035 02damariskainyu@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Kanyakine Boys Boarding 14701124133
276 Faith Gatwiri Mbaabu 536871 C2 F 729945133 faithgatwiri10@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Kathera Pri Sch 14701124137
277 Joselyn Kagendo Gatuta 591265 C1 F 728249914 gatutajoselyn@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Kathera Pri Sch 14701124137
278 Nessy Karegi Mbaka 530262 C1 F 751674485 nessykaregi@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Kathigu Pri Sch 14701124118
279 Eliphas Mwenda Njogu 401986 C1 M 720679663 eliphasmwenda86@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IMENTI SOUTH Kaura Primary School 14701124219
280 John Mwiti Marete 346290 C1 M 707944128 johnmwiti30@yahoo.com NONE EASTERN MERU MERU IMENTI SOUTH Kiangua Pri Sch 14701124139
281 Charity Gatakaa Kaumbuthu 446946 C1 F 712401820 charitygatakaa76@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Kiangua Pri Sch 14701124139
282 Fridah Kathure Gervasio 568616 C1 F 713495237 fridahgervasio16@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IMENTI SOUTH Kianyaga Pri Sch 14701124188
283 Lornah Ndendwa Nzilu 515933 C1 F 727471860 lornahnzilu33@mwalimu.tsc.ke NONE EASTERN MERU MERU IMENTI SOUTH Kigane Pri Sch 14701124140
284 Silvia  Kambura 328474 C3 F 727374149 kamburas@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Kigarine Primary School 14701124130
285 John Magiri Mwiti 521292 C1 M 727139745 mwitimagiri1980@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Kiithwa Primary School 14701124131
286 Bernard Gitonga Kiambi 467535 C1 M 726157355 bernardkiambi35@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IMENTI SOUTH Kiroone Pri Sch 14701124142
287 Dorothy Kananu Mungania 425008 C3 F 721338715 munganiadorothy08@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IMENTI SOUTH Kithaene Pri Sch 14701124143
288 Anastasia Kajuju Maithima 409239 C3 F 725256800 anastasiakajuju1@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Kithaene Pri Sch 14701124143
289 Adrian Muthomi Kariithi 428342 C1 M 725991080 adrianmthomi@yahoo.com NONE EASTERN MERU MERU IMENTI SOUTH Kithakanaro Primary School 14701124144
290 Patrick Mwenda Mbaabu 425232 C1 M 726178395 Kithinjimbaabu20@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Kithangari Pri Sch 14701124145
291 Naomi K Mugambi 554333 C1 F 726763316 naomikathure34@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Kithangari Pri Sch 14701124145
292 Paulina Mucece Magiri 429374 C1 F 724953675 paulinemagiri1@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Lower Chure Pri Sch 14701124150
293 Winfred Kanja Muriuki 435024 C3 F 723855100 winfredmuriuki9@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Lower Chure Pri Sch 14701124150
294 Mary Kainyu Micheni 552890 C1 F 710412524 kainyumary@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH M.C.K St. Paul’s Nkunjumu Primary School 14701124311
295 Rose  Kagendo 481575 C1 F 707456242 ROSENYAGA57@GMAIL.COM NONE EASTERN MERU MERU IMENTI SOUTH Mamuru Pri Sch 14701124151
296 Lawrence Mungatia Mwenda 403893 C2 M 711723311 lawremwe@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Maraa Pri Sch 14701124184
297 Dorothy Kanana Kirimi 468763 C1 F 727155688 dorothykanana1980@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Maraa Pri Sch 14701124184
298 Susan Makena Mugambi 548212 C1 F 728639591 susanmakena78@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Marimba  Pri Sch 14701124162
299 Faith Murithi Kathomi 583662 C1 F 720107958 fkathomi@yahoo.com NONE EASTERN MERU MERU IMENTI SOUTH Mbeti Pry School 14701124341
300 Jane Lawrence Kanini 451323 C1 F 725696412 jkanini210@gmail.com Physical EASTERN MERU MERU IMENTI SOUTH Muguru Pri Sch 14701124159
301 Martha Mwari Mutuma 396649 C3 F 725239229 marthamwari1@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Muguru Pri Sch 14701124159
302 Judy Karambu Kobia 460509 C1 F 702849118 Judykarambukobia@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Mukaragatine Pri Sch 14701124161
303 Mutugi M William 477000 C1 M 712899476 williammutugi6@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Muriru Pri Sch 14701124122
304 Muguna Karambu Speranza 477323 C1 F 714971625 Speranzakarambu23@mwalimu.ac.ke NONE EASTERN MERU MERU IMENTI SOUTH Ngongo Primary School 14701124167
305 Nancy Nkatha Magiri 486788 C1 F 723316554 nancynkatha982@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Njerune Pri Sch 14701124149
306 Benard Kyalo Kimwele 632094 C1 M 727236833 bernardkyalo24@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Njogune Boarding Primary School 14701124364
307 Fredrick Mati Musila 533848 C1 M 711146927 matifredrick7@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Njogune Boarding Primary School 14701124364
308 Naomi Njeri Ng’Ang’A 481802 C1 F 725559598 njearithi@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Nkubu Primary School 14701124168
309 Joyce Mukami Kaaria 264429 C1 F 721301847 joycekaaria29@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IMENTI SOUTH Nkumari Primary School 14701124165
310 Doris Karimi Kaaria 423952 C2 F 729448414 KARIMIDORIS82@GMAIL.COM NONE EASTERN MERU MERU IMENTI SOUTH Ntemwene Primary School 14701124170
311 Lawrence Mwongera Kiambi 483846 C5 M 723509395 mwongeralawrence1983@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Ntharene D.e.b   Pri 14701124171
312 Gilbert  Muthomi 496165 C1 M 720206253 GILBERTMUTHOMI40@GMAIL.COM NONE EASTERN MERU MERU IMENTI SOUTH P.C.E.A. Kathigiri Primary  School 14701124125
313 Martin Kinyua Kirimi 647756 C1 M 716921684 marto8900@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH P.C.E.A. Kathigiri Primary  School 14701124125
314 Evelyn Kagwira Mutuma 506971 C1 F 725374826 everlynmutuma71@mwalimu.tsc.go.ke NONE EASTERN MERU MERU IMENTI SOUTH Rwarene Pri Sch 14701124105
315 Duncan Kinoti Muriithi 528331 C1 M 720446325 kinotiduncan7@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH St. Josephs Pri Sch 14701124176
316 Jackline Kathomi Kithinji 468745 C3 F 722308044 kathomikithinji@yahoo.com NONE EASTERN MERU MERU IMENTI SOUTH St. Jude K.K.Primary School 14701124356
317 Gertrude Kaari Kariba 406122 C3 F 720813875 getrudekariba@yahoo.com NONE EASTERN MERU MERU IMENTI SOUTH St. Jude K.K.Primary School 14701124356
318 Margaret Kathure Kireah 439384 C1 F 720051966 kathure2008@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Tharu Pri Sch 14701124179
319 Kelvin Boss Marete 533237 C1 M 725813973 kelvinparamount85@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Wesley Boarding Primary School 14701124112
320 Beatrice Eusebio Kagwiria 385702 C3 F 728457669 beatricekawiria@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Wesley Boarding Primary School 14701124112
321 Nancy Gakiru Kiambi 535980 C1 F 705640043 nanciegkiambi@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Yururu G. Boarding Primary School 14701124197
322 Charles Kaburu Mwandiki 537283 C1 M 725881175 charlesbrevian@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Yururu G. Boarding Primary School 14701124197
323 Zipporah Peter Nyawira 495728 C1 F 705340300 nyawirazipporah@gmail.com NONE EASTERN MERU MERU IMENTI SOUTH Yururu Primary School 14701124181
324 Lucy Karwirwa Mbijiwe 522246 C1 F 726330131 lucymkarwirwa@gmail.com NONE EASTERN MERU MERU MERU CENTRAL Bishop Nthamburi 14701124306
325 Nancy Ntinyari Riria 490463 C1 F 704994171 nancyntinyari84@gmail.com NONE EASTERN MERU MERU MERU CENTRAL C.C.M. Kiria Primary School 14701124260
326 Dominic Munene Gituma 559801 C1 M 727722886 munene.dominic@yahoo.com NONE EASTERN MERU MERU MERU CENTRAL C.C.M. Nkumbo Primary School 14701124273
327 Erastus Mutuma Mwiti 469178 C1 M 727558554 erastusmwiti78@mwalimu.tsc.go.ke NONE EASTERN MERU MERU MERU CENTRAL Chaaria Primary School 14701124300
328 Zippora Njura Ndwiga 514149 C1 F 729090129 njurazippora@gmail.com NONE EASTERN MERU MERU MERU CENTRAL D.E.B. Rware Pri Sch 14701124282
329 Regina Gatwiri Njogu 445516 C1 F 710411596 reginanjogu16@mwalimu.tsc.go.ke NONE EASTERN MERU MERU MERU CENTRAL Gitiye Primary School 14701124290
330 Lucy Kanario Muramana 468943 C1 F 720103190 lucykanario@yahoo.com NONE EASTERN MERU MERU MERU CENTRAL Gitiye Primary School 14701124290
331 Doris Makena Kirimi 584005 C1 F 726763782 doriskrm@gmail.com NONE EASTERN MERU MERU MERU CENTRAL Kaguma Primary School 14701124252
332 Caroline Kendi Jabani 563669 C1 F 724615525 CAROLKENDI20@GMAIL.COM NONE EASTERN MERU MERU MERU CENTRAL Kairebi Day & Boarding Primary School 14701124736
333 Martha Kithira Murungi 398234 C4 F 700598560 kithiramartha@gmail.com NONE EASTERN MERU MERU MERU CENTRAL Karingene Primary School 14701124267
334 Mercy Kainyu Kirungu 471377 C2 F 717912620 mercykirungu7@gmail.com NONE EASTERN MERU MERU MERU CENTRAL Kathiranga Pri Sch 14701124226
335 M’Rimi Murangiri Abiud 527879 B5 M 724125492 ABIUBMARIMI79@MWALIMU.TSC.GO.KE NONE EASTERN MERU MERU MERU CENTRAL Kiamakoro Pri Sch 14701124264
336 Lydia Kajuju Charles 434580 C1 F 725751253 CHARLESLYDIA2016@YAHOO.COM NONE EASTERN MERU MERU MERU CENTRAL Kianthumbi Pri Sch 14701124227
337 Timothy Kirimi Kinoti 468530 C4 M 711854198 tkinoti89@gmail.com NONE EASTERN MERU MERU MERU CENTRAL Kinjo Pri Sch 14701124250
338 Winfred Gakii Karimba 528245 C1 F 713275200 winfredgakii@gmail.com NONE EASTERN MERU MERU MERU CENTRAL M.C.K Gitauga Primary Day & Boarding Sch 14701124202
339 Silas  Mawira 551186 C1 M 723065368 silasmawira@gmail.com NONE EASTERN MERU MERU MERU CENTRAL M.C.K Gitauga Primary Day & Boarding Sch 14701124202
340 Mpinda  Mmutungi 289019 C3 F 725284449 mpindamutungi@gmail.com NONE EASTERN MERU MERU MERU CENTRAL M.C.K Muruugi Primary School 14701124304
341 Rael Karimi Muthamia 494762 C1 F 710185759 raelmuthamia@gmail.com NONE EASTERN MERU MERU MERU CENTRAL M.C.K Muruugi Primary School 14701124304
342 Mercy Muthoni Kiura 385192 C3 F 721681964 mercymuthonik9@gmail.com NONE EASTERN MERU MERU MERU CENTRAL M.C.K. Abathuguchi Primary School 14701124303
343 Martin Murithi Gichuru 495376 C2 M 723729213 murijimartin@gmail.com NONE EASTERN MERU MERU MERU CENTRAL M.C.K. Abathuguchi Primary School 14701124303
344 Nkaabu Douglas Muriuki 560177 C1 M 704927564 Muriukid80@gmail.com NONE EASTERN MERU MERU MERU CENTRAL M.C.K. Chaaria Township Primary School 14701124307
345 Dennis Kinyili Muunda 654549 B5 M 719805252 dennismuunda@gmail.com NONE EASTERN MERU MERU MERU CENTRAL M.C.K. Chaaria Township Primary School 14701124307
346 Susan Kanja Nthurima 560572 C1 F 726285144 suzienthurimah@gmail.com NONE EASTERN MERU MERU MERU CENTRAL M.C.S. Gaitu Primary School 14701124294
347 Patrick Mbae Mugambi 547515 C1 M 706535746 mugambipatrick.pm@gmail.com NONE EASTERN MERU MERU MERU CENTRAL M.C.S. Gaitu Primary School 14701124294
348 Douglas Muthuri Kinyua 581658 C1 M 729807855 DOUGLASKINYUA57@GMAIL.COM NONE EASTERN MERU MERU MERU CENTRAL Mbajone Pri Sch 14701124270
349 Lucy Gatwiri Mwirigi 539379 C1 F 726494571 LCGATWIRI@GMAIL.COM NONE EASTERN MERU MERU MERU CENTRAL Mukune – Gakwine Primary School 14701124359
350 Doreen  Kawira 498877 C1 F 715663629 doreenkimathi77@gmail.com NONE EASTERN MERU MERU MERU CENTRAL Mukune – Gakwine Primary School 14701124359
351 Abraham Kimaita Mirii 366652 C3 M 727918528 abrahamkimaita1@gmail.com NONE EASTERN MERU MERU MERU CENTRAL Muthangene Pri Sch 14701124217
352 Doreen Gacheri Mburugu 522341 C1 F 724700681 laban.kirimi@gmail.com NONE EASTERN MERU MERU MERU CENTRAL Muthangene Pri Sch 14701124217
353 Hellen Kangai Kirema 659938 B5 F 711328600 hellenkirema@yahoo.com NONE EASTERN MERU MERU MERU CENTRAL Muthikine Primary School 14701124292
354 Mugendi Miriti Clinton 643830 B5 M 710707583 mclintonsm@gmail.com NONE EASTERN MERU MERU MERU CENTRAL Njuthine Primary School 14701124287
355 Joseph Ngotho Wangaru 546874 C1 M 728558397 Jose.ngotho85@gmail.com NONE EASTERN MERU MERU MERU CENTRAL Nkuura Pri Sch 14701124276
356 Jacinta Wangui Warui 532858 C1 F 728889447 jeci.cui84@gmail.com NONE EASTERN MERU MERU MERU CENTRAL Ruiga Primary School 14701124284
357 Rose Gacheri Mwongera 519880 C1 F 725966209 rosegacheri24@gmail.com NONE EASTERN MERU MERU MERU CENTRAL St. Nicholas Boarding Pri Sch 14701124079
358 Purity  Kagwiria 515655 C1 F 729567621 puritykagwi2015@gmail.com NONE EASTERN MERU MERU MERU CENTRAL Tabata Primary School 14701124285
359 Mercy Gakii Kirianki 551943 C1 F 720749658 MercyKirianki43@mwalimu.tsc.go.ke NONE EASTERN MERU MERU TIGANIA CENTRAL Ameitho Primary School 14701124602
360 Munene  Eric 483819 C4 M 726763985 MuneneEric19@mwalimu.tsc.go.ke NONE EASTERN MERU MERU TIGANIA CENTRAL Ameitho Primary School 14701124602
361 Joyce Kananu Michuki 564538 C1 F 723754925 joymichuki48@gmail.com NONE EASTERN MERU MERU TIGANIA CENTRAL Ameitho Primary School 14701124602
362 Vivien Mukiri Machira 474994 C1 F 723756513 mikvivien@gmail.com NONE EASTERN MERU MERU TIGANIA CENTRAL Ametho Primary School 14701124536
363 Shadrack Mugwika Kiambi 409188 C3 M 727960723 mugwika8@gmail.com NONE EASTERN MERU MERU TIGANIA CENTRAL Kagwuru Primary School 14701124696
364 Julie Peter Karimi 490457 C2 F 712774509 juliepkarimi@gmail.com NONE EASTERN MERU MERU TIGANIA CENTRAL Kaliene Primary School 14701124540
365 Nicodemus Mwendwa Mutua 575643 B5 M 708962533 nucodemusmutua@gmail.com NONE EASTERN MERU MERU TIGANIA CENTRAL Kamithega Primary School 14701124541
366 David Mukaria Miriti 638209 C1 M 704432847 miritimukaria307@gmail.com NONE EASTERN MERU MERU TIGANIA CENTRAL Kamithega Primary School 14701124541
367 Silvia  Karimi 519286 C1 F 727995326 karimisilvia@gmail.com NONE EASTERN MERU MERU TIGANIA CENTRAL M.C.S. Mukono Primary School 14701124557
368 Mercy Kiende Kirima 486074 C1 F 724225954 KIRIMAMERCY@GMAIL.COM NONE EASTERN MERU MERU TIGANIA CENTRAL Mikinduri Primary School 14701124553
369 Jeniffer Muthoni Murithi 467780 C1 F 725813914 jeniffermuthoni81@gmail.com NONE EASTERN MERU MERU TIGANIA CENTRAL Mikinduri Primary School 14701124553
370 Tabitha Mwari Kaliunga 449193 C1 F 711385075 mwaritabitha80@gmail.com NONE EASTERN MERU MERU TIGANIA CENTRAL Mucii Mukuru Primary School 14701124554
371 Peter Kailemia Kimotho 492243 C2 M 724437106 kimothokailemia@gmail.com NONE EASTERN MERU MERU TIGANIA CENTRAL Mutewa Primary School 14701124594
372 Mbaya Dominic Kobia 512243 C1 M 728857292 dosambo.dm@gmail.com NONE EASTERN MERU MERU TIGANIA CENTRAL Ng’ombenjiru Primary School 14701124601
373 Salome Mukethi Kibere 533282 C1 F 727720462 kiberesalome222@gmail.com NONE EASTERN MERU MERU TIGANIA CENTRAL Ng’ombenjiru Primary School 14701124601
374 Agnes Kendi Joseph 587646 C1 F 725746272 agneskendi88@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Amungaa Advetist Day & Boarding Prmary S 14701124757
375 Agnes Kalayu Ngegwa 506037 C1 F 712943255 kalayundegwa@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Angili Primary School 14701124616
376 Harriet Mukami Murungi 395416 C1 F 711203545 mukamiharrietm@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Ankamia Primary Schoool 14701124580
377 Tryphosa Reuben Kananu 483957 C1 F 723333631 KANANUTRYPHOSA@GMAIL.COM NONE EASTERN MERU MERU TIGANIA EAST Ankamia Primary Schoool 14701124580
378 Catherine Mwita Kendi 508808 C1 F 720491382 catherinekendi08@mwalimu.tsc.go.ke NONE EASTERN MERU MERU TIGANIA EAST Antuanduru Primary School 14701124687
379 Rose Kajuju Kinyua 395812 C2 F 713023580 kajujurose12@mwalimu.tsc.co.ke NONE EASTERN MERU MERU TIGANIA EAST Antuanduru Primary School 14701124687
380 Angelica Mwametho Baimunya 275271 C1 F 723264869 angelicabaimunya@yahoo.com NONE EASTERN MERU MERU TIGANIA EAST C.C.M. Antuanuu Primary School 14701124695
381 Agnes Kawiria Muliuki 553939 C1 F 726754106 akawiria@gmail.com NONE EASTERN MERU MERU TIGANIA EAST E.A.P.C Murichia Primary School 14701124756
382 Mercy Kaloki Makembo 484272 C1 F 729845807 kalokimercy@yahoo.com NONE EASTERN MERU MERU TIGANIA EAST E.A.P.C. Karurune Primary School 14701124694
383 Thuranira Venasio Mbaabu 573848 C1 M 729580763 venasiothuranira@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Giithu Umoja Day & Boarding Primary Sch 14701124400
384 Catherine Mwametho Machoki 508766 C1 F 728383850 CATHERINEMWAMETHO@GMAIL.COM NONE EASTERN MERU MERU TIGANIA EAST Irindiro Primary School 14701124582
385 Angelica Mwiriki Kaigera 428917 C3 F 717250821 angelicakaigera@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Kaluli Primary School 14701124588
386 Onesmus Kaberia Mwirabua 507712 C2 M 725170686 onesmuskaberia@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Kaluli Primary School 14701124588
387 Daniel Muriira Mbaabu 494001 C1 M 725802862 muriiradaniel@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Kamuyine Primary School 14701124584
388 Glagys Kathambi Nkulu 579202 C1 F 716666183 gladysnkulu@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Kathanene Primary School 14701124585
389 John Muriira Arithi 435155 C4 M 726255833 muriiraarithi@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Kinangaru Primary School 14701124625
390 Evelyn  Nthira 434944 C2 F 724309015 nthiraevelyn@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Kinangaru Primary School 14701124625
391 Julius Kimathi Abwima 527064 C1 M 713729978 ABWIMAKIMATHI7@GMAIL.COM NONE EASTERN MERU MERU TIGANIA EAST Kithee Primary School 14701124679
392 Silas Muriira Mithika 564788 C1 M 724508513 muriirasila@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Laibocha Primary School 14701124631
393 Purity Kinya Kinyua 489654 C3 F 723660306 KINYUAPURITY44@GMAIL.COM NONE EASTERN MERU MERU TIGANIA EAST Lailuba Primary School 14701124628
394 Eunice Kananu Nteela 532525 C1 F 725948139 eunicekananu84@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Luuma Primary School 14701124627
395 Rose Nkatha Kailikia 487337 C1 F 723992520 rosenkathamp@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Luuma Primary School 14701124627
396 Frankline Murithi Munoru 562179 C1 M 727367601 murithifranklinem@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Luuma Primary School 14701124627
397 Peter Mugambi Miriti 567983 B5 M 713306645 petermiriti228@gmail.com NONE EASTERN MERU MERU TIGANIA EAST M.C.K Linguri Primary School 14701124706
398 Zipporah Murungi Nkirote 483930 C1 F 727326048 nkirotezippy@gmail.com NONE EASTERN MERU MERU TIGANIA EAST M.C.K Linguri Primary School 14701124706
399 Celina Mukubu Marimba 493126 C1 F 724176716 celinamarimba@gmail.com NONE EASTERN MERU MERU TIGANIA EAST M.C.K. Kaathi Day/Boarding Primary Sch. 14701124379
400 Dorcas Nkatha Julius 478933 C1 F 729962917 dnkatha1@gmail.com NONE EASTERN MERU MERU TIGANIA EAST M.C.K. Kaathi Day/Boarding Primary Sch. 14701124379
401 Jane Nculubi Kalwigi 439113 C1 F 700765448 JANENCULUBI2016@GMAIL.COM NONE EASTERN MERU MERU TIGANIA EAST M.C.K. Kaathi Primary School 14701124586
402 Janerose Alex Kinya 531238 C1 F 720854209 janerosealex83@gmail.com NONE EASTERN MERU MERU TIGANIA EAST M.C.K. Mukuiru Primary School 14701124640
403 Damaris Kinya Kobia 445086 C3 F 727960930 kobiadamaris43@gmail.com NONE EASTERN MERU MERU TIGANIA EAST M.C.K. Muthaara Circuit D. & B. Primary 14701124741
404 Andrew Kaberia Etirikia 530081 C2 M 722765436 kaberia2012@gmail.com NONE EASTERN MERU MERU TIGANIA EAST M.C.K. Muthaara Circuit D. & B. Primary 14701124741
405 Mary  Kinya 451057 C1 F 723532010 kinyamary1980@gmail.com NONE EASTERN MERU MERU TIGANIA EAST M.C.S. Athambu Primary School 14701124658
406 Juliah Kayuyu Lithara 496987 C1 F 723210241 juliahkayuyu10@gmail.com NONE EASTERN MERU MERU TIGANIA EAST M.C.S. Athambu Primary School 14701124658
407 Charles Kobia Ikirima 425451 C3 M 724420186 charleskobia@yahoo.com NONE EASTERN MERU MERU TIGANIA EAST M.C.S. Kirima Primary School 14701124621
408 Nabea Kaibung’A Obadiah 468015 C1 M 722375373 nabeaobadiah15@mwalimu.tscgo.ke NONE EASTERN MERU MERU TIGANIA EAST M.C.S. Kirima Primary School 14701124621
409 Dorothy Kageni Nthiiri 547629 C1 F 723071280 dotienthiiri@gmail.com NONE EASTERN MERU MERU TIGANIA EAST M.C.S. Ncuui Primary School 14701124650
410 Faith Kabiria Maingi 268379 C1 F 725581222 faithkabiriam@gmail.com NONE EASTERN MERU MERU TIGANIA EAST M.C.S. Ncuui Primary School 14701124650
411 Raphael Muriungi Kinoti 561624 C1 M 723565765 raphaelmuriung20@gmail.com NONE EASTERN MERU MERU TIGANIA EAST M.C.S. Ncuui Primary School 14701124650
412 Hellen Kambura Mukembu 583689 C1 F 711585002 hellenmukembu@gmail.com NONE EASTERN MERU MERU TIGANIA EAST M.C.S. Ngage Primary School 14701124593
413 David Ndegwa Anampiu 475839 C1 M 721901800 davidndegwa@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Mabuurua Primary School 14701124653
414 Rose Makena Jeremiah 553670 C1 F 714875787 rosemakenajeremiah@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Mabuurua Primary School 14701124653
415 Emily Kaimuri Anampiu 436204 C2 F 716495076 kaimuriemily@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Mabuurua Primary School 14701124653
416 Mwenda Nchana Jason 463080 C1 M 726484689 mwendajason89@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Mabuurua Primary School 14701124653
417 Eliphus Mwiti Michuki 541105 C4 M 724410488 mwitieliphas@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Matabithi Primary School 14701124750
418 Charles Nabea Ntongai 464352 C1 M 721141154 ntongaicharles7@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Mitunguuni Primary School 14701124646
419 Martin Kinoti Ratanya 481905 C1 M 723354116 martinkinoti50@gmail.com Physical EASTERN MERU MERU TIGANIA EAST Mukuani Primary School 14701124731
420 Ntongai Abednego Ntoruru 540367 C1 M 724157349 ntongaintoruru@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Mukuani Primary School 14701124731
421 Patrick Kaindio Mwenda 670676 C1 M 726591312 patolitomwesh@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Mula Primary School 14701124738
422 Elias Muriira Nkinyili 563897 C1 M 710894642 EliasNkinyili97@mwalimu.tsc.go.ke NONE EASTERN MERU MERU TIGANIA EAST Mula Primary School 14701124738
423 Elizabeth  Nkirote 401632 C1 F 710627132 elizabethnkirote32@mwalimu.tsc.go.ke NONE EASTERN MERU MERU TIGANIA EAST Mula Primary School 14701124738
424 Musenya  Kilui 469349 C1 F 724422932 musenyann@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Muthara Primary School 14701124643
425 Millicent Machira Kathure 506536 C1 F 721300953 mmkathure@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Mweromuthanga Primary School 14701124704
426 Moses Kaibun’Ga Imuti 527685 C1 M 721713077 kaibungamoses@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Nduluma Primary School 14701124651
427 Rose Joshua Kandu 451363 C1 F 723555516 rosekandu2016@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Ngongoaka Primary School 14701124596
428 Makembo N Muthoni 599368 C1 F 711763390 naomimakembo@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Ngongoaka Primary School 14701124596
429 Mercy Kanini Njogu 499383 C1 F 726897201 nabeamercy00@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Ntamichiu Primary School 14701124666
430 David Kimotho Ntoiti 548109 C1 M 711624856 komothodavid@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Rarimbu Primary School 14701124590
431 Elias Mwireti Abutu 470488 C1 M 727780114 abutueliasm@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Rumanthi Primary School 14701124703
432 Stella Kailikia Kananu 498811 C1 F 723660280 KANANUSTELLA@GMAIL.COM NONE EASTERN MERU MERU TIGANIA EAST Rumanthi Primary School 14701124703
433 Isaac Kibaara Kamundi 478242 C1 M 727669499 isaackibara@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Rurii Primary School 14701124591
434 William Miriti Kailibi 532589 C1 M 721877850 Miritikailibi@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Rurii Primary School 14701124591
435 Agnes Wanja Mbaya 484258 C1 F 711187699 Mbayaagnes58@tsc.go.ke NONE EASTERN MERU MERU TIGANIA EAST Rurii Primary School 14701124591
436 Peter Kavita Muli 430915 C4 M 714674930 mulipeter089@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Thaathi Primary School 14701124610
437 Winfred Musebi Kataki 560448 B5 F 712282638 wkataki@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Thaathi Primary School 14701124610
438 Ayub Murithi Machoki 535839 C1 M 728789227 ayubmachoki@yahoo.com NONE EASTERN MERU MERU TIGANIA EAST Thaathi Primary School 14701124610
439 Florence Kaari Mugao 576158 C1 F 728176706 kaariflorence6@gmail.com NONE EASTERN MERU MERU TIGANIA EAST Thaathi Primary School 14701124610
440 Paul Marenge Karithi 610785 C1 M 723992837 karithipaul@yahoo.com NONE EASTERN MERU MERU TIGANIA EAST Uriro Vision Academy 14701124424
441 Thomas Kipyego Kokwasoi 468931 C5 M 728928499 tomkokwasoi@gmail.com NONE EASTERN MERU MERU TIGANIA WEST A.C.K.  NGAITETHIA PRI SCH 14701124205
442 Lydiah Kalayu Kaunga 548298 C1 F 727687183 Lydiahkaunga22@gmail.com NONE EASTERN MERU MERU TIGANIA WEST A.C.K.  NGAITETHIA PRI SCH 14701124205
443 Kennedy Kiogora Mwika 549793 C1 M 738491646 kennedy88kiogora@gmail.com NONE EASTERN MERU MERU TIGANIA WEST A.C.K. Rei Primary School 14701124668
444 Rebecca Mwari Munjuri 496702 C1 F 728165343 rebeccamwari10@gmail.com NONE EASTERN MERU MERU TIGANIA WEST C.C.M. Amwari Primary School 14701124705
445 Patrick Kirimi Kubania 554978 C2 M 716633435 patrickkirimi1@gmail.com NONE EASTERN MERU MERU TIGANIA WEST C.C.M. Luuria Primary School 14701124632
446 Isaiah Mputhia Kararu 483842 C1 M 723285367 isaiahkararu@gmail.com NONE EASTERN MERU MERU TIGANIA WEST C.C.M. Thanantu Primary School 14701124561
447 Jeremiah Francis Karithi 498872 C2 M 720811466 karithijeremiah@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Chaikuru Primary School 14701124550
448 Jane  Karimi 475742 C2 F 720363863 karimi.janek@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Ithatene Primary School 14701124677
449 Mercy Makena Murungi 633504 C1 F 710171686 MERCYMAKENA744@GMAIL.COM NONE EASTERN MERU MERU TIGANIA WEST K.K. Lumbi Primary School 14701124622
450 Jane Muthoni Kimathi 538591 C1 F 710321152 janenjere5@gmail.com NONE EASTERN MERU MERU TIGANIA WEST K.K. Lumbi Primary School 14701124622
451 Agnes Makandi Ngiti 356015 C4 F 724207537 makandiagnes@gmail.com NONE EASTERN MERU MERU TIGANIA WEST K.K. Lumbi Primary School 14701124622
452 Beatrice Kendi Kiautha 494598 C1 F 702345838 kiauthabk@gmail.com NONE EASTERN MERU MERU TIGANIA WEST K.K. Nkengecia Primary School 14701124676
453 Mercy  Kathure 569356 C1 F 712472874 kathuremercy@gmail.com NONE EASTERN MERU MERU TIGANIA WEST K.K. Tharaine Primary School 14701124660
454 Joyce Gaceke Marete 385697 C1 F 712103958 joycemurungi61@gmail.com NONE EASTERN MERU MERU TIGANIA WEST K.K. Tharaine Primary School 14701124660
455 Martin Gitonga Nkanda 567907 C1 M 726511115 martingitonga628@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kaamu Primary School 14701124565
456 Edward Gitonga Munyi 494265 C2 M 714994778 edwardgitonga@yahoo.com NONE EASTERN MERU MERU TIGANIA WEST Kaamu Primary School 14701124565
457 Ann Nkio Alitu 478583 C1 F 700646270 annalitu75@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kaliati Primary School 14701124563
458 Felistus Muthio Daniel 596482 C1 F 712092030 felistusdaniel@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kaliati Primary School 14701124563
459 Hydah Karoki Arithi 549307 C1 F 729627916 hydaharithi07@mwalimu.tsc.go.ke NONE EASTERN MERU MERU TIGANIA WEST Kalimba Primary School 14701124685
460 Agnes Aritho Kang’Ondu 483938 C1 F 724938774 agneslinguli@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kamanoro Primary School 14701124626
461 Daniel Mwangangi Thairu 442349 C1 M 705134288 danielthairu65@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kamuthanga Primary School 14701124753
462 Judith Makena Chukera 564536 C1 F 723872033 makenajudith@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kanjalu Boarding Primary School 14701124688
463 Mwiti Joel Baikwinga 493893 C1 M 724982799 j.mwity2008@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kanjalu Boarding Primary School 14701124688
464 George Jeremiah Mutembei 527657 C1 M 720458081 Mutembeigeo2015@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kanjalu Primary School 14701124691
465 Fridah Mugambi Nkatha 658909 C1 F 713582482 fridahmugambi97@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kanjalu Primary School 14701124691
466 Irene Mukiri Kirimi 634597 C1 F 724985493 irenemukirikirimi@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kanjalu Primary School 14701124691
467 Festus Mugambi Maitai 536984 C1 M 723307344 festusmugambi8@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Karii Primary School 14701124620
468 Barnabas  Kirimi 664007 C1 M 721314774 kirimibarnabas@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kieru Primary School 14701124568
469 Lydia Karambu Murungi 511939 C1 F 717330679 lydiakarambu31@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kimachia Primary School 14701124544
470 Salome  Gakii 482419 C1 F 728383840 salomegakii3@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kimerei Primary School 14701124545
471 Loyce  Kanyua 494240 C1 F 716418702 loycekarithi@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kimuthii Primary School 14701124686
472 Marion  Kathure 668656 C1 F 711939693 marionkathure@yahoo.com NONE EASTERN MERU MERU TIGANIA WEST Kimuthii Primary School 14701124686
473 Emmah Kinya Mwongela 549694 C1 F 727986653 emmah.kinya2@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kirukire Primary School 14701124689
474 Agnes  Karimi 385058 C1 F 710216972 karimiagnes1972@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kitheo Primary School 14701124624
475 Rose Muthoni Mugambi 433629 C1 F 723385909 roseedec@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Kitheo Primary School 14701124624
476 Peninah Igweta Makena 602085 C1 F 707883637 peninahmakena88@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Laciathuriu Primary School 14701124633
477 Susan Muthoni Mwangi 629382 C1 F 714911897 susanmuthoni331@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Lairangi Primary School 14701124634
478 Daniel Mwenda Ikamati 536387 C2 M 711579861 mwendadaniel85@gmail.com NONE EASTERN MERU MERU TIGANIA WEST M.C.K Mwerondu Primary School 14701124533
479 Doreen Karimi Itabari 550569 C1 F 729566672 DOREENKARIMI37@GMAI.COM NONE EASTERN MERU MERU TIGANIA WEST M.C.K. Kianjai C.B. Primary School 14701124678
480 Nancy Kawira Kageni Muriuki 541787 C1 F 727811903 nancykawira961@gmail.com NONE EASTERN MERU MERU TIGANIA WEST M.C.K. Kianjai C.B. Primary School 14701124678
481 Mbili John Muriungi 544063 C2 M 725903528 mbilimuriungi2@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Maitha Primary School 14701124698
482 Jacinta Mutanu Willy 527491 C1 F 726394298 JACINTAMUTANU378@GMAIL.COM NONE EASTERN MERU MERU TIGANIA WEST Manyiri Primary School 14701124665
483 Emily Wanjiru Wambua 675653 B5 F 727262322 emilywanji@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Mituntu Primary School 14701124638
484 Poeve Ntinyari Kaumbura 508758 C1 F 723835935 poeventinyari@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Mutionjuri Primary School 14701124644
485 Phides Nkirote Ithara 614015 C1 F 716161218 itharap@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Mwanika Primary School 14701124642
486 Winfred Makena Muriungi 449124 C1 F 723401429 winniemuriungi19@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Mwanika Primary School 14701124642
487 Josephine  Thairora 476816 C1 F 726079293 josthairora@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Mwanika Primary School 14701124642
488 Hosea  Muthamia 641513 C1 M 726828987 muthamiahosea@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Mwerondu Primary School 14701124664
489 James Kaunyangi Baariu 485880 C1 M 724381430 jamesbaariu80@mwalimu.tsc.go.ke NONE EASTERN MERU MERU TIGANIA WEST Mweronkanga Primary School 14701124647
490 Njati Nkirote Mercy 526241 C1 F 708052106 mercynjati@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Mweronkanga Primary School 14701124647
491 Dinah Makena Kairira 499151 C1 F 724786204 makenadinah2@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Mwili Primary School 14701124669
492 Edith  Thairora 425509 C1 F 724283995 thairoraedith2016@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Nairiri Primary School 14701124673
493 Joyce Naitore Muthamia 560918 C1 F 712191347 joycemuthamia18@mwalimu.tsc.go.ke NONE EASTERN MERU MERU TIGANIA WEST Nairiri Primary School 14701124673
494 Kirema Joel Maithima 528266 C2 M 722802093 mkiremajoel436@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Nkiluthu Primary School 14701124683
495 Anjelika  Nkatha 492975 C1 F 711320100 angelicankatha75@mwalimu.tsc NONE EASTERN MERU MERU TIGANIA WEST Nkurare Primary School 14701124661
496 Anne Karambu Laibuni 471727 C1 F 723592460 annekarambulaibuni@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Nkurare Primary School 14701124661
497 Grace  Mwakairu 470285 C1 F 726446417 mwakairugrace@yahoo.com NONE EASTERN MERU MERU TIGANIA WEST Ntiba Primary School 14701124654
498 Boniface Mbae Mwenda 628280 B5 M 705518562 mwendaboniface2014@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Ntiba Primary School 14701124654
499 Susan Mureithi Munyua 538143 C1 F 707728870 munyuasusan98@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Ntiba Primary School 14701124654
500 Mercy Kinya Mugambi 435248 C1 F 727559868 435248mercykinya14@yahoo.com NONE EASTERN MERU MERU TIGANIA WEST O.C.M. Muramba Primary School 14701124692
501 Jeniffer Kaluyu Ikuluthu 493816 C1 F 712159412 jenjferk@gmail.com NONE EASTERN MERU MERU TIGANIA WEST O.C.M. Muramba Primary School 14701124692
502 Peter Wamaria Maina 551426 C1 M 725662705 pmwamariah15@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Rwanyanki Primary School 14701124655
503 Henry Munjuri Mururu 408271 C2 M 722225205 mururuhenry@yahoo.com NONE EASTERN MERU MERU TIGANIA WEST Rwanyanki Primary School 14701124655
504 Andrew Kubai Mitu 569259 C4 M 726554279 mituandre830@gmail.com NONE EASTERN MERU MERU TIGANIA WEST St. David Primary School Urru 14701124195
505 Catherine Nkatha Mberia 471710 C1 F 720175445 catherinenkathamberia@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Thinyaine Primary School 14701124657
506 Mary  Kaloki 495864 C1 F 721727904 marykaloki@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Thinyaine Primary School 14701124657
507 Ann Kaberenge Kayuyu 510879 C1 F 728158932 annkayuyu@hotmail.com NONE EASTERN MERU MERU TIGANIA WEST Thinyaine Primary School 14701124657
508 Geofrey Babu Kiramana 481205 C1 M 721540600 babukjoe@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Thinyaine Primary School 14701124657
509 Mary Kalayu Rware 358347 C3 F 721923923 maryrware47@mwalimu.tsc.go.ke NONE EASTERN MERU MERU TIGANIA WEST Twale M.C.K. Primary School 14701124674
510 John Gitonga Thiauru 542268 C1 M 724594089 john88@gmail.com NONE EASTERN MERU MERU TIGANIA WEST Twale M.C.K. Primary School 14701124674
511 David Mutiga Muchena 535096 C1 M 728983449 muchenadavid96@mwalimu.tsc.co.ke NONE EASTERN MERU MERU TIGANIA WEST Uringu Primary School 14701124577
512 Dorothy Mwendwa Kubai 528177 C1 F 723327051 kubaidorothy@gmail.com NONE NAIROBI HQ MERU UNMAPPED Pending Exit – Entry 9999
513 Fracis  Kathambi 534238 C1 F 720038539 kathambi.francis@yahoo.com NONE NAIROBI HQ MERU UNMAPPED Pending Exit – Entry 9999
514 Ayub Mururu Ngentu 590392 C1 M 726271631 mururu503@gmail.coma NONE NAIROBI HQ MERU UNMAPPED Pending Exit – Entry 9999
515 Caroline Makena Ntarangwi 648070 C1 F 723994462 murithicaro@gmail.com NONE NAIROBI HQ MERU UNMAPPED Pending Exit – Entry 9999

CRE FORM 3 WORK (SIMPLIFIED NOTES)

FORM THREE

SELECTED TEACHINGS FROM THE NEW AND THE OLD TESTAMENTS

TOPIC ONE: GIFTS OF THE HOLY SPIRIT

Learning Outcomes. By the end of this topic, you should be able to: –

  1. a) Discuss what Jesus taught about the role and gifts of the Holy Spirit.
  2. b) Describe the manifestations of the Holy Spirit in Christianity today.
  3. c) Identify the fruits of the Holy Spirit
  4. d) Interpret the message of Peter on the day of Pentecost.

LESSON ONE: TEACHINGS OF JESUS ON THE ROLE OF THE HOLY SPIRIT. Read JOHN 14:15-26, 16: 5-15,

and ACTS 1: 7- 8

Introduction

The Holy Spirit is the third person in the trinity. There is the power of Christ, the power of God, and the

Holy Spirit who gives gifts such as prophecy and healing. The Holy Spirit is mentioned several times in

the Bible; (1) during creation in Genesis, (2) at the annunciation of the birth of Jesus, (3) at the beginning

of the ministry of Jesus, (4) during baptism, (5) revelation of Jesus in the temple (6) Jesus spoke of the

Holy Spirit during his mission or ministry, after resurrection and before ascension

Learning outcomes. By the end of this lesson:

  1. State the role of Holy Spirit in the church and in Christian lives today
  2. Enumerate the gifts of the Holy Spirit
  3. Analyse the Manifestation of the Holy Spirit in the church and Christians today
  4. Give the role of love in church and in Christian lives today
  5. The role of Holy Spirit in Church and in Christian lives today.

Read JOHN 14:15-26 and JOHN 16: 5-15, ACTS 1: 7- 8

The Holy Spirit has many roles in the church and in Christian lives today. These roles are to:

 Teach Christians on a daily basis messages of Jesus

 Live in the hearts of believers of Christ

 Be an advocate, a counselor, helper and a comforter to those who love Jesus Christ and obey God’s

commandments.

 He would remind the disciples the words said by Jesus Christ and introduce them to their deeper

meanings.

 Interpret the deeper meaning of the messages of Jesus Christ.

 Reveal the truth and mysteries of and about God.

 Affirm the right of Jesus as the Son of God.

 Reveal the glory of Jesus death.

 Reveal what is right and wrong

 Give the disciples of Jesus power to become witnesses of Christ.

 Give courage to the disciples of Jesus and modern Christians to face prosecution on the account of

following Jesus.

 Enable the disciples to expose the secret lives and heart of sinful people.

 Guide Christians; help believers to cast away evils spirits, to heal, to preach the word of God, to

encourage, and to condemn evil in the society.

  1. Paul teaching about the Gifts of the Holy Spirit.

Read 1 Corinthians chapters 12, 13, and 14.

Spiritual gifts are extra-ordinary favors, talents, abilities, and dispositions given to Christians by God for

the benefit of all believers. The gifts are used for the service of others and not for self-glorification and

gratification.

The message of Peter on the day of the Pentecost

Peter told the disciple that what was happening was the fulfillment of Jesus’ prophecy.

– He said that Jesus of Nazareth was the Son of God.

– He said that the suffering and death of Jesus was according to God’s plans.

Death was the fulfillment of the Old Testament prophecy.

Gifts of the Holy Spirit

  1. Gift of wisdom: – having deep understanding of issues- ‘seeing far’, being perceptive.
  2. Gift of knowledge: – ability to understand the basic facts about Jesus, His mission and knowledge

about spiritual issues.

  1. The gift of faith: – refers to the confidence in God’s help. It is deep trust in God.
  2. The Gift of healing: – ability, and power to heal all forms of sickness by calling upon the name of Jesus

Christ.

  1. The gift of performing miracles: – gift of healing miracles, creative miracles for example, dead legs

becoming alive.

  1. The gift of preaching
  2. The gift of prophecy: – the ability to interpret God’s word. The ability to foresee what will happen in

the future as revealed by God.

  1. The gift of distinguishing spirits or discernment: – the ability to know whether a spiritual gift is from

God, the Holy Spirit or from the evil spirit

  1. The gift of speaking in tongues. The ability to utter, speak in a tongue, language unknown to the

believer. Tongues are used when addressing God for self-edifications. It is personal growth.

  1. The gift of interpretation of tongues: – the ability to understand and interpret the messages of those

speaking in tongues.

  1. The gift of love. (Read 1 Corinthians 13)

Paul stressed that all the gifts of the Holy Spirit are to be demonstrated with love. He stressed that love,

a fruit of the Holy Spirit is supreme over other spiritual gifts possessed by Christians. It’s the greatest of

all. Speaking in tongues, preaching, and martyrdom without love is useless.

Components of Love

Love is patient, kind, not jealous or boastful, not arrogant or rude, is not ill mannered or selfish, and

does not insist on its own way. It is not disrespectful. It is not irritable or resentful. It does not rejoice at

wrong but rejoices in truth. It bears all things.

Love believes all things, hopes all things, and endures all things. Love is eternal. Love never fails. The

other gifts are temporary but love, faith and hope are eternal.

  1. Manifestation of the Holy Spirit in the church and Christians today

Gifts of the Holy Spirit have been manifested in churches today. We see this manifestation through

people possessing the gifts of the Holy Spirit. For example, leaders in church have displayed the gift of

wisdom. Preachers, and Christian’s ministers have been casting out demons and performing healing.

There are reported cases of interpretation of tongues and gift of prophecy in churches today.

When Christians display the gifts of the Holy Spirit such as speaking in tongues the Holy Spirit is

manifested. Other manifestations of the Holy Spirit are:

 Through healing, prophecy, gifts of discernment, boldness in preaching, and casting out demons

among others

 Christians helping the poor by giving generosity and in kindness.

 Through singing, dancing, shouting (fruit of joy)

 Through unity of believes and fellowships.

 Through praying,

 Christian’s persecutions/temptations.

  1. Criteria for Discerning the Gifts of the Holy Spirit.

Christians who have the Holy Spirit and are guided by Jesus have certain characteristics. These are:

 They will confess that Jesus is Lord

 They cannot say a curse.

 They speak the truth. They worship God and behave in accordance with Jesus teaching.

 They led by the Holy Spirit and are known by the fruits of the Holy Spirit. These fruits are love, joy,

peace, and patience.

 Such persons serve all Christians without discrimination and strife.

 They do not do sinful acts such as sexual immorality. They do not practice idolatry, and sorcery. They

do not have in their hearts and minds hatred, and jealously or any other negative feelings and actions.

  1. The fruits of the HOLY SPIRIT (GALATIANS 5:16-26)

Paul taught that the fruit of the spirit are: Love, Joy, Patience, Long suffering, Goodness or Generosity,

Faith and faithfulness, Peace, Meekness and kindness, gentleness, self- control and temperance.

Answer these questions after reading – JOHN 14:15-26 and JOHN 16: 5-15, ACTS 1: 7- 8 and 1

Corinthians chapters 12, 13, and 14.

  1. What is the role of the Holy Spirit among Christians? (Read a)
  2. Discuss the gifts of the Holy Spirit
  3. Write a talk about the Holy Spirit
  4. Define love?
  5. Describe the different types of love
  6. Why do Christians need the Holy Spirit today?
  7. State the role of love in church and in Christian lives today.
  8. How has the gift of the Holy Spirit been manifested in Christian lives?
  9. Which activities show that the Holy Spirit is working among Christian in Kenya.
  10. How have the gifts of the Holy Spirit been misused in the church today?

Answers are also in the text. Read sections with answers

  1. The role of the holy spirit

An advocate, a counsellor and a comforter.

He would remind and introduce the disciples to the deeper meaning of the word of Jesus Christ.

To reveal the myth and mysteries of God.

He would affirm the right of Jesus as the Son of God.

He would reveal the glory of Jesus’ death.

He would enable the disciples to discern and expose the secret heart of sinful men.

  1. The gift of the Holy Spirit has been misused today by pride and public manifestation of the gift as a

way of show off. Some Christians have misused the gift of Holy Sprit of prophecy by prophesying for

money.

LESSON TWO. PETER’S MESSAGE ON THE DAY OF PENTECOST. Read ACTS 2: 14-41

Introduction

Jews commemorate Pentecost day. This is the day that God gave Moses his laws on mount Sinai. It is

also referred to as the festival of weeks. Pentecost day was celebrated 50 days after the Passover. It was

compulsory for all Jews. On this day, Jews brought offering, the first fruits of harvest, to the temple in

Jerusalem.

Learning outcomes. By the end of this lesson You should be able: –

  1. Describe Pentecost day
  2. Narrate Peters’ Message.
  3. Explain the relevance of the Pentecostal Experience
  4. Pentecost a day

On the Pentecostal day, the disciples were gathered in Jerusalem awaiting the promise of the Holy

Spirit. And as promised, the Holy Spirit came in the form of a strong wind, and tongues of fire. The Holy

Spirit rested on the head of each disciple. The disciples received the gift of the Holy Spirit. They spoke in

new tongues. Some of the observers mistook this experience. They thought that the disciples were

drunk with wine.

Peter stood up to explain what was happening and defend the disciples. He told those who saw the

experience that the disciples were not drunk. It was in the morning.

  1. Peter’s Message. Read Joel 2: 28 – 32

Peter told the onlookers that; what was happening is fulfillment of Joel’s prophesies about the

outpouring of Gods spirit. He said that Jesus of Nazareth was the Son of God. This was proved by the

miracles that Jesus performed. He emphasized that the suffering and death of Jesus was according to

God’s plans. Jesus is a descendant of David. Death and the resurrection of Jesus fulfilled prophesies in

the Old Testament.

God raised Jesus from the dead. He taught that Jesus had both the nature of God and Man. The apostles

are the living witnesses of the resurrection of Jesus. Jesus has been exalted and sits on the right hand of

God where He is Lord and Judge. They holy Spirit is a gift from Jesus

Peter then invited the listeners to repentance so that they could be forgiven and receive the gift of the

Holy Spirit. Three thousand souls accepted salvation message and were added to the fellowship of the

disciples.

  1. After the Holy Spirit infilling.

The disciples sold their possessions and goods and assisted the needy. They did many wonders and

signs. They continued to live in unity, worshiping God, fellowshipping together, and breaking the bread.

  1. Lessons Christians learn from Leadership of Peter.

Christians should be:

  1. Courageous and stand up for Jesus Christ all the times.
  2. Ready to spread the Gospel of Christ.
  3. Win new converts to Jesus by inviting them to repentance.
  4. Have faith in the risen Christ.
  5. Pray to be filled with the Holy Spirit like Peter and those in church leadership should take their roles

seriously.

  1. Relevance of the Pentecostal Experience

Speaking in diverse tongues signified that Christianity is a universal religion. It pointed out the

importance of all languages when communicating to God. There were no specific languages for speaking

with God, as it was when Latin was the language of literacy and Christianity.

Christians should be bold in their preaching. They should not be afraid as they have the counsel and

helper, the Holy Spirit. Christians should understand that God chooses anyone as a leader, preacher, and

witness of Christ.

Pentecostal experience signifies that Christians need to receive and be filled with the Holy Spirit

Revision questions

  1. a) Explain the meaning of the Pentecost
  2. b) Describe the manifestations of the holy spirit on the day of the Pentecost (Acts 2: 1-40)(or narrate the

events that took place on the day of the Pentecost)

  1. c) Write down five teachings about Jesus from Peter’s speech on the day of the Pentecost
  2. d) What were the qualities of peter that made him a successful leader of the apostolic church?
  3. e) What lessons can Christians learn from the events of the day of the Pentecost?
  4. f) State the teachings of Jesus on the holy spirit (John 14:14-26) (acts 1:7-8)
  5. g) What is the role of the holy spirit according to Jesus?
  6. h) What is the role of the holy spirit in the believers or the church or Christians?
  7. i) Outline the fruits of the holy spirit
  8. j) State the criteria for discerning the spiritual gifts
  9. k) List down the gifts of the holy spirit
  10. l) Explain why Paul taught that love is the greatest of all spiritual gifts
  11. m) Explain how the Holy spirit is manifested in the church today
  12. n) State ways in which the gifts of the holy spirit are being abused in the church today

TOPIC TWO: THE UNITY OF BELIEVERS

Learning outcomes. By the end of this topic, you should be able to:

  1. a) Explain teaching in selected New Testament texts of the unity of believers.
  2. b) Identify the metaphors used to describe unity of believers.
  3. c) Identify the causes of disunity in the early and modern church

LESSON ONE: TEACHINGS OF THE UNITY OF BELIEVERS IN SELECTED NEW TESTAMENT TEXTS

Unity of believers refers to oneness of those who have faith in Jesus Christ.

Learning outcomes. By the end of this lesson you should be able to: –

  1. Describe activities of early Christians
  2. Describe characteristics of the people of God

iii. Explain the meanings of these symbolic expressions

– The body of Christ

– The Vine and the Branches

– The Church / Assembly of God

– The Bride

  1. Early Christians

The early Christians in Jerusalem demonstrated their unity by.

 Holding joint prayer sessions

 Sharing the Lords supper, that is Eucharist.

 Sharing their possessions with the poor.

The showed oneness and unity as believers. They expressed their oneness using various terms, images,

metaphors and symbols. They regarded themselves as the people of God, the church and an Assembly

of God. When they celebrated the last supper, eating of bread was a symbol of the body of Christ. They

saw themselves as belonging to one tree with the vine and branches. As followers of Christ, the early

Church saw itself as the Bride of Christ.

  1. Discussion of Symbolic Expressions
  2. The people of God

Read 1 PETER 2: 9-10. Peter has outlined the characteristics of the people of God. He says that the

people of God are

Believers in God: through faith in Jesus Christ.

The ‘Chosen race’, ‘a royal priesthood’, a holy nation’ ‘a chosen people’

Those who stand out from the rest because they live a holy and righteous life.

Form a Holy nation chosen to proclaim the works of God.

Not just the descendants of Abraham but people who follow Jesus Christ and His teachings.

  1. The body of Christ

Read 1 Corinthians 12:12-27, and Ephesians’ 4:1-12.

The Holy Spirit is the one who brings Christians together as one body of Christ to serve the church.

Christians are given gifts for the purpose of sharing the body of Christ.

Jesus Christ is the head of the church. And just as the body has many parts, playing different roles, so

has the Church. Every member of the church plays a vital role because different members have different

spiritual gifts and callings. Some are Apostles, Teachers, Prophets, Evangelists, Pastors and Miracle

performers, Administrators and those who show mercy to others and encourage (exhort) others.

All church activities should be directed to the welfare of the church, just as the function of each part of

the body is necessary for the well being of the whole body. To have a united body, members should be

meek, and patient in order to bear the fruit of the Holy Spirit. For a church to be united, or to be

considered as one body, Christians should have faith in God the father, one Lord Jesus Christ, one Holy

Spirit and have faith in God through Jesus Christ.

iii. The Vine and the Branches

Read John 15:1-10

The vine represents Jesus. Vine tree was a tree that bore grapes. The vine tree was a symbol of

prosperity and peace. Jesus is the vine and the Father is the vinedresser. Christians/ believers are the

branches. They are expected to produce good fruits by remaining faithful and united in Christ. Faithful

branches bear fruit like good Christians while unfruitful branches are like unfruitful Christians.

Christians should remain united to Christ who is the vine so as to bear fruits. The teachings of Jesus

purify the Christians. The dead branches of the Vine trees are cut off and the livings ones are trimmed or

pruned. This is done so that the vines may produce high yields. Likewise unfaithful Christians, believers

are rebuked and corrected so as to bear high yields.

  1. The Church or Assembly of God. Read Ephesians 5: 21 – 32

Church is a Greek word “““ekklesia””, which means people. People who belong to the Lord. Assembly of

God is the coming together of people of diverse social and cultural backgrounds who recognize lordship

of Jesus. The church is likened to the relationship between a husband and a wife. Christians (the church)

are expected to be united with Christ just as a husband and wife are united in marriage. Just as

husbands and wives are expected to love one another, so too, are Christians called upon to express love

to one another and to love God.

A husband is the head of a family; Jesus is also the head of the church.

  1. The Bride. Read 2 Corinthian 11: 2, and Revelations 21: 1 – 12

In the Old Testament, God calls Israel a bride. In the New Testament, Christians are referred to as “a

bride’ in the New Jerusalem’. God or Jesus Christ is the bridegroom. Christians are reminded that the life

on earth is a temporary home. Their real home is in heaven, the Holy city of God. Just as a bride is

expected to be faithful to her husband, so are Christians expected to be faithful to God by observing the

covenant way of life. Deviation from the covenant was portrayed as adultery.

John, who wrote the book of revelations, sees a vision of a new heaven and a new earth in which faithful

Christians will be rewarded. Christ will come to take His bride to eternity to live there forever. The

relationship between Christians and Jesus/ God is like a marriage. It is a covenant. It is a relationship

where the church (bride) is expected to submit to God. Jesus died for the church, a show of His or God’s

love. Likewise Christians should be committed in their relationship to God.

SAQ. 1. Discuss in twos who is a bride and what takes place in a wedding.

  1. Discuss the significance of the symbols used to express the unity of the believers. These are “The

people of God”, “The body of Christ”, “The vine and the branches” “The church or assembly of God” and

“The bride”.

LESSON TWO: CAUSES OF DISUNITY IN THE EARLY CHURCH

The early church experienced some challenges, which led to divisions among the early disciples and

Christians.

Learning Outcomes. After reading this lesson,

i Identify causes of disunity in the early church

ii State causes of disunity in the modern church

iii Compare the causes of disunity in the early and modern church

iv Suggest possible solutions to disunity in modern church

  1. Causes of Disunity in the Early Church

After Jesus ascended to his Father and left the Holy Spirit to look after his followers, the disciples

established congregations or communities to spread the Word of God. As believers of Christ met and

prayed together, there were disagreements and divisions brought about by several factors and issues.

These were:

Disputes, among early Christians; concerning leadership of the Church. Christians wanted different

leaders: Paul, Apollos, Cephas or Christ. Paul told them that Christ couldn’t be divided (1 Corinthians

1:10 -21).

Sexual immorality was another cause of disunity in the early church. Some Christians were doing or

having irresponsible sexual behaviours. These were incest, fornication, and prostitution. Paul

condemned such behaviours and told Christians to stop sinning and honor God with their bodies. The

body of a Christian is the temple of the Holy Ghost (1 Corinthian 5: 1-13, 6:12 – 20).

Christians settling disputes in civil courts. Paul advised they ought to talk over issues among themselves

and agree to solve problems on their own (1 Corinthians 6).

Dispute over marriage and divorce. Some Christians were opposed to marriage. Others were

encouraging divorce. Paul addressed these issues in 1 Corinthian, chapter 71-16. Paul advised Christians

that it was okay to marry or not to marry. But marriage was needed to stop immorality.

Eating of meat offered to idols. Some Christians were eating meat offered to idols while others were

against it. Paul advised Christians not to eat anything that will cause their faith to weaken or fail. (1

Corinthians 8 and10: 14 – 20.

There were disputes about dressing during worship. Should women cover their head during worship?

Should women shave hair? Should men wear long hair? (1 Corinthian 11:1-16).

Some Christians were overeating and over drinking during the Holy Communion – misuse of the Lord’s

Supper, (1 Corinthians 11:17 – 33).

Misuses of spiritual gift especially the gift of speaking in tongues. Paul taught that all gifts are equal (1

Corinthians 12).

There was a misunderstanding about the resurrection of the body and the dead. Some were saying

there is no resurrection. Paul preached that if there is no resurrection then their preaching was in vain

as they were witnesses to the resurrection of Jesus Christ (1 Corinthians 15).

  1. Causes of disunity among believers and church in Kenya today

Leadership differences. Some Christians are struggling for power. This has led to formation of splinter

groups, divisions and enmity between these groups.

Cultural differences. Christians are divided by their African cultural beliefs from their backgrounds. This

culture is merged with Christianity and Western cultural practices forming a unique mixture of beliefs.

Some Christians are permissive, while others are conservative. This has led to disunity, for example in

the areas of dressing.

Discrimination. There is inequality within the church between the rich and the poor, the whites and

blacks. Some Christians are viewed as more spiritual than others, on basis of the tribe, gender, wealth

and social status among others.

Misuse of freedom of worship. Christians are starting sprinter churches, probably because they want to

control church finances without supervision by the wider church. To justify their departure, they spread

propaganda against the ‘mother’ church, and other churches in order to attract followers. The more

followers a church has the more tithe it collects.

Misuse of church funds. Some church leaders and followers misuse church funds

Differences in the practice of baptism

Arrogance and pride by some Christians.

Sins: sexual immorality in the church, divorce and marriage issues.

Some Christian denominations reject the human nature of the person of Jesus Christ; that Christ had

both a human and divine nature e.g. Nomiya church.

SAQ. Can you think of factors that led to disunity among Christians in the early church that you have

noted in the Kenyan church?

  1. Reasons why Christians should work in Unity.

Christians face many problems and they therefore need to work together in unity to:

Promote oneness of Christians in Jesus Christ.

Promote the teachings of Jesus Christ.

Achieve effective evangelism or ministry.

Adopt a common attitude to the integration of African culture in worship.

Prevent the formation of sprinter groups and cults.

Reduce the internal wrangling.

Have a common stand in dealing with issues affecting the society.

  1. Possible Solutions to disunity

The church should settle issues that divide its members by Christians:

Learning to appreciate and respect the practices and belief of other Christian’s denominations.

Having or forming a common goal

Striving to be guided by the principle of love in solving problems facing them.

Observing the teachings of disciples, prophets, apostles, God, laws of Moses, Jesus and the Bible.

Avoiding doing anything to their fellow Christians that would cause suffering and disharmony.

Activities that the early church did in order to remain united were that they:

Ate bread together.

Held fellowships together.

Shared with the needy.

Prayed together for each other

In the current worldwide Church, there is disunity amongst believers or Christians. The most common

ones are due.

Leadership differences and wrangles for power.

Cultural differences amongst Christians.

Some Christians are permissive while others are conservative.

Differences in the interpretation of the Bible.

Misuse of church funds

Pride and arrogance.

Revision questions

  1. Write down terms used in the new testament to refer to believers in Christ
  2. Identify five causes of disunity in the church today
  3. Identify factors which cause disunity among the Christians today
  4. Discuss reasons why members of Christian families in Kenya find it difficult to harmoniously live

together

  1. Explain how the church strengthens family relationships today

TOPIC THREE. TEACHINGS FROM SELECTED OLD TESTAMENT

PROPHETS

INTRODUCTION

This chapter introduces one to the work of prophets in the Old Testament. In Form One, some prophets

were taught e.g. Moses, Elijah, Nathan and Samuel. Traditional African prophets were also taught.

In Form Three, we compare true and false prophets and the Traditional African prophets.

Learning outcomes. By the end of the topic, you should be able to:

  1. Define a prophet, and prophecy
  2. Identify categories of prophets
  3. Explain the importance of prophets in Israel.
  4. Describe the characteristics of prophets.
  5. Explain how prophetic messages were written.
  6. Compare the relationship between prophesies in the Old Testament and the New Testament

LESSON ONE: PROPHETS

Learning outcomes. After reading this lesson, you should be able to: –

  1. Give a correct definition of a prophet, and prophecy
  2. List prophets in categories
  3. Definitions of a prophet, and prophecy

The word prophet comes from a Hebrew word “Rabii’ meaning ‘one who is called or one who

announces God’s message. A prophet is also referred to as a seer. A prophet is a person sent by God to

teach and give people messages about things to come in future from God. Prophets received divine

messages from God and communicated them to the people.

A prophet is therefore a person who foretells events as revealed to him or her by God. Examples of

prophets include Samuel, Elijah, Jeremiah and prophetesses (female prophet) Deborah, and Huidah.

Prophecy is a statement, a message of something that is going to happen in the future. The action of

giving future messages is called prophecy.

  1. Categories of prophets

There were many categories of prophets. These were:

  1. a) Major Prophets. These were Prophet’s whose messages covered a long period of time. Their

messages were long and detailed. For example Prophet Jeremiah, Ezekiel, and Daniel.

  1. b) Minor prophets. There are 12 books of the Minor Prophets examples They are called minor because

their messages are short, brief and do not contain detailed information. The Minor Prophets are Amos,

and Hosea, Joel, Obadiah, Jonah, Micah, Nahum, Habakkuk, Zephaniah, Haggai, Zechariah, Malachi.

  1. c) Canonical prophets the term canon means law. Canonical prophets are law prophets. The individual

utterances of these prophets are laws. Both minor and major prophets are canonical prophets,

  1. d) The early prophets are Moses, Nathan Elijah, and Elisha. These prophets belonged to guilds schools.

Their prophecies are not recorded under their names. Their prophecies are written in books, which do

not bear their names.

  1. e) Cultic prophets like Hannah (N.T.) served in the places of worship. They assisted the priest officiating

worship

  1. f) Professional / court prophets like Samuel, Micah, and Gad lived together in the temple and in groups.

They earned their living through their work. They did not work elsewhere

  1. g) False prophets are pretenders to speak in the name of Yahweh but God did not call them. They spoke

lies in accordance with the messages people wanted to hear.

  1. Characteristics of true prophets

There were two (2) major categories of prophets in the Old Testament, (1) true prophets and (2) false

prophets. True prophets are those whose prophecies occurred and were fulfilled. Prophesies of false

prophets did not occur. True prophets distinguished themselves from false prophets and ordinary

people.

They experienced God dramatically when He called them and in their ministry. They were God’s

spokesmen and women. They responded in faith to their call.

God gave them specific tasks in their commission and God’s assurance and support in their ministry.

They urged people to repent and turn back to God.

In their messages, they taught that God demands sincere worship and not elaborate rituals. They

understood God and taught about God righteousness, goodness, mercifulness, and loving care. They

condemned evil in the society and proclaimed God’s judgment and punishment to those who failed to

keep the covenant. They spoke with authority and acted with courage. They upheld God as a universal

God for all nations. They talked of a remnant that shall remain after punishment or those that have

continued to worship God sincerely. Their utterances were true because they were fulfilled

They spent a lot of their time in prayers. They prayed regularly. At such times they withdrew from

people in order to have a quiet time to seek God.

All the true prophets received opposition from their audiences and they were ready to suffer for telling

God’s word.

  1. The Characteristics of false prophets.

Some of the prophecy of false prophets contradicted prophesies of the true prophets. False prophets

followed their own imaginations, and gave false hopes. They told people what they wanted to hear.

They had no personal knowledge of God. Hence, their prophecies were not in line with the divine

revelations.

They used evil forces such as magic, and divinations to call upon the spirits of the dead. They were paid

for prophesy and benefits materially from their clients. They served Baal and were mainly immoral. They

committed crime.

Review questions

How can we know true and false prophets today?

LESSON TWO: IMPORTANCE OF PROPHETS IN ISRAEL

Introduction

Learning outcomes. After reading this lesson, you should:

  1. Describe the work of prophets in Israel
  2. Explain how God communicated with prophets and Israelites
  3. Analyse the content of the Prophetic messages
  4. Work of prophets in Israel

Prophets kept Israelites in communication with God. They communicated God’s will to the people of

Israel. They foretold God’s judgments and punishment for sinners. They condemned the behaviour of

the rich towards the poor. Through their messages, people reformed their lives since they condemned

all forms of social evils and ritual sins.

They contributed to the writing of their messages leading to the compilation of the Bible.

Prophets guided and gave people hope. They taught people the laws of God. They warned people of

dangers to come. They condemned idolatry and stressed the worship of one true God, Yahweh.

They anointed the Kings in Israel. Kings consulted the prophets before any major undertaking such as

war among others.

They acted as conscience of kings. They advised them and challenged Kings when they went wrong.

  1. God’s communication with prophets and Israelites

God communicated to Prophets through visions, voices that were audible and clear, events, prayers,

dreams, signs, ordinary things, and words which came to their minds with great power.

Writing messages of the prophets

The canonical prophets as mentioned earlier had their works and prophecies recorded under their

names. Canonical prophets are referred to as writing prophets. It’s possible that some prophets wrote

down their own prophecies. They wrote what God spoke to them as He dictated. An example is

Jeremiah who wrote what he was told …’Get a scroll and write on it everything that I have told you

about Israel, Judah and all nations. (Jeremiah 36:2, Isaiah 30:8).

Two, the prophet’s message were probably written by other people. These were their assistant,

secretary, scribe, and disciples or followers as the prophet prophesied.

Thirdly some of the prophetic messages could have been preserved as oral traditions and later written

as books. A good example is 2 Kings.

  1. Content of the Prophetic messages

Prophetic messages contained lessons from God to Israel. For example, the:

  1. Prophetic sayings were and still are oracles or poetic passages spoken by God himself through

prophets. The prophecies were addressed to different nations. They carried specific teachings to the

people, for example predicting future occurrences

  1. Narratives in the first person give an account of the prophet’s testimony. They spoke of their

experiences with God, and responses to the call of God. They tell us about prophet’s impelling

compulsion to speak God’s word. The narratives are written in the first person. They have a format ‘ The

Lord said to me… The year that King Uzziah died, I was the Lord…”

iii. Narratives in the third 3rd person have messages written by a third party, i.e. not the prophet but

another person. For example, “Isaiah said to them, “Thus you shall say to your master, thus says the

Lord: “Do not be afraid of the words.” (Isaiah 37:6). The message recounts the prophets’ personal life,

and political background.

LESSON THREE: PROPHESIES IN THE OLD TESTAMENT, NEW TESTAMENT AND AFRICAN TRADITIONAL

SOCIETY

Introduction

The Israelites and the African traditional societies as well as other world communities had prophets who

foretold the future. Among the Israelites, there were prophets chosen by God and false prophets who

told messages which communities wanted to hear. Among the African traditional communities, there

were wise men and women who prophesied about the future.

In this lesson, we shall compare these prophecies and learn what was similar and different about these

them. The Old Testament prophecies are compared with those from the African traditional society and

the New Testament

Learning outcomes. After studying this lesson, you should be able to:

  1. State relationships between Prophesies in the Old Testament New Testament and the African

Traditional Society

  1. Discuss the similarities between prophets in the African traditional society and the Old Testament
  2. Identify differences between prophets in the African traditional society and the Old Testament
  3. Relationships between Prophesies

Several Old Testament (O.T.) prophecies were and are fulfilled in both the old and New Testament (N.T)

in the life and ministry of Jesus Christ. The Law of Moses is used in both the Old Testament and the New

Testament. However Jesus gave the law a deeper meaning.

The teachings and prophecies of the prophets provided the foundation for the message in the New

Testament. The prophecies of Prophet Nathan to King David that God would raise up an offspring from

the lineage of David was fulfilled in Jesus Christ, the expected messiah.

Jesus disciples in the New Testament referred a lot to messages in the Old Testament. The teachings of

Jesus in the New Testament are based in the Old Testament prophecies. They are therefore similar to

each other because New Testament is a continuation of the Old Testament.

The New Testament is the new covenant spoken of by Prophet Jeremiah and other Prophets like Isaiah,

Micah, and Nathan. Their prophecies about Messiah are fulfilled in the New Testament.

  1. Similarities between prophets in the African traditional society and the Old Testament. In both

traditions, prophets:

 Were endowed with divine powers and they dealt with religious matters.

 Acted as intermediaries between God and people

 Warned people of impending dangers and disasters due to disobedience

 Had supernatural experiences

 Encouraged morality and discouraged evil ways

 In some cases, could heal

 Withstood oppression and opposition by the political rulers

 Encouraged people to fight injustices in society

 Foretold future disasters such as drought and wars. They explained why they were going to occur.

 Were consulted when things were not well in the society.

 Received revelations through dreams, visions and thoughts

 Were gender sensitive male prophets and female prophetesses.

  1. Differences (O.T.) between prophets in the African traditional society and the Old Testament.

The Old Testament prophets had a personal relationship with God. They communicated God’s messages

to Israelites.

The prophets in the African traditional society communicated and received messages from the ancestor

spirits

Old Testament prophets were God’s mouthpieces. They began their prophesy with ‘thus saith the

lord’…. While the prophets in the African traditional society predicted what would happen to individuals,

and communities.

The authority of prophets in the Old Testament came from God while the authority of prophets in the

African traditional society came from their ancestors’ spirits.

In the Old Testament prophets were called directly by God while in some African traditional

communities the prophetic office was hereditary. The African traditional prophets dealt with family and

local community issues while Old Testament prophets dealt with national issues, and crises. African

traditional prophets were diviners while Old Testament prophets consulted God.

  1. Relevance of Old Testament prophets to Christians today

Christian should be ready to be messengers of God. The call to be a Christian has a prophetic role. Some

Christians are called to the office of a prophet and should prophecy for the glory of God and for the

common good of the people. As God’s spokes person one should always stand for the truth. Christian

should proclaim God’s will even if the message is not pleasant to the people.

Once appointed as a prophet, one should pass the messages to who ever they are sent to without fear

or favour. God’s messengers should always condemn the social political economic evils in the society.

As God’s messengers Christians should live exemplary lives. They should stand for what they preach and

should expect persecutions because of their works as God’s messengers. They should be ready to suffer

for the sake of the gospel.

Christians should pray to God to give them guidance, wisdom, and inspiration to be able to handle

hardships in their lives. They should provide hope for the people in times of suffering.

Christians should realize that God calls both men and women to His service. They should be ready to

obey Gods’ prophetic call and not run away e.g. Jonah. They should be concerned and take care of the

welfare of the poor community members.

Revision questions

  1. Define the terms prophet and prophecy
  2. List five categories of true prophets
  3. State the difference between true and false prophets
  4. In what ways were God’s prophets called?
  5. Outline the similarities and differences between the old testament prophets and the traditional

African ones.

  1. What is the relevance of prophets to Christians today?

TOPIC FOUR: PROPHET AMOS

Introduction

Amos is one of the prophets God sent to Israel to warn the people because of their evil life.

Politically, the Nation of Israel had become rich. There grew classer, the rich and the poor. The rich

started oppressing the poor.

Socially, there was still the rich – poor gap. The rich exploited the poor. Merchants sold bad food,

expensive and used false measurer.

Religiously, the Israelites had turned away from God and were worshiping false gods. Syncretism was

practiced. Priests were paid and God’s prophets were rejected.

It is in this situation that Amos was called.

He is called through visions.

Amos is one of the canonical or writing prophets. The book of Amos is a temptation of oracles spoken by

the prophet on different occasions. Note that after the death of King Solomon, the kingdom of Israel

was split into two and rules by Rehoboam and Jeroboam. The northern Kingdom; called Judah was ruled

by Rehoboam and was inhabited by two tribes. The southern kingdom called Israel was ruled by

Jeroboam and was inhabited by 10 tribes. Amos came from Judah and prophesied in Israel.

Topic Learning Outcomes. By the end of this topic, you should be able to:

  1. a) Analyse Prophet Amos work in Israel
  2. b) Describe the call of Amos
  3. c) Explain the teaching of Amos
  4. d) Relate relevance of Amos teaching to Christianity today

LESSON ONE: Prophet Amos work in Israel

Read Amos 1:1

Learning outcomes. After reading this lesson, you should:

  1. Describe the call of Amos
  2. Describe the socio, political and economic situation in Israel during the time of Prophet Amos
  3. Explain religious situation in Israel
  4. The call of Amos (AMOS 1:1,3:8,7:10 – 15)

Prophet Amos was born in a village called Tekoa in Judah, the southern kingdom. Before his call, Amos

was a shepherd and a dresser of sycamore trees. He was not a professional prophet. But God called him

to be a prophet. He received his call in form of a vision around 758 BC. Amos responded to God’s call

with obedience. He felt a deep compulsion to prophesy (Amos 3:8). God directed him to give his

message to the people of Israel, the northern kingdom (Amos 7:15). He was asked to speak the will of

Yahweh. He was also to fore tell punishment if Israelites did not repent their sins. His message was

opposed, and challenged by Amaziah the priest of Bethel.

  1. Religion. Israelites worshipped Yahweh and other gods. Idolatry was also present. This form of

worship is called Syncretism . There was religious hypocrisy. Like today, there was an emphasis on

external observances of religious practices and less concern for internal observances. The priests were

paid for religious work. Those who couldn’t pay did not have religious ceremonies. They were offered at

the expense of the poor. The prophets of God were rejected.

  1. Social – economic – political situation. When Amos prophesied, King Jeroboam ruled Israel, the

northern kingdom while King Uzziah ruled Judah. Amos was sent to prophesy to the people of Israel in

the northern kingdom. He concentrated his work mainly in Bethel and Samaria – the capital city of Israel

and the main centres of worship.

When Amos started his prophesy, there was peace and prosper in Israel and Judah. Both kingdoms were

wealthy. However, the wealth did not reach the poor. This was because the wealth and power were in

the hands of the king, his family, his officials, and wealthy merchants. As a result, Israel citizens were

divided into two classes; the rich and the poor.

Unfortunately, the rich people owned big luxurious houses. They drunk wine, and used the most

expensive perfumes. They acquired their wealth at the expense of the poor. They oppressed and

exploited the poor. The merchants of trade for example, were dishonest in their trade businesses. They

sold bad wheat to unsuspecting customers and overcharged customers by measuring with false scales.

Because of the inflated prices, the poor borrowed money from the rich at high interest rates to buy

basic things like food. Hence, there was massive bribery and corruption in society and law courts.

As a result the poor lacked basic necessities or needs like food, shelter, and clothing. It was at this time

when God sent Amos to give prophesy to Israel.

SAQ. How did the rich oppress the poor in Israel?

LESSON TWO: VISIONS OF AMOS

Read AMOS 7: 1 – 9, 8:1 – 3. 9:1 – 4)

Vision is a picture we have in our mind. It is a future to come. Amos was shown many visions by God.

Lesson outcomes. After reading these verses in Amos you should be able to: –

  1. Analyse all the visions and
  2. State the message of each vision
  3. Summaries things that God condemned through Amos
  4. The vision of the locusts (Amos 7:1 – 3 )

Amos saw a swarm of locusts being sent by God to destroy all plants and food crops in the land. The

locusts were, a sign of disaster, which God was going to send to Israel as a punishment for their

disobedience. Amos cried to God to forgive the people. God heard and changed his mind.

  1. The vision of a great fire (Amos 7:4 – 6)

Amos saw a vision of a supernatural fire that burnt up the land. He asked God to forgive the people and

God listened. The punishment was stopped.

  1. The vision of a crooked wall/ the plumb line (Amos 7:7 – 9)

Amos saw the Lord standing beside the wall checked it with a plumb line. The wall represented the

Israelites. They stopped observing the laws of their covenant with God. God found Israelites disobeying

the covenant. God promised to destroy holy places of Israel..

  1. The vision of a basket of ripe fruits (Amos 8:1 – 3)

In this vision, Amos saw a basket of ripe fruits. Fruits are harvested at the end of the summer. This

meant that Israel was ripe for punishment for her refusal to turn to God. Amos did not pray for

forgiveness. God would no longer withhold His judgment. Time for repentance was over.

  1. The vision of the destruction of the altar. Read Amos 9:1 – 4.

Amos saw the Lord standing by the altar. The Lord ordered the destruction of the temple. The shrines of

Dan and Bethel were destroyed because they were the centres of idolatry. No one would escape

punishment no matter where they hide.

Summary of issues that God pointed out to Israel through Prophet Amos

  1. Lack of social justice

There was lack of social justice and responsibility by the king of Israel. Social justice means dealing with

other people fairly. It implies showing concern for the needs of others.

  1. Lack of responsibility. This refers to the rulers and people of Israel being accountable for their actions.

In modern life, it is doing ones duty and fulfilling ones obligation to God and others.

  1. Practice of hypocritical religion in Israel. The Israelites were insincere in their worship. They made

empty sacrifices. They worshipped idols as well as God. They profaned the name of God (Yahweh). They

made idols of Baal and offered sacrifices to them. They worshipped other gods. This is syncretism and

God does not allow worship of any other God but himself.

  1. God’s judgment against Israel and other nations. God promised to destroy Israel and leave a remnant

of them for restoration.

  1. Oppressions of the poor by the rich

God condemned King Jeroboam rule of Israel because of the oppression of the poor, government

corruption and bribery of king’s officials. These officials sold the righteous for silver and the needy for a

pair of sandals (shoes) i.e. its like practising slavery. The rich trampled on the poor, despised them and

placed no value on the poor. The poor gave their garments as security for loan. This was contrary to

God’s commandments. The garment was supposed to be returned back to the owner before sunset. The

Samaritan women were ‘fat like the well fed cows of Bashan’ led luxurious lives and were very unkind to

the poor. The rich took an excessive share of the harvest from the farmers. Rulers loved luxury and were

arrogant. They loved material things and showed pride in material possessions. They used expensive

perfumes.

  1. Corruption and bribery. The judges were corrupt. They accepted bribes. There was a conspiracy

between the rich and the judges against the poor

  1. Pride in materials possessions

The capital city of Israel was Samaria. It was built on a mountain called Bethel, which was also a place of

worship. There was prosperity in the land. The Israelites prided themselves in their riches and materials

possessions. Amos told them God would destroy their wealth.

  1. Dishonesty. This is telling lies, cheating or using unjust means to get certain things. The wealthy

merchants waited impatiently for the end of the holy days so that they could engage in lucrative

businesses. They cheated the poor by using false scales. They sold bad wheat to the poor. They mixed

good and bad grains and sold them to unsuspecting people.

  1. Sexual immorality

Sexual immorality was prevalent or common in Israel. For example a father and son would have sex with

the same girl. There was temple (cultic) prostitution. There was dishonesty; sexual immorality. This

sexual behaviour made the temple unholy.

  1. Drunkenness

They Israelites spent time drinking when the poor lacked the basic needs. They engaged in excessive

drinking of wine. They even forced the Nazarites to drink wine. They accepted drunkenness.

  1. Profaning the name of the God

Israelites did not respect the name of God. They committed sin. They forced Nazirites to drink wine;

forcing it down their throats yet they knew that Nazirites were people set aside and chosen by God to

serve God. This act showed contempt of God’s commands. Nazirites were not supposed to drink wine or

cut their hair. Israelites did this to show their contempt of the Lord,

  1. Hypocritical Religion and Idolatry in Israel

Hypocrisy is pretending to be something different from the person one is. It is also saying one thing, and

doing another thing. For example, Israelites did a lot of religious rites according to the laws of Moses

and yet majority of them were unjust, corrupt and oppressed the poor. They observed the external

religious activities while their hearts were corrupt and insincere. Amos condemned Israelites for this

hypocrisy, characterized by insincere worship, and mixture of religious beliefs leading to diverse

practices of religion i.e. syncretism. This is a combination or mixture of Israelites’ monotheism

(Yahwehism) and worship of idols and other gods especially Baal, the gods of their neighbours.

  1. Empty sacrifices

The Israelites made elaborative offerings and sacrifices. Yet God was interested only in sincere worship

and free will offerings and not mere sacrifices, and tithes. ‘Take away from me the noise of your songs’

(Amos 5:21 – 23).

LESSON THREE. GOD’S JUDGMENT AGAINST ISRAEL AND OTHER NATIONS

Read Amos chapter 1 and 2

Learning outcomes. After studying this lesson, you should be able to:

  1. State the sins committed by Israel and other nations
  2. Identify how God punished Israel and other nations
  3. i) Israel. She committed several crimes, which were condemned by Prophet Amos. Read lesson two

again before you go on and list down crimes that were pointed out by Amos. Okay, you have seen that

Israel committed crimes of injustice, disobedience to God, breaking their covenant with God, idolatry,

hypocrisy among other sins mentioned above. Israel was punished for these crimes.

Punishments were severe. Israelites would be exiled forcibly and painfully. Earthquakes, famines, fires,

oppression from foreign kings, epidemics and divine silence, would destroy their kingdom and holy

places.

  1. ii) Syria. Its capital was Damascus. Syria committed war crimes. The soldiers were excessively cruel in

times of war. They murdered their prisoners brutally. For this cruelty, their punishment was to be

severe. Their palaces would be destroyed by fire and the people would be exiled in Kir.

iii) Gaza and philistines. Their crime was capturing other people and selling them into slavery. For this

sin, God’s punishment was destruction of their city by divine fire. It would burn down the wall of Gaza

city and destroy it. God would have no more association with them.

  1. iv) Tyre. Their Crime was violation of a treaty of friendship they had made. They broke it by capturing a

“whole nation into exile in the land of Edom”. The punishment was …God would send fire to destroy city

of Tyre and its fortress (Amos 1:9-10).

  1. Edom. Her people were descendants of Esau. Yet Edom was ruthless to the Israelite to whom they

were closely related. For this crime of ruthlessness, the punishment was … God would destroy them by

fire

  1. vi) Ammon committed crime of brutal killings. The people of Ammon attacked and killed their

neighbours. They “ripped open pregnant woman in Gilead” (vs. 13). God’s punishment was destruction

of the fortress and wall of the city of Rabbah by fire. “Their king and his officers will go into exile: (vs.

15).

vii) Moab. The people of Moab; their crime was mishandling the body of the king of Edom. They burned

his bones to ashes. God’s punishment was destruction of the city of Kerioth by divine fire. The people,

their rulers and leaders would be killed in battle.

viii) Judah. Their crimes were (1) failure to obey God’s commands and (2) despising god’s teaching.

  1. ix) Samaria, Egypt and Ashdod. Their crime was dishonesty and “filling their mansions with things taken

by crime and violence” (Amos 3:10). Women of Samaria committed the crime of drunkenness,

oppressing the weak and poor. The punishment for all these countries is destruction of their land,

mansions and army. But a remnant will not go to captivity, and shall not be destroyed. Amos said the

remnants are like … 2 legs, or a piece of an ear of a sheep rescued from the mouth of a lion (Amos 3:12)

  1. x) Amaziah the priest of Bethel. He strongly opposed Amos and told him to go back and prophesy in

Judah. Amos told Amaziah God sent him to Israel. His punishment for opposing God’s messenger was..

Amaziah’s wife would be a harlot, his children will die in the war, his land will be given to others, and

Amaziah will die in a foreign land (Amos 7: 14-17).

Lessons to learn from God’s judgment of Israel and other nations

The Assyrians attacked Israel, occupied their land and exiled others. God is (a) universal, (b) God hates

sin (c) God is concerned about the welfare of his people

(d) God is merciful and spares a remnant

  1. Israel’s election (Amos 2:9 – 11, 3:1 – 2, 9:7

Election: is an act of choosing a person or group of people for a purpose or action. Israel’s election refers

to God’s choice of the Israelites out of the entire human kind to be his people. God chose them to serve

him, be a Holy nation and to be the light of the world. God made a covenant with the Israelites. In the

covenant they agreed to live a holy life. In return, God looked after them. He led them out of Egypt to

the wilderness and finally to Canaan. God chose His prophets from the Israelites and raised Nazirites.

Despite God’s favour, the Israelites rebelled and sinned against God. And although Israelites were

reminded that God cared for other nations equally and are to be punished if they disobeyed God; and

that they were neither superior, nor better than other nations, they disobeyed God several times.

xii. The day of the lord Amos taught that the day of the lord would be a day of severe judgment for sins.

. It is not a time of happiness, joy or victory. It is a day of darkness, terror, disaster, gloom, wailing,

flooding, mourning, defeat, punishment, famine for food and God’s word.

xiii. The Remnant and Restoration. Remnant means a small number of survivors. These are the Israelites

who will remain after the entire nation is punished. They are also those who returned to Jerusalem after

the exile.

Restoration is an act of reinstating things / persons to their former state or position. Amos informed the

Israelites that God was still looking after them, and waiting for their repentance. The nation of Israel

would not be destroyed completely. God would preserve the few righteous ones. He would raise the

fallen dynasty of David. People would be restored back to their land to rebuild their cities. There was to

be a great harvest and grapes shall overflow.

xiv. Duty of Christians. Christians are the selected people of God. As the chosen ones, they should one,

live holy lives and two, use their position to serve God and others. Three, Christians have a moral

responsibility to spread God’s word, four, care for the needy and five, be the light of the world.

  1. The Day of the lord. Read Amos 5:18-20, 6:3-5, 8:7-13. in the Old Testament, the day of the Lord is

the day that Yahweh would make Israel victorious against other nations. On this day the Israelite

believed that God would establish his rule over and with Israel. The day of the Lord was also believed to

be the day when Israel would be prosperous, would have favour with God, and the just would triumph

over the wicked.

In the New Testament, the day of the lord is also the Day of Judgment (Parousia). It is the day of the

second coming of Christ. On that day, everyone will be judged. Christians believe that it is the day that

Christ will come for His bride (the church). Those who had obeyed the laws of God shall be received by

Christ and given the reward of the eternal life. On that day, God’s kingdom shall be established and

Christ will reign forever.

xvi. Relevance of Amos teachings to Christians today. The messages of the prophecy of Amos are

relevant to Christians today. This is because God is universal. He chose Israel but still punished her for

her disobedience, and sins just as He punished other nations like Syria and Gaza.

The message that God hates hypocrisy is very clear. Thus Christians should truthful and practice what

they preach. They must worship God in sincerity. Other messages are:

Justice. Christians should be just / fair in dealing with others.

Self – Indulgence. Christians should not pursue luxury and self-indulgence when others lack the basic

needs.

Bribery. Christians should condemn bribery and corruption, and uphold justice.

Punishment. Christians should bear in mind that God will punish every evil.

Wealth. When Israel became wealthy, they departed from the covenant with God. Christians should

share their wealth with the needy and acquire their wealth justly

Hypocritical religion. Amos taught about hypocrisy in religion. This was for example offering empty

sacrifices. Christians have to learn to be sincere, to be concerned about their internal well being and soul

more than outward observances of religion.

Drunkenness. Christians should not engage in activities that can divert their faith from God. If that

happens, they should learn to be Repentant.

Revision exercise

  1. List the visions that Amos saw
  2. Explain the evils that Amos condemned in his teachings
  3. Give reasons why prophet Amos condemned idol worship in Israel
  4. List evils in the society today that Amos would condemn

TOPIC FIVE. PROPHET JEREMIAH

Introduction.

Israel had not taken heed to Amos’ prophecies. This was especially on idolatry. So, God sent another

prophet to continue with the same work. Jeremiah was therefore appointed as a prophet.

Jeremiah is one of the Old Testament Major Prophets. He was called to a prophet at around 627 B.C. He

was called as a young man, probably 20 years old. He prophesied in the southern kingdom- Judah, for a

period of 40 years. His prophetic ministry took place before and during the exile of Judah.

Learning Outcomes. By the end of this topic, you should be able to: –

a Describe the political, Social, and religious background of prophet Jeremiah.

b Describe the personal life and call of Jeremiah.

c Explain the evils condemned by Jeremiah.

d Explain the contents of the temple sermon.

e Highlight the relevance of Jeremiah’s teaching on evils, false prophets and Christians today.

LESSON ONE: THE CALL JEREMIAH

Learning outcomes. After reading this lesson, you should be able to: –

  1. Describe the situation of the people of Judah
  2. Identify religious, political and socio classes of Judah

iii. Describe the call of Jeremiah

  1. Explain lessons that modern Christians can learn from the call of Jeremiah
  2. The Kingdom of Judah

Social background

The people of Judah were divided into three social classes. At the top were the (i) Aristocrats. These

were the ruling class, which consisted of the king, his family, royal officials, princesses, priests, and

professional prophets. This class of the rich oppressed the poor.

Below them was the class (ii) of technical professional such as stonecutters, carpenters, builders,

masons, blacksmiths, masons, and others craftsmen (2 Kings 12:12). Below them was class (iii) made up

of poor people such as slaves, widows, orphans, and foreigners. All these poor people were mistreated.

In terms of ethics, there was moral degradation. They committed adultery, prostitution, murder, false

witness, and corruption.

Religions background.

The Kings and people of Judah worshipped idols. They practiced human sacrifice, divination and magic,

and listened to false prophecies. They abandoned their covenant with God and their way of life and

practiced syncretism, which is worshipping God and other false gods like Baal.

King Josiah tried to restore true worship by carrying out several reforms. Prophetess Huldah prophesied

that Judah would be punished after Josiah’s death since he humbled before Yahweh.

Political Background.

Prophet Jeremiah lived in the 7th century BC and prophesied when Judah was ruled by King Josiah, and

later his sons Jehoiakim, and Zedekiah; and king Jehoiachin. Judah was conquered and ruled by

Assyrians who were conquered by Egyptians who ruled Judah up to 605 BC. Egyptians; were conquered

by Babylonians under King Nebuchadnezzar. This was according to the prophecies of Jeremiah.

  1. The Call of Jeremiah. Read Jer 1: 19.

Jeremiah’s father was a priest called Hilkiah. He was born in the territory of Benjamin; at a place called

Anathoth, He was well educated.

Jeremiah was called to be a prophet in 627 B.C during the reign of King Josiah. He received his call in

form of a dialogue with Yahweh. God told him that he had appointed him to be his messenger; even

before he was formed in his mother’s womb, God had selected him to be a prophet. Jeremiah said he

was too young and did not know how to speak. Jeremiah was forewarned of the hostility he would

encounter in his prophetic career. God told him that He would protect him and not to fear.

God touched Jeremiah’s mouth. This symbolized that God is the one who shall put words in his mouth.

Jeremiah responded to God’s call in faith and obedience. He was given a message that God was going to

bring judgment upon the Kingdom of Judah. God promised to make him a fortified city, an iron pillar and

bronze wall for protection. He was commanded by God not to marry, neither have children and not to

attend social gatherings, weddings, and funerals. His mission made him isolated and lonely.

As a result, his own family and relatives rejected him and plotted to kill him. But he had few friends like

Ebed- melech, Ahikam who helped him to get out of a pit.

Jeremiah was persecuted by; the kings of Judah. Priests including priest Pashhur opposed him, and false

prophets like Hannaniah. He prophesied that God shall punish wicked Kings, priests, and ordinary

people. He suffered spiritually and emotionally.

At the fall of Jerusalem in 587 B.C, the army officers of Nebuchadnezzar released him from prison. He

went to Egypt where he died at an old age and as a faithful servant of God. His life was symbolic to the

people of Judah. During his call, Jeremiah saw two visions.

Vision one was the vision of a “branch of an almond tree”.

The tree seemed dead, bare, yet life was in it. This vision was telling Judah that although God seemed to

be ‘sleeping’, He was watching over them if they obey Him.

Vision two was “a pot boiling in the north, and it is about to tip over this way” (1:13). The boiling pot

tilted away from the north signified that the destroyers of Judah would come from the north. The pot

was ready to boil over and spill its contents. This meant that Judah was soon going to have trouble.

Babylon would pour horrifying disasters on Judah.

Lessons from the call of Jeremiah

God has a purpose for each person and He can call anybody to do His work. He calls the unborn, the

young, old, rich, and poor. God prepares people for His work, through specific experiences at family

level, in school, and church.

A person who is called to serve God should be ready to meet opposition. God protects His servants and

promises to be with them. Jeremiah felt inadequate to speak. Christians should not let their human

weakness hinder them from performing their tasks. Christians should respond to God’s call in

obedience.

LESSON TWO. EVILS ADDRESSED BY JEREMIAH. Read Jeremiah 2, 3, 4, 5,7, 9, 10, 23, and 28.

Learning outcomes. After reading this lesson,

  1. Name the evil practices that Jeremiah condemned
  2. Explain why Jeremiah condemned these evil practices

There were many evils in Judah and Israel. We have mentioned some of them. These were: necromancy,

dishonesty, deception, false prophecy, human sacrifice, and idolatry

  1. Necromancy. Words related to necromancy are divinations, magic, sorcery, and playing tricks on

people’s minds. Necromancy is the art of seeking hidden knowledge from the mysterious world of

spirits: using magic, and divination, which is invoking the dead. Divination was condemned in the

Hebrew language. Diviners, magicians, sooth sayers and fortunetellers used necromancy. Prophet

Jeremiah condemned necromancy.

Reasons why Jeremiah condemned necromancy

Necromancy was a deception and therefore an evil practice. The diviners gave false information from

their own imagination. This practice polluted the true worship of Yahweh and indicated Israelites lack of

faith in the one true God. Two, by trusting in divination, and magic, the Israelites showed their lack of

knowledge of the one true God. Three, by consulting the mediums, the Israelites disobeyed God (Jer

27:8-10).

  1. ii) Deception and Dishonesty

Dishonesty is lack of moral integrity or moral uprightness. Deception is cheating, and telling lies

intentionally. It is also giving false and misleading information.

The Israelites were dishonest because they worshiped God and at the same time committed social

injustices against their brothers and sisters. Their repentance was insincere. There was treachery, and

greed. They laid traps for each other. People pretended to be friendly and at the same time conspired to

kill. Jeremiah challenged the Israelites people to ‘circumcise their hearts which were deceitful. Their

tongues were ‘deadly arrows’ and they listened to false prophesies like that of Hannaniah

Jeremiah condemned deception. This was because it led to syncretism, and hypocrisy in worship; and

breaking down of the covenant way of life. Jeremiah warned the Israelites and asked them to repent

iii. False prophesy by Hannaniah. Jer 28

During the reign of king Zedekiah, Hannaniah broke the yoke that Jeremiah was wearing. Hannaniah

spoke in the name of Yahweh. He lied to the people as he spoke from his imagination and dreams.

Jeremiah denounced Hannaniah. He predicted and prophesied the death of Hannaniah in the same year.

And it came to pass. Jeremiah had also prophesied that the captivity of Judah should be long contrary to

Hannaniah who said Judah will be exiled for 2 years.

Reasons for condemning false prophets

Prophets of Baal were still in existence. False prophets like Hannaniah had filled the people of Israel with

unrealistic hopes of peace yet Judah was to be destroyed. Recall the characteristics of true and false

prophets. False prophets did not condemn sin. They prophesied for money and in the process misled

people away from Yahweh. False prophets prophesied from their dreams, imaginations and not from

God. They gave people false hopes. They intended to make themselves popular, with the King and the

people.

  1. iv) Human sacrifice. The people offered human sacrifice to idols and oppressed each other. Human

sacrifice is the act of killing human beings for a religious or spiritual purpose. The Israelites copied this

activity from the Canaanites. Children were believed to be the best sacrifice since people believed they

would get great favors from the deities. Some kings such as Ahaz and Manasseh sacrificed their sons to

idols. Jeremiah condemned human sacrifice.

Reasons for condemning human sacrifice

Human sacrifice was an act of idolatry. It indicated infidelity of the Israelites to the one true God. It

demonstrated Israel’s disrespect for the sacred gift of life. It showed their lack of knowledge of the true

nature of Yahweh. Human sacrifice defiled the land for life is in the blood. Blood speaks hence the land

was crying at this vengeance. God did not ask for human sacrifices. Human sacrifice was a sign of lack of

love of God and love for one another. It is a demonstration of disregard for human life. Only God has the

right to take away life. In our country people kill each other every day especially on the road. Why do we

do this?

  1. Idolatry

Idolatry is the worship of many gods. Idols are images made by people for worship. The Israelites

practiced syncretism, which we said was the worship of Yahweh and idols. The people of Israel were

worshipping Baal the Queen of heaven, sun, moon, stars, and also Yahweh (Jer 8:2).

Idols were placed even in Yahweh’s sacred places. The temple was defiled by idols. This the temple

unclean. Jeremiah condemned it. He told the people of Israel that “{they have forsaken the fountain of

living waters (GOD) and hewn out for themselves broken cisterns (IDOLs) that can hold no water” (Jer 2:

11-13).

Why did Jeremiah condemn idolatry? Read Jer 2: 20, 2:1- 3, 5: 7- 8.

Idolatry is like adultery and prostitution. It defiled people and was a sign of lack of faith in Yahweh. It

defiled the land. Idolatry led to divine judgment and punishment.

People of Judah abandoned Yahweh the ‘Husband’ and chased “lovers” the idols and deities The

Israelites (Northern kingdom) had been punished before and yet Judah did not learn from them. By

worshipping idols Judah broke the covenant and their relationship with God. And unless the people of

Judah repented, they would be punished; as there is only one true living God to be worshipped and

obeyed. Is there idolatry among Christians today’s

  1. Other evils condemned by Jeremiah

People of Judah trusted that the temple was secure, holy and cannot be destroyed. Jeremiah denounced

this false belief about the temple. He warned them that God would destroy the temple because of the

many evils committed in it. The temple of God had become a ‘den of robbers’ and human sacrifices.

People of Judah committed other evils such as hypocrisy (Jer 7; 9-10); social injustice (adultery, murder),

stubbornness, and rebellion.

  1. The temple

Temple is a place of worship. The temple of Israelites was in Jerusalem. It signified the presence of God

among his people. The Israelites believed God could never destroy or allow destruction of the temple.

Jeremiah stood at the gates of the temple court during Jehuiakim’s reign, and Judah that God would

destroy the temple and send them to exile. He urged them to repent and turn back to God. King Josiah

heard the message of Jeremiah and he reformed religious practices in Judah.

vii. Religions reforms carried out by King Josiah

This topic is not clearly spelt out in the syllabus. It is based on the book of Deuteronomy. The scroll was

discovered in the temple during repairs.

Josiah ordered the repair of the temple of God. He led a national ceremony to review the covenant. He

destroyed idols and altars associated with the worship of foreign deities throughout Judah. He

eliminated all the priests associated with the worship of false deities. He celebrated Passover in

Jerusalem. The successors of King Josiah did not follow his example. They became corrupt. They

persecuted the prophets of God. They listened to false prophets. They promoted idolatry and child

sacrifice.

viii. The Relevance of Jeremiah’s teachings to Christians today.

Christians should denounce hypocrisy in the society today. They should not result to witchcraft,

divination and sorcery. They should be upright, and worship God in sincerity. They are to proclaim divine

judgment upon those who refuse to obey God’s will, just like Jeremiah declared God’s judgment upon

Judah due to the sins of the people.

Like Jeremiah, Christians should speak out against modern idols like love of money, power, obsession

with sports, sex, and drugs among other evils. Christians should condemn destruction of human life,

violence; murder, abortion, parents killing their own children, genocide and exploitation of the poor.

Christians should be aware of the existence of false teachings and prophecies. They should pray for

God’s guidance and wisdom to be able to distinguish truth from false teaching. Christians have a

responsibility to correct one another and call on sinners to repent.

Christians are to be trustworthy, upright, and merciful to the poor and condemn dishonesty. They

should practice justice in their relationship with others; preach against disobedience, stubbornness and

pray to God to help them overcome these vices.

Read these review questions and answer before reading answers>

  1. Why was Jeremiah reluctant to accept the call?
  2. Which evils / sins did Jeremiah Condemn?.
  3. Give examples of idol worship in Kenya.
  4. Describe Jeremiahs temple sermon

SAQ answer.

  1. Jeremiah felt inadequate because he was too young to work for God. He argued that he did not know

how to speak. He was afraid. He knew he would face stiff opposition from the people of Judah. The

message of God’s judgments is difficult to deliver.

  1. Read text again and look for evils and sins that Jeremiah condemned.
  2. Examples of idol worship in Kenya are many. Some people including Christians practice witchcraft,

sorcery, personality cults and hero worship of religions and political leaders. Other people, worship

money, materialism, media, and sports obsession with power / status Sexual immorality – devil worship

  1. Jeremiahs temple sermon. Read text again.

LESSON THREE. JEREMIAH’S TEACHINGS ON JUDGMENT AND PUNISHMENT

Read Jeremiah 5:12-18, 6;1-30, 7:30, 8:1-17, 10: 17-25, 15;1-9, 17:1-13, 25: 1-38

Learning Outcomes. By the end of this topic, you should be able to: –

a Summarize in two paragraphs Jeremiah key teachings.

b Explain the significance of symbolic acts related to judgement and punishment.

c Describe suffering and lamentations of Jeremiah

d Explain the teachings of Jeremiah on the new covenant.

  1. Jeremiah teachings. Sin was internalise in the hearts of the people of Judah. God punished them. God

punishes people because of their unfaithfulness. Punishment is a penalty, for an offence or a crime

committed.

But in punishing people, God is a just judge. He does not punish people without a reason irrespective of

their status.

God judges people by looking into their hearts. Divine judgment is for a group. For example, the people

of Judah were punished as a group. However God searches each person’s heart and judges accordingly.

God executes His judgment by means of political and historical events. Divine punishments are in forms

of natural disasters like drought, famine, and epidemics. God’s punishment is unavoidable, and

inescapable. Judah took the best option by surrendering to the Babylonians.

The purpose for God’s judgement is to correct the sinner. God gave his people a chance to repent before

he punished them. God’s judgment is universal. It is not limited to one nation. God punished the

neighbours of Judah who at that time were Egypt, Moab, Ammon, and Babylon. God’s punishment is

severe compared to that of venomous snakes that bite the people of Judah. God’s judgement is not

necessarily a punishment from God for one’s sins. It is symbolic. The sufferings of Jeremiah were

symbolic of the life of the people of Judah.

What can we learn about God’s punishments? Are modern disasters such as cyclones, floods,

earthquakes, landslides, epidemics, bomb blasts, civil wars, forest fires, rebellions in schools a sign of

God’s judgment and punishment? What do you think?

  1. Symbolic acts related to judgement and punishment

People use several methods to convey messages to each other. We use songs, advertisements, dramas,

and stories by the fireside, in novels, the Internet, and magazines to communicate messages about

children, adults, society, political leaders, poverty and many others. The prophets used: (1). Oracles;

‘Thus says the Lord’; (2) Allegories (3) Parables (4) Songs (5) Symbolic Visions (6) Symbolic actions and (7)

dramatized messages

Symbolic acts of Jeremiah

i The linen waist cloth (Jer.13)

ii Jeremiah’s personal life (Jer.16)

iii Jeremiah’s visit to a potter (Jer.18)

iv The broken earthen flask (Jer.19)

v The symbolic vision of 2 baskets of figs (Jer.24)

vi The wearing of the yoke

  1. The Linen Waist Cloth. Read Jer.13

Jeremiah was instructed by God to buy a linen waistcloth and wear it around his waist without dipping it

in water. He was told to hide the cloth in a hole near river Euphrates. Afterwards he was told to take the

cloth. He found it spoilt for wearing.

Significance. The liner material was for priestly garments in Israel. It symbolized Israel’s holiness. The

unwashed cloth represented Judah’s sinful pride. Israel used to cling close to God but now Israel / Judah

were spoilt, rebellious, arrogant and pursued foreign gods. God was going to destroy them if they did

not repent. The spoilt linen waistcloth was a symbol for future God’s action.

  1. Jeremiah’s personal Life. Read Jer 16. His life was a symbolic act. He was told not to marry, have

children, and nor attend funerals, social gatherings, feasts and wedding parties.

Significance. The personal life of Jeremiah was one of suffering. This signified the suffering that the

people of Judah would be subjected to. Judah was punished because of their wickedness and rebellion.

Jeremiah’s loneliness signified the perishing of families through the sword, famine and disease. It would

be a time of terror for the families of Judah. Their normal social life of feasting, merry making would

come to an end. There would be no weddings and no one to bury the dead. Hence Jeremiah was

forbidden from mourning for the dead.

iii. Jeremiah’s at the potter’s house (Jer.18)

Jeremiah was told to go to a potter’s house. He found the potter making a clay vessel. “ Whenever a

piece of pottery turned out imperfect, he would take the clay and make it into something else (18: 4).

The potter made a better pot, more perfect vessel than the spoilt one.

Significance. God is the potter. People of Judah are the clay. As the potter destroyed to vessel, God

intended to destroy Judah because of their wickedness and mould those who repented into better

people. God was going to shape them into faithful people. God’s judgement was to be a corrective

punishment.

  1. The broken clay Jar. Read Jer.19. God told Jeremiah to buy a clay flask

He then took some elders and priests to the valley of Valley of Hinnon. He delivered a sermon

condemning the people of Judah for their idolatry and other evils. Jeremiah then broke the clay jar in

their presence and announced to them that Yahweh would destroy Jerusalem and Judah as Jeremiah

had destroyed the jar.

Significance. The kings, priests and prophets of Judah would be shattered like the clay flask because of

their sins. Sine, they brutally sacrificed their children; they are to suffer horrifying experiences at the

hand of their enemies. They shall suffer starvation and turn into cannibals; eating their own children and

neighbours (v.9).

Broken pieces of a clay pot cannot be moulded. No one was to escape judgment. However there is hope

after punishment.

  1. Two Baskets of Figs (Jer.24). Jeremiah received the visions, after the deportation and exile of leading

citizens of Judah and Israel to Babylon. Two baskets of figs were placed in front of the temple. One

basket had very good figs, which had ripened. The other basket had bad figs unfit for human

consumption.

Significance. The basket of good figs signified the first exile. God would renew their hearts; use them to

fulfil his promises to the Israelites. He would recreate them to a new people. The basket of the bad figs

represented people living in Jerusalem and Egypt. Since they were not exiled they had a self-righteous

attitude. They thought that God spared them because they were truthful but it was not so. They shall

also be destroyed through famine, and diseases. This vision signifies hope and restoration of the

Israelites.

  1. Jeremiah Wears an Ox Yoke. Read Jer. 27. When Zedekiah son of Josiah became the ruler of Judah,

Jeremiah was instructed by God “to make” for himself “ a yoke out of leather straps and wooden

crossbars” and to wear it around his neck (27: 2). Jeremiah moved around in the yoke for quite

sometime in public.

He was also given a message for ambassadors of kings of Edom, Moab, Ammon, Tyre, and Sidon, who

were coming to see King Zedekiah in Jerusalem. They were to give God’s message to their kings. The

message was to “submit to King Nebuchadnezzar of Babylonia; his son, and his grandson. Any nation

that accepted this message shall not suffer; but if any nation ..will no submit to King Nebuchadnezzar of

Babylonia rule, God will punish that nation by war, starvation and disease” Read Jer 27:6-8. The message

for king Zedekiah was to surrender to the Babylonian rule and live, if he resists he would perish.

The message for priests and people of Judah was not to be misled by the false prophets. The temple

would be destroyed. Its treasures looted by the Babylonians.

Significance. The yoke represented the Babylonians rule. Nebuchadnezzar was used by God to bring

judgment to all nations. Yahweh is a universal God and his judgment is universal. Sinners are punished

regardless of their origin or nation. Those who repent are spared.

Reflection questions

Why did God inspire Jeremiah to use symbolic acts to convey his message?

Answer

Israelites were stubborn. Jeremiah acts were reminders to Judah to turn to God and stop idolatry and all

the sins they were committing. They had drifted too far from God. False prophets were prophesying lies

to them. The people of Judah were expected to meditate on these acts and understand God’s will for

them and see the seriousness of the matter. This was also to imprint a lasting impression in their minds.

SAQ. Which methods do pastors / priests use to communicate God’s message to Christians today?

  1. The sufferings and lamentations of Jeremiah

Read Jer 11, 12, 17:14 – 18, 18:18- 23 , 20: 1 – 6, 27, 37, and 38.

Jeremiah sufferings were experiences that were painful; physically and emotionally. In suffering there is

loss and grief. Lamentations are strong emotional expressions of pain and grief. Jeremiah suffered in the

following ways

  1. Rejection by his own family and relatives. They plotted to kill him. This grieved Jeremiah.
  2. Anathoth planned to kill him but God protected Jeremiah. He pronounced God’s judgment upon them

III. Jeremiah suffered when he was accused falsely. He was accused of blasphemy after the temple

sermon. He foretold the destruction of the temple, just like Jesus Christ in the New Testament did.

  1. He was accused of treachery. That he was planning to leave Jerusalem and join the Babylonians. This

led to Jeremiah being arrested and put in an underground jail.

  1. Jeremiah received death threats because of speaking for God. King Jehoiakim plotted to kill prophet

Uriah. The prophet escaped to Egypt but he was followed to Egypt, arrested and killed by king

Jehoiakim. The king had planned to accuse Jeremiah of Uriah death. Ahikam and other elders defended

Jeremiah. (Jeremiah 26)

  1. Jeremiah suffered loneliness and solitude. He felt emotional anguish and complained to God of his

orders not to marry, neither attend social gathering and celebrations. This made Jeremiah lonely since

he did not participate in the family life, political life, community activities and religious life.

VII. Jeremiah experienced inner personal struggle due to his love for his own people He did not want to

see them suffer but the people were stubborn Read Jer. 12:1 – 6, 15:10 – 21, and 27.

VIII. Jeremiah’s prophesying judgment caused him emotional pain and agony. His messages were mainly

of severe judgment and punishment.

  1. He went through a spiritual struggle in his relationship with God. He felt frustrations, doubts, self-pity

and despair. He wondered why God made him suffer. Why do the wicked prosper? He also wondered

why God was taking too long to fulfil his prophecies. God assured him that Judah would be punished and

promised to give Jeremiah victory against his enemies.

  1. Jeremiah suffered physical assault, imprisonment and an attempt on his life. Pashhur, the chief

temple priest ordered beating and chaining of Jeremiah to the temple gate. Jeremiah prophesied that

Pashshur’s name would change to ‘terror everywhere’.

  1. King Zedekiah released Jeremiah from the cell to his court. Jeremiah continued to prophecy and was

thrown in a muddy cistern. Here he was rescued by Ebed- melech an Ethiopian Eunuch. The court

officials had accused him of not being patriotic. Jeremiah remained in jail until the Babylonians

overthrew Jerusalem. He did not change his prophecies. Read Jer. 10:1 – 6, 27, 37, and 38.

Is there relevance of the sufferings and lamentations of Jeremiah to Christians today? From his suffering

Christians learn to be ready to face opposition and rejection from their own family members and

relatives for the sake of the gospel. Christians should be prepared to suffer persecution for the Lord.

Christians should be ready to make sacrifices for the sake of God. Be ready to lead humble lives.

Jeremiah’s open confessions to God encourage Christians to be open to God. Christians should let God

avenge for them just like Jeremiah prayed to God to revenge his enemies. Christians should not lose

hope in times of difficulty. Christians learn that tribulations strengthen their faith. Christians should

learn to deal with negative emotions such as self – pity, grief and trust God. Jeremiah was told by God to

repent of his negative utterances. Christians should do the same as they are assured of divine security

and protection against their persecutors.

LESSON FOUR. JEREMIAH’S TEACHING ABOUT THE NEW COVENANT

A covenant is an agreement. Another word for covenant is testament. Jeremiah taught that there would

be a new covenant between God and Israel. This new covenant would be different from the Old (Sinai)

covenant. The new covenant would renew the broken relationship between God and his people.

Lesson outcomes. After reading Jeremiah’s teaching:

  1. State the terms of the new covenant.
  2. Identify the differences between the old covenant and the new covenant
  3. Summarize the similarities between the old covenant and the new covenant
  4. The New Covenant. In the new covenant, the law would be written in the hearts of the people unlike

the old covenant where the law was written on stone tablets. Every individual would know God

personally and not through prophets as it was during times of Jeremiah and previous one. Each person

would be responsible for his/her sins. God would forgive sins and remember them no more. The new

covenant would be established after God’s punishment of Israel and establishing a’ new Israel’, a ‘new

people’ of God.

The new covenant would establish a new beginning. People would forget the first Exodus. The second

Exodus would be deliverance and restoration from Babylon. God would initiate the new covenant as he

did with the first. It would be a new covenant of peace, unity, prosperity, Joy and gladness. In the new

covenant a ‘righteous branch’ would be established. The new covenant would be everlasting. It would

not be broken again.

  1. Differences between the old covenant and the new covenant

Old Covenant New Covenant

  1. Based on law Based on faith
  2. Word written on stone tablets Word written in peoples hearts
  3. God known personally by a few priests prophets and prophets Each to person to know God personally
  4. Covenant broken when people sinned Everlasting covenant
  5. Sins punished collectively Sins punished individually
  6. 1st Exodus from Egypt 2nd Exodus from Babylon
  7. Sealed by animal sacrifice Sealed by Jesus sacrifice (blood)

What are the similarities between the old and the new covenant? Jesus fulfilled the new covenant. Jesus

is the ‘righteous branch’ from the lineage of David. In the last supper, before his death, Jesus said ‘this

cup which is poured out for you is the new covenant in my blood. Read Luke, 22:20. The death and

resurrection of Jesus marks the new covenant. Jesus spoke of forgiveness of sins of humanity Jesus

forgave people’s sins, for example, the sinful woman in Simon’s house (Luke7: 36 – 50). In the new

covenant the law would be written in people’s hearts. Jesus summarized the Mosaic Law into ‘love God

with all your heart, mind, strength and love your neighbour as you love yourself. Jesus established the

kingdom of God as a new community of God’s people based on faith (the Christians).

Jesus fulfilled the new covenant prophecies The teachings of Jeremiah new covenant of hope and

restoration is fulfilled in Jesus Christ and the new testament church (Christians) Heb.8:7 – 12.

LESSON FIVE. JEREMIAH’S TEACHINGS ON HOPE AND RESTORATION

Learning Outcomes

(a) Explain the symbolic acts related to hope and restoration

(b) Describe the fall of Jerusalem and the exile of the Israelites

(c) Relate the relationship of the teachings of Jeremiah to the New Testament and Christian life today.

  1. Symbolic acts related to hope and restoration.

The symbolic acts were one hope and restore. Hope is to expect something that is desired; while to

restore is to bring back as nearly as possible the former or original state or condition. The symbolic acts

were 5 in number.

The first symbolic act was a vision of 2 baskets of figs. We have discussed it. Refer to the symbolic act

related to judgment.

The second symbolic act was Jeremiah buying a field. God instructed Jeremiah to buy a field from his

cousin Hanamel of Anathoth. Jeremiah bought the field for 17 cents of silver. He then handed the title

deed and open copy to Baruch. Baruch was told to keep the title deed and the copy in an earthen vessel

for preservation for a long time. Jeremiah prophesied the restoration of the exiles to their homeland.

The significance of this symbolic act is the assurance of restoration of Judah and Israel after suffering.

People will be restored to their homeland. After 70 years people of Judah would reconstruct their

homes, cultivate their land, and own property (Jer 32; 1 -15).

The third symbolic act was Jeremiah’ letter to the Jews in Babylonia. Jeremiah wrote to the people of

Judah a letter of encouragement while in exile. They were to settle down, build houses, marry and have

children, live in peace with the Babylonians. They were to pray for the welfare of their masters and to

ignore false prophets who lied to them about the safety of Jerusalem and a quick return. God would

restore them back to their land after 70 years of exile were over. The exiles were to trust in God and not

give up (Jer.29).

The four symbolic act was a wooden ox yoke. The yoke represented captivity and suffering of Jews in

exile. It was also a sign of hope if the people of Judah were willing to submit to the Babylonian rule. God

would restore them back to their land. Their yoke would be broken and they would be set free.

The fifth symbolic act was the visit to the porter’s house

  1. The fall of Jerusalem and the exile of the Israelites (Jer.39)

Jeremiah’s prophecy came to pass. Jerusalem fell to the Babylonians in the ninth year of king Zedekiah

in 587BC. The Babylonians conquered Jerusalem and seized it. King Zedekiah fled but; he was captured

by the Babylonians army. He witnessed the execution of his sons. His eyes were gauged out. He was

then taken in chains to captivity in Babylon. Solomon’s temple was looted and destroyed. Villages,

Jerusalem and the palace were destroyed and burnt down. The priests, court officials, army officials,

people in the upper class, craftsmen were executed. City people were taken to Babylon as captives. The

poor, aged and a few people were left behind and given vineyards to farm.

Nebuchadnezzar’s army was brutal to the Israelites. Many were killed. A few like Ebed – Melech were

spared as prophesied by Jeremiah (he had rescued him from the well). Nebuchadnezzar ordered the

release of Jeremiah. He was treated well

Judah became a province of Babylon. Gedaliah was appointed governor of Judah. He stayed at Mizpah,

the headquarters of Judah. Ishmael killed Gedaliah. Later Jeremiah was forced to go to Egypt by the

Israelites. Jeremiah died in Egypt, an old man, and still faithful to his call.

LESSON SIX. RELATING THE TEACHINGS OF JEREMIAH TO THE NEW TESTAMENT AND CHRISTIAN LIFE

TODAY

Learning outcomes. By the end of the lesson you should be able to: –

1.Describe the teachings of Jeremiah in relation to Christian life today

  1. Describe the teachings of Jeremiah in relation to the new testament

Jeremiah was rejected by his; relatives, friends and the Israelites. In the New Testament, Jesus was

rejected in his hometown of Nazareth: and by the religious leaders of Israel. Jeremiah compared himself

to a lamb being led to the slaughter. Jesus in the New Testament is referred to as a lamb led to the

slaughter. Jeremiah’s suffering symbolizes divine judgment over Judah. However Jesus sufferings was to

bring salvation to all mankind. Both Jeremiah and Jesus experienced spiritual agony. Jeremiah

experience agony and felt left alone by God. Jesus too felt agony when praying in the garden of

Gethsemane and when on the cross.

Jeremiah taught that God is universal and a just judge. The gospel of Jesus is universal and everybody is

judged according to his or her faith in God. Jeremiah and Jesus accused the Israelites of turning the

temple into a “den of robbers”. Jeremiah and Jesus were both accused of blasphemy. Both challenged

false beliefs about the temple. Both Jeremiah and Jesus spoke of the coming judgment of God.

The new covenant was fulfilled in the life and ministry of Jesus Christ Jeremiah spoke of hope and

restoration. Jesus gives hope of eternal life in the New Testament.

  1. Relationship of Jeremiah’s teaching to Christian today.

Christians are to preach the gospel of Jesus Christ. They are empowered by the Holy Spirit to endure

suffering and to grow spiritually. Christians like Jeremiah face false prophets who speak in Jesus name.

Christians are to be watchful and obey Yahweh

Like Jeremiah Christians should call people to repentance. The new covenant is fulfilled in Christian’s

individual relationship with God. Christians are the new people, the new Israel as prophesied by

Jeremiah. His teachings reveal that God is universal. Christians are from all corners of the earth.

Christians should prepare for divine judgment by practicing love, righteousness, self-denial, and faith in

God.

Revision exercise

  1. List the evils that Jeremiah condemned

2.What are some of the evils that church leaders condemn today?

  1. Explain the symbolism used during the call of prophet Jeremiah
  2. What did Jeremiah teach about the new covenant?
  3. Why did prophet Jeremiah condemn the way the Israelites worshipped?
  4. Explain Jeremiah’s temple sermon as recorded in jeremiah7: 1-15
  5. What forms of punishment did Jeremiah prophesy that God would use on Judah?
  6. Outline the content of Jeremiah’s letter to exiles in Babylon
  7. Explain four symbolic acts related to judgement and punishment as demonstrated by prophet

Jeremiah

  1. Identify the relevance of Jeremiah’s teaching to Christians today
  2. In what ways is the prophetic mission of Jeremiah similar to that of Jesus?

TOPIC SIX. NEHEMIAH

Introduction

The book of Nehemiah is a historical writing. Nehemiah is a record of his deep dependence on God and

his frequent prayer to God. Nehemiah means “Yahweh has comforted. Nehemiah was the son of

Hacaliah of Judah. He was not a prophet. He was exiled to Babylon. Persians captured Babylon and

improved the living condition of the Israelites. They were allowed religious freedom but had to pay

tributes.

Learning outcomes. By the end of this topic you should be able to;

  1. Describe the historical, religious and social background to Nehemiah
  2. Identify occasions when Nehemiah prayed
  3. Explain the importance of prayer in Christian life

D .Describe leadership qualities of Nehemiah and relevance to Christians today.

LESSON ONE. BACKGROUND TO NEHEMIAH

Learning outcomes. After reading this lesson,

  1. Describe how the people of Judah lived and worshipped.
  2. Explain the conquest of Israel and Judah by foreign forces

iii. Give reasons why God allowed Judah and Israel to be conquered and exiled.

  1. Political and historical background. From 587 BC to 538 BC, Israelites were in exile. In 538 B.C., the

first group of Israelites was set free and returned to Judah. Cyrus the Great, of Persia ruled his subjects

through governors. They were led out of Babylon by Joshua the high priest and Zerubbabel who became

the first governor of Judah.

Some Jews remained in Babylon. They were referred to as Jews in Diaspora or dispersion. Other Jews

remained in other lands including Egypt, and Mediterranean lands

Nehemiah. He was a cupbearer in the palace of the Persian king Artaxerxes I. He later became a

governor of Judah. Even after the rebuilding of the wall of Jerusalem, Israelites remained subjects of the

Persian king.

The Wall of Jerusalem was important to Israel and Judah. The Wall represented a sense of pride,

ownership, privacy, independence and

Security. The Greeks conquered the Persians; who were later conquered by Romans.

  1. Social background

The Jews in foreign lands retained their Jewish way of life. The land of Israel was partly occupied by

foreigners. The foreign cultures of neighboring rulers influenced Israelites who returned. They for

example, intermarried with foreigners, a custom that God did not allow. Israelites were not to

intermarry with other people according to the Mosaic Law. In spite of this however, Jews maintained

their separated identity. Some of the foreigners despised Jews. The wealthy Jews oppressed the poor

Jews. In Jerusalem there was starvation. Nehemiah condemned oppression of the poor.

  1. Religious background

Jews returned to rebuild the temple of Jerusalem and the altar of God for sacrifices. While in exile, Jews

were allowed by the Babylonian king to practice their religion. They worshipped Yahweh, practiced

circumcision, obeyed dietary laws and observed the Sabbath. The exiles could not however observe all

the religious practices for example offering animal sacrifices.

Nehemiah returned to Jerusalem to rebuild it’s the wall. The temple of Jerusalem was rebuilt, cleared

and dedicated to God.

LESSON TWO. Prayers by Nehemiah and modern Christians

Learning outcomes. After reading this lesson the learner should be able to:

  1. Outline occasions when Nehemiah prayed to the Lord.
  2. Discuss the importance of prayer

Nehemiah prayed, mourned, and fasted. He prayed often and for all actions, keeping God’s law,

forgiveness, punishments, human relations, Jerusalem, good works, contributions and offerings,

observance of Sabbath day, and preparing duty allocations for priests and Levites. .

  1. When he learnt about the suffering of Jews who remained in Judah and the ruined state of Jerusalem;

He prayed for forgiveness on behalf of his people (Neh.4: 1 – 11).

  1. Making a request to King Artaxerxes to be permitted to return to Judah (Neh.2: 4 –

iii. When his enemies ridiculed the Jews and planned to discourage them from rebuilding the wall of

Jerusalem. Tobiah in particular said that the wall was poorly constructed and it could be brought down

by; a fox jumping on it. Nehemiah requested God to punish the enemies who were mocking temple

builders (Neh.4: 4 – 5).

  1. When he learnt that his enemies were conspiring to attack Jerusalem to stop the construction work,

he prayed and organised people to provide a 24-hour guard of the wall (Neh.4: 7 – 9).

.v. For his good work, he prayed for his works (Neh 5:19).

  1. When his enemies plotted to destroy him, he prayed God for strength and courage to overcome his

enemies (Neh 6: 19).

vii. When Shemaih attempted to frighten him to hide in the temple claiming that there was a plot to kill

him, Nehemiah prayed and asked God to punish his enemies (Neh 6:14).

viii. When he organized contributions for Levites and musicians; and people to distribute them. He asked

God to remember his work for the house of God (Neh 13:14).

  1. He stopped trade on the Sabbath day, and organised rest on the Sabbath day. He warned traders

against violating the Sabbath law. He asked Lord to remember him for these actions (Neh.13: 22).

  1. Nehemiah prayed for punishment of the son of Joiada. The son of Joiada had brought disgrace to the

priest hood by marrying a foreigner, the daughter of Sanballat from the town of Beth Horon, (Neh

13:29). After cleansing the Israelites of foreign influence, he forbade mixed marriages

  1. He prepared duty regulations for priests and Levites. He allocated them duties. He then organised

Jews to bring offerings for maintaining priests and Levites. He prayed God to remember his work for the

temple, priests and Levites (Neh 13:31).

  1. Importance of prayer in Christian life

Through prayers, Christians express their faith in God and praise God for his greatness, goodness,

holiness, and majesty. Prayer brings Christians closer to God; it strengthens their relationship with God.

Through prayer Christians request for their needs, blessings, success, good health, and protection

among other requests.

Prayers help Christians to listen to God and to seek his will. Prayer is a source of strength. It gives

Christians courage to face and overcome life’s challenges. Christians seek guidance, comfort and support

in times of trials. In prayer, Christians intercede for the sick, poor, hungry, prisoners, friends, family and

community. The communal / public prayers unite Christians together. Through prayers, Christians ask

for forgiveness and the ability to forgive others. In prayers, Christians trust that God listens and answers

their prayers.

LESSON THREE: LEADERSHIP QUALITIES OF NEHEMIAH

Learning outcomes. By the end of the lesson you should be able to: –

  1. State the leadership qualities of Nehemiah
  2. Explain the relevance of Nehemiah’s leadership qualities to Christians today

Introduction. A leader is someone charged with the responsibility of guiding, controlling, directing and

leading others. Nehemiah had many leadership qualities. These were: –

1) God fearing man. Nehemiah feared God, relied and depended on God.

2) Prayerfulness – he prayed constantly before and after making decisions.

3) Courageous – He displayed courage even when his life was in danger

4) Hard work and commitment. He was dedicated to the rebuilding of the wall of the temple and

Jerusalem.

5) Team spirit – he was a team leader, motivating people to work.

6) He had planning and organizational skills

7) He was visionary

He had compassion for the needy especially the poor, Levites and priests

9) He was patriotic loved his country

10) Wisdom. He made wise decisions at the right time.

11) He led by example, a role model

12) He was honest and sincere in his prayers

13) He was shrewd and impartial

14) His trusted God absolutely.

15) He was decisive. He told God about decisions he had made and asked for their recognition.

16) He was humble. He asked to be allowed to return to Jerusalem and oversee the repair of its wall and

temple.

16) He believed in law and punishment of wrong doers. He asked God to punish lawbreakers especially

Jews who married foreigners.

  1. Relevance of Nehemiah’s leadership to Christians today

Christians should copy all the leadership qualities of Nehemiah. They should trust in God and seek his

guidance in all their activities and needs.

  1. Christians should live a life of prayer
  2. Christians should be courageous, be ready to defend the gospel of Jesus Christ.
  3. Christians should be dedicated to their work. Work diligently and honestly
  4. Christians should set realistic goals and organize their activities.
  5. Christians should seek wisdom from God to be able to choose appropriate activities to attain their

visions.

  1. Christians should care for the needy and be compassionate to all
  2. Christians should be patriotic and ready to defend their country against internal / external threats.
  3. Christians should need to fight for the rights of the helpless children, widows, orphans, and aged.
  4. Christians should seek God first, view themselves as servants of God and be good role models.

LESSON FOUR. BUILDING THE WALL OF JERUSALEM

The wall of Jerusalem was destroyed when Babylonians conquered Judah. After finishing the wall, he

dedicated it to the Lord. Dedication is to devote something in honor of a person held dear or to set aside

something for some special purpose.

Learning Outcomes. After reading this lesson, you should be able to: –

  1. Describe the problems that Nehemiah faced when building the wall of Jerusalem
  2. Describe the dedication of the wall of Jerusalem
  3. Identify lessons, which Christians can learn from Nehemiah.
  4. Nehemiah rebuilt the wall of Jerusalem. The rebuilt wall had several gates with different names. The

gates were the entrances to Jerusalem. Their names were Dung gate, Potsherd gate, Fountain gate,

Water gate, Horse gate, East gate, Sheep gate, Fish gate, Watch gate and Ephraim gate. Knowing the

names of the gates may not be necessary but its good information.

  1. Problems faced by Nehemiah. When Nehemiah was building the wall of Jerusalem, he faced many

challenges. There was lack of cooperation by the nobles of Tekoa. They did not want to do manual work

at first but they later repented. Nehemiah faced opposition from enemies such as. Sanballat, and

Tobiah, the Arab who tried to thwart the progress of Nehemiah’s work.

As he built Jerusalem, the rich oppressed the poor. This was worsened by famine

The priests misused the temple and the offerings. For example, temple duties had been abandoned. The

Levites were not getting their share of the offerings and the Sabbath was violated. There was laxity in

observance of the Sabbath. This was a challenge to Nehemiah because Sabbath day should be kept holy.

There was a lot of foreign influence because of the conquests by several foreign armies, intermarriages

and interactions between Jews, neighboring people and foreigners. Marriages in particular threatened

the identity of the Israelites as a nation. Worse still Priests married to foreign women defiled the

priesthood according to Nehemiah. Because of these assimilations of Jews through marriages,

Nehemiah knew that Israel and Judah would eventually be lost as God’s nation. Because of his

opposition to these interactions, Nehemiah received death threats.

  1. Dedication of the wall of Jerusalem (NEH. 12:27 – 47)

The rebuilt wall was dedicated to God. The wall restored security and prestige of God’s people. The wall

of Jerusalem was set-aside for God in a solemn ceremony. There was a dedication ceremony in which

people sung with symbols, harps, lyres, trumpets and other instruments. The priests, and Levites

purified themselves.

The people led by Ezra, Nehemiah, the priests and other leaders of Judah walked around the wall. They

divided themselves into two groups. One group walked from the right side and the other group from the

left side and converged at the temple. Sacrifices were offered and people rejoiced. Some men were

appointed to be in charge of the storehouses; where tithes, and first fruits of harvest were kept.

  1. Relevance of Nehemiah’s experience to Christians today

Christians should expect opposition, as did Nehemiah. They should not be afraid of being ridiculed,

mocked and despised. If it happens, Christians should persevere in God’s work. They should put their

trust in God like Nehemiah did.

They should also fight for the welfare of the disadvantaged groups and not exploit them. They have a

moral obligation to condemn injustice and take practical steps to help solve problems that afflict

individuals, groups, nations, and society. They should be in the forefront fighting HIV/ AIDS and drug

abuse.

Christians should be on the look out for external influence that may corrupt morals of the society and

the church. They should learn that leadership involves suffering, persecution, and sacrifices. This is

foregoing personal interests for the sake of the kingdom of God.

LESSON FIVE: RENEWAL OF THE COVENANT

Learning outcomes. After reading this lesson, you should be able to: –

  1. List the stages followed to renew the covenant.
  2. Identify issues that Ezra mentioned in his prayer

iii. List the vows that were made by the Israelites during renewal of the covenant

  1. Stages of the renewal of the covenant. Israelites were the chosen people of God. They had suffered

many hardships. There was therefore a need for the renewal of the covenant between God and

Israelites. The ceremony to renewal the covenant was held in Jerusalem and was led by Ezra, the Levites

and other religious leaders. The renewal of the covenant can be discussed in 3 main stages:

Stage 1. A great public assembly was held in the square of Jerusalem inside the water gate. God’s law

was read and expounded to the people. The people of Israel praised and worshipped God. They cried

and grieved. They were sad because they realized that they had failed to observe the Mosaic Law. They

were instructed to go and celebrate, as it was a holy day of God and an occasion for joy not sorrows.

State 2. The feast of booths/tabernacle was celebrated for 7 days. It was a reminder of the days in the

wilderness when the Israelites dwelt in tents. The Law of Moses was read each day during the

celebrations.

Stage 3. There was a public confession of sin. People fasted, prayed and praised God. The public

confession was followed by the renewal of the covenant vows and a promise to keep God’s law in

future.

Ezra’s prayer closed the celebrations. In his prayer, he recalled God’s acts of creation. He then recounted

the history of the Israelites. He mentioned the previous acts of God; where the Lord had demonstrated

His love and mercy for the Israelites. He then confessed the sins of their ancestors and the present

Israelites. These were the sins of rebellion and disobedience.

  1. Promises and vows made by Israelites during the renewal of the covenant. Israelites promised God

that they would

 Live according to God’s law, by obeying all his commands and requirements.

 Stop intermarrying with foreigners living in their land.

 Cancel debts every 7th year

 Contribute annually towards the temple expenses to ensure that the house of God was not neglected.

 Provide sacrifices and offerings for the temple and arrange for provision of wood for burnt sacrifices

according to the law.

 Offer first fruits of their harvest and dedicate the first born and flocks as required by the law.

 Pay for their tithes as required by the law.

Which lessons can we learn from the renewal of the covenant? God is good, loving, merciful, and faithful

to his promises. God forgives all people and we are all sinners. We fail in our moral obligation to God

and to one another.

Since we are sinners, we should repent our sins and strive to live according to God’s law. Christians are

to encourage one another as well as others to repent as it brings about reconciliation with God and with

one another.

Christians should be forgiving and avoid situations that lead them to sin

SAQ. Check from form 1 work, this information.

  1. Outline Nehemiah’s final reforms
  2. What is a covenant?
  3. What are the components of a covenant?
  4. Discuss how the covenant was renewed
  5. List examples of covenants in the Old Testament and modern life.
  6. Explain what Christians can learn from the experiences of Nehemiah
  7. Compare or relate the teachings from Nehemiah’s exemplary life to the teaching of St. Luke’s Gospel

and Christian life today.

LESSON SIX: FINAL REFORMS OF NEHEMIAH

Introduction. Changes for improvement are known as reforms, which are either political, economical,

social, religious or a combination of any of them. Examples of reformers are King David, Prophet Elijah,

and Martin Luther King among others.

Nehemiah. After building the wall, Nehemiah went back to King Artaxerxes II who if you remember had

given permission to go to Jerusalem and build its destroyed perimeter wall. Later he returned to

Jerusalem and carried out these reforms.

Lesson outcomes. After reading this lesson, you should be able to:

  1. List reforms of Nehemiah
  2. Suggest what we can learn from the teachings of Nehemiah and that of St. Luke’s Gospel
  3. Reforms by Nehemiah. We have discussed reforms, which Nehemiah carried out during his stay in

Judah, where he was the governor (Neh 5:14). The major reforms were

i Rebuilding the wall of Jerusalem as well as its gates.

ii Cleansing of the temple: Nehemiah threw him out Tobiah a foreigner who was living in the temple

quarters.

iii Reinstatement of the Levites and other temple workers. Levites, and musicians had left the temple

duties to work in their farms to earn a livelihood. They were supposed to work in the temple and be

supported by member contributions. Nehemiah organised Jews to make offerings and tithes to support

temple workers. With these contributions, Nehemiah reinstated and redeployed Levites, priests,

musicians and other temple workers.

iv Reform of the Sabbath observance. The Israelites were told by the Lord to work for 6 days and rest on

the Sabbath day. The Jews started working on the Sabbath day. The merchants camped outside waiting

for the reopening of the gates of the temple to do business. When Nehemiah started rebuilding

Jerusalem, he ordered closure of the gates of Jerusalem from the eve of Sabbath to the end of the

Sabbath.

v Separations from foreigners (Neh.13: 23 – 30). It was against God’s law to marry foreigners. Nehemiah

cursed the men who had married foreign wives. He beat Jews, pulled their hair and forced them to take

oaths that neither they, nor their sons nor daughters shall intermarry.

vi Purification of priesthood and the office of the Levites. Nehemiah cleansed the priesthood. He sent

away Eliashib, a grandson of the High Priest Joshua, because he had given Tobiah a foreigner, a room in

the temple.

  1. Comparing teachings of Nehemiah and St. Luke’s Gospel

i Nehemiah lived a prayerful life while St. Luke’s gospel emphasizes importance of prayer. Jesus taught

the role of prayer in Christianity.

ii Nehemiah fasted, St. Luke’s gospel records that Jesus fasted.

iii Nehemiah prayed for forgiveness of sinful Jews. We see Jesus in St. Luke’s gospel being a leader who

prayed for the forgiveness of his enemies.

iv Nehemiah cared for the needy. Jesus showed compassion to the needy and taught his followers to

follow His example.

v Nehemiah condemned evil so did Jesus

vi Nehemiah is seen as a reformer of the Mosaic Law. In St Luke Gospel, Jesus was also a reformer. He

insisted on inner holiness.

vii Nehemiah cleansed the temple of traders so did Jesus.

viii Nehemiah was very strict on the Sabbath observance. St. Luke’s gospel teaches that Jesus is lord over

Sabbath. He healed and “Worked” on Sabbath.

ix Nehemiah was opposed to racial intermarriages, St. Luke Gospel was dedicated to Theophilus, a

gentile convert

x Christianity kingdom of God in St. Luke’s gospel is for all, not just the Jews.

  1. Nehemiah had good leadership skills and wisdom. These are demonstrated in St Luke Gospel.
  2. Relating Nehemiah’s teachings to Christian life today

i Prayers and fasting are fundamental to Christians just like they were to Nehemiah who led a prayerful

life.

ii Nehemiah’s example teaches Christians to face all forms of opposition with courage, wisdom, and

firmness

iii The good leadership qualities of Nehemiah are relevant to Christians and they are to be emulated.

iv Nehemiah cared for the needy. Christians should learn to give spiritual food, physical food and

clothing to the needy, orphans, widows.

v As Nehemiah renewed the covenant, Christians should seek spiritual renewal publicly and privately.

They should seek for communal as well as individual forgiveness.

vi Nehemiah cleansing the temple and organised an inventory for temple contributions, offerings and

tithes. He also appointed key people to look after temple contributions and pay Levites and priests.

Christians should learn to use the church buildings and contributions rightly

vii Nehemiah was guided by the Law of Moses and land just like Christians are guided by the scriptures

(Bible) and the law of the nation. The Bible is the source and basis of Christian principles.

Revision questions

  1. Describe the political background of Nehemiah
  2. Describe the social background to the vocation of Nehemiah
  3. Describe the religious background to the vocation of Nehemiah
  4. Describe occasions when Nehemiah prayed
  5. State occasions when Christians pray
  6. What is the importance of prayer in Christian life?
  7. Identify the leadership of Nehemiah’s patriotism
  8. Explain the relevance of Nehemiah’s leadership to a Christian today
  9. Explain the relevance of Nehemiah’s experience to Christians today
  10. explain the problems that Nehemiah encountered in his vocation
  11. Explain the steps taken by Nehemiah to renew the covenant
  12. State the promises the Israelites made during the renewal of the covenant

Study activities. Visit a church or your church and observe the display of the gifts of the Holy Spirit by the

members. Study the books of Amos, Jeremiah and Nehemiah before hand.

Form three answers.

TOPIC ONE: THE GIFTS OF THE HOLY SPIRIT.

Qn a. Explain the meaning of the Pentecost.

 Pentecost means fifty days after the harvest.

 It was one of the religious festivals celebrated by Israelites annually.

 In the Old Testament, the day of the Pentecost was celebrated during the wheat harvest in order to

thank god for the blessing of the harvest.

 Israelites came from all over the world and gathered in Jerusalem for this celebration.

 In the New Testament, the meaning of the festival changed. It was celebrated to commemorate the

coming of the Holy Spirit upon God’s people as they gathered in the upper room.

Qn b. Describe the manifestations of the Holy Spirit on the day of Pentecost. (Acts 2: 1-40) OR (narrate

the events that took place on the day of Pentecost).

 Disciples gathered in a room.

 Sounds came from heaven like a rush of mighty wind and filled the house.

 There appeared tongues of fire.

 The tongues of fire were distributed on each one of them.

 They were filled with the Holy Spirit.

 They were speaking in foreign languages and tongues.

 Those who were observing them were amazed, as they could not understand what they were saying.

 They accused them of being drunk

 Peter stood up and explained that they were not drunk as it was too early in the day to get drunk.

 He explained how they were filled with the Holy Spirit as prophesied by prophet Joel.

 He told them that it was Jesus whom they had rejected and crucified who had sent them the Holy

Spirit.

 The people asked peter what they could do.

 Peter told them to repent and be baptized.

 On that day about 3000 people were added to the church.

Qn c. write down five teachings we learn about Jesus from Peter’s speech on the day of Pentecost.

 Jesus was from Nazareth

 He had a divine nature or was son of God

 He had a human nature

 He was attested by God to work miracles and wonders through Jesus.

 Jesus’ death/ crucifixion was according to God’s plan

 God raised Jesus from the dead

 Jesus conquered death

 The death and resurrection of Jesus fulfils the prophecy of David

 Jesus was a descendant of David

 The Holy Spirit was from Jesus Christ as he had promised.

 God has made Jesus Christ both lord and Christ/ messiah

 Jesus ascended into heaven. He is exalted at the right hand of God

 The risen Christ is a source if hope or salvation to many sinners/crippled/the dead

Qn d. What were the qualities of peter that made him a successful leader for the apostolic church?

 He was a man of great faith

 He was a good orator

 He dedicated his life to Jesus

 He was filled with the holy spirit

 He could perform miracles or wonders

 He was an eye- witness of the ministry of Jesus Christ.

 He was full of wisdom and knowledge i.e. Anania’s and Saphira’s case

Qn e. what lessons can Christians learn fro the events of the day of Pentecost

 They learn that Jesus always honors and keeps his promises e.g. he promised to send the Holy spirit

and did it

 Baptism in the holy spirit is very important for every believer

 That obedience yields immediate results i.e. the disciples obeyed Jesus by testifying in Jerusalem and

they received the Holy Spirit.

 It is important for believers to meet for fellowship. The disciples did this and they received the Holy

Spirit

 That the Holy Spirit enables Christians to declare the gospel with boldness

 It was the plan of God that Jesus was crucified

 Jesus indeed rose from the dead as peter witnessed

 Jesus was the son of God

Qn f. state the teachings of Jesus on the Holy Spirit

 The Holy Spirit comes from the father

 The Holy Spirit will comfort disciples

 The Holy Spirit will abide with believers forever. He was to teach the world and reveal the truth about

God

 The Holy Spirit would guide them into all truth and make them understand or know more about Jesus

 The percolate i.e. comforter/make strong/counselor who give advice

 He was to help them attain eternal life. If it was necessary for him to die and return to the father so

that Holy Spirit will be sent to them. It was to replace Jesus as a counselor and an advocate

 He was to give the disciples authority to forgive or not to forgive

 The spirit would remind them all that Jesus had taught them

 The holy spirit will reprove the world of sin, righteousness and judgement

 He would glorify Jesus amongst the believers

 He will enable believers to be witnesses of Jesus in the whole world

 He was to strengthen disciples as a wonderful counselor

 He was to continue with the work of Jesus as a witness

Qn g. what is the role if the holy spirit according to Jesus?

 He comforts believers

 He teaches believers all things

 He bring into remembrance all that Jesus taught his disciples

 The holy spirit would convict the world of their sins and lead them to righteousness

 He will guide the believers in all the truth

 He will glorify Christ and teach about him

 He will tell of the things to come in the future

 He would not speak on his own authority but would speak only what he hears from the father

 He will enable believers to be witnesses of Jesus in the world

 He will counsel believers because he knows the mind of God

 He will enable believers know the perfect will of God

Qn h. what is the role of the Holy Spirit in the believers (or Christians or the church)

 He enables believers to preach with power

 He comforts believers

 He guides believers in all truth

 He gives believers boldness to witness about Jesus

 He enables Christians to produce the fruit of the spirit

 He washes sacrifices and justifies the believer in the name of Jesus

 He teaches believers all things

 He enables Christians to access God the father and son in prayer

 He enables Christians talk in tongues in worship

 He enables Christians to perform miracles in the name of Jesus

 He enables Christians to declare sins and transgressions of others

Qn i. Outline the fruits of the Holy Spirit (Galatians 5:6-26)

 Love  showing compassion to one another

 Joy  deep happiness when one has a good relationship with God

 Peace  being at peace with all people

 Patience  being to wait in difficulties

 Kindness  being caring and helpful towards others

 Goodness  seeking to do best in their lives

 Faithfulness  having confidence in God

 Gentleness  being calm and avoiding violence

 Self-control  have strong control over their emotions

Qn j. state the criteria for discerning of the spiritual gifts

 The gift must glorify Jesus so that one who is under the influence of th Holy Spirit will be able to

recognize Jesus as lord and savior

 The gifts must not call Jesus accursed

 The test of love. The gift must be accompanied with a good or true frit. To discover whether or not

the person who has the holy spirit must bear the fruits of the spirit

 One who is user the influence if the Holy Spirit is known by his or her way of life. He/she will act and

behave in accordance with the teachings of Jesus.

 Doctrinal test for example, prophecy should always in agreement with the scripture because the Holy

Spirit cannot contradict what is written

 Loyalty or conformity to Jesus. The gift doesn’t envy other believers

 The gift must be subject to the word of God

 The true gift will be guided by principles of sincerity and honesty

 The true gift will humbly submit to God

 The gift should encourage the growth of the church and edify her

Qn k. List down the gifts of the Holy Spirit.

 The gift of wisdom (a deep understanding of who God is an his purpose for human life)

 The gift of knowledge that is the basic understanding of the truth about Jesus Christ

 The gift of faith that refers to the confidence or truth in God’s inspiration and help in undertaking

difficult tasks

 The gift of healing: the power to heal all types of sicknesses

 The gift to perform all types of miracles including healing

 The gift of prophecy: that is the ability to expound on the scriptures and foretell its future

implications

 The gift of distinguishing gifts: the ability to tell the difference between gifts that come from the spirit

and those that are not

 The gift of speaking in tongues: the ability to understand and interpret tongues

 Lastly the gift of love, which is the greatest of all the spiritual gifts.

Qn l. Explain why Paul taught that love is the greatest of all spiritual gifts.

 Paul taught that love is the greatest of all spiritual gifts. He said that love is patient and kind

 It’s not jealous or boastful. It is not arrogant or rude or conceited. It does not hold grudges or ill

mannered or selfish

 It does not insist on its own way. It is not irritable or resentful

 It does not rejoice at wrong doings but rejoices in the truth

 Love bears, believes, hopes and endures all things

 It is ready to deep firm its faith, hope and its patience

 Love does not succumb to pressure but always perseveres

 He justified that love is the greatest gift of the spiritual gifts because in prayer, the gift of tongues

becomes nothing but meaningful when accompanied by love (charity)

 On faith, Paul says that even if one has faith that can move mountains but has no love, he is nothing

 Charity or generosity including sacrificing own life is nothing without love

Qn m. Explain how the Holy Spirit is manifested in the church today

 Through dynamic, power, bold and vigorous teaching of the gospel

 Through speaking in tongues in many evangelical churches

 Through the gift of healing many people are healed as they are prayed for

 Through the gift of love, Christians show mercy to all members of the society regardless of their race,

sex or age (helping the poor in the society)

 Through the gift of prophecy some believers give proper guidance to the church

 Through the gift of discernment of spirits believers are able to tell the type of spirit that is in

operation

 Through the gift of faith, believers have been able to accomplish tasks that seem rather impossible

 Some Christians through the holy spirit are able to withstand a persecution to the point of death

 The holy spirit convicts sinners and makes them confess their sins

 Through the holy spirit many Christians see heavenly visions and dreams

 The fear of the lord is upon many evangelical groups through the Holy Spirit

 In some evangelical gatherings, there are many supernatural things during worship e.g. shaking and

swaying

 It is also manifested through prayer at individual or congregational levels

 Through decision making in church i.e. solving problems and issues in church

 Through singing and dancing or music

 Through offertory and alms or sadaka

 Holding fellowship meetings, bible study and reading the bible

 Celebration of sacraments e.g. Eucharist and lord’s supper

 Bringing new converts to the church

 Pastoral cave and counseling It is manifested in Ecumenism: working together of the churches

 Writing Christian literature e. g. books, pamphlets and magazines

 Enabling Christians to confess their sins and reconciliation meetings

 Education and giving instructions

Qn n: State ways in which the gifts of the Holy Spirit have been abused in the church today.

 Cheating that one has a certain gift of the Holy Spirit

 Commercialization of the gifts. People are asked to pay money before being prayed for or being

healed

 False interpretation of the bible, prophecy or predicting the future

 Unscrupulous Christians may impart demoniac powers or innocent faithful

 Some Christians who possess the gifts of the Holy Spirit develop pride or selfishness or superiority

complex

 Wrong use of the gifts of the Holy Spirit where faithful get into ecstasy or trance which may lead to

injuries

 Distinguishing oneself as a person with a special call e.g. preacher with intention of exploiting others

or situations

TOPIC TWO: UNITY OF BELIEVERS

Qn a. Write down the terms used in the New Testament to refer to believers in Christ

 The people of God

 The body of Christ

 The bride of Christ

 The vine and the branches

 The assembly of God

 Christians

 The people of the way (followers of the way) other terms

 Followers of Christ

 New Israel

 Church

 The sheep

 The royal church

 Brethren

 Royal race

 Royal priest hood

 Holy nation

 The children of light

 Saints

 Brothers and sisters in Christ

Qn b. identify five causes of disunity in the early church

 The question on the inclusion of the gentiles in the church. Some Jewish Christians were not ready to

accept gentile Christians in the church unless they underwent circumcision

 There was negligence of the widows in the distribution of food

 Disagreement between and among leaders e.g. Paul and Barnabas, Peter and Paul

 Groupings in the church where some Christians owed loyalty to individuals. They said that they

belonged to individuals like Apollo others Peter and others Paul

 Question of immorality, where some Christians did not live according to the teachings of Christ

 The problem of the gifts of the Holy Spirit. Some Christians became arrogant because they were more

gifted than others

 Different interpretations of the doctrines e.g. resurrection, sin, salvation, Christology, Holy Spirit,

dressing

 Behaviour during the lord’s supper

 Christians took others to a pagan rule of law

 Question of the resurrection of the body

 Question of celibacy

 Question of incest sexual immorality

 Different approaches to common life between Christians communities in Jerusalem and Antioch

Qn c. identify factors, which cause disunity among Christians today

 Selfishness or greed for money by some Christians

 Rivalry or competition for leadership positions or greed for power

 Misinterpretation by some Christians of the work of the holy spirit

 Arrogance or pride by some Christians

 Corruption in the church

 Failure by some Christians to live according to the law of God or their failure to live exemplary

 Lack of concern by some Christians about the plight of others

 Misinterpretation of the bible or doctrinal differences

 Misuse of church funds or power by some leaders

 Lack of transparency and accountability in running church affairs

 The emergence of charismatic movements in the church creates a situation where some Christians

think that they are more spiritual or holier l than others

 Political interference where Christians find themselves in different political camps

 Sexism where women are not involved in decision-making. Women are under represented

 Discrimination against the youth or churches ignoring the youth in running the church

 Tribalism where Christians are divided along tribal lines

 International differences

Qn d. Discuss reasons why members of Christian families in Kenya find it difficult to harmoniously live

together

 Unfaithfulness or promiscuity

 Misuse of family resources or lack of resources

 Child abuse e.g. beating, raping, incest or favourism

 Alcoholism or drug use and abuse

 Separation of family members e.g. due to wage labour or education

 Denial of conjugal rights

 Sickness e.g. HIV/AIDs, impotence, barrenness or cancer

 Child delinquency

 Lack of tolerance or forgiveness or presence of cruelty

 Greed for wealth or self esteemed prestige or professionalism

 Religious fanaticism or denominational differences

 Traditional or cultural inhabitation or western cultural influences or permissive

 Generation gap

Qn e. explain how the church strengthen family relationships today

 Through guidance and counseling and mediation

 Hold seminars, conferences for couples, children the youth through publications on Christian living

e.g. magazines, books or pamphlets

 Use of mass media e.g. televisions. Radios or videos

 Through offering pastoral care in homes or house to house visits

 Giving financial support to the needy families

 Praying for families

 Through preaching, teaching and condemning vices

 Offering employment to the jobless

 Providing vocational training skills

SELECTED OLD PROPHETS AND THEIR TEACHINGS.

Q1. Define the terms prophet and prophecy

Prophet: Refers to one who speaks God’s message. He is God’s spokesman. His message includes

predictions of the future.

Prophecy: Is the message spoken by a prophet. Oracles spoken by prophets.

Q2. List the five categories of true prophets

  1. i) Major prophets
  • These include Isaiah, Jeremiah, Ezekiel and Daniel.
  • They are called Major Prophets because the books are long and contain clearly written messages.
  • They bear the names of the writers.
  1. ii) Minor prophets
  • These refer to 12 books that are short and contain less important than those in major books e.g. Amos,

Hosea, Joel, Obadiah through to Malachi.

iii) Canonical prophets

  • Both the major and minor prophets are together referred to as canonical prophets.
  1. iv) The early prophets
  • They belonged to guilds or schools.
  • They lived together in communities under a chief prophet. Elijah and Elisha are examples.
  • These are those who served in places of worship e.g. at Dan, Bethuel)
  • They were called cultic prophets because they were associated with religious activities in shrines.
  • They traveled around together delivering oracles.
  1. v) Cultic prophets
  • They worked side by side with priests and said prayers especially people’s petition to Yahweh.

Q3. State the difference between true and false prophets

True prophets False prophets

 They were called by God to be His spokesmen  Not called by God.

 Were obedient to God.  Not obedient to Him.

 Believed in one God.  Could worship other gods and led people into immorality.

 They were prayerful.  Not.

 Spoke and acted with authority from God.  No authority from God.

 They led holy lives.  Were immoral e.g. believed in false gods.

 Spoke God’s word.  Spoke their opinion.

 Suffered physically and psychologically because of speaking the truth.  Run away suffering.

 Spoke the truth.  False

 Did not ask for pay.  Asked for pay.

 Spoke form a common tradition based on the Mosaic Law.  Did not have any reference.

Q4. In what ways were God’s prophets called?

 Some were called through visions or dreams e.g. Amos and Samuel.

 Others were called through other prophets e.g. Elisha.

 Words or message came into their minds.

 Through prophetic symbolic actions e.g. Jeremiah

 Through common objects – an object becoming a significant sign of God’s power and activities Jer.

1:11-13.

 Through prayers.

Q5. Outline the similarities and differences between the Old Testament prophets and the Traditional

African Ones

  1. a) Similarities:

 Both possessed spiritual powers.

 Both were mediators between people and a Supreme Being.

 Both performed the role of healing people physically and spiritually (miracle).

 They received calls mainly through visions/dreams, which were considered supernatural.

 Were both expected to be people of integrity and obedient to religious codes.

 Gave warnings and solutions to their people in case they offended the Supreme Being.

 Foretold the future.

  1. b) Differences:

Old Testament Tradition African

 Received their message from God  Received their message from spirits and ancestors.

 Appointed by God.  Inherited

 Rejected by people  Respected and feared in society

 Prophecy went to other nations  Confined in tribal community

 Prophecies preserved in writing  Passed on orally

 Believe and worship of one God  Believe in god spirits

 Performed miracles  Did not

Q6. What is the relevant of prophets to Christians today?

 Through reading their prophecies, Christians get to know the will of God.

 Jesus who is the cornerstone of Christianity is stressed throughout prophecy – since Abraham.

 Prophecy has helped many to be preachers (i.e. prophecy = preaching).

 Christians learn to be faithful to Yahweh just like the Old Testament prophets.

 They too learn to be holy and prayerful like them e.g. Jeremiah.

 Prophets encouraged justice e.g. Elijah, Christians should do the same.

 As prophets, Christians should provide hope to the people in times of suffering.

 They learn that they can face suffering just like the prophets did e.g. Jeremiah e.g. persecution,

rejection etc.

 They should condemn sin like the prophets.

 The writings of the prophets strengthen their faith when they need them.

PROPHET AMOS

Q1. List the visions that Amos saw

 He saw a swarm of locusts. Amos 7:1-3

 He saw a great fire. Amos 7:4-6

 The plumb line/crooked wall. Amos 7:7-8

 Basket of ripe fruits. Amos 8:1-3

 The destruction of the temple. Amos 9:1-4

Q2. Explain the evils that Amos condemned in his teachings

 Sexual immorality (Amos 2:17)

  • Amos condemned temple prostitution – 23:17.
  • Father and son were going to the same woman.
  • They copied these from the Canaanite pagans, which was wrong and unfaithful to Yahweh.

 Slavery: (Amos 2:6)

The righteous, the rich made the poor slaves. This is because they borrowed from the rich and could not

repay so they made them work like slaves and treated them harshly. Some sold them for a paid of

sandals. This was breaking God’s laws, which guided them on how to treat their poor fellow Israelites.

 Idolatry: Amos 5:26

Amos accused them for breaking God’s covenant by worshipping other gods.

 Cheating in Business: He condemned the following:

  • Merchants used false measures
  • They overcharged the poor
  • Sold goods of low quality
  • They sold poor people for not paying debts
  • They too charged high interest rates

 Bribery and Corruption Ex. 23:8

  • He condemned elders who were unjust and corrupt.
  • They took bribes and grew rich from heavy levies from innocent people in law courts.

 Greed and excessive luxury

  • He condemned women of Samaria who drink and lived in luxury when there were poor needy people.

 Breaking God’s law on garments secured for pledges

  • God gave Israelites items that were to be given out to the creditors as a guarantees for the goods

borrowed e.g. Millstones for grinding, were to be taken and returned in the evening because they were

used daily.

 Robbery and Violence

  • Poor were being oppressed and violated.

 Self – Indulgence and false sense of security

  • Leaders thought God could not punish them because they were a chosen race.
  • But Amos told them they would be attacked.

Q3. Give reasons why Prophet Amos condemned idol worship in Israel

 It broke the covenant way of life.

 __________It was against the 10 commandments, which directed the Israelites to worship one God.

 It was a sign of disobedience to God.

 It promoted immorality e.g. temple prostitution.

 The worship of God belittled and degraded God.

 It promoted falsehood in the society.

 Religion became commercialized.

 Led to false prophecy.

 People got concerned with external behavior and not internal.

Q4. List evils in society today that Amos would condemn

 Tribalism

 Bribery and corruption

 Robbery with violence

 Dishonesty in business

 Grabbing of public land and property

 Stealing

 Oppression of the poor e.g. underpayment

 Immorality e.g. prostitution

PROPHET JEREMIAH

Q1. List evils that Jeremiah condemned

  • Human sacrifice
  • Hypocrisy in worship
  • Dishonesty in business
  • Defilement of the temple – temple prostitution
  • Social injustice
  • Idolatry
  • False prophecy
  • Necromancy
  • Exploitation of the poor

Q2. What are some of the evils that the church leaders condemn today?

  • Hypocrisy/pretence in worship
  • Murder/suicide/abortion/genocide
  • Exploitation of the poor/robbery
  • Dishonesty
  • False prophets
  • Human sacrifices among devil worshippers
  • Sexual immorality e.g. adultery

Q3. Explain the symbolisms used during the call of Prophet Jeremiah

 God touched Jeremiah’s mouth. This was to symbolize that God was the source of the message.

Jeremiah was to deliver.

 A branch of an almond tree that was base – God was watching to see the fulfillment of the message

he gave to Jeremiah.

 A pot of boiling facing away from the North and about to tilt toward Judah. God would use a nation

from the North to bring judgement on the people of Judah because of their wickedness.

 A fortified city. A bronze wall and an iron pillar. God was going to protect him even though he was

going to meet opposition.

 To uproot and pull down, to destroy and overthrow. God would pass judgement on the nation of

Judah and other nations.

 To build and to plant. There was still hope of the restoration of people of Judah after exile.

Q4. What did Jeremiah teach about t the New Covenant?

 The new covenant was to be written in people’s hearts.

 The covenant was to be made between God and the remnant community after exile.

 The people were to have a personal knowledge of God in the new covenant.

 God was to forgive their sin and remember them no more.

 Each individual was responsible for his won sins.

 The new covenant was to be initiated by God.

 The new covenant was to last forever.

 It was as a result in the emergence of a new people of God or new Israel.

Q5. Why did Prophet Jeremiah condemn the way the Israelites worshipped?

 They broke God’s commands e.g. the 1st and do not worship other gods – they worshipped idols.

 They practiced hypocrisy i.e. they were concerned with external religious observance while their

hearts were far from God.

 They forgot the saving history of God and worshipped other gods e.g. Asherah.

 They practiced syncretism i.e. they worshipped both Yahweh and foreign Gods.

 They listened to false prophets and rejected God’s prophets e.g. Jeremiah. They even killed some.

 They dishonored the sanctity of human life by offering human sacrifice.

 They neglected the disadvantaged (widows & orphans).

 They were dishonest in business and deceitful to one another.

 They narrowed themselves in necromancy, divination and magic.

 They rebelled against God by breaking the covenant relationship.

Q6. Explain Jeremiah’s temple sermon as recorded in Jeremiah 7:1-15

 God commanded prophet Jeremiah to speak in the temple.

 It was a response to the people of Israel to stop understanding religion through the practice of

syncretism and immorality.

 At the gate to the temple, Jeremiah proclaimed that the people of Judah had to change their way of

life and stick to the covenant they made with God.

 They had to stop defiling the temple of placing idols in it.

 They had to stop committing social injustices and as murderer/exploitation of the weak, orphans

widows and foreigners.

 The practice of human sacrifice was murder and displeasing to God.

 Hypocrisy was bad.

 The Israelites believed that the temple was secure from destruction because of its holiness was not

true.

 God would destroy Israelites/Jerusalem through invasion of a foreign nation.

 If the people stopped their evil ways, God would not bring judgement upon them.

 God would destroy the temple of Jerusalem and send the people to exile.

Q7. What forms of punishment did Jeremiah prophesy that God would use on Judah?

 The punishment would be in form of a foreign body that God use to conquer Judah.

 They would be attacked and their city destroyed.

 People would suffer and die due to their sins.

 The punishment would in form of drought. This would affect people and animals.

 God’s punishment would come through death, diseases and sword.

 Their punishment would be a defeat inflicted to them by Babylonian.

 The punishment would be the loss of their land to a foreign nation and their enslavement.

 God would allow the enemy to destroy Jerusalem and take survivors to captivity.

Q8. Outline the content of Jeremiah’s letter to exiles in Babylon (Jer. 29)

 He encouraged the Israelites in Babylon to build houses and live in them.

 Plant gardens and eat their produce.

 Marry and increase.

 Pray for their rulers.

 Not to worship false gods.

 Not to be cheated by false prophets.

 To obey their masters.

 Worship one God.

Q9. Explain four symbolic acts related to judgement and punishment as demonstrated by Prophet

Jeremiah

 Linen waist cloth – the rotten/useless linen cloth that had been hidden in the caves and lift to rot

stood for Israel’s state of being useless before the eyes of God. A sign that they had soiled their

priesthood.

 Jeremiah was asked not to marry the solitary life symbolized solitude in exile.

 Two baskets of fig fruits – the bad fruits signified that the bad people would be punished.

 Wooden yoke – he was asked to carry a wooden yoke and work around with it signifying suffering in

Babylon – exile.

 Breaking an earthly flask – destruction of the temple.

 Visit to a potter – whereby the potter destroyed a pot due to poor shape and remolded it. God would

remold Israel to a shape befitting them.

 Not to comfort anybody – these would be sorrow and suffering, no help while in exile.

Q10. Identify the relevance of Jeremiah’s teaching to Christians life today

 Christians are called to preach God’s gospel as Jeremiah did.

 Christians should accept suffering like Jeremiah did.

 They should learn to distinguish between false and true prophets.

 Like Jeremiah, they should condemn evil in society.

 They have a duty to call people to repentance as Jeremiah did.

 Christians should be good examples to the people by living, holy and upright lives as Jeremiah did.

 People should be able to know the nature of God through the lives of Christians.

 They should believe they are the new community as prophesied by Jeremiah in the new covenant.

Q11. In what ways is the prophetic mission of Jeremiah similar to that of Jesus?

 Both were rejected by their own relatives and communities.

 Both experienced opposition from political and religious authorities.

 Both prophesied the destruction of the temple.

 Both lamented over the stubbornness of the people of Jerusalem.

 Both predicted divine judgement and punishment in Israel.

Jeremiah predicted the new covenant that is fulfilled by Jesus.

Prophet Nehemiah

Qn 1. Describe the political background of Nehemiah

 He worked during the Babylonian exile which lasted between 589- 538 BC

 During his vacation, Israelites were oppressed politically

 The Israelites hoped that God would soon liberate them fro this bondage

 In 538 BC the Babylonians were conquered by Cyrus the great king of Persia

 In 538 BC king Cyrus allowed Israelites to return to Judah

 King Cyrus gave the Israelites a decree to rebuild the temple of Jerusalem

 In 538BC the first exile under Zebu Babel

 Joshua the priest departed from Babylon and started to rebuild alters of God

 Under the guidance of prophets Haggai and Zachariah the temple was rebuilt and dedicated

 The second exile arrived under prophet Ezra; after king Artaxerxes authorized Ezra to re establish

Israelites religious and moral expectations of the Mosaic Law.

 Nehemiah was a servant the king Artaxerxes palace. The king authorized him to go and rebuild the

walls of Jerusalem

 Amidst all opposition from Samaritan, Nehemiah accomplished the reconstruction of the walls of

Jerusalem in 52 days. He then dedicated the walls to God.

 This restored the sense of political pride in Israel. However the Israelites remained subjected to the

Persians and continued to pay tribute. The Persians were later overthrown by Romans who ruled the

entire region until the time of the birth of Jesus

Qn 2. Describe the social background to the vacation of Nehemiah

 Israelites men married foreign women

 Children spoke different languages from their mothers

 Hebrew language almost became extinct

 Nehemiah condemned mixed marriages and even banned them

 Exiles who returned home were humiliated by foreigners who partially occupied their land

 The Samaritans threatened Nehemiah’s life as the rebuilt walls of Jerusalem

 Rich Jews oppressed the poor e.g. they would confiscate their property for failure to repay debts

Qn 3. Describe the religious background to the vocation of Nehemiah

 While in exile the Babylonians allowed the Jews to continue with their religious lives

 The exiles became the period of purification

 They returned with a new zeal to worship God; they rebuilt the altar under Zerubbabel for offering

burnt offerings to God

 The returnees built the temple of Jerusalem under Haggai and Zachariah and dedicated to god by Ezra

 Nehemiah embarked on rebuilding the walls of Jerusalem amidst opposition in 52 days the wall was

complete. Consequently, Jerusalem once more became the centre of worship for Israel. Idolatry was not

allowed again in Israel after the exile.

 The temple of Jerusalem was dedicated to Yahweh. The Israelites renewed their covenant with God

under prophet and priest Ezra. Nehemiah carried out various religious reforms

Qn 4. Describe occasions when Nehemiah prayed

 When he heard about the suffering of his fellow Jews back in Judah

 When he learned about the state of ruin of Jerusalem and king Atarterxes to request him to allow him

go back to Judah

 When his enemies e.g. Tobiah and Samballat ridiculed him as he reconstructed the walls of Jerusalem

 When he learned of his enemies conspiracy to attack Jerusalem

 When his enemies conspired to destroy his life/ kill him

 When Shemiah attempted to frighten him to hide in the temple as hi life was in danger

 When he cleansed and arranged the temple as a house of God

 When he warned the people of Judah against violating the Sabbath law

 After chasing away the son in law of Samballat from the temple

 After cleansing the Israelites of foreign influence

Qn 5. State occasions when Christians pray

 When they are faced with diverse persecutions. They ask God to protect them

 When they don’t understand certain scriptures. They ask God to give them revelation

 When they are faced with certain difficulties of life. They ask God to help them

 When the nation is facing political crisis. They pray for peace

 When they feel inadequate and sinful. They ask God to perform certain miracles for them e.g. healing

Qn 6. What is the importance of prayer in Christian life?

 Prayer helps Christians to praise God, give thanks to him and to repent

 It helps Christians to pour out their hearts to God

 It helps Christians to rely to God for emotional and mental stability. It helps put our problems to God

 It strengthens Christians. It gives them determination and character to remain steadfast in their

responsibilities despite the challenges

 Through prayer a Christian can request to stand against personal attacks and temptations

 Prayer is the source of courage and strength in times of tribulations

 It brings one closer to God, we use it to praise God, use it to ask for God’s supply of their needs, used

to ask for forgiveness and promotes important virtues e.g. persistence and patience and promotes unity

among different communities

Qn 6. Identify the leadership of Nehemiah’s patriotism

 He was a tune patriot i.e. after talking to the Jews and getting the news of distribution of Jerusalem,

he was forced to go back home.

 Reliance to God. He totally relied on God and to his call i.e. in most cases he prayed before carrying

out an activity

 Devoted/ talented. As a cupbearer to the emperor he was an educated, talented and trustworthy

young man

 Visionary. He had a vision and he shared it with enthusiasm to inspire Jerusalem leaders to rebuild

the wall

 Initiative.

 He took the initiative to persuade the emperor to put things right

 Exceller organizer. He carefully organized the rebuilding process. He organized how the wall of

Jerusalem was to be built in steps

 Careful planner. He carefully examined and inspected the wall before starting the work

 People’s representative. He was a proper representative of his people in Israel. he had a sense of

responsibility to his community

 Shrewd. He avoided the meetings organized by his opposer and overlooked the abuses placed on him

 Impartial. He appointed men of integrity and God fearing to keep guard over Jerusalem

 Selfless and kind. He had the skill of solving problems. He hence cancelled all debts that people had

 Homogenous. He employed different strategies to counteract his opposer

Qn7. explain the relevance of Nehemiah’s leadership to a Christian today

 A Christian should use his/her present position to serve God

 Christians should acknowledge God as their source of power and giver of gifts

 A leader should appoint people who are trustworthy and honest to help him/ her in ruling the

country

 God answers our prayers as a result of asking others for help

 A Christian leader should keep his /her plans a secret until it matures to make an announcement

 Christians should share their visions with others the way Nehemiah did

 Leaders should take care of the needy in the society

 As a Christian one could be lured to temptations; the way Nehemiah was opposed we should be

ready to resist temptations

 Christians should be ready to help in solving problems in the society Christians should act as role

models by carrying out spiritual activities with the truth and helping in work after starting projects.

Qn 8. Explain the relevance of Nehemiah’s experience to Christians

 They should not exploit the needy and disadvantaged

 They should defend the rights of the weak and use their work place, family and friends

 They should ask God to protect them from the mischief of their enemies

 That they should pray to God to give them guidance in their endeavors

 That they should persevere in all difficulties as Nehemiah did

 The should condemn the injustices in the society

 They should know that leadership involves challenges and difficulties

 They should be practically involved in problem solving e.g. HIV/AIDs scourge

Qn 9. Explain the problems that Nehemiah encountered in his vocation

 Oppression of the poor Jews by the rich Jews e.g. demanded high interests on borrowed money

 Great opposition from the enemies they tried to frustrate his/her efforts to build the walls of

Jerusalem

 Threat to his own life. His adversaries wanted to kill him

 Lack of co-operation and support from the Jews. They refused to work with him on the wall project

 Excessive foreign influence in Israel. Intermarriage brought about foreign influence which threatened

to extinct the Jew culture and language

 Violation of the Sabbath laws. Israelites went on to do their daily chores on the Sabbath day

 Abuse of the temple. Eliaship housed Tobias the heathen and God’s enemies

 Misuse of offerings. The levies were denied their share of sacrificial offerings as required by the law

Qn 10. Describe the steps taken by Nehemiah to renew the covenant

 Ezra the priest read the book of the covenant and explained the meaning of the Law of Moses. The

Israelites listened carefully and their lives changed. They responded Amen, amen

 Celebration of the feast of shelters. After reading the scriptures, they realized that they had not been

celebrating the feast of shelters. This was to remember their deliverance from Egypt. They were also to

think about God’s protection and guidance

 The Israelites confessed of their sins as they learnt that they had not been following God’s

commandments. Nehemiah was devoted to confession of national sin and prayers to God’s grace

 Recital of God’s dealings with Israel. They recital of God’s mighty acts is done in this. They

remembered their history and this renewed God’s grace and power in them

 A renewed covenant sealed. The covenant was renewed in writing and the leaders put seals

 The binding agreement that people and God was done by the Israelites joining hands

Qn 11. State the promises that Israelites made during the renewal of the covenant

 That every seventh year, they would cancel debts according to the Mosaic Laws

 That they should observe God’s commandments and live according to his laws

 That they would offer the first of their harvests as required by Torah

 That they would dedicate their first-born sons to God

 That they will not intermarry with foreigners at all

 That they will not buy corn or anything else on the Sabbath day

 That they will remit their arrival temple expenses to ensure that God’s house was okay

 That they will provide sacrifices and offerings at the temple

 That they will pay their tithes according to the law

Group study activities

  1. Read and study the book of Luke by
  2. Dividing up the chapters in the book of Luke among the members of the class and let every group

present a summary of the chapters allocated to them.

  1. Check out movies about the life, death and resurrection of Jesus Christ but note that your study

according to the syllabus is based on St. Luke’s gospel.

Form 1 Business Studies Exams and Marking Schemes Free

Form 1 Business Studies Exams and Marking Schemes Free

NAME: …………………………………………………   ADM NO.: ……………………

 

SCHOOL: …………………………   DATE: ………………… SIGN: ….……….

 

BUSINESS STUDIES

TIME: 2 HOURS

JOINT EXAMINATION – FORM ONE, TERM THREE 2023

INSTRUCTION TO STUDENTS

  1. Answer all the questions in the spaces provided
  2. This paper consists of 10 printed pages. Students should check the question paper to ensure that all pages are printed as indicated and no questions are missing.

 

FOR EXAMINER’S USE ONLY

 

QUESTION NO. 1 2 3 4 5 6 7 8 9 10 11 12 13
MARKS                          

 

QUESTION NO. 14 15 16 17 18 19 20 21 22 23 24 25
MARKS                        

 

 

 

GRAND TOTAL   MARKS

 

 

 

 

 

  1. List FOUR disciplines studied in business studies.       (4mks)

 

  1. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  2. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………………………………………………………………………………………………………………
  1. …………………………………………………………………………………………………………………………………………………………………………………………………………………

 

  1. State the type of utility created by each of the following activities. (4mks)

 

ACTIVITY LEVEL OF PRODUCTION
a)     Keeping money in the bank  
b)     Baking a loaf of bread  
c)     Importing  vehicles from Japan  
d)     Selling  medicine to patient  

 

 

  1. List FOUR characteristics of free goods. (4mks)

 

  1. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  2. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………………………………………………………………………………………………………………

 

  1. State FOUR types of business activities. (4mks)

 

  1. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  2. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………………………………………………………………………………………………………………
  1. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  2. Outline FOUR documents used in home trade.             (4mks)

 

  1. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  2. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………………………………………………………………………………………………………………

 

  1. Muiga wants to start a business. State FOUR reasons why he would start one.       (4mks)

 

  1. ………………………………………………………………………………………………………
  2. ………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………
  1. ……………………………………………………………………………………………………
  2. State FOUR equipment that facilitate mailing in an office.       (4mks)

 

  1. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  2. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………………………………………………………………………………………………………………
  1. ………………………………………………………………………………………………………………………………………………………………………………………………………………

 

  1. Highlight FOUR advantages of automatic vending machines.                   (4mks)
  2. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  3. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………

………………………………………………………………………………………………………

  1. ………………………………………………………………………………………………………

……………………………………………………………………………………………………..

  1. Mention FOUR reasons why a consumer wouldsatisfy basic wants before secondary wants.                                                                                                                                                              (4mks)

 

i)………………………………………………………………………………………………………………………………………………………………………………………………………………

ii)………………………………………………………………………………………………………………………………………………………………………………………………………………

iii)………………………………………………………………………………………………………………………………………………………………………………………………………………

iv………………………………………………………………………………………………………………………………………………………………………………………………………………

  1. Name the factor of production that each of the following resources relate to.       (4mks)

 

Resource Factor of production
a)     Manager  
b)     Motor Vehicle.  
c)     Water  
d)     Owner  

 

  1. Outline FOURsources of business idea.                                                                               (4mks)
  2. ………………………………………………………………………………………………………
  3. ………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………
  1. ………………………………………………………………………………………………………
  2. List down FOUR external factors of environment that affect the business negatively. (4mks)

 

  1. ………………………………………………………………………………………………………
  2. ………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………
  1. ………………………………………………………………………………………………………

 

 

 

 

 

  1. State FOUR characteristicsof direct production . (4mks)

 

  1. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  2. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………………………………………………………………………………………………………………
  1. ………………………………………………………………………………………………………………………………………………………………………………………………………………

 

  1. List down circumstances under which a cheque may be dishourned. (4mks)

 

  1. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  2. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………………………………………………………………………………………………………………
  1. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  2. Highlight FOUR importance of entrepreneurship to Kenyan Economy. (4mks)

 

  1. ………………………………………………………………………………………………………
  2. ………………………………………………………………………………………………………
  • ……………………………………………………………………………………………………..
  1. …………………………………………………………………………………………………….
  2. Outline FOUR advantages of division of labour and specialization.                                                                   (4mks)

 

  1. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  2. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………………………………………………………………………………………………………………
  1. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  2. State down FOUR advantages of engaging e-commerce in business activities.                 (4mks)

 

  1. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  2. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………
  1. ………………………………………………………………………………………………………

 

  1. List FOUR causes of business failure. (4mks)

 

  1. …………………………………………………………………………………………………
  2. …………………………………………………………………………………………………
  • …………………………………………………………………………………………………
  1. …………………………………………………………………………………………………

 

 

 

 

 

 

 

 

19.Highlight FOUR small scale retailers without shops. (4mks)

 

  1. ………………………………………………………………………………………………………
  2. ………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………
  1. ………………………………………………………………………………………………………
  2. List FOUR classification of economic resources (4mks)

 

  1. ………………………………………………………………………………………………………
  2. ………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………
  1. ………………………………………………………………………………………………………

 

21.Outline FOUR different rewards for labour as a factor of production.   (4mks)

 

 

  1. ……………………………………………………………………………………………………………………………………………………………………………………………………
  2. ……………………………………………………………………………………………………………………………………………………………………………………………………
  • ……………………………………………………………………………………………………………………………………………………………………………………………………
  1. …………………………………………………………………………………………………………………………………………………………………………………………………..

 

 

 

 

 

  1. Highlight FOUR measures that can be taken by an office to safeguard the property of the organization. (4mks)

 

  1. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  2. ………………………………………………………………………………………………………………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………………………………………………………………………………………………………………
  • ………………………………………………………………………………………………………

23.Classify each of the following activities into appropriate level of production.              (4mks)

 

Activity Level of production
a)     Wholesaling  
b)     Mining  
c)     Maize milling  
d)     Insurance  

 

24.State FOUR differences between goods and services.                 (4mks)

 

GOODS SERVICES
   
   
   
   

 

 

 

 

 

25.Daudi sold crates of soda to Otis at sh.1000 on credit. He gave him a quantity discount of 10%. He also gave him cash discounts of;

10% if payment was made before 1 week.

5% if payment was made after 2 weeks

2% if payment was made after 1 month

Otis made the payment by the end of 2nd week. Calculate;

  1. Quantity discount (1mk)

 

 

  1. Cash discount (2mks)

 

 

c.Amount he paid                                     (1mk)

__________________________________________________________________________________________________

 

BUSINESS STUDIES FORM 1 MARKING SCHEME TERM 3

 

  1. List FOUR disciplines studied in business studies.       (4mks)

 

  • Economics
  • Commerce
  • Accounting
  • Office practice
  • Entrepreneurship
  1. State the type of utility created by each of the following activities (4mks)

 

ACTIVITY LEVEL OF PRODUCTION
a)     Keeping money in the bank Time utility
b)     Baking a loaf of bread Form utility
c)     Importing  vehicles from Japan Place utility
d)     Selling  medicine to patient Possession utility

 

  1. List FOUR characteristics of free goods. (4mks)
  • They are gifts of nature
  • they are plenty in supply/abundant
  • they are priceless/have no money value
  • they have utility
  1. State FOUR types of business activities (4mks)

 

 

  • Manufacturing
  • processing of raw materials
  • Extraction
  • Construction
  • provision of services
  • trade
  • Distribution of goods

 

 

  1. Outline FOUR documents used in home trade              (4mks)

 

  • Credit note
  • Debit note
  • statement of account
  • receipts
  • letter of inquiry
  • catalogue
  • quotation
  • price list
  • order
  • delivery note
  • invoice
  • pro-forma invoice

 

 

 

 

  1. Muiga wants to start a business. State FOUR reasons he would start one                   (4mks)
  • to earn profit
  • To provide goods and services
  • to create employment
  • to be own boss
  • as an outlet for new innovation
  • to utilize spare time
  • to utilize available resources
  1. State FOUR equipment that facilitate mailing in an office                                                 (4mks)

 

 

  • folding machine
  • franking machine
  • addressing machine
  • sorting machine
  • letter opener
  • composite

 

  1. Highlight FOUR advantages of automatic vending machines       (4mks)
  • Commodities can be brought anytime because no attendant is required
  • They save the owner the cost of employing a shop attendant
  • They can be put strategically to boost sales e.g institution
  • They are not affected by weather changes
  • Provide good in cash basis protecting the owner from burden of bad debts
  • They are fast and accurate
  1. Mention FOUR reasons why a consumer  would satisfy  basic wants before   secondary wants                                                                                                                                                               (4mks)
  • They cannot be postponed
  • They are felt needs
  • one cannot do without them/necessary for life/essential for survival
  • They may be satisfied at individual level

 

  1. Name the factor of production that each of the following resources relate to       (4mks)

 

Resource Factor of production
a)     Manager Labour
b)     Motor Vehicle. Capital
c)     Water Land
d)     Owner Enterpreneurship

 

  1. Outline FOUR sources of a business idea
  • Listening to what people say
  • Hobbies
  • Surveys
  • Newspapers
  • Journals
  • Waste materials
  • Spotting the market gap
  • Shows and exhibition
  1. List down FOUR external factors of environment that affect the business negatively. (4mks)
  • unfair competition
  • Inadequate technology
  • Natural calamities
  • Unfair government policies
  • Political instability
  • Unfavorable socio-cultural practice
  • poor infrastructure
  1. State FOUR characteristics of  direct production                                  (4mks)
  • Production of low quality goods
  • Encourage individualism
  • lead to low standards of living
  • can be very tiring
  • Does not encourage invention and innovation
  • cheap/simple tools are used in production
  • it is mostly used on small scale
  • the rate of production is low
  • A lot of time is wasted from  one job to another
  1. List down circumstances under which a cheque may be dishourned (4mks)
  • In case of insufficient funds in the account
  • When the signature of the account holder differs from the specimen in the bank
  • When the cheque is post dated
  • if the cheque has been altered
  • if the account holder is dead ,insane or bankruptcy
  1. Highlight FOUR importance of entrepreneurship to Kenyan Economy (4mks)
  • Creates employment
  • Contributes to formation of capital
  • Reduces rural-urban migration
  • Raises standards of living
  • improves infrastructure
  • Reduces foreign dominance in the economy
  • make use of local resources
  • promotes technology
  • promotes entrepreneurial culture
  • saves on imports
  1. Outline FOUR advantages of division of labour and specialization.                                                                   (4mks)
  • Outpt per worker is greatly increased
  • encourage invention and innovation
  • makes it possible for greater use use of machine which makes production fast& efficient
  • Enables worker to acquire skills in a particular field
  • High quality goods and services are produced
  • Worker spend less mental and physical effort
  • saves on time

 

  1. State down FOUR advantages of engaging in  e-commerce in business activities.           (4mks)

 

  1. facilitates access to large market
  2. Creates conducive environment for business to transact without discriminations
  • reduces paperwork since dealings are done online
  1. reduces cost of sending receiving and storing information
  2. Enables one to access important information that will enable him improve the running of his business
  3. it is a faster way of doing business as it facilitates urgent transactions
  4. List FOUR causes of business failure. (4mks)
  • poor management of people
  • Poor location/Lack of customers
  • Lack of raw materials
  • Inadequate finance
  • Stiff competition
  • Poor infrastructure
  • Lack of commitment to the business
  • Poor financial management
  • poor debt management
  • poor public relations
  • poor market research
  • low level of creativity and innovation

 

  1. Highlight four small scale retailers without shops       (4mks)

 

  • Itinerant traders
  • Roadside sellers
  • open air market traders
  • Automatic vending machines

 

  1. List FOUR classification of economic resources (4mks)
  • Natural resources
  • Man-made resources
  • Human resources
  • Renewable resources
  • Non –renewable resources
  1. Outline FOUR different rewards for labour as a factor of production (4mks)

 

  • wages
  • salaries
  • commissions
  • tips

 

 

  1. Highlight FOUR measures that can be taken by an office to safeguard the property of the organization. (4mks)
  • Enhancing security against theft i.e by employing watchmen, installing security lights and fencing business premises
  • Ensuring physical care by people using the property
  • keeping records of movement and usage of the property
  • Physical stock taking of each property
  • Taking insurance cover
  • proper repairs and servicing

 

  1. Classify each of the following activities into appropriate level of production       (4mks)
Activity Level of production
Wholesaling Tertiary
Mining Primary
Maize milling Secondary
Insurance Tertiary

 

 

  1. State FOUR differences between goods and services. (4mks)

 

Goods Services
Tangible Intangible
Can be stored Hard to be stored
Can be standardized Difficult to be standardized
Can change possession inseparable from the provider
Not all goods are perishable Are highly perishable
Most can be seen Services are invisible
   
   

 

 

 

 

 

 

 

 

 

 

25.Daudi sold crates of soda to Otis at sh.1000 on credit.He gave him  a quantity discount of 10%.He also gave him cash discounts of;

10% if payment was made before 1 week.

5% if payment was made after 2 weeks

2% if payment was made after 1 month

Otis made the payment by the end of 2ndweek.Calculate;

  1. Trade discount                                   (1mk)

10/100×1000=sh 100

 

 

  1. Cash discount (2mks)

1000-100=900

2.5/100x900=sh.45

 

c.Amount he paid                                     (1mk)

100+45=145

1000-145=sh 855

What to do when changing TSC salary Pay point

TAKE CARE WHEN CHANGING YOUR PAY POINT

want to change your pay point, please don’t rush in closing your current bank account because you have opened another one elsewhere and sent the necessary documents to the employer. This is what is likely to happen when you rush things:

✓The changes may not be captured in good time and your Salary will be sent to the now closed account.
✓Your salary will be returned back to TSC and this is the tricky part.
✓Your bank or Sacco will wire the money to it’s head office. Most banks have heads offices in Nairobi. From here, the bank will write a Cheque of your salary to TSC.
✓The cheque is banked and payment to your new account starts.
✓Note that often there are several accounting systems in retrieving your now hanging salary.
✓The branch where you closed an account have to do their reconciliation to discover your hanging salary and return it to their headquarters.
✓The headquarters also have to balance their books and write the cheque back to sender (employer). Please note that these operations are not an emergency.

So, next time you change your pay point don’t close your old account until your salary passes through the new one at least once.
NOW YOU KNOW.

KSSSA National Term 2 Games Final Results- Soccer Boys

SOCCER BOYS

POOL DRAWS

REGIONS

 

S/NO. POOLA. S/NO. POOLB
1.  North Eastern– Khorof 1. Rift Valley – St. Anthony Kitale
2.  Nyanza – AgoroSare 2.  Nairobi         – Dagoretti High
3.  Western – F.S Shanderema 3.  Eastern – Matiliku Boys
4. Central – Kirangari 4. Coast – Serani

 

DAY1: Tuesday, 8th August, 2023(PRELIMINARIES)

 

GAMENO. POOL TEAMS SCORES
1. A Shanderema VS Khorof 8 0
1 A AgoroSare VS. Kiringari 2 1
3. B St. Anthonys VS. Matiliku 8 0
4. B Dagorettin High vS Serani 1 0

DAY2: Wednesday, 9th August, 2023 (PRELIMINARIES)

 

GAMENO. POOL TEAMS SCORES
5. B Kirangari VS Khorof 3 2
1 B Shanderema VS. AgoroSare 1 1
7. A St. Anthonys VS Serani 2 0
8. A Dagoretti Hight VS. Matiliku 2 0

 

DAY3: Thursday 10th August ,2023 (PRELIMINARIES)

GAMENO. POOL TEAMS SCORES
9. A AgoroSare VS Khorof 8 0
10. A Kirangari VS Shanderema 0 3
1 B St. Anthonys VS Dagoretti High 0 1
12. B Matiliku VS Serani 2 3

 

DAY4:Friday 11th August, 2023 (SEMI-FINALS)

 

GAME NO. SEMIS TEAMS SCORES
13. SEMI 1 Shanderema                 VS                    St. Anthony 0 1
14. SEMI 2 Dagoretti                       VS                    Agorosare 1(3) 1(0)

 

DAY5:Saturday 12th August, 2023 (FINALS)

GAME NO. FINALS TEAMS SCORES
15. PLAY OFF Shanderema                  VS     AgoroSare 5 1
16. FINAL St. Anthony                    VSDagoretti    

 

KENYA SECONDARY SCHOOLS SPORT ASSOCIATION

 

RANKING OF TEAMS – SOCCERBOYS

 

 

POSITION TEAM – SCHOOL REGION
1. ST. ANTONY

 

RIFT VALLEY
2. DAGORETTI BOYS

 

NAIROBI
3. SHANDEREMA

 

WESTERN
4. AGORO SARE

 

NYANZA
5. SERANI

 

COAST
6. KIRANGARI

 

CENTRAL
7. MATILIKU

 

EASTERN
8. KHOROF

 

NORTH EASTERN

 

 

M.V.P  -SCHOOL –

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443 Agriculture Syllabus Form 1 to 4 (Best, Recommended Syllabus)

443 – AGRICULTURE

GENERAL OBJECTIVES

The Secondary Agriculture course aims to:

  1. develop an understanding of agriculture and its importance to the family and the nation;
  2. promote interest in agriculture as an industry and create awareness of opportunities existing in agriculture and related sectors;
  3. demonstrate that farming is a dignified and profitable occupation;
  4. enhance skills needed in carrying out agricultural practices;
  5. provide a background for further studies in agriculture;
  6. develop self-reliance, resourcefulness and problem solving abilities in agriculture;
  7. develop occupational outlook in agriculture;
  8. enable schools to take an active part in national development through agricultural activities;
  9. create awareness of the role of agriculture in industrial and technological development;
  10. enhance understanding of the role of technology and industrialization in agricultural development;
  1. promote agricultural activities which enhance environmental conservation;
    12. promote consciousness of health promoting activities in agricultural production.

1.0.9 INTRODUCTION TO AGRICULTURE

1.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) define agriculture;
b) state the main branches of agriculture;
c) describe farming systems;
d) describe farming methods;
e) explain the role of agriculture in the economy.

1.2.0 Content
1.2.1 Definition of agriculture.
1.2.2 Branches of agriculture.

  • Crop-farming (Amble farming) – Field crops; Horticulture – Floriculture (flower farming), Olericulture (vegetable farming) and Promoculture (fruit farming).
  • Livestock farming: Pastoralism (mammalian livestock farming); Fish farming; Apiculture (Bee keeping); Poultry keeping
  • Agricultural economics
  • Agricultural engineering.

1.2.3 Systems of fanning; Extensive, Intensive, Large scale, and Small sea Study these under the following headings; Meaning, Advantages and

Disadvantages.

1.2.4 Methods of farming: Mixed farming; Nomadic Pastoralism; Shifting cm Organic farming; Agro-forestry.
1.25 Roles of agriculture in the economy: Food supply; Source of employment Foreign exchange earner; Source of raw materials for industries; Provision market for industrial goods; Source of capital.

2.0.0 FACTORS INFLUENCING AGRICULTURE

2.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) explain the human factors influencing agriculture;
b) explain biotic factors influencing agriculture;
c) explain how climatic factors influence agriculture;
d) define soil;
e) describe the process of soil formation g) determine soil constituents;
h) classify soils by physical characteristics;
i) explain chemical properties of soils;
j) relate crop and livestock distribution to soils in different regions.

2.2.1 Content
2.2.2 Human factors: Levels of education and technology; Health — HIV/AIDS and health in general; Economy (include liberalization); Transport and communication; Market forces (local and international); Government policy; Cultural and religious beliefs.
2.2.3 Biotic Factors: Pests, Parasites, Decomposers, Pathogens, Predators, Pollinators
Nitrogen fixing bacteria

2.2.4 Climatic Factors

  • Rainfall: Intensity, Reliability, Quantity; Distribution.
  • Temperature: – How topography and altitude affect temperature.

– How temperature influences crop and livestock production.

  • Wind: Evapotranspiration, Lodging, Pollination, Seed dispersal, Soil erosion
  • Light — Intensity, Duration — long, neutral and short day plants, Wavelength

Note: – Each factor to be discussed with respect to Land potentiality, Crop production, Livestock production, Crop and livestock distribution in Kenya.

2.2.5 Edaphic factors: Definition of soil, Soil formation, Soil profile (definition, characteristics of different soil layers, difference between soil formed in situ and depositions, Soil depth and its influence on crop production).

  • Soil constituents: Constituents, Importance of each constituent, Physical properties of soil.
  • Soil Structure — definition, types, influence on crop production.
  • Soil texture —definition, soil textural classification, influences on crop growth and production, porosity, capillarity, drainage and water retention capacity.
  • Soil colour
  • Chemical properties of soil -Soil pH, PH influence on crop growth and production, effects of pH on mineral availability.

3.0.0 SOIL AND WATER CONSERVATION

3.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) define soil erosion;
b) explain the various factors that influence erosion;
c) list the agents of erosion;
d) describe various types of erosion;
e) describe various methods of erosion control;
1) carry out soil erosion control measures;
g) describe water harvesting and conservation techniques;
h) describe micro-catchments and their uses;
i) design and construct a micro-catchment.
3.2.0 Content

3.2.1 Soil erosion – definition

3.2.2 Factors influencing erosion: land use and ground cover, topography-gradient and
length of slope (horizontal and vertical intervals).

  • Soil type and condition (Erodability)
  • Rainfall intensity (Erosivity)

3.2.3 Agents of erosion: Water, Wind, Human beings and Animals.

3.2.4 Types of erosion: Splash/rain drop, Sheet, Rill, Gully (gully formation, types of gullies), River bank, Solifluction, Landslides.
3.2.5 Biological/cultural control: Grass strips, Cover crops, Contour farming and strip cropping, Mulching, Afforestation/forestation.
.2.6 Physical/structural control: Stone lines, Filterstrips, Trashlines, Terraces (level, graded, broad-based, narrow-based. Bench, fanya juu, fanya chini), Bunds, Cutoff-drains/Diversion ditches, Gabions/porous dams, Ridging.
3.2.7 Water harvesting: Roof catchments, Rock catchments, Weirs and dams, Ponds, Retention ditches/Level terraces.
3.2.8 Micro-catchments: Types, Uses, Laying out and construction methods.
4.0.0 WATER SUPPLY, IRRIGATION AND DRAINAGE

4.1.0 Specific Objectives
By the end of the topic, the learner should be able to:
a) state the sources of water for the farm;
b) describe collection, storage, pumping and conveyance of water;
c) describe water treatment and explain its importance;
d) define irrigation;
e) explain the importance of litigation;
1) describe methods of irrigating land;
g) list the equipment used in litigation;
h) grow a crop through irrigation;
1) cart: out maintenance oil drilling equipment and facilities;
j) define drainage;
k) explain the importance of drainage;
1) describe the methods of drainage;
m) explain how agricultural activities pollute water and how this can be prevented;

4;2;0 Content

4;2;l Water supply: Sources of water4 Collection and storage of water Pumps and pumping, Conveyance of water (Piping types of pipes Choice of pipes, Canals, Transportation in containers), Water treatment (Meaning, Methods, Importance), Uses of water on the farm
4;2;2 litigation: Definition, Importance (include irrigation as a method of land reclamation) Methods (surface4 subsurface, overhead, drip).

Note.’- the advantages and the disadvantages of each.

Maintenance practices of each irrigation system.
4;2i Project on crop production through any method of Irrigation.
414 Drainage: Definition, Importance (include as a method of land ret lamatioii)5
Methods of drainage (surface, sub-surface, pumping, planting of appropriate trees);
4;2; Water Pollution: Meanings Agricultural practices that pollute water, Methods of pollution prevention and control.

SOIL FERTlLITY  I (Organic Manures)

Specific Objectives

By the end of the topic5 the learner should be able to:
a) define soil fertility;
b) explain how soil fertility can be maintained; describe how soil loses fertility;
l) define and distinguish organic matter manure and humus;
e) explain the Importance of organic matter In the soil

  1. f) describe the different organic manures;
    g) prepare compost manure

Soil fertility Definition4 How soil loses fertility, Maintenance of soil fertility. Organic Manure Organic matter and humus4 Importance of organic matter in the soil, types of organic manures – green manure, Famyard  manure Compost manure

Note; For each type, describe its preparation, advantages and disadvantages and u4c.
5.2.3 Compost manure: Meaning, Materials used and materials to avoid, Preparation methods and procedure (Heap and Pit).

6.0.0 SOIL FERTILITY: II (INORGANIC FERTILIZERS)

6.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) list the essential elements;
b) classify’ the essential elements;
c) state the role of each macro-nutrients, micro-nutrients;
d) describe the deficiency symptoms of the macro-nutrients, micro-nutrients;
e) identify and classify fertilizers;
1) describe the properties of various fertilizers;
g) describe soil sampling and testing procedures;
h) use appropriate methods of fertilizer application;
i) calculate fertilizer application rates;
j) explain how soil acidity and alkalinity affect crop production.

6.2.0 Content

6.2.1 Essential elements
• Macro-nutrients: carbon, hydrogen and oxygen, fertilizer elements (N.PK.), liming elements (Ca, Mg), Sulphur, Role of macro-nutrients in crops,
Deficiency symptoms of macro-nutrients ts in crops
• Micro-nutrients: Role of micro-nutrients in crops, Deficiency symptoms of micro-nutrients in crops,
6.2.2 Inorganic fertilizers: Classification of fertilizers, Identification of fertilizers, Properties of fertilizers, Methods of fertilizer application, Determination of fertilizer rates..
6.2.3 Soil sampling: Meaning, Soil sampling methods and procedures, Sites to avoid, Preparation and Procedure of sending soil for testing.
6.2.4 Soil testing: Meaning, Importance, Testing for pH, How soil pH affects crop production.

Note Learners to make a table showing optimum pH range for various crops.

7.0.0 FARM TOOLS AND EQUIPMENT

7.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) identify various farm tools and equipment;
b) name parts of various farm tools and equipment;
c) describe the use of various tools and equipment
d) carry out maintenance practices on tools and equipment.,

7.2.0 Content

7.2.1 Garden tools and equipment
7.2.2 Workshop tools and equipment: Woodwork tools and equipment, Metalwork tools and equipment.
7.2.3 Livestock production tools and equipment
7.2.4 Plumbing tools and equipment
7.2.5 Masonry tools and equipment.

Note: Study the above tools under the headings: Name and uses, Parts and uses, Maintenance practices
See the appendix for the list of tools and equipment to be studied.
8.0.0 CROP PRODUCTION I (LAND PREPARATION)

8.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) explain the importance of land preparation;
b) describe the various types of cultivation;
c) relate cultivation operation to correct tools and or implements;
d) prepare a piece of land ready for crop production.
8.2.0 Content
8.2.1 Land preparation: Definition, Importance.
8.2.2 Operations in land preparation: Clearing land before cultivation (importance include clearing as a method of land reclamation; Methods and equipment.

  • Primary cultivation: Definition and importance, Timing, Choice of tools implements
  • Secondary cultivation: Definition and importance, Number of operations, Relating final tilth to the intended planting material.
  • Tertiary operations: Ridging, Rolling, Leveling

Note: For each operation: give reasons and explain how it is carried out.
• Sub-soiling: Meaning, Importance, Equipment used.
8.2.3 Minimum tillage: Definition, Importance, Practices.
9.0.0 CROP PESTS AND DISEASES

9.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
a) define pest and disease;
b) state the main causes of crop diseases;
c) describe the harmful effects of crop pests and diseases;
d) identif’ and classify some of crop pests and diseases;
e) carry out general disease and pest control measures.
9.2.0 Content
9.2.1 Pests: Definition, Classification of pests (mode of feeding, Crops attacked, Stage of growth of crop attacked, Field and storage pests), Identification of common pests, Harmful effects of pests, est control measures.
9.2.2 Diseases: Definition, Classification of diseases according to cause, Identification of common diseases, Disease control, Harmful effects of diseases, Disease control measures.
10.0.0 CROP PRODUCTION II (PLANTING)

10.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

  1. a) state the correct planting materials for various crops;
    b) select and prepare planting materials;
    c) determine the optimum time of planting;
    d) state the factors which determine the depth of planting;
    e) describe the planting procedures for different crops;
    f) state the factors that determine seed rate, spacing and plant population;
    g) calculate plant population.

10.2.0 Content

10.2.1 Types of planting materials

  • Seeds: Description, Advantages, Disadvantages,
  • Vegetative materials: Description, Advantages, Disadvantages
  • Plant parts used for vegetative propagation: Slips, Splits, Bulbils, Crowns,

Suckers, Tubers, Vines, Cuttings and setts.
10.2.2 Selection of planting materials: Suitability to ecological conditions (use maize hybrids and coffee varieties as examples), Purity, Germination percentage,
Certified seeds.
.2.3 Preparation of planting materials: Breaking dormancy, Disease and pest control/seed dressing, Seed inoculation, Chitting.
Note: Give appropriate crop examples for each practice.
10.2.4 Planting:

  • Timing – factors to consider, advantages of timely planting.
  • Methods of planting: broadcasting, row planting, oversowing (refer to pastures), undersowing.

note: Give appropriate crop examples for each method
Plant population:

  • Spacing – factors to consider, seed rate
  • Calculation of plant population per unit area. : Factors to consider

110,0 CROP PRODUCTION III (NURSERY PRACTICES


11,1,0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe a nursery bed;
(b distinguish between a nursery bed, a seedling bed and a seed bed;
(c) state the importance of a nursery bed;
(d) select a suitable site for a nursery
(e) prepare a nursery bed;
(0 establish a nursery bed
(g manage a nursery bed;
(h) transplant crops from a nursery;
(1) bud a seedling;
Q) graft a seedling;
(k) explain the importance of budding, grafting, layering and tissue culture;
(I) describe damage caused by animals on tree seedling and how to prevent it

11 2,0 Content


Nursery bed
:

Definition, Difference between a nursery bed, seedling bed and a seed bed, importance, Site selection, nursery establishment (vegetable nursery, tree nursery, vegetative propagation nursery (tea as an example)
use of sleeves and other innovations for growing young plants making and using seedling boxes for growing young plants preparation of rooting medium
preparation of cuttings.

11,22 Routine management in raising seedlings: Seed drilling, Mulching, Watering, Shading, Pricking out, Hardening off, Weed control, Pest control, Disease control,

I I,23 Budding: Meaning, Methods and procedure, Appropriate plants, Appropriate tools and materials.
Note: Learners to practise budding of orange scions on lemon root-stocks or other appropriate plants,
II l4 Grafting: Meaning, Methods and procedure, Appropriate plants, Appropriate tools
and materials.
Note: Learners to practice grqlIing on appropriate fruit trees.
1124 Importance of budding and grafting.
11.2.6 Layering: Methods, Importance, Appropriate crops/plants tbr layering, Materiah used in layering.

11.2.7 Tissue culture fbr crop propagation
11.2.8 Transplanting of vegetable seedlings from nursery to seedbed: Timing, Procedure and precautions

11.2.9 Transplanting of tree seedlings: Timing, Digging appropriate holes, Planting including firming and watering, Protecting the seedlings after transplanting
– Shading
– Damage caused by animals on tree seedlings and how to prevent it.

12.0.0 CROP PRODUCTION IV (FIELD PRACTICES I

12.IS Specific Objectives

By the end of the topic the learner should be able tot
(a) define crop rotation;
(I,) state the importance of crop rotation;
(c) draw a crop rotation programme;
(d) distinguish terms used in crop fanning;
(e) state the importance of mulching in crop production;
(f) describe the importance of various routine field practices In crop production;
(g) catty out various field practices;
(h) state the correct stage rot harvesting various crops;
(i) describe harvesting practices for various crops

122O Content

12.2.1 Crop rotation: Definition, Importance, Factors influencing crop rotation, Rotational programmes.

12.12 Terms used in crop production; Monocropping, intercropping, Mixed cropping
12.2.3 Mulching; Meaning, Importance, Types of mulching materials (organic, inorganic), Advantages and disadvantages of mulching materials.

12.24 Routine field practices: Thinning, Rogueing; Gapping, Training Pruning(  Coffee single and multiple stem, capping, de-suckering, changing cycles; banana stool management; pyrethrum – cutting back), Earthing up, Crop protection (weed control pests and disease control

Note:- Study the importance and timing of each activity and the appropriate kite crops.
12.2.5 Harvesting: Stage and timing of harvesting, Methods of harvesting, Precautions during harvesting

12.2.6 Post = harvesting practices: Threshing/shelling, Drying, Cleaning, Sorting and grading, Dusting, Packaging.
12.2.7 Storage: Importance, types of storage, Preparation of *tore.

13.0.0 CROP PRODUCTION V (VEGETABLES)

13.1.1 Specific Objectives

By the end of the topic, the learner should be able to:

(a) grow a vegetable crop from nursery establishment to harvesting;
(b) keep a crop production records;
(c) market farm produce.
13.2.0 Content
13.2.1 Vegetable crops: Tomatoes (use varieties that require pruning and staking), Carrots, Onions, Cabbages/Kales.

14.0.0 CROP PRODUCTION VI (FIELD PRACTICES II

By the end of the topic, the learner should be able to:
(a) describe management practices in crop production;
(b) carry out management practices for a given crop;
(c) explain how crop production can be an economically lucrative activity.
14.2.0 Content
14.2.1 Production of: Maize/millet/sorghum, Beans
• Discuss the above crops under the following:-
– Meaning of hybrids, composites and cultivars
– Selecting best hybrids, composites or cultivars for given climatic regions.
– Raising of a maize/sorghum/millet and bean crop from seed bed preparation to harvesting.
– Keeping records in production of maize/sorghum millet and beans.
14.2.2 Rice production: Land preparation, Water control, Use of flooding in rice-field, Fertilizer application, Weed control.
14.2.3 Harvesting of the following crops: Cotton, Pyrethrum, Sugar cane , Tea, Coffee Under the following: Stage of harvesting; ; Method and procedure of harvesting; Precautions in harvesting.
Note: Compare cost of production with value of product for maize/sorghum/ millet and beans
15.0.0 FORAGE CROPS

15.1.0 Specific Objectives

By the end of the topic, the learner should be able to:

(a) define and classify pastures;
(b) identify forage crops;
(e) describe the ecological requirements of forage crops;
(d) describe the establishment and management of pastures and fodder;
(e) describe forage utilization and conservation.
15.2.0 Content
15.2.1 Pastures: Definition, Classification, Establishment, Management, Utilization – grazing systems -rotational grazing, herding, zero grazing.
15.2.2 Fodder crops: ; Napier/bana grass; Guatemala grass; Sorghum; Kale; Edible cana Lucerne; Clovers; Desmodium; Mangolds; Agro-forest trees/bushes used as fodder.
Nb. Study the above crops under the following: Ecological requirements, Establishment and management, Production per unit area, Utilization.
15.2.3 Forage conservation: Hay making, Silage making, Standing hay.
16.0.0 WEEDS AND WEED CONTROL

16.1.0 Specific Objectives

By the end of the topic, the learners should be able to:
(a) define a weed;
(b) identify weeds;
(e) classify weeds;
(d) explain the characteristics which make the weeds competitive;
(e) describe ways of controlling weeds;
(f) state harmful effects of weeds;
(g) control weeds;
(h) exercise safety measures to oneself, to crops and the environment while controlling weeds.
16.2.0 Content
16.2.1 Weeds: Definition of a weed, Weed identification and classification, Competitive ability of weeds (Appropriate examples for each ability), Harmful effects of weeds (appropriate examples for each effect).
Note:- See appendix Resources B on weeds to be studied.
16.2.2 Weed control methods: Chemical weed control (classes of herbicides, methods of application and safety measures in use of chemicals), Mechanical weed control, Cultural weed control, Biological weed control, Legislative control.
17.0.0 AGRO-FORESTRY

17.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) define agro-forestry;
(b) state the importance of agro-forestry;
(c) describe various forms of agro-forestry;
(d) explain the importance of trees;
(e) select appropriate trees for different uses;
(f) describe tree nursery management and transplanting;
(g) explain routine tree management;
(h) select appropriate sites for trees in the farm and other areas;
(i) describe various methods of tree harvesting.

17.2.0 Content

17.2.1 Definition of agro-forestry: Forms of agro-forestry
17.2.2 Importance of agro-forestry
17.2.3 Importance of trees and shrubs: Important trees and shrubs for particular purposes; Trees and shrubs to avoid at certain sites and reasons.
17.2.4 Tree nursery: Types of nurseries, Seed collection and preparation, Nursery management, Transplanting.
17.2.5 Care and management of trees: Protection, Pruning and training, Grafting old trees.
17.2.6 Agro-forestry practices: Alley cropping, Woodlots in farms.
17.2.7 Sites for agro-forestry trees: Boundaries, River banks, Terraces, Slopes, Homestead.
17.2.7 Tree harvesting methods.

18.0.0 LIVESTOCK PRODUCTION I (COMMON BREEDS)

18.1.0 Specific Objectives

By the end of the topic the learner should be able to:
(a) state the importance of livestock;
(1,) name various livestock species;
(e) define the terms livestock, breed and type;
(d) describe the various breed characteristics;
(e) state the origin of various livestock breeds;
(f) classify the various breeds into types;
(g) name the external parts of the various livestock species.
18.2.1 Content
18.2.2 Importance of livestock
18.2.3 Livestock species: Cattle (exotic and indigenous), Goats, Sheep, Pigs, Poultry (chicken), Rabbits, Camels.
Discuss each under the following: Breed, origin and characteristics, Type of each breed, External parts of each livestock species, Typical conformation
18.2.4 Terms used to describe livestock in different species by age, sex and use.

19.0.0 LIVESTOCK PRODUCTION III (SELECTION AND BREEDING)

19.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe reproduction and;
(b) reproductive systems;
(c) select breeding stock;
(d) describe breeding systems;
(e) identify signs of heat in livestock;
(f) describe methods used in serving livestock;
(g) describe signs of parturition in cattle, pigs and rabbits.

19.2.0 Content

19.2.1 Reproduction and reproductive systems: Cattle and Poultry.
19.2.2 Selection: Meaning; Factors to consider in selecting a breeding stock- Cattle, Sheep, Goats, Pigs, Camels; Methods of selection – mass selection , contemporary comparison, progeny testing.
19.2.3 Breeding: Meaning; Terms used in breeding – dominant and recessive genes, Heterosis (hybrid vigour), Epistasis; Breeding systems – Cross-breeding, Upgrading, Inbreeding, Line breeding, Out-crossing

Note: Discuss under the headings: Definition, Advantages and Disadvantages
19.2.4 Signs of heat in Cattle, Pigs and Rabbits.

Note: Study the oestrus cycle of each of the above.

19.2.5 Methods of service in livestock: Natural mating, Artificial insemination, Embryo transplant.
Note: Discuss advantages and disadvantages of each
19..2.6 Signs of Parturition in Cattle, Pigs and Rabbits.
Note: Learners to handle livestock in appropriate caring manner.

LIVESTOCK HEALTH I (INTRODUCTION TO LIVESTOCK HEALTH)

20.1.0 Specific Objectives

By the end of the topic the learner should be able to:
(a) define health and disease;
(b) describe signs of sickness in animals;
(c) state the predisposing factors of livestock diseases;
(d) categorize animal diseases;
(e) carry out disease control practices;
(fl state the importance of maintaining livestock healthy;
(g) describe appropriate methods of handling livestock.
20.2.0 Content
20.2.1 Health and disease: Definitions; Importance of keeping livestock healthy; Predisposing factors of livestock diseases; Signs of ill-health in livestock.
20.2.2 Classification of livestock diseases by cause.
20.2.3 General methods of disease control
20.2.4 Appropriate methods of handling livestock.

21.0.0 LIVESTOCK HEALTH II (PARASITES)

21.1.0 Specific Objectives

By the end of the topic the learner should be able to:
(a) describe host parasite relationship
(b) identify different parasites;
(c) describe the life-cycle of parasites;
(d) state signs & symptoms of attacks;
(e) explain methods of parasite control in livestock.
21.2.0 Content
21.2.1 Host: Parasite relationship; Effects of parasites on hosts.
21.2.2 External parasites: Ticks, Tsetse flies, Mites, Lice, Fleas, Keds
21.2.3 Internal parasites: Roundworms (Ascaris spp); Tapeworms (Taenia spp); Flukes (Fasciola spp).
Note: The parasites should be studied under the following: -Identification, Livestock species attacked, Part(s) of livestock attacked or inhabited and mode of feeding.
21.2.4 Signs and symptoms of attack.
21.2.5 Describe the life cycles of the following:Roundworm (Ascaris spp); Tapeworm (Taenia spp); Liver fluke (Fasciola spp); Ticks (appropriate example one host, two host , three host)
Note: Indicate whether soft or hard tick
21.2.6 Methods of parasite control giving appropriate example of a parasite for each method.
2.0.0 LIVESTOCK HEALTH III (DISEASES)

22.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe causes and vectors of main livestock diseases;
(b) state the incubation period;
(c) describe the signs of each disease;
(d) state the predisposing factors where applicable;
(e) carry out simple control measures of livestock diseases;
(fl state the measures taken to avoid environmental pollution.

22.2.0 Content

22.2.1 Protozoan diseases: East coast fever; Anaplasmosis; Coccidiosis; Trypanosomiasis (Nagana).
22.2.2 Bacterial diseases: Fowl typhoid; Foot rot; Contagious abortion (Brucellosis); Scours; Blackquarter; Mastitis; Anthrax; Pneumonia
22.2.3 Viral diseases: ; rinderpest; Foot and mouth ; Newcastle; Fowl pox; Gumboro; African Swine fever.
22.2.4 Nutritional diseases: Milk fever; Bloat.
All the above diseases should be studied under the following:

  • Animal species attacked
  • Cause/casual organism/agent and or vector
  • Predisposing factors (where applicable)
  • Incubation period (where applicable)
  • Signs and symptoms of disease
  • Simple control measures of the diseases
  • Appropriate measures to avoid environmental pollution.

23.0.0 LIVESTOCK PRODUCTION II (NUTRITION)

23.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) identify and classify livestock feeds;
(b) describe digestion;
(c) define terms used to express feed values;
(d) compute a livestock ration;
(e) prepare balanced ration for various livestock;
(0 describe the appropriate livestock handling techniques while feeding.
23.2.0 Content
23.2.1 Livestock nutrition: Feeds and Feeding (identification, classification of feeds, terms used in expressing feed values, computation of livestock rations, preparation of livestock rations); Digestive systems (ruminant eg cattle, and non- ruminant eg pig and poultry); Digestion in cattle, pig and poultry.
23.2.2 Appropriate livestock handling techniques while feeding.
24.0.0 LIVESTOCK PRODUCTION IV (LIVESTOCK REARING PRACTICES)

24.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe livestock rearing practices;
(b) carry out livestock rearing practices;
(c) describe appropriate handling techniques of livestock during routine management.

24.2.0 Content

24.2.1 Routine livestock rearing practices: Feeding practices (flushing, steaming up, creep feeding); Parasites and Disease control practices (vaccination, dehorning, hoof trimming, docking, dipping/spraying, dusting); Breeding practices (crutching, tupping and serving, raddling, ringing); Identification; Debeaking; Tooth clipping; Culling: Describe general methods and carry out practicals on cattle, poultry; Castration (open, closed, caponization);

Management during parturition:- pigs, cattle, sheep, goats and rabbits.

24.2.2 Bee Keeping (Apiculture): Importance; Colony; Siting of the apiary and hive; Stocking a bee hive; Management — feeding and predator and pest control; Honey harvesting and processing.

24.2.3 Fish Farming (aquaculture): Importance; Types of fish kept in farm ponds; Management; Harvesting; Processing and preservation.
24.2.4 Appropriate handling of livestock during routine management.

25.0.0 LIVESTOCK PRODUCTION VI (CATTLE)

25.1.0 Specific objectives

By the end of the topic, the learner should be able to:
(a) raise young stock;
(b) describe milk by its components;
(c) describe milk secretion and let-down;
(d) milk using correct procedure and technique;
(e) describe marketing of beef cattle and milk;
25.2.0 Content
25.2.1 Raising young stock: ; Feeding; Weaning ; Housing; Routine practices.
25.2.2. Milk and milking: Milk composition,; Milk secretion and let down; Clean milk production (equipment and materials (include milking machine), cleanliness of the milk man /milk woman, milking procedure (by hand and by machine), Milking techniques); Dry cow therapy.
25.2.3 Marketing of milk
25.2.4 Marketing beef cattle.

26.0.0 LIVESTOCK PRODUCTION V (POULTRY)

26.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) identify parts of an egg;
(b) select eggs for incubation;
(e) describe conditions necessary for artificial incubation;
(d) identify, suitable sources of chicks;
(e) describe broodiness and natural brooding; (fl describe brooder and brooder management;
(g) describe rearing systems;
(h) describe the feeding for each age and category of poultry;
(i) identify stress and vices;
0) state the causes of stress and vices;
(k) state the effects of vices and stress in poultry;
(1) state control measures of vices and stress;
(m) describe marketing of eggs and poultry meat;
(n) select, sort and grade eggs for marketing;
(o) explain how poultry production can be an economically lucrative activity.

26.2.0 Content

262.1 Parts of an egg
26.2.2 Incubation: Meaning; Selection of eggs for incubation; Natural incubation (Signs of broodiness in poultry, Preparation and management of natural incubation); Artificial incubation (management of the incubator).
26.2.3 Sources of chicks
26.2.4 Brooding: ; Meaning; Natural brooding; Artificial brooding (brooder and brooder management, conditions equipment, management of layers and broilers.
26.2.5 Rearing systems: Extensive (free range); Semi-intensive (fold system); Intensive (deep litter and battery cage system.)

Note: Include advantages and disadvantages of each system.
26.2.6 Chicken feeding: Broilers and Layers.
26.2.7 Stress and vices in chicken: Identification; Causes; Control.
26.2.8 Marketing: Eggs —(-include grading of eggs for marketing) and meat.

27.0.0 FARM STRUCTURES

27.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe parts of a building;
(b) identify materials for construction;
(c) describe various farm structures and their uses;
(d) describe siting of various structures;
(e) construct and maintain farm structure.
27.2.0 Content
27.2.1 Farm building and structures: Siting; Parts of a building (foundation, wall, roof
27.2.2 Livestock buildings and structures: Crushes; Dips; Spray race; Dairy shed/parlour; Calf pens; Poultry houses and structures (deep litter, Coops, folds/arks, Runs, battery cages); Rabbit hutches/Rubbitry; Piggery/pigs sty; Fish ponds; Silos (for silage); Zero grazing unit; Bee hives.
27.2.3 Farm stores: Feed; Farm produce; Chemical; Machinery; Tools
27.2.4 Green house: Meaning; Construction materials used; Uses.
27.2.5 Fences in the farm: Types of fences and materials used; Uses — advantages and disadvantages; Gates and passes in fences; Fence reinforcement.

Note: Construct any of the following structures: a crush, a beehive, a hutch

28.0.0 FARM POWER AND MACHINERY

28.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) describe various sources of power in the farm;
(b) describe various systems of a tractor;
(c) describe the various tractor drawn implements, their uses & maintenance;
(d) describe the various animal drawn implements, their uses and maintenance;
(e) describe tractor service and maintenance practices.

282.0 Content

28.2.1 Sources of power in the farm: Human ; Animal; Wind; Water; Biomass (wood/charcoal, biogas); Fossil fuel (coal, petroleum, natural gas); Electrical (hydro, geothermal, nuclear, storage battery); Solar.
28.2.2 Tractor Engine: four stroke cycle engine (diesel and petrol); Two stroke cycle engine
28.2.3 Systems of the tractor: Fuel system; Electrical; Ignition; Cooling; Lubrication; Transmission (clutch, gears, differential, final drive).
28.2.4 Tractor service and maintenance
28.2.5 Tractor drawn implements, their uses and maintenance: Attachment methods (one point hitch – draw bar, three point hitch — hydraulic and power take off- P. T. 0); Implements (trailer, disc plough, mould board plough, harrows – disc [plain, notched], spike toothed, spring tined, sub-soilers, ridgers); Rotary tillers; Mowers (Gyro, reciprocating, planters and seeders); Cultivators/weeders; Sprayers; Harvesting machines (grain, root crops, forage); Shellers.
28.2.6 Animal drawn implements, uses and maintenance: ploughs; carts; ridgers.

29.0.0 AGRICULTURAL ECONOMICS I (BASIC CONCEPTS AND FARM RECORDS)

29.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) define economics and agricultural economics;
(b) explain basic concepts of economics;
(c) describe the importance of agricultural economics;
(d) explain the importance of farm records;
(e) describe the different types of farm records;
(0 keep farm records.

29.2.0 Content

29.2.1 Definition: Economics and Agricultural Economics.
29.2.2 Basic concepts of economics: Scarcity; Preferences and choice; Opportunity cost.
292.3 Uses of farm records
29.2.4 Types of farm records: Breeding; Feeding; Production; Health; Field operations; Inventory; Labour; Marketing.

30.0.0 AGRICULTURAL ECONOMICS II (LAND TENURE AND LAND REFORM)

30.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) define the term tenure;
(b) describe tenure systems;
(c) describe land reforms

30.2.0 Content

30.2.1 Land tenure: Definition; Tenure systems – (I) individual (types, advantages and disadvantages) and (ii) Collective (description, advantages and disadvantages).
30.2.2 Land reforms: definition; types of reform and reasons for each (fragmentation, consolidation, adjudication, registration (emphasize the importance of a title deed); Settlement and resettlement.
31.0.0 AGRICULTURAL ECONOMICS III (PRODUCTION ECONOMICS)

31.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) explain various parameters of national development;
(b) relate national development to agricultural production;
(c) state the factors of production and explain how each affects production;
(d) describe how the law of diminishing returns relates to agricultural production;
(e) describe agricultural planning and budgeting in a farming business;
(0 state sources of agricultural support services;
(g) describe risks and uncertainties in farming;
(h) explain ways of adjusting to risks and uncertainties.

31.2.0 Content

31 .2.1 National income: Household-firm relationship; Gross Domestic Product (GDP); Gross National Product (GNP); Per Capita Income; Contribution of agriculture to national development.
31.2.2 Factors of production: Land (definition and methods of acquisition); Labour (definition, types, measures of labour, ways of increasing labour efficiency; Capital (definition, types and sources); Management (definition, role of a farm manager)
31.2.3 Production function: Increasing returns; Constant returns; Decreasing returns
3 1.2.4 Economic laws and principle: The law of diminishing returns; The law of substitution; The law of equimarginal returns; Principle of profit maximization.
31.2.5 Farm planning: Meaning; Factors to consider; Steps
31.2.6 Farm budgeting: Definition; Importance; Types (partial and complete)
3 1.2.7 Agricultural services available to the farmer
3 1.2.8 Risks and uncertainties in farming: Meaning; Common risks and uncertainties; Ways of adjusting.

32.0.0 AGRICULTURAL ECONOMICS IV (FARM ACCOUNTS)

32.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) state the importance of farm accounts;
(b) distinguish and describe the various financial documents and their uses;
(c) identify various books of accounts and their uses;
(d) prepare and analyse financial statements.

32.2.0 Content

32.2.1 Financial documents and books of accounts: Financial documents (Invoices,
Statements, Receipts, Delivery notes, Purchase orders); Books of Accounts
(Ledger, Journal, Inventory, Cash book); Financial statements; Cash analysis;
Balance sheet; Profit and loss account.

33.0.0 AGRICULTURAL ECONOMICS V (AGRICULTURAL MARKETING AND ORGANIZATIONS)

33.1.0 Specific Objectives

By the end of the topic, the learner should be able to:
(a) define market and marketing;
(b) describe the various types of markets;
(c) describe how the law of supply and demand affects the prices of agricultural products;
(d) state various marketing functions, agents and institutions;
(e) identi problems in marketing of agricultural products;
(f) list various agricultural organizations;
(g) describe the role of each of the agricultural organizations.
33.2.0 Content
33.2.1 Market and marketing
33.2.2 Types of markets
33.2.3 Demand, supply and price theory
33.2.4 Marketing functions
33.2.5 Problems of marketing agricultural products and possible solutions
33.2.6 Marketing boards, agents and institutions
33.2.7 Co-operatives: Formation; Functions
33.2.8 Associations and unions: Agricultural society of Kenya (ASK); Young Farmers Clubs (YFC); Kenya National Farmers Union (KNFU); Agricultural based Women groups.
APPENDIX RESOURCES

A TOOLS AND EQUIPMENT TO BE STUDIED
1. GARDEN TOOLS AND EQUIPMENT TO BE STUDIED

Panga Knap-sack sprayer
Axe Sprinkler
Mattock/pick axe Hose pipe
Jembe/hoe Garden shear
Fork jembe Pruning saw
Spade Pruning knife
Wheelbarrow Meter rule
Watering can Secateurs
Rake Garden fork
Tape measure Pruning-hook
Soil auger Levelling boards.

  1. LIVESTOCK PRODUCTION TOOLS AND EQUIPMENT

Elastrator Stir-up pump
Burdizzo Milk churn
Syringes and needles Strainer/sieve
Thermometer Rope
Halter Milking stool
Hoof trimmer Weighing balance
Strip cup Hot iron
Trochar and canula Tooth clipper
Hard broom Drenching gun
Wool shears Dosing gun
Ear notcher Bolus gun
Bull ring and leading stick Dehorning wire
Bucket Chaff cutter

  1. WORKSHOP TOOLS AND EQUIPMENT

Cross cut saw Jack plane
Tenon/back saw Scrapper
Coping saw Try square
Compass saw/key hole saw Wood clamp
Rip saw Sash clamp
Bow saw G-clamp
Hack saw Mallet
Wood chisel Soldering gun
Cold chisel Tin-snip
Mes and rasps Claw hammer
Divider Sledge hammer
Center punch Wire strainer
Spoke share Pliers
Screw drivers Brace and bits
Spanners Hand drills and bits
Pipe wrench Riveting machine
Pipe cutter Crow bar
Levelling rod Masons’ square
Spirit level Plumb bob
Mason’s trowel Metal float
Wood float Shovel
Meter rule

  1. WEEDS TO BE STUDIED

COMMON NAME BOTANICAL NAME

  1. Black Jack Bidens pilosa
  2. Mexican marigold Tagetes minuta
  3. Oxalis/sorrel Oxalis species
  4. Double thorn Oxygonum sinuatum
  5. Thorn apple Datura stramonium
  6. Couch grass Digitaria scalarum
  7. Nut grass Cyperusrotundus
  8. Wandering Jew Commelina benghalensis
  9. Sow thistle Sonchus oleraceus
  10. Devil’s horsewhip Achyranthes aspera
  11. Macdonald /gallant soldier Gallinsoga parvfrlora
  12. Sodom apple Solanum incanum
  13. Black nightshade Solarium nigrum
  14. Chinese lantern Nicandra physalodes
  15. Bracken fern Pteridium acquilinum
  16. Love grass/Bristly foxtail Setaria verticillata
  17. Cleavers Gallium spurium
  18. Stinging nettle Utica massaica
  19. Fat hen/Goosefoot Chenopodium species
  20. Rape weed Brassica napus
  21. Wild oats Avenafatua
  22. Lantana/tick berry Lantana camara
  23. Water hyacinth Eichhornia crassipes
  24. Witchweed Striga hermonthica
  25. Creeping indigo Indigofera spicata
  1. CROP PESTS TO BE STUDIED
  1. Armyworm
  2. Cut worm
  3. Locust
  4. Moths
  5. Fruitfly
  6. Mealybug
  7. Thrips
  8. Beetles
  9. Weevils — field and store
  10. Birds — weaver, sudan dioch, Mouse bird
  11. Rodents — Squirrels, Moles and Rats
  12. Boll worms
  13. Stainers
  14. Nematodes
  15. Leaf miners
  16. Aphids
  17. Stalk borers
  18. Loopers
  19. Scales.
  1. CROP DISEASES TO BE STUDIED
  1. maize streak
  2. Smuts
  3. Blasts
  4. Leaf blight
  5. Anthracnose
  6. Rusts in cereals and leaf rust in coffee
  7. Leaf spot
  8. Blight-halow, Early and late
  9. Panama disease
  10. Cigar-end-rot
  11. Mildew
  12. Mosaic
  13. Die-back
  14. Greening
  15. Tristeza
  16. Wilts – Fusarium and Bacterial
  17. Black arm
  18. Damping off
  19. Coffee Berry Disease
  20. Rosette
  21. Ratoon stunting disease
  22. Armillaria root-rot.

 

 

New minimum requirements and universities offering education degree courses

It will now not be easy for you to pursue a degree in education without meeting set minimum grades in Mathematics and English. According to the requirements from the Kenya Universities and Colleges Central Placement Service (KUCCPS), a candidate must have to score at-least a C (plain) in English to undertake any teaching degree programme. This is in addition to the minimum cluster points set by respective universities.

A student will also have to score a minimum of a D+ (plus) in Mathematics so as to be admitted to a Bachelor of Education (Arts) course. Those seeking to be science teachers must score a minimum of a C (plain) in Mathematics and a C+ (plus) in any of the Sciences offered at high school.

The above requirements will lock out many Kenya Certificate of Secondary Education (KCSE) graduates intending to pursue teaching related courses.

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA (KCSE, KCPE PERFORMANCE, LOCATION, CONTACTS, FEES, ADMISSIONS & MORE) CLICK ON THE LINK BELOW;

KUCCPS has placed education Science and Arts degree programmes in cluster 22. For Bachelor of Education Arts; Four cluster subjects are considered. These are:

  • Cluster Subject One: English (A minimum of C plain is required)
  • Cluster Subject Two: Mathematics, Physics, Chemistry, Biology
  • Cluster Subject Three: Physics, Chemistry, Biology, Geography, Religious Education
  • Cluster Subject Four: Physics, Chemistry, Biology, Kiswahili……

Check the minimum cluster and subject requirements below (courtesy of KUCCPS);

BACHELOR OF EDUCATION (ARTS) DEGREE MINIMUM REQUIREMENTS

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

 

BACHELOR OF EDUCATION (ARTS) DEGREE MINIMUM SUBJECT REQUIREMENTS

SUBJECT 1 ENG C
SUBJECT 2 MAT A / MAT B D+
SUBJECT 3 HAG / GEO / CRE / IRE / HRE / SEE C+

 

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA (KCSE, KCPE PERFORMANCE, LOCATION, CONTACTS, FEES, ADMISSIONS & MORE) CLICK ON THE LINK BELOW;

Here are links to the most important news portals:

BACHELOR OF EDUCATION (SCIENCE) DEGREE REQUIREMENTS

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

 

BACHELOR OF EDUCATION (SCIENCE) DEGREE 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 (EARLY CHILDHOOD EDUCATION) DEGREE MINIMUM REQUIREMENTS

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

BACHELOR OF EDUCATION (EARLY CHILDHOOD EDUCATION) DEGREE MINIMUM SUBJECT REQUIREMENTS

SUBJECT 1 ENG C
SUBJECT 2 MAT A / MAT B D+
SUBJECT 3 HAG / GEO / CRE / IRE / HRE / SEE C+

 

INSTITUTIONS OFFERING BACHELOR OF EDUCATION (ARTS) DEGREE PROGRAMME

AIU AFRICA INTERNATIONAL UNIVERSITY
ANU AFRICA NAZARENE UNIVERSITY
AUC ALUPE UNIVERSITY COLLEGE
BARA UNIVERSITY OF EASTERN AFRICA, BARATON
BUC BOMET UNIVERSITY COLLEGE
BUC BOMET UNIVERSITY COLLEGE
CU CHUKA UNIVERSITY
CUEA CATHOLIC UNIVERSITY OF EAST AFRICA
DAYSTAR DAYSTAR UNIVERSITY
EU EGERTON UNIVERSITY
GLUK GREAT LAKES UNIVERSITY OF KISUMU
GRETSA GRETSA UNIVERSITY
GU GARISSA UNIVERSITY
KABU KABARAK UNIVERSITY
KAFUCO KAIMOSI FRIENDS UNIVERSITY COLLEGE
KAGEU KENYA ASSEMBLIES OF GOD EAST UNIVERSITY
KARU KARATINA UNIVERSITY
KBBU KIBABII UNIVERSITY
KCA KCA UNIVERSITY
KEMU KENYA METHODIST UNIVERSITY
KHEU KENYA HIGHLANDS EVANGELICAL UNIVERSITY
KSU KISII UNIVERSITY
KSUC KOITALEEL SAMOEI UNIVERSITY COLLEGE
KU KENYATTA UNIVERSITY
KWUST KIRIRI WOMENS UNIVERSITY OF SCIENCE AND TECHNOLOGY
LU LAIKIPIA UNIVERSITY
LUKENYA LUKENYA UNIVERSITY
MARIST MARIST INTERNATIONAL UNIVERSITY COLLEGE
MCKU MACHAKOS UNIVERSITY
MKU MOUNT KENYA UNIVERSITY
MMARAU MAASAI MARA UNIVERSITY
MMUST MASINDE MULIRO UNIVERSITY OF SCIENCE & TECHNOLOGY
MSU MASENO UNIVERSITY
MU MOI UNIVERSITY
MU MOI UNIVERSITY
MUT MURANGA UNIVERSITY OF TECHNOLOGY
PIU PIONEER INTERNATIONAL UNIVERSITY
PU PWANI UNIVERSITY
PUEA PRESBYTERIAN UNIVERSITY OF EAST AFRICA
RIU RAF INTERNATIONAL UNIVERSITY
RNU RONGO UNIVERSITY
SCU SCOTT CHRISTIAN UNIVERSITY
SEKU SOUTH EASTERN KENYA UNIVERSITY
SPU ST PAULS UNIVERSITY
TEAU THE EAST AFRICAN UNIVERSITY
THRKUC THARAKA UNIVERSITY COLLEGE
TMUC TOM MBOYA UNIVERSITY COLLEGE
TRUC TURKANA UNIVERSITY COLLEGE
TUC TANGAZA UNIVERSITY COLLEGE
UMMA UMMA UNIVERSITY
UOE UNIVERSITY OF ELDORET
UOEM UNIVERSITY OF EMBU
UOK UNIVERSITY OF KABIANGA
UON UNIVERSITY OF NAIROBI
ZETECH ZETECH UNIVERSITY

 

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA (KCSE, KCPE PERFORMANCE, LOCATION, CONTACTS, FEES, ADMISSIONS & MORE) CLICK ON THE LINK BELOW;

Here are links to the most important news portals:

INSTITUTIONS OFFERING BACHELOR OF EDUCATION (SCIENCE) DEGREE PROGRAMME

AUC ALUPE UNIVERSITY COLLEGE
BARA UNIVERSITY OF EASTERN AFRICA, BARATON
CU CHUKA UNIVERSITY
CUEA CATHOLIC UNIVERSITY OF EAST AFRICA
EU EGERTON UNIVERSITY
GU GARISSA UNIVERSITY
KABU KABARAK UNIVERSITY
KAFUCO KAIMOSI FRIENDS UNIVERSITY COLLEGE
KARU KARATINA UNIVERSITY
KBBU KIBABII UNIVERSITY
KEMU KENYA METHODIST UNIVERSITY
KSU KISII UNIVERSITY
KU KENYATTA UNIVERSITY
LU LAIKIPIA UNIVERSITY
LUKENYA LUKENYA UNIVERSITY
MCKU MACHAKOS UNIVERSITY
MKU MOUNT KENYA UNIVERSITY
MMARAU MAASAI MARA UNIVERSITY
MMARAU MAASAI MARA UNIVERSITY
MMUST MASINDE MULIRO UNIVERSITY OF SCIENCE & TECHNOLOGY
MSU MASENO UNIVERSITY
MU MOI UNIVERSITY
MUST MERU UNIVERSITY OF SCIENCE AND TECHNOLOGY
MUT MURANGA UNIVERSITY OF TECHNOLOGY
PU PWANI UNIVERSITY
PUEA PRESBYTERIAN UNIVERSITY OF EAST AFRICA
RNU RONGO UNIVERSITY
SEKU SOUTH EASTERN KENYA UNIVERSITY
THRKUC THARAKA UNIVERSITY COLLEGE
TMUC TOM MBOYA UNIVERSITY COLLEGE
TTU TAITA TAVETA UNIVERSITY
TUC TANGAZA UNIVERSITY COLLEGE
UOE UNIVERSITY OF ELDORET
UOEM UNIVERSITY OF EMBU
UOK UNIVERSITY OF KABIANGA
UON UNIVERSITY OF NAIROBI

Latest Maranda High KCSE Form 4 Prediction Exams and Marking Schemes Free Downloads

Latest Maranda High KCSE Form 4 Prediction Exams and Marking Schemes Free

ENG P1 MSCHEME F4.pdf
BIO P1 MSCHEME F4.pdf
PHY P3 MSCHEME F4.pdf
PHY P2 MSCHEME F4.pdf
PHY P1 MSCHEME F4.pdf
MAT P2 MSCHEME F4.pdf
MAT P1 MSCHEME F4.pdf
KIS P3 MSCHEME F4.pdf
KIS P2 MSCHEME F4.pdf
KIS P1 MSCHEME F4.pdf
HIS P2 MSCHEME F4.pdf
HIS P1 MSCHEME F4.pdf
GEO P2 MSCHEME F4.pdf
ENG P2 MSCHEME F4.pdf
CRE P2 MSCHEME F4.pdf
CHE P3 MSCHEME F4.pdf
CHE P3 CONFIDENTIAL F4.pdf
CHE P2 MSCHEME F4.pdf
CHE P1 MSCHEME F4.pdf
BST P2 MSCHEME F4.pdf
BST P1 MSCHEME F4.pdf
BIO P2 MSCHEME F4.pdf
AGR P2 MSCHEME F4.pdf

Biology Form 1, 2, 3 and 4 free exams and notes downloads

Here are all the Biology notes, exams and their marking schemes. Download at no cost today. You will not be required to pay before downloading as these are absolutely free teaching materials.

FORM 1 BIOLOGY EXAMS FREE DOWNLOADS

FORM 2 BIOLOGY EXAMS FREE DOWNLOADS

FORM 3 BIOLOGY EXAMS FREE DOWNLOADS

FORM 4 BIOLOGY EXAMS FREE DOWNLOADS

Undergraduate HELB loans and bursaries; These are the requirements, application procedure, amounts to be awarded and disbursed

These loans are for students joining public or private universities within the East African Community directly from high school either through the Kenya Universities and Colleges Central Placement Service (KUCCPS) or as self-sponsored. Amounts awarded range between Kshs.40,000 minimum and Kshs.60,000 maximum based on the level of need. The loan attracts interest of 4% p.a and the students are required to repay their loans on completion of their studies. Students are advised to apply at least one month before the opening date to allow ample time for processing.

Type of Loan Application

There are two types of undergraduate loan applications:

  • First Time Application-This is for applicants who are applying for the first time.
  • Second & Subsequent Application-This is for applicants who are applying for a second, third, fourth time as per the program duration

The number of loans one is eligible for depends on the program duration i.e. one is given loan 4 times for a 4 year program.

Management of HELB Loans

Students are advised that the loans should be used mainly for:

  • Tuition,
  • Books and stationery,
  • Accommodation and subsistence.

Students are advised to desist from diverting the funds to leisure or other family obligations.

Loan Award

The loan awarded ranges from a minimum of Ksh.40, 000 and a maximum of Ksh.60, 000.
For those placed by Kenya University and Colleges Central Placement Service (KUCCPS), the loan amount is split to cater for both Tuition fee and Upkeep while the Self sponsored students, the money is sent directly to the university once a year as tuition fees.
A standard amount of Ksh4, 000 for Government sponsored students only is deducted from the loan awarded and disbursed to the university per semester for tuition [total Ksh8, 000] and the rest is sent to the applicant’s bank account as upkeep.
An Administrative Fee of Ksh500 per year is charged on the loan awarded and it is therefore deducted from the disbursed loan.
A limited number of needy government sponsored students receive bursary of between Ksh4, 000 and Ksh8, 000 per year. The Bursary is paid to the university.

Requirements

  • A copy of the Applicant’s national ID Card
  • Copies of the parents national ID Cards/death certificate where the parent is deceased
  • Copies of both guarantors’ national ID Card
  • A copy of the applicant’s admission letter and KCSE result slip/certificate
  • A copy of the applicant’s Bank ATM/Bank card (for Government sponsored students only)
  • A copy of the applicant’s Smart Card from the institution
  • One recent colored passport size photograph of the applicant.

Repaying your Student Loan

Undergraduate loan repayment starts within one year of completion of studies or within such a period as the Board decides to recall the loan whichever is earlier. However, you can make voluntary payments before or after you complete your studies to reduce your loan balance.

Note:

  • Loans are charged 4% interest per annum
  • Loan repayment commences one year upon completion of studies or as deemed fit by HELB.
  • The loan is repayable up to a maximum of 120 months.

Apply Now

Submission of undergraduate Loan Application Forms

Other HELB Products

Read also;

Orero Boys High School Contacts, Location, Latest KCSE Results, Type, Category and Fees

Orero Boys High is a high performing extra county school. Orero Boys High school is an extra county school in Homa Bay county.

Orero Boys High School is a Public, Extra County level, Boys Boarding Secondary School located in Rangwe town, 043 Homa Bay county.

Orero Boys High School Category, and Student Enrollment

School Name: Orero Boys High 

School Category/ Level: Extra County

School Type: Boys only

Orero Boys School Location

Orero Boys High School in Rangwe, Homa Bay county, it posted the best results in KCSE in Nyanza.

County: Homa Bay

Region: Nyanza

Exact Location and Directions: Get the School’s exact location and directions here.

Country: Kenya.

Orero Boys High School Contacts

Official Phone Number: 0114 942228

Official Email: oreroschool@yahoo.com

Orero Boys High School’s Latest KCSE Performance Results

To check the school’s latest KCSE results anaylsis. Check here (Schools’ official Knec Results Portal) or Knec Schools’ Results Portal.

Orero Boys High School’s Latest Fees.

Being a public school, fees guidelines are provided by the Ministry of Education. Check the school’s latest School Fees here.

Orero Boys High School’s Admission Letter.

The school’s admission letter is easily available online. To get the admission letter, click here.

Orero Boys High School Details Summary

Orero Boys High Sschool is a Public, Extra County level, Boys Boarding Secondary School located in Rangwe town, 043 Homa Bay county.

Orero Boys High School Images,
Orero Boys High School Videos,
Orero Boys High School News,
Orero Boys High School Fees,
Orero Boys High School Photos,
Orero Boys High School Principal,
Orero Boys High School Bus,
Orero Boys High School Maps,
Orero Boys High School Alumni,

Orero Boys High School Location,

Orero Boys High School Directions,

Orero Boys High School KCSE Results,

Orero Boys High School Uniform,

 

Orero boys high school fees
orero high school website
orero high school photos
orero high school performance
orero high school fee structure 2023
orero high school uniform

Helb lacks funds to lend KMTC students, states Ogamba

Helb lacks funds to lend KMTC students, states Ogamba

Education Cabinet Secretary Julius Ogamba has informed Parliament that students at the Kenya Medical Training College (KMTC) have not been receiving funding from the Higher Education Loans Board (HELB) because of insufficient budget.

Ogamba explained that certain universities and training institutions fall outside the ministry’s jurisdiction, and their budgets are processed through respective ministries.

The CS, who appeared before the National Assembly Education and Health committees, disclosed that HELB was allocated Sh84. 5 billion for this financial year, while the requirement is Sh138. 5 billion.

“I would like to let Parliament know that HELB provides estimates for students, both new and continuing, based on information supplied by universities and other institutions under the Ministry of Education, with the budget given to HELB for student funding typically for a predetermined number of students in universities and other institutions,” he stated.

Ogamba mentioned that HELB assisted KMTC with Sh1. 2 billion in 2022/2023 based on resources that were provided by the college via the Ministry of Health.

The CS noted that previously, HELB allocated Sh468 million for loans to KMTC students depending on support received from USAID for five years from 2014 to 2019, highlighting that the ministry’s policy is to support all students pursuing higher education.

“If HELB is given the role of supporting all students in higher learning institutions, funding must accompany that, and it is evident that we have not denied funding to students in higher learning institutions, with the ongoing challenge being budget, which is the elephant in the room,” he remarked.

KMTC Chief Executive Officer Kelly Oluoch conveyed to MPs that the Constitution requires supporting students at the institution, which has an enrollment of 68,000 students and 90 campuses nationwide.

Dr. Oluoch indicated that the exclusion of the college from regular funding raises serious concerns regarding equity, equality, and non-discrimination, which are firmly established in the 2010 Constitution of Kenya, with Article 27 affirming that every person is equal before the law.

He stated that by HELB limiting funding to students attending institutions under the Ministry of Education, the State might be neglecting its constitutional obligation to promote equal educational opportunities.

“We currently face a deficit of Sh1. 5 billion in unpaid school fees, with KMTC constantly seeking funding support to ensure that no student is left out of learning. We have 34 percent of those who gain admission not showing up, while 27 percent of our students postpone their studies due to a lack of fees,” he explained.

Grade 5 Free Termly Assessment Exams, Notes & Schemes of Work

Grade 5 Free Termly Assessment Exams, Notes & Schemes of Work |

Access free termly assessment exams, notes, and schemes of work for Grade 5. Enhance your learning with these free CBC Grade Five Resources:

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