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TSC Merit Lists Per County For July 2022 Mass Recruitment – Kitui

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TSC Merit Lists Per County For July 2022 Mass Recruitment

The Teachers Service Commission, TSC, has released merit lists for the teachers shortlisted for the recruitment process.

The shortlisted applicants for all secondary and primary school teaching vacancies are included on the lists.

The Teachers Service Commission Recruitment Guidelines 2022 shall Apply.

According to the Commission, all teachers who are hired will serve under permanent and pensionable employment terms

“Interested and qualified candidates should submit their applications online through the Teachers Service Commission’s website, www.tsc.go.ke under ‘Careers or teachersonline.tsc.go.ke not later than 7 July, 2022,” the Commission said.

In the breakdown, 5,000 teaching positions will assist the government’s policy on achieving a 100 percent transition of students from primary to secondary schools and the current teacher shortage.

Of the 5, 000 vacancies, 3, 972 will be filled by recruits for secondary schools, 28 for teacher training colleges, and 1,000 positions are set aside for primary school teachers.

“The list of shortlisted candidates, interview dates and venues will be published on the Teachers Service Commission website by July 15, 2022,” the Commission said.

The Commission has also declared 8, 230 vacancies to replace teachers who exited service through attrition. 6, 539 posts will be for primary and 1, 691 posts for secondary schools.

 

TSC Merit Lists Per County For July 2022 Mass Recruitment – Kitui

KITUI                                              : MWINGI CENTRAL
CC County SCC SubCounty Inst.ID School Name Subjects TSC.No Name Internship? Mobile DoB Gender Grad/Exit.Yr Qualification GPA
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 825306 TELESIA MUTHAKYE MUTUA 2.55E+11 17/11/1978 F 2002 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 772889 DOMINIC NDANGILI KAMITU KINAMA Yes 2.55E+11 10/10/1991 M 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 691001 STEPHEN MUOKI CHARLES NZOMO Yes 2.55E+11 28/09/1993 M 2015 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 665132 EUNICE GAICUGI KINOTI Yes 2.55E+11 25/12/1985 F 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 818563 EMMANUEL KIAMBA NZIOKA Yes 2.55E+11 25/12/1991 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 617057 STEPHEN OPANA OCHIENG 2.55E+11 01/02/1988 M 2014 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 739974 VINCENT NZIOKA MANTHI 2.55E+11 06/07/1988 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 893696 ELIZABETH  MBINYA MUMO 2.55E+11 20/04/1989 F 2015 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 670933 ALI MWERO MANGALE 2.55E+11 23/04/1990 M 2015 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 503855 EVALYN NDINDA NGWALA 2.55E+11 01/01/1983 F 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 716566 RUTH MAWIA JOSEPH Yes 2.55E+11 11/05/1992 F 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 749059 ELIJAH MUASYA ISAAC 2.55E+11 21/07/1993 M 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 780020 ELIJAH MUTUA KALIKO Yes 2.55E+11 19/11/1990 M 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 553022 MESHACK M MUINDE 2.55E+11 01/01/1989 M 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 742968 EUNICE AKUMU KUBENDE 2.55E+11 04/07/1990 F 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 858626 MIRIAM MBINYA HARRISON 2.55E+11 01/06/1996 F 2018 B.Ed First Class
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 707603 ANGELINE ANGELINE MUTHINA SYANDA 2.55E+11 26/10/1990 F 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 753198 JOYCE NTHENYA WAYUA Yes 2.55E+11 07/09/1986 F 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 782914 VINCENT MULI MUTHUI Yes 2.55E+11 16/07/1992 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 778371 ALEXANDER MWANIKI KASIO Yes 2.55E+11 16/08/1994 M 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 622157 MATUKU  NZENGULA Yes 2.55E+11 01/01/1987 M 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 663845 SILVESTER  MUTUNGWA MUNYAO 2.55E+11 05/09/1990 M 2015 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 585319 NICHOLAS ONDEGO IMBAYA 2.55E+11 24/10/1988 M 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 867412 DANCAN WAMBUA KIMEU 2.55E+11 20/12/1992 M 2019 B.Ed First Class
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 749878 NAOM NYANCHERA ONDERI 2.55E+11 01/05/1993 F 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 888873 OSBORN MUKHWANA WAFULA 2.55E+11 07/09/1996 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 798217 WINNIE  CHEPKEMBOI 2.55E+11 23/05/1992 F 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 878675 ANTHONY MWENDA KINYUA 2.55E+11 21/03/1996 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 806720 DEBORAH NDINDA MUTUA 2.55E+11 04/04/1994 F 2015 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 896365 CAROLINE  MULOKO MUMBI 2.55E+11 19/04/1995 F 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 797589 RONALD MUSYIMI ELIJAH 2.55E+11 25/07/1992 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 866072 CHARLES KIMANZI MUTUA 2.55E+11 18/09/1995 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 897173 PAUL O MANYARA 2.55E+11 07/12/1995 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 847080 JULIAS OKILIPA OKISAI 2.55E+11 05/04/1995 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 802506 JUDITH NDANU SAMMY 2.55E+11 16/05/1994 F 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 822826 EMILY KOKI MUTHEKE 2.55E+11 01/08/1994 F 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 899765 JOEL  MARIGU 2.55E+11 21/01/1995 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 811061 JOHN MUTISYA NDETO 2.55E+11 27/02/1990 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 728397 ANNAH NDULU NYAMAI 2.55E+11 03/12/1992 F 2015 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 910607 CLARISSON KIPSANG KEITANY 2.55E+11 04/11/1994 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 893172 WILLIAM NYANG’AU  OBARE 2.55E+11 17/06/1995 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 815760 WAMBUI VIRGINIAH NGUTA 2.55E+11 09/01/1989 F 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 829764 DOMINIC NYABARE OMBESE 2.55E+11 30/12/1992 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 825994 ESTHER KAMENE MUTUA 2.55E+11 01/01/1901 F 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 905493 JAMES  MUTHOKA  MUSENYA 2.55E+11 08/12/1993 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 834830 EDIMON KIPKOECH NGETICH 2.55E+11 13/03/2016 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 837084 TITUS MUTHINI MWANZIA 2.55E+11 21/11/1991 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 865620 LYDIA NGII KISOI 2.55E+11 14/01/1996 F 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 821217 SERAPHINE MBULA  MUTEMA 2.55E+11 27/04/1989 F 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 801352 EVANS KIOKO MUTUKU 2.55E+11 01/06/1992 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 786469 KENNEDY PETER MUTUNGA Yes 2.55E+11 23/06/1993 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 888664 MUMBUA  NG’ATA 2.55E+11 11/12/1996 F 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 820737 VINCENT MBITHI MUAMBI 2.55E+11 12/01/1990 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 877292 EVANS MWANZIA MBITHI 2.55E+11 24/07/1994 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 820198 DELPHINE NYABOKE NYAKUNDI 2.55E+11 30/06/1994 F 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 778132 JOHN MUTUNGA MBAI Yes 2.55E+11 19/03/1995 M 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 698145 AGNES MUTHEU MWEU 2.55E+11 14/08/1991 F 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 846970 JOACHIM NDETE MUENDO 2.55E+11 28/10/1994 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 901942 EVELYNE WAYUA SYANO 2.55E+11 10/11/1995 F 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 890564 AMBROSE MAUNDU GERALD 2.55E+11 31/07/1994 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 904113 SHADRACK   NZUKI 2.55E+11 13/12/1996 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 863967 KALOKI EDWARD KIMEU 2.55E+11 09/04/1993 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 730650 AMON KWANYA MWAZI 2.55E+11 26/02/1993 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 887553 ISAAC JUMA WANYONYI 2.55E+11 29/12/1994 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 826397 MUSYOKA JOHNBOSCO NDAMBUKI 2.55E+11 01/01/1901 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 831748 EUNICE WAWIRA CHOMBA 2.55E+11 01/05/1995 F 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 709222 KENNETH MUTUKU WAMBUA 2.55E+11 24/03/1992 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 899981 EVANS JUMA ANDATI 2.55E+11 25/05/1992 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 880577 EBERYNE  MAINGI 2.55E+11 04/07/1996 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 845041 FRANKLINE KIPROTICH KOECH 2.55E+11 15/10/1996 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 878960 KAIRITHIA GERVAS GACIATA 2.55E+11 11/04/1992 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 829060 ROBERT  KIPLANGAT 2.55E+11 01/01/1901 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 865127 JANE NDEGI MWANIKI 2.55E+11 10/08/1994 F 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 825884 MWELU  GETRUDE 2.55E+11 01/01/1901 F 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 885218 ELLY OTIENO MBUYA 2.55E+11 05/06/1996 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 711362 RHODA MAWIA MWALIMU 2.55E+11 27/06/1992 F 2015 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 704749 LAZARO  ETYANG 2.55E+11 05/01/1989 M 2015 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 804869 GLORIAH MWANZIU KIOKO 2.55E+11 06/12/1994 F 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 826835 STEPHEN KILONZO MUENDO 2.55E+11 01/01/1901 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 878203 ELIAKIM SAMUEL OKOTH 2.55E+11 24/04/1988 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 802217 STELLAMARIS MBITHE KING’OO 2.55E+11 25/11/1991 F 2016 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 764948 JOYCE MUTULI NTHIW’A 2.55E+11 03/05/1992 F 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 739468 JOSPHAT MUTINDA MWINZI 2.55E+11 11/10/1992 M 2016 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 837087 ANNA MUTHEU MUTWELELI 2.55E+11 10/01/1994 F 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 838839 ENOCK MASASE ONDIEKI 2.55E+11 09/11/1993 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 842283 ISAAC OBARE OSITU 2.55E+11 30/07/1991 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 883989 SILVESTER KIMUYU MALII 2.55E+11 03/11/1994 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 782555 ARNOLD MUNYAO NDUVA 2.55E+11 29/12/1992 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 901102 BENARD KIPTOO SANG 2.55E+11 10/10/1994 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 718942 ROBERT  MUTUKU MWANZA 2.55E+11 03/03/1989 M 2016 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 779671 THEOPHILLUS  MUTHINI  NGEWA 2.55E+11 10/10/1991 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 773214 CHARLES KILONZO MUTUKU 2.55E+11 16/10/1993 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 817491 ROBBY MOGUSU MOTURI 2.55E+11 11/03/1992 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 895260 EDWARD OTIENO OTIENO 2.55E+11 13/07/1994 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 870887 DEPAUL SINGI MBITHI 2.55E+11 10/09/1995 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 826992 DENNIS KIPRONO NGENO 2.55E+11 01/01/1901 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 910379 MARK OBANYI OBINO 2.55E+11 12/01/1993 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 787160 PATRICIA ALIVIZA MUGATSIA 2.55E+11 27/08/1992 F 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 838968 JUSTUS RAJAB MUATHA 2.55E+11 30/01/1994 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 783734 FRANCIS KIMANTHI MWANZIA 2.55E+11 09/02/1993 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 772441 JUDY MAKAA MWOSE 2.55E+11 30/12/1992 F 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 770385 JANET MUTHEU MUSYOKA 2.55E+11 17/02/1994 F 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 865298 BONFACE MURIUKI KOBIA 2.55E+11 27/04/1992 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 769299 MARY  WANJIRU NJERU 2.55E+11 27/08/1990 F 2016 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 879397 ALICE MUKAMI NGARI 2.55E+11 01/12/1993 F 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 867010 GEOFREY MARIITA ONDIEKI 2.55E+11 15/04/1993 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 707238 ALICE KAGENDO MUCEE 2.55E+11 06/01/2001 F 2016 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 775946 DEVIS SAMMY KITHEKA 2.55E+11 22/02/1992 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 841813 HUSSEIN  HAMISI 2.55E+11 10/09/1993 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 910219 SINGI  JOHN 2.55E+11 15/06/1998 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 801692 CATHERINE MBULA NGWAMBU 2.55E+11 10/06/1992 F 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 756458 MERCY MWENDE  MUTUKU 2.55E+11 15/10/1993 F 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 899984 VIRGINIA   KILEMI 2.55E+11 27/03/1997 F 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 771329 PROTUS KOKONYA NAMULANDA 2.55E+11 07/09/1994 M 2016 Dip.Ed Pass
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 827143 SCOLASTICAH  WANGECI 2.55E+11 01/01/1901 F 2018 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 774977 PETER MWANDI JOHN 2.55E+11 30/04/1988 M 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 793571 CAROL MASAA MULU 2.55E+11 18/12/1993 F 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 813279 ROMETHEW MUTHENGI KIJOGI 2.55E+11 01/07/1987 M 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 912370 DANIEL MUINDE  NGUI 2.55E+11 30/03/1987 M 2018 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 783979 HESBON NYAMWARO ORENGE 2.55E+11 31/12/1996 M 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 838588 WYCLIFFE NAIKA OMUSOTSI 2.55E+11 16/04/1995 M 2018 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 765525 PHILLIPH MUTUNGA MAINGI 2.55E+11 18/04/1982 M 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 911380 MUTIA  NAOMI 2.55E+11 21/03/1994 M 2020 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 877869 KENDAN MWITI JOSEPH 2.55E+11 20/11/1994 M 2019 Dip.Ed Pass
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 912738 DENNIS  MUTHENYA MUSETI 2.55E+11 10/07/1994 M 2020 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 845751 FRIDAH NYAGA NYAMBURA 2.55E+11 18/12/1995 F 2017 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 908054 WAMBUA  KING’OO 2.55E+11 13/03/1986 M 2020 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 905258 ELIZABETH MUENI NGULI 2.55E+11 30/09/1996 F 2020 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 902163 MARTIN MURANGIRI KIMOTHO 2.55E+11 16/04/1997 M 2020 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 731386 NANCY GATURI NYAGA Yes 2.55E+11 21/03/1992 F 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 722066 CATHRINE WANJA NJAGI Yes 2.55E+11 07/10/1989 F 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 766803 LILIAN MUSALIA KABEI Yes 2.55E+11 21/09/1993 F 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 742254 JOSHUA MTENZI MWACHIZIGWA Yes 2.55E+11 11/12/1991 M 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 803659 STANLEY NDERITU MUKORA 2.55E+11 03/10/1990 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 ABC MUUNGUU  MIXED SEC Geo/Kisw 695101 CELESTINE KEMUNTO NYANGARESI Yes 2.55E+11 16/02/1994 F 2015 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 808662 ISAACK NDAMBIRI GITARI Yes 2.55E+11 10/06/1994 M 2018 B.Ed First Class
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 705280 FREDRICK  ONYANGO Yes 2.55E+11 25/01/1989 M 2015 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 849544 JOSEPH  KAMORE KINUTHIA Yes 2.55E+11 02/06/1995 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 742130 SUSAN ONEYA ASEMBO 2.55E+11 06/06/1991 F 2015 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 735930 JULIAS OGOL ADUDA 2.55E+11 21/01/1992 M 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 781885 MICHAEL OMONDI ODHIAMBO Yes 2.55E+11 21/04/1993 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 758513 MOLINE ANYANGO ON’GOLA 2.55E+11 04/03/1991 F 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 550149 MUTUKU JUSTUS NDETI Yes 2.55E+11 01/01/1989 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 735192 SHADRACK WELLS  MAKOKHA Yes 2.55E+11 04/02/1993 M 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 825253 AMOS NASIALI MUCHANGA Yes 2.55E+11 27/11/1994 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 822278 STANSLOUS KIMEU NZIOKA 2.55E+11 10/10/1984 M 2015 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 781502 KAVATA ELIZABETH MUSYOKA Yes 2.55E+11 01/01/1992 F 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 777407 NICHOLAS OMONDI  OKUMU 2.55E+11 30/07/1992 M 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 811301 PETER ONYURO NDAYA Yes 2.55E+11 05/10/1994 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 721299 ABEDNEGO MWENDWA MALUA 2.55E+11 08/08/1991 M 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 724752 JAPHETH KIOKO KYUMWA Yes 2.55E+11 17/08/1988 M 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 770679 MAUREEN MAKENA MICHENI Yes 2.55E+11 14/09/1993 F 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 898010 DIANA NYABOKE  NYABUTO 2.55E+11 29/03/1996 F 2019 B.Ed First Class
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 688679 LAMECH WILSON ODIDA 2.55E+11 26/05/1989 M 2015 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 758673 EDWIN ORINA HONGERA Yes 2.55E+11 15/01/1994 M 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 810856 ELIJAH JUMA OWAGA 2.55E+11 23/02/1992 M 2015 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 766069 NATHAN ——— NGUKU 2.55E+11 07/07/1991 M 2016 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 695475 COLLINS NGUGI EPOSO 2.55E+11 07/07/1988 M 2014 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 842736 EVANS MAUTA JUMA Yes 2.55E+11 28/02/1994 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 828310 EDWARD WANJALA SIMIYU 2.55E+11 10/06/1994 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 830624 CHERUIYOT  NGETICH 2.55E+11 01/05/1995 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 883846 NELLY JEMOSOP KIPROP 2.55E+11 02/12/1995 F 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 799394 STEPHEN MANGARO UNDA Yes 2.55E+11 10/02/1990 M 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 874288 DANIEL MULELU JOSHUA 2.55E+11 14/10/1994 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 711233 DAVIES NYUKURI WAFULA 2.55E+11 02/05/1990 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 819707 JACOB KIRIMI MUTEMBEI 2.55E+11 14/06/1990 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 826928 NDEJE JAPHET MWATUA 2.55E+11 09/10/1993 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 887698 SAMUEL MUTUA KALIA 2.55E+11 11/03/1996 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 886512 WYCLIFFE  MATAMBA 2.55E+11 15/02/1990 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 724602 TOBIAS WEPUKHULU NYUKURI 2.55E+11 28/11/1992 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 843738 JOBMIKE MUGENDI NJERU 2.55E+11 25/10/1995 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 710242 CARLOS  MONYI 2.55E+11 11/07/2016 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 913222 RAMADHAN MASHA KARISA 2.55E+11 08/04/1992 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 873424 ANGELINA KAGENI KAREMU 2.55E+11 03/03/1995 F 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 914419 BERNARD MUI MUTISYA 2.55E+11 15/09/1994 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 832395 RUTH BUYAKI RAMBEKA 2.55E+11 14/12/2027 F 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 843466 WILSON MUSYOKI KIVAYA 2.55E+11 25/04/1992 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 705758 LUKE KANDAGOR KIPTUM 2.55E+11 06/02/1993 M 2015 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 880747 BERNARD KYULULI JIMMY 2.55E+11 13/02/1993 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 877309 ALPHONCE OKONIA  KARANI 2.55E+11 25/09/1994 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 838944 PRISCILLAH KASILU MWANIKI 2.55E+11 15/06/1990 F 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 878270 ERICK OMONDI OTIENO 2.55E+11 12/01/1996 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 835016 DENNIS WABWILE MASIKA 2.55E+11 10/10/1993 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 825641 PETER MAITHYA KIKUVI 2.55E+11 01/01/1901 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 834665 DAVID  OSANO 2.55E+11 04/10/1994 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 799369 RACHEAL WANJIKU NJUGUNA 2.55E+11 19/10/1981 F 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 882068 BENEAH WEKESA MURICHO 2.55E+11 16/08/1998 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 870563 ISAACK KERIMA ISMAEL 2.55E+11 19/06/1993 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 821051 JIMREEVES  STIMA 2.55E+11 14/03/1992 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 726069 ELVIS  KINYUA 2.55E+11 22/02/1993 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 807152 DENNIS MORIASI MAKUBARI 2.55E+11 16/05/1990 M 2018 BA+PGDE 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 722432 DENISH OMONDI MWAGA 2.55E+11 28/12/1991 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 722643 MICHAEL KIAMA WAMUYA 2.55E+11 21/10/1987 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 827925 DANIEL KANYALU MBWAU 2.55E+11 01/01/1996 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 819863 #NAME? 2.55E+11 01/06/1994 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 853649 ALEX MUNYOKI MUTEMI 2.55E+11 10/11/1994 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 752667 PATRICK WAMBUA MUSYOKI Yes 2.55E+11 07/11/1992 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 720627 GLADYS  WANZA MUTUKU 2.55E+11 18/05/1992 F 2015 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 825555 KENNEDY MABELE WASWA 2.55E+11 04/12/1994 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 817853 BENJAMIN  MUTIE  MARGARET 2.55E+11 14/03/1989 M 2015 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 861269 STEPHEN MUSYOKA SYUKI 2.55E+11 04/11/1995 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 827996 KATHINA ALICE MUSEE 2.55E+11 01/01/1901 F 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 828713 PETER OKOTH ACHOLA 2.55E+11 30/05/1994 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 865844 TABITHA WANDIA MUTUKU 2.55E+11 01/01/1994 F 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 731588 NATHAN  KIBET 2.55E+11 24/03/1990 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 791848 SYLVESTERS NDENJESHE WANGUCHE 2.55E+11 04/08/1982 M 2015 B.Ed Pass
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 882580 SOPHIA  OMEDO 2.55E+11 12/08/1997 F 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 804653 FRANKLINE  MUTHAURA 2.55E+11 19/10/1990 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 817286 DAVID MIREGWA ONCHARI 2.55E+11 20/12/1989 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 867697 SAMMY MUUO MAKESI 2.55E+11 18/11/1997 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 828941 PETER ISABOKE GICHABA 2.55E+11 01/01/1901 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 875321 COLLINCE OTIENO ODHIAMBO 2.55E+11 20/12/1997 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 769136 DANVAS MAIKARA MAUTI 2.55E+11 12/12/1990 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 889848 MAITHYA STEPHEN MUEMA 2.55E+11 09/12/1995 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 764361 BENERDINA NDINDA MUEMA 2.55E+11 21/05/1988 F 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 822923 GODFREY THYAKA MUSUE 2.55E+11 28/02/1992 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 786385 LUCIA MWELU SAMMY 2.55E+11 14/06/1995 F 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 717007 GERALD OPIYO OKELLO 2.55E+11 12/09/1993 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 843106 SAMUEL KITONGA MUTUA 2.55E+11 14/08/1995 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 793849 VANE NYAKOBOKE OYUNGE 2.55E+11 02/08/1995 F 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 780647 PETER MOENGA NGOGE 2.55E+11 01/01/1993 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 881177 SHADARACK NUNDA ROSANA 2.55E+11 05/12/1995 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 910980 ONESMUS MUTUA MWETU 2.55E+11 04/04/1993 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 823725 STEPHEN MUSYIMI MWANIKI 2.55E+11 03/02/1991 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 810930 JOSEPH KINYUA NJUKI 2.55E+11 18/02/1991 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 837023 CAROLYNE KASYOKA MUTHOKA 2.55E+11 25/05/1988 F 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 819894 ALEX MUTISYA MUSILA 2.55E+11 08/05/1994 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 829094 PERODD  WAMBUA 2.55E+11 27/05/1992 M 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 875507 JACINTA MWENDE JANE 2.55E+11 01/07/1996 F 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 874549 JARED OKOTH AKELLO 2.55E+11 05/03/1994 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 831678 LAURA NEKESA WEKESA 2.55E+11 30/09/1995 F 2018 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 898536 BONIFACE KIMATHI KIRIUNGI 2.55E+11 12/06/1997 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 696130 MUTUA  MUSAU 2.55E+11 20/10/1991 M 2016 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 902850 KIBET WESLEY NGETICH 2.55E+11 27/12/1995 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 887400 KAIRU SAMUEL KARIUKI 2.55E+11 12/12/1995 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 862230 MUNUVE  MWANZAU 2.55E+11 25/05/1995 M 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 701274 PATRICK GITHAIBIRI MWAI 2.55E+11 24/12/1989 M 2015 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 885368 CAROLINE  MWENDWA 2.55E+11 17/01/1997 F 2019 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 844381 ANTHONY MUGENDI WAMBUGI 2.55E+11 13/01/1989 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 853258 WILLIAM MAXWELL OKIRU 2.55E+11 30/03/1995 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 904426 JOSHUA OTIENO ONGEI 2.55E+11 12/06/1995 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 841871 RAPHAEL NABISWA BARASA 2.55E+11 23/06/1995 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 779800 COLLINS MUTINDA MUTUA 2.55E+11 26/01/1994 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 823880 CATHERINE NANJALA KHAEMBA 2.55E+11 04/06/1995 F 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 894232 CAROLINE  JEBET 2.55E+11 13/12/1992 F 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 799539 SAMUEL MUTUKU KITHUKA 2.55E+11 23/05/1990 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 816951 TITUS NDOLO KYALO 2.55E+11 10/12/1993 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 835150 BENSON NJOROGE  KIMANI 2.55E+11 31/10/1991 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 884374 IRENE JAMOZA MUHAMBE 2.55E+11 07/05/1994 F 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 845368 BETHWEL KIPROP KURGAT 2.55E+11 15/05/1990 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 886522 HARRISON MLAGHUI MWARURUMA 2.55E+11 28/11/1994 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 906539 JEREMIAH RICHMAN TUDI 2.55E+11 03/11/1996 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 866519 DANIEL MUGAMBI RIGIJIA 2.55E+11 20/12/1994 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 894576 JOSECK ONSONGO MANWA 2.55E+11 10/02/1993 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 881929 EVANS  KIPRUTO 2.55E+11 28/08/1991 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 865208 PATRICK IRUNGU WANGARI 2.55E+11 26/08/1992 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 839066 KELVIN MUGAMBI MUTEMBEI 2.55E+11 29/06/1994 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 891126 FRENE MUKAMI MUCHIRI 2.55E+11 14/10/1996 F 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 789580 ISAIAH MUTHUNGU MWANZIA 2.55E+11 20/05/1994 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 878302 KENEDY KIOKO MALITI 2.55E+11 12/12/1993 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 787651 MOSES NYONGESA BARASA 2.55E+11 14/09/1994 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 862941 ANTONY MUNYAO MAVINDU 2.55E+11 02/02/1992 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 885104 JARED OMONDI ODIRA 2.55E+11 06/12/1994 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 774965 NITO OUMA OCHIENG 2.55E+11 26/07/1992 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 877764 WEBSTER ANDABWA MATONGO 2.55E+11 18/02/1989 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 512128 BEATRICE MBINDU MWANIA 2.55E+11 14/11/1984 F 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 819776 IRINE ATIENO ALWALA 2.55E+11 06/06/1994 F 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 865551 ISAAC MURIUNGI KAIBIRU 2.55E+11 17/07/1993 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 881561 SAMUEL MAKAU MANTHI 2.55E+11 10/06/1994 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 866286 ALEX MUTHUI JAMES 2.55E+11 01/10/1993 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 858799 KENNETH MWENDA JOSEPH 2.55E+11 20/12/1992 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 893451 ANDRIANO  MACHARIA NJERU 2.55E+11 23/09/1994 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 911526 MUSYOKI  MUTUA 2.55E+11 02/12/1995 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 845079 ONYANGO ELMARD AGWANDA 2.55E+11 19/03/1993 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 879313 JAMES NZOMO KIMEU 2.55E+11 09/02/1997 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 826347 VINCENT  KIPKOECH 2.55E+11 31/12/1993 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 771328 DENIS KARANI NYAGA 2.55E+11 08/09/1994 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 853906 KENNEDY KASEVE MULWA 2.55E+11 01/09/1993 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 856239 RUTH SYOKAU MUTUI 2.55E+11 08/04/1990 F 2016 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 817702 FRANCIS MWANZIA NDOLO 2.55E+11 09/03/1990 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 567415 MICHAEL ODIWUOR ODONGO 2.55E+11 03/03/1989 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 909622 GIDEON  KIBET 2.55E+11 08/06/1995 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 881441 TYSON OTIENO NALO 2.55E+11 04/07/1995 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 803530 JOAKIM WANJALA JUMA 2.55E+11 28/07/1995 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 789032 VICTOR OCHIENG OMOGI 2.55E+11 18/12/1994 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 823331 MERCELYNE AOKO OCHIENG 2.55E+11 07/08/1991 F 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 835192 KANYIVA ALICE NYAMAI 2.55E+11 27/03/1986 F 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 906629 VIN OTIENO ODHIAMBO 2.55E+11 06/12/1990 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 884114 JACINTA KIVINYA MUTUKU 2.55E+11 29/11/1993 F 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 889968 DENIS OBUNGA OBARA 2.55E+11 12/11/1992 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 848351 HESBON OKENYE NYAUNDI 2.55E+11 27/02/1994 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 891759 ANTHONY SIFUNA WANYONYI 2.55E+11 11/07/1995 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 901779 KENNEDY ODHIAMBO OTIENO 2.55E+11 12/06/1997 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 872777 DOMINIC OGEGA ONSORO 2.55E+11 12/11/1993 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 886806 JOHN BELVIN OKEYO 2.55E+11 03/03/1994 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 913962 PHILIS NANJALA MABONGA 2.55E+11 07/08/1995 F 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 771266 KEMEI NICHOLAS MISIKO 2.55E+11 08/08/1993 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 821386 TERRYANNE MUKONYO NZYOKA 2.55E+11 24/01/1995 F 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 790128 PAUL MUSUNGU KIEMA 2.55E+11 15/03/1993 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 843333 DAVID FRANCIS ACHIRA 2.55E+11 16/06/1993 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 878278 NICHOLAS MUTISYA PETER 2.55E+11 18/09/1988 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 875479 ALEXANDER MUMO KILONZI 2.55E+11 17/01/1992 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 805257 JOAB OOKO KABAKA 2.55E+11 27/11/1994 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 801832 MICHAEL KALEE MWANZIA 2.55E+11 03/02/1982 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 820359 JASPER OMWANDO OTWORI 2.55E+11 20/09/1992 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 817751 FRANCIS KINYUA KIVUTI 2.55E+11 29/01/1992 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 844850 BERNARD MWAU MUTINDA 2.55E+11 06/06/1994 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 893677 NIVAH NAFULA MUMALI 2.55E+11 26/06/1996 F 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 796983 DUNCAN NJIRU IRERI 2.55E+11 14/09/1991 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 804796 MARY MALIA KYALO 2.55E+11 08/11/1993 F 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 823072 RENSON WANYONYI WANGWE 2.55E+11 29/12/1994 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 897176 ALLAN MATSILI LISANZA 2.55E+11 15/03/1996 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 846814 EMILY ISIAHO ANYANDA 2.55E+11 23/12/1995 F 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 841862 REGENCE  ONYANGO 2.55E+11 04/04/1995 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 903162 BENSON OMOLO OGUNGA 2.55E+11 24/05/1990 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 888628 BRIAN MINAINI MUSAU KILONZO 2.55E+11 09/08/1990 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 909160 MARTIN MBUGUA JOHN 2.55E+11 05/11/1992 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 773405 WINNIE MUKAMI MUTIE 2.55E+11 07/11/1994 F 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 803430 JOSEPH MBAKE MWENDWA 2.55E+11 01/01/1991 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 815935 ALPHONCE NYAMBU MSANGI 2.55E+11 22/05/1989 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 843933 SEXTON OKWANYO ODHIAMBO 2.55E+11 27/07/1994 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 861301 ROSE JAEL MUTUWA WEKESA 2.55E+11 05/04/1997 F 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 819565 JOSEPH OGIDI OKUMU 2.55E+11 28/12/1988 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 828981 MOREEN KANANU MUGENDI 2.55E+11 23/10/1995 F 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 899489 CAROLYNE ANDATI BARAKE 2.55E+11 22/12/1997 F 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 797035 KELVIN KHAUKWA OWALA 2.55E+11 23/04/1991 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 777164 VINCENT ONCHIRI OBINO 2.55E+11 12/04/1990 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 891546 LABAN MUTHENGI MBOGO 2.55E+11 18/07/1996 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 846798 GEORGE  OWINO 2.55E+11 25/06/1994 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 876701 LINUS NJIRU MWANIKI 2.55E+11 26/04/1994 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 888913 DANIEL MUIMI MUTINDA 2.55E+11 10/12/1985 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 825693 NYAMBANE JUSTINE NYABERA 2.55E+11 10/08/1995 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 836880 EVANS ODHIAMBO OKOTH 2.55E+11 06/06/1994 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 782388 SAMUEL MAKUMI KARIUKI 2.55E+11 28/07/1994 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 812230 OBED ORINA KERAMA 2.55E+11 10/10/1992 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 883775 MUTUKU JACOB MUTEMI 2.55E+11 06/01/1995 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 872018 ONDABU WILFRED MASESE 2.55E+11 07/10/1996 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 867957 NOBERT IKWENA ODUORI 2.55E+11 08/06/1995 M 2019 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 786311 ALEX TOM JUMA 2.55E+11 04/08/1991 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 786944 MARTIN OPANGE AKOTH 2.55E+11 22/09/1991 M 2017 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 818609 LEWIS MAGUGU MUKUTSI 2.55E+11 05/08/1993 M 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 778773 AMOS ORANGO MAISIBA 2.55E+11 24/08/1993 M 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 880829 SILUS  KIPNGENO 2.55E+11 02/06/1996 M 2019 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 790440 ERICK OTUTO MOGAMBI 2.55E+11 03/04/1994 M 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 793369 LUCY  KANGUHA 2.55E+11 03/04/1991 F 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 833598 LEONARD  KIPRONO 2.55E+11 10/02/1997 M 2018 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 769663 ANDERSON  KIPKOECH  LANGAT 2.55E+11 28/12/1995 M 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 818605 LINDA NEKESA WAMALWA 2.55E+11 05/08/1992 F 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 790530 NATHAN JUMA WANGILA 2.55E+11 11/12/1992 M 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 821056 ALICE MUMBUA MANGATO 2.55E+11 07/10/1994 F 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 783815 VINCENT OTIENO WASONGA 2.55E+11 12/05/1993 M 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 813692 LINDAH JELAGAT KEMBOI 2.55E+11 09/08/1994 F 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 833905 BARAZA  SIMON 2.55E+11 01/01/1901 M 2018 BA+PGDE 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 799524 DANIEL MWANGI MURIITHI 2.55E+11 08/12/1991 M 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 793938 ALLAN OJWANG UDUNY 2.55E+11 11/11/1994 M 2017 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 825702 EDWIN OKOTH  OTIENO 2.55E+11 M 2018 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 905704 MGALA  BEJA 2.55E+11 01/08/1996 M 2020 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 911312 IGNATUS NDUNGA MAKUTHU 2.55E+11 23/05/1994 M 2019 Dip.Ed Pass
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 906189 BERNARD  KAZUNGU  MULWA 2.55E+11 25/08/1998 M 2020 B.Ed 2nd Class Upper
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 913449 STEPHEN MURATHI NJERU 2.55E+11 17/10/1993 M 2020 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 851059 KIPNGENO ENOCK KOECH 2.55E+11 12/04/1994 M 2017 Dip.Ed Pass
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 901323 NIXON MUTATI NGALA 2.55E+11 17/12/1993 M 2020 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 663360 OTIENO OCHIENG PAUL Yes 2.55E+11 10/08/1990 M 2014 Dip.Ed Credit
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 497973 GEORGE   MBUGUA 2.55E+11 01/07/1980 M 2004 B.Ed 2nd Class Lower
15 KITUI 69 MWINGI CENTRAL 1.47E+11 MALIONI SEC SCH Geo/Math 708868 JOHN NJOGU NJUGUNA Yes 2.55E+11 01/10/1988 M 2016 B.Ed 2nd Class Upper
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BACHELOR OF SCIENCE (MECHANICAL ENGINEERING) KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

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BACHELOR OF SCIENCE (MECHANICAL ENGINEERING) KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

BACHELOR OF SCIENCE IN INFORMATION SCIENCE
# PROG CODE INSTITUTION NAME PROGRAMME NAME 2022/2023 CUTOFF 2019/2021 CUTOFF 2018 CUTOFF 2017 CUTOFF 2016 CUTOFF 2015 CUTOFF
1 1063150 TECHNICAL UNIVERSITY OF MOMBASA BACHELOR OF SCIENCE IN INFORMATION SCIENCE 22.361 24.371 24.65 24.908 – –
2 1073150 RONGO UNIVERSITY BACHELOR OF SCIENCE (INFORMATION SCIENCE) 22.361 24.648 23.619 – 24.261 23
3 1077150 KENYA METHODIST UNIVERSITY BACHELOR OF SCIENCE IN INFORMATION SCIENCE 22.361 24.506 24.941 – 24.842 –
4 1082150 MASINDE MULIRO UNIVERSITY OF SCIENCE & TECHNOLOGY BACHELOR OF SCIENCE (INFORMATION SCIENCES AND KNOWLEDGE MANAGEMENT) 24.612 26.182 24.876 26.925 28.353 26.79
5 1096150 GARISSA UNIVERSITY BACHELOR OF SCIENCE IN INFORMATION SCIENCES 22.361 24.438 23.958 – 24.377 23
6 1105233 CHUKA UNIVERSITY BACHELOR OF SCIENCE IN INFORMATION SCIENCE 24.249 24.469 24.488 24.706 24.261 30.19
7 1112150 TECHNICAL UNIVERSITY OF KENYA BACHELOR OF SCIENCE (INFORMATION SCIENCE) 31.501 31.601 30.123 30.772 29.917 –
8 1118150 UNIVERSITY OF KABIANGA BACHELOR OF SCIENCE (INFORMATION SCIENCES AND KNOWLEDGE MANAGEMENT) 22.361 24.82 24.849 – 24.785 30.909
9 1165150 MAASAI MARA UNIVERSITY BACHELOR OF SCIENCE (INFORMATION SCIENCE) 22.361 24.175 24.912 25.242 24.884 31.91
10 1240150 MERU UNIVERSITY OF SCIENCE AND TECHNOLOGY BACHELOR OF SCIENCE IN INFORMATION SCIENCE 22.361 24.981 24.493 25.911 27.641 27.53
11 1244150 KARATINA UNIVERSITY BACHELOR OF SCIENCE IN INFORMATION SCIENCES 22.361 24.622 24.37 – 24.056 30.586
12 1253150 MOI UNIVERSITY BACHELOR OF SCIENCE (INFORMATION SCIENCES) 25.857 29.62 29.263 30.865 31.105 36.011
13 1279150 MOUNT KENYA UNIVERSITY BACHELOR OF SCIENCE IN INFORMATION SCIENCE 22.361 25.07 24.58 25.212 25.071 28.26
Knec Schools Exams Portal

Moi High Kabarak School | Complete Details {Location, Fees, Contacts, KCSE}

Moi High Kabarak School | Complete Details {Location, Fees, Contacts, KCSE}

We have done an extensive research on Moi High Kabarak School.  Get the school’s complete details, including: KCSE Results Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code and many More. Use the links below to access vital information about the school.

MOI HIGH KABARAK SCHOOL’S DETAILS IN SUMMARY

Name of School Moi High School Kabarak
KCSE 2024 Mean Score 9.8904
KCSE 2024 Mean Grade B+{plus}
kcse 2023 Mean Score 10.4
kcse 2023 Mean Grade B+{plus}
kcse 2022 Mean Score 10.13
kcse 2022 Mean Grade B+{plus}
School Type Mixed
Category Private School
Region Rift Valley
County Nakuru

MOI HIGH KABARAK SCHOOL’S PHYSICAL LOCATION & FULL DETAILS

MOI HIGH KABARAK SCHOOL’S KCSE 2024 FULL RESULTS ANALYSIS

MOI HIGH KABARAK SCHOOL’S KCE 2023 FULL RESULTS ANALYSIS.

MOI HIGH KABARAK SCHOOL’S KCE 2022 FULL RESULTS ANALYSIS.

MOI HIGH KABARAK SCHOOL’S KCE 2021 FULL RESULTS ANALYSIS.

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KUCCPS portal

Bachelor of RInformation Science Kuccps 2025/2026 Cluster Cutoff, Minimum & Subjects Requirements

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Bachelor of RInformation Science Kuccps 2025/2026 Cluster Cutoff, Minimum & Subjects Requirements

BACHELOR OF SCIENCE (INFORMATION SCIENCE)

Minimum Entry Requirements

Cluster Subject 1 ENG / KIS
Cluster Subject 2 MAT A / MAT B
Cluster Subject 3 BIO / PHY / CHE / BIO / GSC / HAG / GEO / CRE / IRE / HRE
Cluster Subject 4 BIO / PHY / CHE / BIO / GSC / HAG / GEO / CRE / IRE / HRE / HSC / ARD / AGR / WW / MW / BC / PM / ECT / DRD / AVT / CMP / FRE / GER / ARB / KSL / MUC / BST
NOTE: A subject may only be considered ONCE in this section

Minimum Subject Requirements

Subject 1 MAT A / MAT B C

Available Programmes

Institution Institution type Programme Code Programme Name YEAR 1 – Programme Cost 2025 Cut-off 2024 Cut-off
CHUKA UNIVERSITY 1105233 BACHELOR OF SCIENCE IN INFORMATION SCIENCE Ksh 204,000 – 21.375 21.444
GARISSA UNIVERSITY 1096150 BACHELOR OF SCIENCE IN INFORMATION SCIENCES Ksh 119,850 – 21.375 21.444
KENYA METHODIST UNIVERSITY 1077150 BACHELOR OF SCIENCE IN INFORMATION SCIENCE Ksh 152,000 – 21.375 21.444
MAASAI MARA UNIVERSITY 1165150 BACHELOR OF SCIENCE (INFORMATION SCIENCE) Ksh 204,000 – 21.375 21.444
MASINDE MULIRO UNIVERSITY OF SCIENCE & TECHNOLOGY 1082150 BACHELOR OF SCIENCE (INFORMATION SCIENCES AND KNOWLEDGE MANAGEMENT) Ksh 204,000 – 21.375 –
MERU UNIVERSITY OF SCIENCE AND TECHNOLOGY 1240150 BACHELOR OF SCIENCE IN INFORMATION SCIENCE Ksh 244,800 – 21.375 21.444
MOI UNIVERSITY 1253150 BACHELOR OF SCIENCE (INFORMATION SCIENCES) Ksh 204,000 – 21.375 21.444
MOUNT KENYA UNIVERSITY 1279150 BACHELOR OF SCIENCE IN INFORMATION SCIENCE Ksh 111,000 – 21.375 21.444
RONGO UNIVERSITY 1073150 BACHELOR OF SCIENCE (INFORMATION SCIENCE) Ksh 204,000 – 21.375 21.444
TECHNICAL UNIVERSITY OF KENYA 1112150 BACHELOR OF SCIENCE (INFORMATION SCIENCE) Ksh 281,800 – 28.183 29.529
TECHNICAL UNIVERSITY OF MOMBASA 1063150 BACHELOR OF SCIENCE IN INFORMATION SCIENCE Ksh 204,000 – 21.375 21.444
UNIVERSITY OF KABIANGA 1118150 BACHELOR OF SCIENCE (INFORMATION SCIENCES AND KNOWLEDGE MANAGEMENT) Ksh 244,800 – 21.375 21.444

KUCCPS QUICK LINKS.

KNEC News Portal

Friends School- Kamusinga High School’s KCSE 2024 Verified Results Analysis & Grade Count

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Friends School- Kamusinga High School’s KCSE 2024 Verified Results Analysis & Grade Count

Friends School- Kamusinga High  SCHOOL’S KCSE RESULTS ANALYSIS & GRADES COUNT- 2024

Friends School- Kamusinga High School recorded impressive results in the KCSE 2025 exams. Here is the school’s official results as released by the Kenya National Examinations Council, Knec, on January Thursday 9th, 2024 at Mitihani House in Nairobi.

GRADE CANDIDATES’ COUNT
A (PLAIN) 47
A- (MINUS) 111
B+ (PLUS) 116
B (PLAIN) 65
B- (MINUS) 47
C+ (PLUS) 17
C  (PLAIN) 8
C- (MINUS) 2
D+ (PLUS) 0
D (PLAIN) 0
D- (MINUS) 0
E 0
X 0
Y 0
U 0
P 0
W 0
TOTAL 413
MEAN POINTS 9.8862
SCHOOL MEAN B+ (plus)
CANDIDATES WITH C+ & ABOVE 403
UNIVERSITY PASS % 97.57%
   
Teachers' Resources

KISWAHILI LESSON PLANS FORM 2 FREE

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                  MIPANGILIO YA VIPINDI/MASOMO      MUHULA WA KWANZA       KIDATO CHA PILI

JINA LA  MWALIMU:………………………………………………

NAMBARI LA TSC:………………………………………………………

SHULE :……………………………………………………………MWAKA:……………………………………………………………………

KIDATO CHA PILI                                                             SOMO LA KISWAHILI

MADA KUU: KUSOMA(UFAHAMU)                             MADA NDOGO :Ndugu majuu na wakazi wa kibabuu

WIKI:………2………………………………………………………NAMBARI LA SOMO:1

TAREHE :…………………………………………………………..WAKATI: DAKIKA 40

SHABAHA : Kufika mwisho wa somo mwanafunzi aweze;

  • kusoma kwa matamshi
  • kutumia msamiati na misemo  kwa ufasaha
  •  kujibu maswali kwa usahihi.
 

HATUA NA MUDA

  

YALIYOMO

  

SHUGHILI ZA MWALIMU NA MWANAFUNZI

  

NYENZO
 

UTANGULIZI

(DAK.5)

 Maamkizi

Kupitia somo lililopita

 Mwalimu na wanafunzi kuamkiana

Maelezo mafupi,maswali na majibu kuhusu somo lililopita

 Wanafunzi wenyewe

Matini ya mwalimu
MWENDELEZO

(DAK.30)

 Mwalimu kuwaelekeza wanafunzi kusoma ufahamu, kutambua misamiati,misemo,methali na nahau na kuyapa  maana kamili kulingana na ufahamu kisha wanafunzi kuyatumia katika utunzi wa sentensi  ili kubainisha maana zao kikamilifu

 

 Kusoma ufahamu kwa kina na mantiki

Maswali na majibu baina ya mwalimu na wanafunzi kuhusu ufahamu

Majadiliano baina ya mwalimu na wanafunzi

Utunzi wa sentensi

 Chemi chemi za Kiswahili    2

(uk 1-3)

Kamusi ya misemo na nahau(k.w wamithila)

Matini ya mwalimu

Wanafunzi wenyewe
HITIMISHO

(DAK.5)

 Mwalimu kutoa maelezo mafupi kuhusu somo

Zoezi kwa wanafunzi kuhusu somo

 Maelezo mafupi, maswali na majibu kuhusu somo

Wanafunzi kufanya zoezi

 Chemi chemi za Kiswahili    2

(uk 1-3)

Kamusi ya misemo na nahau(k.w wamithila)

Matini ya mwalimu

Wanafunzi wenyewe

 

JINA LA MWALIMU:……………………………………………..

.NAMBARI LA TSC:………………………………………………………

SHULE :……………………………………………………………MWAKA:……………………………………………………………………

KIDATO CHA PILI                                                             SOMO LA KISWAHILI

MADA KUU: KUSIKILIZA NA KUZUNGUMZA          MADA NDOGO : Isimu jamii;

Majadiliano baina ya mwanafunzi na mwalimu

WIKI:…………2…………………………………………………NAMBARI LA SOMO:2

TAREHE :………………………………………………………….WAKATI: DAKIKA 40

SHABAHA : Kufika mwisho wa somo mwanafunzi aweze;

  • kuelezea sifa za mazungumzo shuleni
  •  kuweza kuigiza mazungumzo baina ya mwalimu na mwanafunzi
 

HATUA NA MUDA

  

YALIYOMO

  

SHUGHILI ZA MWALIMU NA MWANAFUNZI

  

NYENZO
 

UTANGULIZI

(DAK.5)

 Maamkizi

Kupitia somo lililopita

 Mwalimu na wanafunzi kuamkiana

Maelezo mafupi,maswali na majibu kuhusu somo lililopita

 Wanafunzi wenyewe

Matini ya mwalimu
MWENDELEZO

(DAK.30)

 Isimu jamii;

Majadiliano baina ya mwalimu na mwanafunzi;

Mwalimu kutoa maelezo ya maana ya isimu jamii na sifa za majadiliano baina ya mwalimu na mwanafunzi

Mwalimu kuwaelekeza wanafunzi kusoma majadiliano baina ya mwalimu na mwanafunzi na wanafunzi kuweza kuigiza darasani.

 Majadiliano  baina ya mwalimu na wanafunzi kuhusu sajili ya darasani

Maelezo kutoka kwa mwalimu

Majibu na maswali baina ya mwalimu na wanafunzi

Kusoma mazungumzo baina mwalimu na mwanafunzi

Uigizaji wa mazungumzo hayo

 Chemi chemi za Kiswahili    2

(uk 4-5)

Matini ya mwalimu

Wanafunzi wenyewe
HITIMISHO

(DAK.5)

 Mwalimu kutoa maelezo mafupi kuhusu somo

Zoezi kwa wanafunzi kuhusu somo

 Maelezo mafupi, maswali na majibu kuhusu somo

Wanafunzi kufanya zoezi

 Chemi  chemi za Kiswahili   2

(uk 4-5)

Matini ya mwalimu

Wanafunzi wenyewe

 

JINA  LA MWALIMU:……………………………………………..

.NAMBARI LA TSC:………………………………………………………

SHULE :……………………………………………………………MWAKA:……………………………………………………………………

KIDATO CHA PILI                                                             SOMO LA KISWAHILI

MADA KUU: SARUFI NA MATUMIZI YA LUGHA     MADA NDOGO : Mofimu

WIKI:…………2……………………………………………………NAMBARI LA SOMO:3

TAREHE :…………………………………………………………..WAKATI: DAKIKA 40

SHABAHA : Kufika mwisho wa somo mwanafunzi aweze;

  • kueleza maana ya mofimu na aina zake
  • kuweza kutambua  mofimu katika maneno
  • kutaja maana mbalimbali zinazowakilishwa na mofimu
 

HATUA NA MUDA

  

YALIYOMO

  

SHUGHILI ZA MWALIMU NA MWANAFUNZI

  

NYENZO
 

UTANGULIZI

(DAK.5)

 Maamkizi

Kupitia somo lililopita

 Mwalimu na wanafunzi kuamkiana

Maelezo mafupi,maswali na majibu kuhusu somo lililopita

 Wanafunzi wenyewe

Matini ya mwalimu
MWENDELEZO

(DAK.30)

 Mofimu;

Mwalimu kutoa maelezo ya maana ya mofimu, aina za mofimu, kuonyesha mofimu katika maneno na kutaja maana mbalimbali zinazowakilishwa na mofimu

Wanafunzi kusikiliza kwa makini na kuandika maelezo ya mwalimu

 Majadiliano baina ya mwalimu na wanafunzi

Maelezo kuhusu somo kutoka kwa mwalimu

Mazungumzo baina ya mwalimu na wanafunzi

Maswali na majibu baina ya mwalimu na wanafunzi

Wanafunzi kuandika maelezo ya mwalimu

 

 Chemi chemi za Kiswahili    2

(uk 6-8)

Matini ya mwalimu

Wanafunzi wenyewe
HITIMISHO

(DAK.5)

 Mwalimu kutoa maelezo mafupi kuhusu somo

Zoezi kwa wanafunzi kuhusu somo

 Maelezo mafupi, maswali na majibu kuhusu somo

Wanafunzi kufanya zoezi

 Chemi chemi za Kiswahili    2

(uk 6-8)

Matini ya mwalimu

Wanafunzi wenyewe

 

KNEC News Portal, Knec Schools Exams Portal

How to request for change of 2024 form ones’ secondary school placement; Detailed process

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The Ministry of Education has opened the window for 2024 form ones who are not satisfied with schools where they were placed. According to the Ministry, the change of placement will end on December, 2023 to allow for the admission process to kick off.

These changes will only apply to National Schools, Extra County and County schools. These requests will be subject to availability of spaces in the desired schools.

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;

HOW TO CHANGE A CHILD’S PLACEMENT FOR NATIONAL, EXTRA COUNTY AND COUNTY SCHOOLS.

The procedure used for requesting change of admission for National, Extra County and County Schools is as follows:

  • The parent or guardian will place a request at the school of interest; where he/ she wants the kid to be transferred to.  The school will then shortlist and merit all students in the waiting (request) list and make a decision on those they will like to absorb; depending on the available (unfilled) vacancies.
  • The school through the National Education Management System, NEMIS –https://nemis.education.go.ke/, shall enter the details of the selected candidates from their waiting list and request the Ministry to capture them in the new school.
  • Approval to the schools’ requests shall be granted at different levels depending on the Category of the school. Approval for National, Extra County and County schools will be granted by the Ministry’s Head Office, Regional Coordinators and County Directors of Education, respectively.
  • Once the approval has been granted, the learner will then be moved from the selection list of the first school to the latest (new) school.
  • The parent/ guardian will then go online and print the admission letter for the new school.

“Change of placement is not reversible and caution must be taken to avoid being placed in schools not desired,” warns the Ministry.

When a school has made a decision to offer a place to a student, the school will proceed to enter the details of the student.

For National and Extra County schools, the same has to be approved while for county, sub county and private, the system accepts automatically.

HOW SCHOOLS CAN REQUEST FOR EXTRA VACANCIES

Where the capacity of a school has improved due to development of additional facilities in the year, a principal must request for placement of additional students and approval in NEMIS.

 

KUCCPS portal

Kuccps Diploma in Accounting & Finance Course List, Codes, Clusters, Colleges and Cutoff Points

Kuccps Diploma in Accounting & Finance Course List, Codes, Clusters, Colleges and Cutoff Points

  PROGRAMME

CODE

  

INSTITUTION NAME

  

PROGRAMME NAME
    DIPLOMA IN ACCOUNTING & FINANCE  
1 1049601 SHAMBERERE TECHNICAL TRAINING INSTITUTE DIPLOMA IN ACCOUNTANCY
2 1113601 KENYA COAST POLYTECHNIC DIPLOMA IN ACCOUNTANCY
3 1054601 BARINGO TECHNICAL COLLEGE DIPLOMA IN ACCOUNTANCY
4 1276601 RIFT VALLEY INSTITUTE OF SCIENCE AND TECHNOLOGY DIPLOMA IN ACCOUNTANCY
5 1268601 KENYA TECHNICAL TEACHERS COLLEGE DIPLOMA IN ACCOUNTANCY
6 1216601 SANG’ALO INSTITUTE OF SCIENCE AND TECHNOLOGY DIPLOMA IN ACCOUNTANCY

 

7 1080601 CO-OPERATIVE UNIVERSITY OF KENYA DIPLOMA IN ACCOUNTING & FINANCE
8 1085601 KISIWA TECHNICAL TRAINING INSTITUTE DIPLOMA IN ACCOUNTANCY
9 1239601 NYERI NATIONAL POLYTECHNIC DIPLOMA IN ACCOUNTANCY
10 1106601 RAILWAY TRAINING INSTITUTE DIPLOMA IN ACCOUNTANCY
11 1063601 TECHNICAL UNIVERSITY OF MOMBASA DIPLOMA IN ACCOUNTANCY
12 1382601 MICHUKI TECHNICAL TRAINING INSTITUTE DIPLOMA IN ACCOUNTANCY
13 1084601 SIGALAGALA NATIONAL POLYTECHNIC DIPLOMA IN ACCOUNTANCY
14 1099601 KAIBOI TECHNICAL TRAINING INSTITUTE DIPLOMA IN ACCOUNTANCY
15 1101601 KITALE NATIONAL POLYTECHNIC DIPLOMA IN ACCOUNTANCY
16 1110601 BUMBE TECHNICAL TRAINING INSTITUTE DIPLOMA IN ACCOUNTING & FINANCE
17 1083601 MERU NATIONAL POLYTECHNIC DIPLOMA IN ACCOUNTANCY
18 1051601 FRIENDS COLLEGE KAIMOSI DIPLOMA IN ACCOUNTANCY
19 1465601 BONDO TECHNICAL TRAINING INSTITUTE DIPLOMA IN ACCOUNTANCY
20 1100601 RIFT VALLEY TECHNICAL TRAINING INSTITUTE DIPLOMA IN ACCOUNTANCY
21 1104601 OL’LESSOS TECHNICAL TRAINING INSTITUTE DIPLOMA IN ACCOUNTANCY
22 1237601 ELDORET POLYTECHNIC DIPLOMA IN ACCOUNTANCY
23 1067601 COAST INSTITUTE OF TECHNOLOGY DIPLOMA IN ACCOUNTANCY
24 1450601 MITUNGUU TECHNICAL TRAINING INSTITUTE DIPLOMA IN ACCOUNTANCY
25 1074601 KISUMU POLYTECHNIC DIPLOMA IN ACCOUNTANCY
26 1052601 NKABUNE TECHNICAL TRAINING INSTITUTE DIPLOMA IN ACCOUNTANCY
27 1510601 ALDAI TECHNICAL TRAINING INSTITUTE DIPLOMA IN ACCOUNTANCY
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How to check KUCCPS placement results and admission letters for KCSE candidates, all applicants

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KSSSA Portal

2023 East Africa School Games (FEASSSA) Full Hockey Girls Results, Ranking

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2023 East Africa School Games (FEASSSA) Full Hockey Girls Results, Ranking

FIXTURES

HOCKEY GIRLS                                 Venue:  TTC       

Round-Robin    
1.     Mt. St. Mary’s, Namagunga (Ug)   6.        Nyamira Girls (Ke)
2.     Kakungulu Memeorial (Ug)   7.        Gayaza High (Ug)
3.     Bweranyangi Girls (Ug)    
4.     St. Joseph’s, kitale (Ke)    
5.     Tigoi Girls (Ke)    

 

DAY 1    SATURDAY          19TH AUGUST 2023                          PRELIMINARIES

MATCH NO. TIME   TEAMS SCORES
9.00am   Namagunga (Ug) Vs Kakungulu Memeorial (Ug) 01 04
11.00am   Bweranyangi Girls (Ug) Vs St. Joseph’s, kitale (Ke) 00 01
2.00pm   Tigoi Girls (Ke) Vs Nyamira Girls (Ke) 00 02

 

DAY 2    SUNDAY               20TH AUGUST 2023                          PRELIMINARIES

MATCH NO. TIME   TEAMS SCORES
9.00am   Nyamira Girls (Ke) Vs Gayaza High (Ug) 08 00
9.00am   St. Joseph’s, kitale (Ke) Vs Tigoi Girls (Ke) 02 00
9.00am   Kakungulu Memeorial (Ug) Vs Bweranyangi Girls (Ug) 03 00

 

DAY 3    MONDAY             21ST AUGUST 2023                          PRELIMINARIES

MATCH NO. TIME   TEAMS SCORES
2.00pm   Namagunga (Ug) Vs Bweranyangi Girls (Ug) 00 02
2.00pm   Tigoi Girls (Ke) Vs Kakungulu Memeorial (Ug) 01 01
2.00pm   Gayaza High (Ug) Vs St. Joseph’s, kitale (Ke) 00 05

 

DAY 4    TUESDAY             22ND AUGUST 2023                         PRELIMINARIES

MATCH NO. TIME   TEAMS SCORES
9.00am   Nyamira Girls (Ke) Vs Namagunga (Ug) 04 00
9.00am   Kakungulu Memeorial (Ug) Vs Gayaza High (Ug) 08 00
9.00am   Bweranyangi Girls (Ug) Vs Tigoi Girls (Ke) 00 06

 

DAY 5    WEDNESDAY      23RD AUGUST 2023                          PRELIMINARIES

MATCH NO. TIME   TEAMS SCORES
2.00pm   Namagunga (Ug) Vs Tigoi Girls (Ke) 00 05
2.00pm   Gayaza High (Ug) Vs Bweranyangi Girls (Ug) 01 02
2.00pm   Nyamira Girls (Ke) Vs St. Joseph’s, kitale (Ke) 00 00

 

DAY 6    THURSDAY          24TH AUGUST 2023                          PRELIMINARIES

MATCH NO. TIME   TEAMS SCORES
9.00am   Namagunga (Ug) Vs Gayaza High (Ug) 00 00
9.00am   Nyamira Girls (Ke) Vs Bweranyangi Girls (Ug) 05 00
9.00am   St. Joseph’s, kitale (Ke) Vs Kakungulu Memeorial (Ug) 02 00

 

DAY 8    SATURDAY          26TH AUGUST 2023                          PRELIMINARIES

MATCH NO. TIME   TEAMS SCORES
9.00am   St. Joseph’s, kitale (Ke) Vs Namagunga (Ug) 02 00
9.00am   Kakungulu Memeorial (Ug) Vs Nyamira Girls (Ke) 00 02
9.00am   Tigoi Girls (Ke) Vs Gayaza High (Ug) 13 00

 

TEAM OVERALL RANKING

HOCKEY GIRLS

RANK TEAM COUNTRY
1. Nyamira Girls Kenya
2. St. Joseph’s, kitale Kenya
3. Tigoi Girls Kenya
4. Kakungulu Memeorial Uganda
5. Namagunga Uganda
6. Bweranyangi Girls Uganda
7. Gayaza High Uganda

MVP     Vivian Onunga Nyamira Girls (Kenya)

Teachers' Resources

FORM THREE TERM 2 MATHS EXAMS WITH ANSWERS IN PDF

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ULTIMATE ACHIEVERS ACADEMY

Name: ………………………………………………………….. …Date: ……………Adm No: …………

FORM THREE TERM 2

TIME: 2 HOURS 30 MINUTES

MATHEMATICS

INSTRUCTIONS TO CANDIDATES

  1. Write your name, class and Admission Number in the spaces provided above.
  2. The paper consists of two sections. Section I and Section II.
  3. Answer ALL the questions in Section I.
  4. Answer only five questions only in Section II.
  5. All answers and working must be written on the question paper in the spaces provided below each question.
  6. Marks may be given for correct working even if the answer is wrong.
  7. Negligence and slovenly work will be penalized
  8. Non programmable silent electronic calculator and KNEC Mathematical tables may be used except where stated otherwise.

FOR EXAMINER’S USE ONLY

Section I

Question 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 TOTAL
Marks                                  

Section II

Question 17 18 19 20 21 22 23 24 TOTAL
Marks                  
 

GRAND TOTAL

 

SECTION I (50 Marks)

Answer all the questions in this section.

  1. Evaluate                                                                       (3 marks)

 

 

 

 

  1. By correcting each number to one significant figure, approximate the value of

(788 X 0.006).

Hence calculate the percentage error arising from this approximation              (3 marks)

 

 

 

 

 

  1. Three bells ring at intervals of 9 minutes, 15 minutes and 21 minutes. The bells will next ring together at 11.00pm. Find the time the bells had last rang together. (3 marks)

 

 

 

  1. Solve for x in the equation below (4 marks)

 

 

 

 

 

  1. Without using mathematical tables or calculator evaluate (3 marks)

 

 

 

 

 

 

 

  1. Simplify (3 marks)

 

 

  1. The figure below shoes two intersecting chords

Find the length of UT                                                                                    (4 marks)

 

 

 

 

 

  1. Make h the subject of the formula (3 marks)

 

 

 

 

  1. Determine the integral values of which satisfy the inequalities below.(3 marks)

 

 

  1. Kambo bought a suit for Sh. 1200 and marked it at a price such that after allowing his customer a 10% discount, he would make a profit of 20%. Calculate the marked price of the suit. (3 marks)

 

 

 

 

 

 

  1. Given that , without using mathematical table, express in fraction form the value of;
  • (1 mark)

 

 

  • (2 marks)

 

 

 

 

  1. Given that evaluate (3 marks)

 

 

 

  1. On a certain map an estate is represented by an area of 48cm2. If the actual area of the estate is 1200 hectares, find the scale of the map in the form 1:n (3 marks)

 

 

 

  1. In the figure below ABCD is a rhombus whose diagonals AC and BD meet at X. Given that AC = 27.6cm and BD = 16.2 cm, calculate the area of the rhombus. (3 marks)

 

 

 

  1. The image of point (6, 4) is (3, 4) under a translation. Find the translation vector. (3 marks)

 

 

 

 

 

  1. The initial cost of a ranch is sh. 5 000 000. At the end of three years the value of the ranch increases to 5 306 040. Calculate to one significant figure the value at which the ranch appreciates. (3 marks)

 

 

SECTION II (50 MARKS)

Answer any FIVE Questions ONLY from this section

  1. Two shopkeepers Juma and Wanjiku bought some items from a wholesaler. Juma bought 18 loaves of bread, 40 packets of milk and 5 bars of soap while Wanjiku bought 15 loaves of bread, 30 packets of milk and 6 bars of soap. He prices of a loaf of bread, a packet of milk and a bar of soap were Ksh 45, Ksh 50 and Ksh 150 respectively.
  • Represent:
  • The number of items bought by Juma and Wanjiku using a matrix  (1 mark)

 

 

 

  • The prices of items bought using matrix                                          (2 marks)

 

 

 

  • Use the matrices in (a) above to determine the total expenditure incurred by each person and hence the difference in their expenditure.           (3 marks)

 

 

 

 

 

 

  • Juma and Wanjiku also bought rice and sugar. Juma bought 36kg of rice and 23kg of sugar and paid Kshs 8160. Wanjiku bought 50kg 0f rice and 32 kg of sugar and paid Kshs 11340. Use the matrix method to determine the price of one kilogram of rice and one kilogram of sugar.                                         (5 marks)

 

 

 

 

  1. The diagram below represents a steel girder used in construction work. The cross – section consists of a rectangle measuring 20cm by 14cm from which two similar semi – circles have been removed. The girder is 5m long and is made of steel whose density is 8.5g/cm3.
  • Calculate:
  • The cross – sectional area of the girder. (3 marks

 

 

 

 

 

  • The mass of the girder in kilograms. (4 marks)

 

 

 

 

 

 

  • The removed semi – circular troughs are filled with concrete whose density is 5.5g/cm3. Calculate the mass of concrete used to fill the removed parts of the girder. (3 marks)

(Take π = )

 

 

 

 

  1. A country bus left town A at 11.45am and travelled towards town Bat an average speed of 60km/hr. A matatu left town B at 1.15pm on the same day and travelled along the same road at an average speed of 90km/hr. The distance between the two towns is 540km.

Determine:

  • The time of the dsy when the two vehicles met.           (4 marks)

 

 

 

 

  • How far from town A they met. (2 marks

 

 

 

 

 

  • How far outside town B the bus was when the matatu reached town A, (4 marks)

 

 

 

 

 

 

 

 

 

  1. Two lines L1 whose equation is and L2 whose equation is intersect at point A.
  • Find the coordinates of point A. (3 marks)

 

 

 

 

 

 

  • A third line L3 is perpendicular to L2 at point A. find the equation of L3 in the form , where area constants.(3 marks)

 

 

 

 

 

 

 

 

  • Another line L4 is parallel to L1 and passes through. Find x and y intercepts of line L4. (4 marks)

 

 

 

 

 

 

 

 

 

  1. In June of a certainyear, an employee’s basic salary was Ksh 17 000. The employee was also paid a house allowance of Ksh 6 000, a commuter allowance of Ksh 2 500 and a medical allowance of Ksh 1 800. In July that year, the employee’s basic salary was raised by 2%.
  • Calculate the employee’s:
  • Basic salary in July.                    (2 marks)

 

 

 

  • Total taxable in the July of that year (2 marks)

 

 

 

  • In that year, the taxable income tax rates were as shown in the table below.
Monthly taxable income (Kshs) Percentage rate of tax per shilling
Up to 9680

From 9681 to 18 800

From 18 801 to 27 920

From 27 921 to 37 040

From 37 041 and above

 10%

15%

20%

25%

30%

Given that the monthly personal relief was Ksh 1056, calculate the net tax paid by the employee.                                                                             (6 marks)

 

 

 

 

 

 

 

 

  1. In the triangle XYZ below line XY = 3cm, YZ = 4cm and XZ = 3.5 cm.

Calculate:

  • Angle ZXY (4 marks)

 

 

 

 

 

  • Angle XYZ (2 marks)

 

 

 

 

 

  • Angle XZY (1 mark)

 

 

 

  • Calculate the area of the triangle XYZ to four significant figures. (3 marks)

 

 

  1. The 2nd and the 5th terms of an arithmetic progression are 8 and 17 respectively. The 2nd, the 10th and the 42nd terms of the arithmetic progression form the first three terms of a geometric progression. Find:
  • The first term and the common difference of the arithmetic progression. (3 marks)

 

 

 

 

 

 

 

 

 

  • The first three terms of the geometric progression and the 5th term of the geometric progression. (4 marks)

 

 

 

 

 

 

 

 

 

 

  • The sum of the first 4 terms of the geometric progression. (3 marks)

 

 

 

 

  1. By taking integral values of x, from x = – 2, to x=6 make a table of values for the function                                                                                                 (2marks)

 

 

 

  • On the same axes and using the scale of 1cm to 1 unit on the x-axis and 1cm to 5 units on the y–axis draw graphs of and (4marks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • From your graph;
  • Find the roots of the equations (1mark)

 

 

  • Write down the maximum value of (1mark)

 

  • Deduce the roots of the equation (2marks)

 MATHEMATICS Form 3

MARKING SCHEME

SECTION I

NO WORKING MARKS GUIDELINES
1.      

M1

 

M1

 

 

A1

  
    03  
2.       M1

 

M1

 

A1

  
    03  
3.    
3 21 15 9
3 7 5 3
5 7 5 1
7 7 1 1
  1 1 1

 

  

M1

 

 

M1

 

A1

  
    04  
4.      thus

thus

 M1

 

 

 

 

 

 

 

 

M1

 

 

A1

  
    03  
5.      

M1

 

M1

 

A1

  
    03  
6.   M1

 

 

 

 

 

 

M1

 

 

A1

  
    3  
7.     Ignoring negative answer  

M1

 

 

M1

 

 

 

 

 

 

 

A1

  
    03  
8.      

M1

 

 

M1

 

 

A1

  
    03  
9.      

 

Integral values

  

 

M1

 

 

 

 

M1

 

A1

  
    03  
10.         M1

 

M1

 

A1

  
    03  
11.         (a)

(b)

  

 

 

 

 

 

M1

 

A1

 

A1

  
    03  
12.         Numerator:

Denominator

 M1

 

 

M1

 

A1

  
    03  
13.         M1

 

M1

A1

  
    03  
14.         M1M1

 

A1

  
    03  
15.         M1

M1

 

A1

  
    03  
16.          

M1

 

 

 

 

 

M1

 

 

A1

  
    03  

SECTION II

NO WORKING MARKS GUIDELINES
17.         (a)  (i)

 

(ii)

 

 

(b)

 

Juma = sh 3560

Wanjiku = sh 3075

 

Difference = 3560 – 3075 = 485

 

 

(c)

 

 

 

 

 

 

 

 B1

 

 

B1

 

 

 

M1

 

 

M1

 

A1

 

 

M1

 

 

M1

 

M1

 

 

 

 

M1

 

 

 

 

 

A1

 

  

 

 

 

 

 

 

 

 

 

For both answers
    10  
18.         (a)  (i)

 

 

 

(ii)

 

 

 

(b) 

 

 

 M1

 

M1

 

 

A1

 

 

M1

M1

 

M1

A1

 

 

M1

 

 

M1

 

A1

  
    10  
19.       (a)  Time before the matatu started

= 13.15 – 11.45 =

Distance covered by the bus =

Distance between them =

Relative speed =

Time taken to meet =

Time they met = 1.15pm + 3 hours = 4.15pm

 

(b)  Distance from town A to the point of meeting

Time =

Distance from A =

 

(c)  Time taken by the matatu from B to A

The matatu reaches A = 13.15pm +6hrs = 1915hrs

Time travelled by the bus when the matatu reaches A

1915hrs – 1145hrs =

Distance moved by bus from A =

Distance outside town B

  

 

M1

 

M1

 

M1

A1

 

 

 

M1

A1

 

M1

 

 

M1

 

M1

A1

  
    10  
20.         (a) 

 

Solving simultaneously

 

 

(b)

, (x ,y)

 

(c) 

 

 

 M1

 

 

 

M1

 

 

A1

 

 

 

 

M1

 

M1

 

A1

 

 

 

M1

 

 

 

M1

 

A1

 

A1

  
    10  
21.         (a)  (i)

 

(ii)

 

(b) 

 

Total tax      =  4104

 

Net tax =

= 3048

 M1

A1

 

M1

A1

 

 

M1

 

M1

 

M1

 

M1

 

M1

A1

  
    10  
22.         (a)

 

(b)

 

(c)

 

(d)

M1

 

M1

 

M1

A1

 

 

M1

 

 

 

 

 

A1

 

 

A1

 

 

M1

M1

A1

  
    10  
23.         (a)      

 

 

(b)      

Geometric progression

 

 

 

(c)      

 

 

 

 M1

 

 

 

M1

 

 

 

A1

 

 

 

 

 

 

B1

B1

B1

 

B1

 

 

 

 

 

 

M1

 

M1

 

 

A1

  
    10  
24.          
x -2 -1 0 1 2 3 4 5 6
12x -24 -12 0 12 24 36 48 60 72
-3x2 -12 -3 0 -3 -12 -27 -48 -75 -108
y -36 -15 0 9 12 9 0 -15 -36

                                                                        2 mks for correct table

y = 5 ( x – 2 )

y = 5 x – 10

x 0 2 5
y -10 0 15

 

i) roots of 3 x ( 4 – x) = ) are x = 0, x = 4

 

ii) Maximum value of y = 3x ( 4 – x )         when x = 2 , y = 12

the maximum value of y = 12

 

iii)   roots of equation 3x ( 4 – x ) = 5 ( x – 2 )  is where the curve cuts the line

y    = 5 (x -2 )

The roots arc x = -1  and x = 3.3 ± 0.1

 

 B1

B1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

S1

P1

C1

L1

 

 

 

 

 

 

 

 

 

 

B1

 

B1

 

 

 

B1B1

 Table

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

üB1 for both values of x
    10  

 

KNEC News Portal

2022 KCSE Top, Best 100 Candidates 2023 in Meru County

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Meru County 2022 KCSE Top, Best Candidates 2023; Ultimate List

Position Nationally Student Name School Name Region County Aggregate Points Mean Grade
6 Njue Christian Turasha Meru School Eastern Meru 84 A (Plain)
65 Aranja Mibh Nyambnra Mbooni Girls Eastern Meru 83 A(Plain)
158 Mutia Grace Moli St Mary’s High Eastern Meru 81 A (Plain)
221 Nelly Karimi Kimachia Secondary Eastern Meru 81 A(Plain)
284 Wanjala Angela Nasimiyu St Mary’s High Eastern Meru 79 A-(Minus)
TSC News Portal

TSC promotes 1,000 primary school teachers, posts them to secondary schools

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The Teachers Service commission, TSC, has effected the promotions for 1,000 primary school teachers and posted them to secondary schools. This is good news for the teachers who had attained higher qualifications but still plying their trade at primary level.
 
  “I am pleased to inform you that your application for Appointment as a Secondary school Teacher II (T-scale 7) has been successful..” reads the appointment letter dispatched to one of the teachers.
 
The promoted teachers will have to report to their new stations between January 6, 2020 and January 20, 2020 after officially clearing from their current stations.
 
  To be considered for these promotions, one had to meet the following basic requirements:
  • Be Kenyan Citizens;
  • PI Certificate;
  • Bachelor’s Degree in Education with 2 teaching subjects;
  •  Must have minimum mean grade C+ (Plus) at Kenya Certificate of Secondary Education (KCSE) or its equivalent and minimum C+ (Plus) in the two teaching subjects.
  • Must be employees of the Teachers Service Commission (TSC).

Also read;

 For all details about other schools in Kenya, please visit the link below;
New salaries and allowances. 
According to the Commission, interested candidates under this category were required to submit their applications to the Secretary Teachers Service Commission through the online platform www.teachersonline.tsc.go.ke; not later than 30th August, 2019.
 
  Those Successful have now been appointed at T-Scale 7 (Grade C2) and posted to secondary schools where vacancies (in their subject combinations) existed.
 
  The good news to these teachers is that the new grades come with increased perks as they will earn between Sh34,955 and Sh43,694 per month. “Your allowances will be paid in accordance to your new grade and station,” adds the appointment letter.
 
 The appointment letters were written December 30, 2019 and dispatched to Counties for onward transmission to the teachers. The posting of the one thousand teachers to secondary schools will try to bridge the staff shortages; which has been worsened by influx on form ones under the government’s 100% transition policy.
 
  SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION For a complete guide to all universities and Colleges in the country (including their courses, requirements, contacts, portals, fees, admission lists and letters) visit the following, sponsored link:
SPONSORED IMPORTANT LINKS:
Knec Schools Exams Portal

Sharda High School: Contacts, Location and Admission Details

Sharda High School is a Prestigious Private School that is located at Ngara Road in Nairobi County, Nairobi Region in Kenya. Get all the school’s details including: the physical location, Official Phone Number Contact, Website, Email Address and Postal Address.

Sharda High School Location, Contacts, Postal Address, Physical Address, County, Telephone Number, Email, Website

Location: Ngara Road
Address: P.O. Box 45262, Nairobi 00100
City/ Town: Nairobi
County: Nairobi
Country: Kenya
Phone: 020-374246

Admissions at Sharda High School

Being a Private School, placement at Grade 10 (Senior School) is done directly by the school. Use the contacts provided on this page to quickly get an admission vacancy at the school.

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

West Pokot County Senior Schools.

Wajir County Senior Schools

Vihiga County Senior Schools

Uasin Gishu County Senior Schools

Turkana County Senior Schools

Trans-Nzoia County Senior Schools

Tharaka Nithi County Senior Schools

Tana River County Senior Schools

Taita Taveta County Senior Schools

Siaya County Senior Schools

Samburu County Senior Schools

Nyeri County Senior Schools

Nyandarua County Senior Schools

Nyamira County Senior Schools

Narok County Senior Schools

Nandi County Senior Schools

Nakuru County Senior Schools

Nairobi County Senior Schools

Murang’a County Senior Schools

Mombasa County Senior Schools

Migori County Senior Schools

Meru County Senior Schools

Marsabit County Senior Schools

LMandera County Senior Schools

Makueni County Senior Schools

Machakos County Senior Schools

Lamu County Senior Schools

Laikipia County Senior Schools

Kwale County Senior Schools

Kitui County Senior Schools

Kisumu County Senior Schools

Kisii County Senior Schools

Kirinyaga County Senior Schools

Kilifi County Senior Schools

Kiambu County Senior Schools

Kericho County Senior Schools

Kakamega County Senior Schools

Kajiado County Senior Schools

Isiolo County Senior Schools

Homa Bay County Senior Schools

Garissa County Senior Schools

Embu County Senior Schools

Elgeyo-Marakwet County Senior Schools

Busia County Senior Schools

Bungoma County  Senior Schools

Baringo County Senior Schools

List of all Senior Schools in Bomet County

Teachers' Resources

FORM 2 CHEMISTRY OPENER EXAM FREE

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CHEMISTRY

FORM 2 TERM  OPENER EXAM

TIME:2 HOURS

NAME:…………………………………………………………………………….CLASS;……………..ADM;…………

  1. From the following list of compunds;zinc oxide,solid carbon (IV) oxide,sodium carbonate,nitric (V) acid,iron (III) chloride;

(i)Identify two that sublime.(2 mks)

 

(ii)Identify a pair that react to form salt and water only.(2 mks)

 

 

 

(iii)Write a word equation for the reaction between sodium carbonate and nitric (V) acid.(1 mk)

 

 

 

  1. In an experiment to investigate the percentage of oxygen in air,200cm³ of air was passed over heated copper turning repeatedly until a constant volume of air remained.160 cm³ of air remained at the end of the experiment.

(i)Name one gas remaining in the 160 cm³ of air.(1 mk)

 

(ii)Determine the percentage of air used up during the experiment.(2 mks)

 

 

 

 

 

(iii)What observation would be made during the experiment.(1 mk)

 

 

(iv)Write a word equation for the reaction between copper and oxygen.(1 mk)

 

  1. Name the best method to use to separate the following mixtures.(4 mks)

(i)Common salt and water.

 

 

(ii)Coloured dyes in ethanol.

 

 

(iii)Ammonium chloride and sodium chloride.

 

 

(iv)Ethanol and water.

 

 

  1. Study the set up below and answer the questions that follow.

(a)Identify gas X.(1 mk)

 

(b)Name the method used to collect gas X and give the property of the gas that enables it to be collected using the method.(2 mks)

 

 

(c)Write a word equation for the reaction liberating gas X.(1 mk)

 

(d)Why is not advisable to use the following in this method of preparing hydrogen;

(i)Calcium and dilute sulphuric acid(1 mk)

 

 

(ii)Zinc and Nitric (V) acid.(1mk)

 

 

(e)What is the purpose of anhydrous calcium chloride in the U-tube?(1mk)

 

 

(f)Name another compound that could serve the same purpose  as anhydrous calcium chloride.(1 mk)

 

 

  1. When magnesium is burnt in air,it reacts with oxygen and nitrogen gas giving a white ash.Write two equations for the two reactions that take place.(2 mks)

 

 

 

  1. The diagram below was used to investigate the action of water on calcium metal.

 

 

 

 

 

 

(a)Identify gas R.(1 mk)

 

(b)The remaining solution in the beaker changes red litmus paper to blue.What does this suggest about the resulting solution.(1 mk)

 

(c)Write a word equation for the reaction.(1 mk)

 

 

(d)What would be observed if Carbon(IV)oxide is bubbled through the solution.(1 mk)

 

7 .a) Name the particles that are found in an atom.(3 mks)

 

b)Atoms are said to be electrically neutral.Explain.(2  mks)

 

c)Element Q has 18 neutrons and a mass number of 34.

i)How many protons are present in element Q?(1 mk)

 

(ii)Write the electron arrangement of element Q.(1 mk)

 

(iii)To which period and group does Q belong?Explain your answer.(2 mks)

 

 

8.(a)In an experiment to investigate what happens when steam is passed over heated magnesium,wet sand or cotton wool soaked in water is heated first before heating magnesium.Why is it necessary?(1 mk)

 

(b) Write a word equation for the reaction between magnesium and steam.(1 mk)

 

(c)Write a word equation for the reaction between iron and steam.(1 mk)

 

9.(a)What is the chemical name of rust?(1 mk)

 

(b)A form one student in attempt to stop rusting put copper and magnesium in contact with iron as shown.

 

 

 

 

 

(i)The set ups were left outside for two weeks.Where did rusting occur?Explain.(2 mks)

 

(ii)Name the method used by the student to prevent rusting.(1mk)

 

 

(iii)How does painting prevent rusting?(1 mk)

 

10.State the use of the following apparatus as used in the laboratory.

(a)Pipe-clay triangle(1 mk)

 

 

(b)Desiccator(1 mk)

 

(c)Wire gauze(1 mk)

 

11.The diagram below represents a set up for the laboratory preparation of oxygen gas.

 

 

 

 

 

  • Name solid R.(1 mk)

 

(ii)Write a word equation for the reaction in the flask.(1 mk)

 

(iii)How can one test for oxygen gas?(2 mks)

 

(iv)Give two commercial uses of oxygen gas.(2 mks)

 

  1. A student was supplied with a colourless liquid suspected to be water.

(i) Describe one test that could be carried out to show that the liquid was water.(2 mks)

 

 

(ii)How could it have been shown that the liquid was pure water?(1 mk)

 

  1. When a student was stung by a stinging nettle plant,a teacher applied an aqueous solution of ammonia to the affected area of the skin and the student was relieved of pian.Explain.(2 mks)

 

 

 

  1. A mixture of magnesium powder and lead (II)oxide will react vigorously when heated but no reaction occurs when a mixture of magnesium oxide and lead powder are heated.

(a)Explain the observations above.(2 mks)

 

 

 

(b)Write a word equation for the reaction between magnesium and lead(II) oxide.(1 mk)

 

(c)From (b) above,identify the;(i)oxidised substance.(1 mk)

 

(ii)oxidizing agent.(1 mk)

 

(iii)what name is given to such a reaction?(1 mk)

 

15.Classify the following as either physical or chemical changes.(5 mks)

  1. Freezing of beer

 

(b)Rusting of iron

 

(c)Heating of glass until it melts

 

(d)Burning a candle.

 

(e)Heating copper(II)nitrate

CHEMISTRY  FORM 2 OPENER EXAMS MARKING SCHEMES

MARKING SCHEME (70 mks)

(1) Solid carbon (iv) oxide ,iron (III) chloride

(ii) zinc oxide and nitric (v) acid

 

2.Nitrogen or inert gases

(ii) 200-160/200*100=40/200X100=20%

(iii) Brown copper turnings turned black copper(II) oxide

  1. iv) copper +Oxygen ———> Copper (II) oxide

 

(3i)  Simple distillation

  1. ii) chromatography

iii) Sublimation

  1. iv) Fractional distillation

 

4 a) Hydrogen

  1. b) upward delivery/download displacement of air

Hydrogen gas is less denser than air

  1. C) Zinc +dilute hydrochloric acid ———->zinc chloride +hydrogen gas

d I)Formation of an insoluble coating layer of calcium sulphate that prevents further reaction from taking place

(ii) Nitric (v) acid oxidises hydrogen gas formed to water

  1. e) Acts as a drying agent
  2. f) Concentrated sulphuric (vi) acid

 

5.Magnesium + Oxygen ——–>Magnesium Oxide

Magnesium + nitrogen ——–> Magnesium nitride

 

(6) Hydrogen gas

  1. b) it is basic in nature

(c) Calcium + water ———> Calcium hydroxide +hydrogen gas

(d) A white precipitate will be formed.

 

  1. a) Electrons

Protons

Neutrons

b)Atoms have equal number of protons and electrons.Protons are positively charged while electrons are negatively charged thus electrically neutral.

c)i)34-18=16

ii)2.8.6

iii)Period 3-has three occupied energy levels

Group VI-has 6 electrons in the outermost energy level

 

  1. a)To generate steam

b)Magnesium + steam —–>Magnesium oxide + hydrogen gas

c)Iron + steam ———-> Tri-iron tetra oxide + hydrogen gas

 

9.a)Hydrated iron (III) oxide

b)(i)Set up(i).This is because iron is more reactive than copper hence iron reacted with water. and oxygen.

(ii)Sacrificial protection

(iii)Painting cuts off oxygen gas and moisture from coming into contact with iron metal.

10.a) To hold the crucible during heating

b)Used for drying or keeping substances free from moisture.

c)Used for even distribution of heat when heating substances in beakers or flasks.

11.i)Sodium peroxide

ii)Sodium peroxide + water ——–>sodium hydroxide + oxygen gas

iii) Using a glowing splint.Oxygen relights a glowing splint.

  1. iv) Used in hospitals by patients with breathing difficulties.

Used by deep sea divers and high mountain climbers.

 

12)  A liquid suspected to be water turns white anhydrous Copper (II) sulphate to blue hydrated copper (II) Sulphats turns blue Cobalt (II) chloride papper to pink

  1. ii) The purity of water can be tested by checking whether it boils at 100 oC

13) The product from stinging nettle plant is acidic hence aqueous ammonia solution being basic neutralizes the acidic product

14) Magnesium is more reactive than lead hence has a higher affinity of oxygen.It reduces lead (II) oxide to lead.Lead is less reactive than Magnesium thus can not displace oxygen in Magnesium Oxide.

(b) Magnesium + lead (II) oxide ——- Magnesium Oxide + lead

  1. c) Magnesium

(ii) Lead

(iii) Redox reaction

15a) Physical

(b) Chemical

(c) physical

(d) Chemical

(e) Chemical

Trending, Universities & Colleges information

Strathmore University courses, admission letter, student portal, contacts

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Strathmore University is a chartered university based in Nairobi.

Strathmore College was started in 1961, as the first multi-racial, multi-religious advanced-level sixth form college offering science and arts subjects, by a group of professionals who formed a charitable educational trust.

Strathmore University admission letter

You can get the admission letter from the University or from their website.

Strathmore University student portal 

To access please visit the portal and login using your username and password or register (for new students).

On the portal you can access among other information

  • Course Registration
  • Fees Payment
  • Check Result
  • View Admission List/Status
  • Acceptance Fees Payment Details
  • Transcript
  • View Academic Calendar
  • Extra Credit Hours
  • Deferment of Admission etc

Courses offered at Strathmore University

  1. Bachelor of Science in Informatics(Information Science)
  2. Cisco Certified Network Associate(CCNA)
  3. JME & Python Programming(Programming)
  4. Android Training(Android)
  5. BBS Finance(Finance)
  6. BBS Financial Economics(Financial Economics)
  7. Bachelor of Commerce(Commerce)
  8. Bachelor of Business Information Technology(BBIT)
  9. Master of Science(Information Technology)
  10. Master of Science(Computer Based Information Systems)
  11. Diploma in Business Information Technology()
  12. Master of Business Administration(MBA)
  13. Bachelor of Science(Leadership & Management)
  14. Cisco Certified Network Associate 2(CCNA 2)
  15. Bachelor of Information and Communication Technology(BICT)
  16. International Computer Driving License(ICDL)()
  17. Diploma in NGO Management(NGO Management)
  18. Certified Securities and Investment Analyst(CSIA)
  19. Diploma in Banking(Banking)
  20. Certified Public Secretary(CPS)
  21. Certificate in Video Editing Photography Production(Video Editing Photography Production)
  22. Advanced Diploma in Computer Science(Computer Science)
  23. Certificate in Computerized Accounting(Computerised Accounting)
  24. CPA Part I(CPA)
  25. Bachelor of Hotel and Hospitality Management()
  26. Bachelor of Business Administration(Business Administration)
  27. Certified Information Systems Auditor(CISA)
  28. Master of Arts in Project Planning and Management(Project Planning and Management)
  29. Bachelor of Science in Telecommunications(Telecomunications)
  30. Association of Chartered Certified Accountants(ACCA)
  31. Bachelor of Arts in Counselling Psychology(Counselling Psychology)
  32. Diploma in Human Resource Management(Human Resource Management)
  33. Bachelor of Leadership and Management(Leadership & Management)
  34. Diploma in Tours & Travel Operations(Tours & Travel Operations)
  35. CPA Part III(CPA)
  36. Microsoft Certified Systems Engineer Certification(MCSE)
  37. PMP Exam Preparatory Course(Project Management Professional )
  38. Certificate in Business Information Technology(BIT)
  39. Bachelor of Telecommunication and Information Engineering()
  40. Diploma in Air Hostess and Cabin Crew Duties()
  41. Bachelor of Science(Acturial Science)
  42. Bachelor of Laws(LLB)
  43. Pastel Evolution(Pastel)
  44. Huawei Certified Datacom Associate(HCDA)
  45. Interactive Mobile and Web()
  46. Mobile Applications Development(Applications Development)
  47. Advanced ACA(Business Change and Business Reporting)
  48. Bachelor of Business Science in Actuarial Science(Finance)
  49. Bachelor of Business Science in Financial Economics

Strathmore University contacts

Madaraka Estate, Ole Sangale Road.
P.O. Box 59857, 00200, City Square, Nairobi, Kenya.

+254 703 034 000/200/300

+254 20 6007498

enquiries@strathmore.edu

www.strathmore.edu

Teachers' Resources

ENGLISH PP3 FORM 4 KASSU JOINT EXAMINATION TEST PLUS ANSWERS

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Name……………………………………………………Index Number………………………………Class……………

Adm. No……………………….Date…………………………….

101/3

ENGLISH

PAPER 3 (Creative Writing and Essay based on Set Texts)

TIME: 2 ½ HOURS

SUNSHINE SECONDARY SCHOOL

(Kenya Certificate of Secondary Education)

Instructions to candidates:

  • Write your name, admission number, class, index number and date in the spaces provided below.
  • Answer three questions only.
  • Questions one and two are compulsory. Choose only one question from question three.
  • Each of your essays must not exceed 450 words.
  • Write legibly and neatly in blue ink.

                                         For Examiner’s use only.

Question Maximum Score Student’s Score
1. 20  
2. 20  
3. 20  
Total 60  

This paper consists of 8 printed pages. Ensure no page is missing.

 

  1. Imaginative Composition(Compulsory)                                              (20 marks)

Either

  1. Write a story which ends with the following words:

“… I knew it was just a matter of time before it was unearthed.”                                                                             Or

  1. b) The use of the social media platform should be regulated. Write a composition for or against

this proposition.

  1. The Compulsory Set Text: The Caucasian Chalk Circle, Bertolt Brecht (20 marks)

Justice is only just when it serves people who deserve it. Write an essay in support of the above statement drawing illustrations on The Caucasian Chalk Circle.

  1. The Optional Set Texts (20 marks)
  2. Memories we Lost and other Short stories

Travelers are sometimes subjected to pathetic travelling conditions in Third World cities. Drawing illustrations from Benjamin Branoff’s ‘Window Seat’, write an essay to support this statement.

  1. Betrayal in the City, Francis Imbuga

Those in power apply various means to silence their critics. Support this statement basing your illustrations from Francis Imbuga’s Betrayal in the City.       

  1. The Pearl, John Steinbeck

Coexistence is paramount to survival in any society. Justify this statement using illustrations from The Pearl by John Steinbeck.

PAPER 3

MARKING SCHEME

  1. (a) Must be a story, if not deduct up to 4 marks AD

Should present a scenario where a character that is generous or offer assistance is finally rewarded in some way

(b) Must be a story, if not deduct up to 4 marks

Should present a scenario where a character from a poor background finally becomes successful

 

CLASS        MARKS CATEGORY

EACH ESSAY

 

A  A+ 19-20
A 18
A- 16-17
B  B+ 14-15
B 13
B- 11-12
C   C+ 09-10
C 08
C- 06-07
D    D+ 04-05
D 03
D- 00-02

MARKING SYMBOLS

The main signs indicate three degrees of seriousness of error.

  • GROSS ERROR OMISSION  FORCONSTRUCTION IN MARGIN
 

 

(b) MINOR ERROR    OMISSION  MINOR CONSRTRUCTION ERROR

(c)MINOR OR POSSIBLE ERROR

This sign in the margin is used only when a construction error effects more than one line.

FAULTY PARAGRAPHING

 

worddddddddd

 

 

REPETITION         -(of words ) a circle around the word\(of ideas)

R usually in the margin

ILLEGIBILITY

 

Obscure/vague (in margin)

VAGUENESS

WRONG WORD ORDER Underline once and write W.O in margin

ILLOGICAL or contradictory                                 ILL (in margin)

BROKEN ENGLISH when the candidate fails to communicate BR in margin

 

FOR PURPOSES OF IDENTIFICATION

COW to indicate that a candidate has used a pencil to make a correction

BRACKETS [  ] indicate a part of a d script that communicates

*        Use an asterisk to indicate an item or a sentence that the rubrics indicate should be used

II        TO INDICATE AN ITEM OF MERIT use a tick(Ö) either above a word or in the margin for the whole sentence.

GROSS ERRORS

  • Almost any error of agreement
  • elementary errors of sentence construction
  • Ridiculous use of idiom that affects communication
  • Misuse of common prepositions
  • Misuse of capital letters – Use CAPS underline the first page and use
  • CAPS on subsequent pages where the mistake persists

MARKING NORMAL SCRIPTS

  • Decide on the degree of communication achieved ,A-D
  • After underlining decide on the mark category
  • Allocate a numerical mark to the essay

PROBLEM SCRIPTS………………………………………….

All problem scripts must be marked by the examiner and then set to the Tea leader with comments

  1. IRRELELVANCY,/
  • Consistent distorted of question version of question, writing on a totally different subject with a clumps attempt at connecting the essay to the subject given, inclusion of memorized passages, etc.
  • The question is given an unacceptable or questionable interpretation
  • Essays contain long, semi- relevant digressions or lack coherence

ACTION

The examiner marks the essay, gives a linguistic mark and comment on the nature of the irrelevancy

The essay is then passed over to the team leader who judges whether the irrelevancy should be judged as a deliberate attempt to deceive or should be attributed to the candidate’s poor understanding of the subject. Deduct up to 4 marks for irrelevancy in the essay. If dishonesty is suspected, the Chief examiner should be informed. Any deduction of 3marks or more should be referred to the Chief Examiner

  1. CONTRAVENTION OF RUBRIC

Since the rubrics may change from year, the POINTS OF INTERPRETATION that are of this MARKING SCHEME must be consulted and adhered to faithfully. Here are some general rules that usually apply.

  1. SCRIPTS THAT DO NOT COMMUNICATE (Broken language)
  • Decide on the category D+ D or D-
  • Mark the error on the first page of the essay
  • Read the other pages, if the essay still does not communicate , draw a diagonal line across each page.
  • Team leaders should look at a good number of those script and ensure that the mark given is fair.
  1. BREVITY
  2. It should be remembered that the main quality of an essay is how effectively it communicates. If an essay looks too short, the examiner should take the time to count the exact number of words

 

KENYAN ENGLISH

Agood number of words and expressions are understood and currently used by all Kenyans. They can be used in essays without any need for quotation marks or explanations. We can include among those Pnga, rungu ,shamba , murrain, matatu

Wananchi, ugali, madadrasa, harambee , matoke

Maendeleo ya Wanawake , salaam aya, askari

Debe, duka ,Nyayo, boma sukumawiki, goal party, manyatta.magendo

 

AMERICAN SPELLING

Although “English” spelling is more common than American” spelling in Kenya, examiner should accept both spelling and no penalty should be given for such various. Penalize for lack of consistency in usage of either

2 COMPULSORY TEXT- THE CAUCASIAN CHALK CIRCLE

Introduction

Everyone in life gets what is due to them depending on the effort they make and their commitment towards achieving ascertain end. People who refuse to take responsibility end up losing what they would have benefitted from.

(Accept any other relevant introduction) = 2 marks.

Introduction should confirm that the candidate understands the question.

It can be – A paraphrase

-An outline

-Contextualized

The candidate must show a point of interpretation of the question.

i)Identify the incident / circumstance.

  1. ii) The conflict around it / contention.

iii) How one character / one party are better suited to get the things / receive the favor than the other.

Example.

  1. The conflict between the fruit farmers and the goat herders.

The fruit farmers want the valley, the goat herders previously occupied, to put it to greater production.

The goat herders are demanding their valley back after the war.

However the fruit farmers win the day and get the valley for the simple reason;

-That they had grand plans for that valley.

-They planned to build a dam across the mountain lake that would enable them water 100 acres of infertile land.

-With that the farm could not only grow more fruits but would also support vineyards thus they needed the valley to put the plans to action.

-This plan would also benefit the good herders in the food production.

In this case the fruit farmers deserve the valley for they would put it to good use.

  1. Grusha and not Natella deserve to keep Michael.

Natella is Michael’s biological mother but Grusha is the one who shows concern and takes great risks for the child in ensuring his security (from the Iron shirts) and his general welfare.

Natella, the biological mother forgot her own and only heir in her escape from Nuka. Which mother does that?

As if that wasn.t gross enough, she comes back to claim Michael for the sole purpose of accessing the vast wealth Georgi had put under Michael.

Grusha will not give up the baby without a fight.

When the case is brought before Judge Azdak Natella pulls the child out of the circle because she wants to win at whatever cost.

Grusha will not dare harm the child and refuses to pull him out of the chalk circle.

The judge rules in favour of Grusha because she is best suited to keep the child. She is motherly in every way and will nurture the child unlike his mother. So the child is left in the hands of the one who will bring out the best in the child.

  1. Between Simon and Jussup, Simon is best suited to be with Grusha.

Simon before going off to war makes a promise to Grusha that he will come back and even gives her a cross as evident of their engagement. Though he stays long at war, he eventually does come back to Grusha.

A promise is fulfilled Jussup, buy unlikely circumstances marries Grusha. He is harsh on her and constantly keeps at her.

When Michael is taken by the Iron shirts back to Nuka, Simon follows her and stays with her throughout.

He is even willing to testify that the child, Michael, is his just to save and help Grusha keep Michael.

So, when judge Adzak “mistakenly” divorces Grusha instead of the old couple, we say that it is all for the best for Simon was good by Grusha unlike Jussup who harassed her all the time. It is also not lost to us that Grusha herself loves Simon and not Jussup when she get married to for convenience. So, she should go to Simon.

  1. Azdak deserves to be judge and not prince Kazbeki.s nephew. The nephew, being fronted by Kazbeki who has just executed his own brother, G.B the governor if made judge would like his predecessors, just serve the rich Azdak on the other hand proves to be the savior of the poor neglected Glusinians.

Thus he deserved to be the judge for he would change the status que and offer respite to the poor.

Introduction -2

3: 3: 3:3 -12

Conclusion -2       Language 4

 

3 C) THE PEARL by JOHN STEINBECK

Introduction

Human beings desire to be wealthy they always think that happiness and wealth are directly related. This is not true according the Pearl by JOHN STEINBECK as the pearl thought to bring happiness brings nothing but trouble

Body

The pearl buyers blackmail. As the Kinos march towards the town, the villagers join them but only one man walks close to Kino, his brother, Juan Tomas. This is done due to seriousness of the occasion. Kino and Tomas are worried about the possibility of the pearl dealer cheating them of the true value of the pearl. But it appears there is no other way they can go around it. The pearls dealers have colluded to get konos pearl at a lower price. The first buyer quotes a thousand pesos. The second buyer asks to be excluded in the discussion because the pearl is monstrosity. The third one says the pearl will soon loss its color and the fourth offers a paltry five hundred pesos. In disgust, Kino snatches his pearl from the fourth buyer’s hand

After kino succeeds to get the pearl from his wife who wants to throw it into the sea, he is attacked by the dark ones and ransacked. His attackers are searching for the pearl which he has just saved from his wife. He assaults his wife and kills a man. His violence reaches beastly proportion…..”He was an animal now, for attacking and he lived only to preserve himself and his family”….pg 87

The trackers persuit.Kino wakes up with a start and investigates their surrounding only to discover trackers pursuing them. One is on his horseback. He chooses to take his family up the mountain; the desperate attempt to cover as much distance as possible before the trackers make the obvious hiding place .The music of evil in his ears becomes more ominous. The pearl that has been declared worthless by the dealers is indeed priceless and one of its own kind in the world hence the greedy and malicious intent to grab it.

Doctors interests on the pearl. Kino promises to pay the medical bill after selling his pearl. The doctor feigning ignorance asks if he truly has a pearl in his safety. Kino will not part with his pearl .Already sensing that kino has hidden the pearl somewhere inside the earthen floor; the door looks at kinos eyes intensely during conversion.

Coyotito’s death. The trackers camp by the pool and sleep in turns .One keeping sentry as others rest. Kino decides to attack his enemies instead of allowing them to find him and his family at dawn He plans to attack them under the cover of darkness before the bright moon shows up unfortunately Coyotito utters a little cry which alerts the trackers and one of them fires into the cave with a rifle hitting the baby and killing it. Kino kills the three trackers in brief but dramatic moments of sheer madness.

CONCLUSION

Kinos family finds the pearl being a curse instead of being a curse instead of being a blessing as they thought about it earlier but the opposite happens. It brings sorrow and suffering. It is true wealth can be a curse instead of being a blessing.

 

3a.MEMORIES WE LOST AND OTHER STORIES

Introduction

A family with a sick member goes through a lot of challenges. Others members of the family are involved in a lot of activities in order to care and treat the sick person. It involves a lot of sacrifice and patience practiced by the members of the family. This is clearly seen in the short story, memories we lost by lidudu malingani mqombothi in memories we lost and other short stories from east Africa.

Causes panic. The narrators sister suffers from an incurable disease known as schizophrenia; a serious disease mental illness in which someone thoughts and feelings are not based on what is really happening around them .she runs away from home one night, screaming waking up everyone and sending them into panic .Despite their frenzied and frightened search for her, the search parties return empty handed. It is only the girl’s mother who manages to bring the sister back later on in the morning.

The narrator describes horrifying incidents when the condition gets the better or her sister. One such      incident was when she cracks her head against the wall of their house leaking it bleeding.

Causes others suffering  The narrator also describes another incident when her ill sister throws a pot of searing hot porridge in her direction severely burning her chest she has to quickly  remove her dress to prevent further damage.

Causes desperation and hopelessness .Narrators mother takes the child to medicine men called sangomas and churches to have the conditions exercised to no avail .Rituals are held to get rid of the condition which involve slaughtering a goat and prayers by both sangomas and pastors .Then the mother and her uncle referred to as smelly foot plan to take the narrators sister to another medicine malled called nzuki to bake her over a fire to rid of the condition.

The family members  suffer trauma .The narrators sister sneaks her sister out of their homestead to an unknown place .She  avoid public   scrutiny as they flee by travelling on less frequently used paths and at night.  She refuses to attend school until her sister gets better .She keeps her sister company when other people are afraid of her

Conclusion

The family members go through a lot of sufferings as a result of a sick member in the family. They end up doing the unthinkable in order to help the ill member

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Best Secondary Schools in Kisii County For 2024 form One Selection, Admissions

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Best Secondary Schools in Kisii County For 2024 form One Selection, Admissions

Kisii County is the home of some of the best and top performing Secondary schools in Kenya.

Here are the best, top schools in the County:

  1. CARDINAL OTUNGA

2. ST. PAULS IGONGA

3. Kiage Tumaini High

4. KISII SCHOOL and

5. Moteiribe Secondary

The schools have the best facilities and perform very well at the KCSE examinations.

Consider joining these schools to get the best services, education and performance at the KCSE examinations.

Here is an analysis of the schools’ performance at past KCSE examinations; over the years.

2022 KCSE PERFORMANCE OF THE SCHOOLS

Position Nationally Name of School Region County Mean Score Mean Grade Type
2 CARDINAL OTUNGA NYANZA Kisii 10.76 A-{minus} Boys
15 ST. PAULS IGONGA NYANZA Kisii 10.24 B+{plus} Mixed
16 Igonga DOK Secondary NYANZA Kisii 10.24 B+{plus} Mixed
61 Kiage Tumaini High NYANZA Kisii 9.23 B{plain} Boys
70 KISII SCHOOL NYANZA Kisii 9.12 B{plain} Boys
90 Moteiribe Secondary NYANZA Kisii 8.859 B{plain} Mixed
93 Nyamagwa girls NYANZA Kisii 8.823 B{plain} Girls
112 NYABURURU GIRLS NYANZA Kisii 8.631 B{plain} Girls
113 Nyabite DOK Secondary NYANZA Kisii 8.601 B{plain} Mixed
114 NYAKOIBA HIGH NYANZA Kisii 8.6 B{plain} Mixed
142 BOGICHONCHO PAG NYANZA Kisii 8.275 B-{minus) Mixed
177 SAMETA HIGH NYANZA Kisii 8.0637 B-{minus) Boys
180 NYABISASE MIXED NYANZA Kisii 8.025 B-{minus) Mixed
181 AMASEGE SDA NYANZA Kisii 8.023 B-{minus) Mixed
182 AMABUKO SEC NYANZA Kisii 8.011 B-{minus) Mixed
200 Riokindo Boys NYANZA Kisii 7.83 B-{minus) Boys
208 Maroo Esinde NYANZA Kisii 7.795 B-{minus) Mixed
212 RIOKINDO GIRLS NYANZA KISII 7.77 B-{minus) Girls
226 Omwari Secondary NYANZA Kisii 7.647 B-{minus) Mixed
242 Moi Gesusu NYANZA Kisii 7.49 C+{plus} Boys
249 Mokubo Secondary NYANZA Kisii 7.46 C+{plus} Mixed
265 Kereri Girls High NYANZA Kisii 7.312 C+{plus} Girls
268 Riooga Secondary NYANZA Kisii 7.3 C+{plus} Mixed
273 Itierio Girls NYANZA Kisii 7.28 C+{plus} Girls
313 Ibacho High NYANZA Kisii 7.053 C+{plus} Mixed
318 Nyamagwa Boys NYANZA Kisii 7.0269 C+{plus} Boys
323 Ichuni girls NYANZA Kisii 7 C+{plus} Girls
388 OMOBERA GIRLS NYANZA KISII 6.22 C (plain) Girls
424 Nyabigena Boys NYANZA Kisii 5.88502 C (plain) Boys

2021 KCSE PERFORMANCE OF THE SCHOOLS

Pos. School KCSE  Mean County Type
29 Pope Benedict Seminary 8.9  Kisii Boys
43 Kiage Tumaini 8.6  Kisii Boys
57 Kisii School 8.381  Kisii Boys
117 St Charles Lwanga 1chuni 7.6  Kisii Girls
123 Nyabururu Girls 7.5  Kisii Girls
136 Riokindo High 7.35  Kisii Boys
145 Cardinal Otunga Mosocho 7.289  Kisii Boys

 

cardinal otunga high school

ST. PAULS IGONGA

Kiage Tumaini High

KISII SCHOOL

Moteiribe Secondary

 

 

 

Knec Schools Exams Portal

Maganjo Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}

Maganjo Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day School. The Senior School (Secondary School) is physically located at Mathira West Subcounty in Nyeri County of the Central Region, Kenya. Placement in the school is done by the Ministry of Education of the Republic of Kenya. To be placed to join this school, a grade 9 learner has to select the school online and placement is done based on the available grade 10 vacancies.  We have also provided the School’s Official Phone Number Contact. Reach the Principal directly on: 0795724012

Continue reading: New list of all National Schools in Central Region {CBE Senior Schools}

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Nyeri County.

Subcounty: Mathira West Subcounty.

School Type/ Ownership: A Public School.

Nature os School/ CBE Level: Senior School (SS).

Category: Regular School

School’s Official Name: 

Sex: Mixed, (Boys’ and Girls’)  School.

School Cluster/ Level: Sub-County School whose Classification is C4.

Accomodation Type: Day  School.

Knec Code:  08218210

School’s Official Phone Number:  0795724012

Official Email Address for the School: MAGANJOSECONDARY@YAHOO.COM

Postal Address:

Total Number of Subjects Combinations Offered at the School: 6 Subjects’ Combinations in various Pathways.

Fees paid at Maganjo Secondary School

Fees paid at the school is determined by the Ministry of Education and is uniform for all Senior Schools; countrywide. National Senior schools have the highest fees set; followed by Extra-County, County and Sub-County schools in that order.

Maganjo Secondary School Profile & Information

Complete overview of academic programs and school details

MAGANJO SCHOOL

LocationNYERI
SexMIXED
CategoryREGULAR
ClusterC4

2

STEM

3

Social Sciences

1

Arts & Sports

Subject Combinations Offered at Maganjo Secondary School

View all available subject combinations at this school

SOCIAL SCIENCES

3
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2061
Business Studies,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1029
Fasihi ya Kiswahili,General Science,Indigenous Language
3 SubjectsSOCIAL SCIENCES

ARTS & SPORTS SCIENCE

1
SPORTSCode: AS2011
Biology,History & Citizenship,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE

STEM

2
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3026
Electricity,Geography,Physics
3 SubjectsSTEM

How to get the School’s Knec Results.

To check the school’s Knec results, visit Knec Portal and search for the school by its name.

📍 How to get more Information about the School

For more information about admission requirements, facilities, and application procedures, contact the school directly. Use the official phone number indicated above to get information about the school’s fees, uniform, meals and performance.

How to Contact the Ministry of Education, MoE- Kenya..

Contact the Ministry by using the following details;

1. State Department of Early Learning and Basic Education:

  • Postal Address: P.O Box 36260-00200 Nairobi, Kenya
  • Physical Address: Jogoo House B, Taifa Road
  • Telephone Number: +254-020-3318581
  • Email: psbasic@education.go.ke

2. MINISTRY OF EDUCATION’s HEAD OFFICE.

  • Physical Location: Jogoo House “B” Taifa Road
  • Postal Address: P.O. Box 300400-00100 Nairobi.
  • Email: info@education.go.ke
  • Phone : +254(0) 3318581

How to Select Grade 10 Subjects and schools

To select Grade 10 schools and subjects under the Competency-Based Curriculum (CBC) in Kenya, Grade 9 learners should first choose a career pathway (STEM, Social Sciences, or Arts & Sports Science). Then, they’ll select three subject combinations within that pathway and finally, choose four schools for each combination, totaling 12 schools. To select preferred Grade 10 Schools and Subject Combinations, use the Ministry of Education portal selection.education.go.ke.

1. How you can Choose a Career Pathway:

  • Identify your interests and potential career aspirations.
  • Select one of the three pathways: STEM, Social Sciences, or Arts & Sports Science.
  • Confirm your choice to proceed with the pathway.

2. Select Subject Combinations:

  • The portal will provide you with a list of subject combinations available within your chosen pathway.
  • Choose three subject combinations that align with your interests and strengths.

3. Select Preferred Senior Schools:

  • For each subject combination, select four schools from the available clusters.
  • This ensures a diverse range of options and equal representation from different categories of schools.
  • A total of 12 schools will be selected: 4 for the first subject combination, 4 for the second, and 4 for the third.

TSC List of Approved TSC Teaching Subject Combinations for Secondary Schools

Science Combinations

  • Chemistry & Biology
  • Chemistry & Physics
  • Agriculture & Geography
  • Biology & Geography
  • Home Science & Biology
  • Physics & Computer
  • Agriculture & Biology
  • Agriculture & Chemistry

Language Combinations

  • English & Literature
  • Kiswahili & CRE (Christian Religious Education)
  • Kiswahili & History
  • Kiswahili & Geography
  • German & Geography
  • German & CRE
  • Kiswahili & IRE (Islamic Religious Education)
  • Kiswahili & Home Science
  • Kiswahili & P.E. (Physical Education)
  • French & Geography
  • French & Business Studies
  • French & CRE
  • French & History
  • Arabic & IRE
  • German & History

Mathematics Combinations

  • Mathematics & Business Studies
  • Mathematics & Geography
  • Mathematics & Computer
  • Mathematics & Chemistry
  • Mathematics & Biology
  • Mathematics & Physics

Humanities Combinations

  • Geography & CRE
  • History & CRE
  • Geography & History
  • Geography & IRE
  • History & IRE
  • History & P.E.
  • Geography & P.E.
  • Geography & Business Studies
  • Home Science & History
  • Home Science & CRE
  • SNE & P.E.
  • Music & P.E.

Technical Combinations

  • Metal Work & Mathematics
  • Metal Work & Physics
  • Woodwork & Mathematics
  • Woodwork & Physics
  • Electricity & Mathematics
  • Electricity & Physics
  • Fine Arts & History (Fine)
  • Art & Geography
  • Art & Design & History
  • Art & Design & Geography
  • Kiswahili & Home Science
  • Kiswahili & P.E.

SELECTION OF PATHWAYS AND SENIOR SCHOOLS

• Determination of pathways per senior school
• Determination of vacancies for boarding and day schooling in senior schools
• Selection of pathways, subjects’ combination and schools by grade 9 learners Selection based on pathway

The learner will select 12 schools for their chosen pathway as follows.
– Four 4 schools in first choice track and subject combination
– Four (4) schools in second choice subject combination
– Four (4) schools in third choice subject combination (Total 12 schools) Selection based on accommodation

Out of the 12 schools selected based on pathway;

  • 9 will be boarding schools; 3 from the learners’ home county, 6 from outside their home county/county of residence.
  • Three (3) day schools in their home sub county/sub county of residence. (Total 12 schools)
    Pre selection – A school that does not allow open placement can apply to be pre-select if it meets the criteria defined by the Ministry of Education.

How Placement of learners to Senior Schools (SS) at Grade 10 will be done

It will be based on:

  • Top 6 learners per gender in each STEM track per sub-county will be placed for Boarding in  schools of choice
  • Top 3 learners per gender in each Social Science track per sub-county will be placed for Boarding in schools of choice
  • Top 2 learners per gender in each Arts and Sports Science track per sub-county be placed to Boarding schools of their choice
  • Placement of Candidates with Achievement Level of averaging 7 and 8 per track to boarding schools of their choice

Admission and replacement process

  • Placement results will show where learners have been placed
  • Admission letters/joining instructions shall be accessed online using the learner’s assessment Number.
  • All schools, both public and private shall admit Grade 10 through KEMIS
  • Leaners will be entered to the KEMIS System only after reporting physically to the school.
  •  Daily online reporting shall be monitored through KEMIS

Replacements

  •  Schools with vacancies will declare through their respective county directors of education
  •  Learners who wish to change schools will make requests through the heads of junior schools at least 2 weeks before the official grade 10 reporting date
  • Priority shall be given to those who had earlier selected the schools they are requesting for  Approvals by MoE shall be based on senior schools’ documented capacity
  • Upon a request’s approval, the joining instructions shall be accessed online; at no time shall a school issue printed letters for replacement cases
  • Replacement will be done once and shall be irreversible

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

Senior School Subjects and Pathways selection Form.

Senior School Subjects and Pathways selection Form.

Senior School Selection Form educationnewshub.co.ke

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Welkim Senior Academy: Contacts, Location and Admission Details

Welkim Senior Academy is a Prestigious Private School that is located at Ruai-Kangundo Road in Nairobi County, Nairobi Region in Kenya. Get all the school’s details including: the physical location, Official Phone Number Contact, Website, Email Address and Postal Address.

Welkim Senior Academy Location, Contacts, Postal Address, Physical Address, County, Telephone Number, Email, Website

Location: Ruai-Kangundo Road
Address: P.O. Box 55465, Nairobi 00200
City/ Town: Nairobi
County: Nairobi
Country: Kenya
Phone: 0722-279075, 0722-622432

Admissions at Welkim Senior Academy

Being a Private School, placement at Grade 10 (Senior School) is done directly by the school. Use the contacts provided on this page to quickly get an admission vacancy at the school.

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TSC Online Adverts Application Manual For Teachers (Ultimate Guide)

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TEACHERS ONLINE SERVICES INFORMATION SYSTEM OPEARATIONS MANUAL

  1. Steps for Applying Online

First you need to open windows explorer or Mozilla Firefox web browser in order to run the Teachers Online Services Information System. Then follow the steps that follow:

 

Step -1

 

Type www.teachersonline.go.ke and press Enter. The home page will be displayed as shown below;

 

Step – 2

 

Click on the active adverts

tab.

 

 

 

 

 

 

 

 

 

The window below is displayed;

 

Step – 3

 

Depending on the post you are applying for, Click apply on the Action column far right.

 

After you click apply in step 3 above, the following screen will appear where you fill in the required information for the application. Ensure that you type all the required data correctly.

 

In Page 1 of 5 the applicant is required to fill:

  1. National Identification Number(Kenyan Citizens) or Passport Number(Other Nationals)
  2. Type in Surname
  • Click Verify to continue or Cancel to

 

 

 

 

 

 

STEP4

 

When you click Verify (refer to step 3), the Window above is displayed

.Navigate through the tabs 1 to 7 by clicking on each tab as you fill the required information i.e. 1. Basic, 2. Academic, 3.Responsibility, 4.

Teaching Experience, 5. Non-Teaching Experience, 6. Breaks, Completed,

  1. Summary Details.

 

Brief description of each form;

 

1.  Basic:

 

Upon clicking the basic tab, the form like the one below appears where you fill your details. Note that, some fields have default entries i.e.

Religion– default being Christianity, County(work) being Baringo,District(work) –kilindini, Home county– Baringo, Home District- kilindini. You are hereby required to choose from the drop down arrow the correct county and District respectively. Remember to click the save button after completing the form.

 

 

 

 

 

2.  Academic:

 

Fill in your qualifications and click the save new record button far -right to save and also to allow you to add more qualifications if need be. You can also click on the Edit Button next to the delete button to edit the fields in case you need to rectify an error.

 

3.  Responsibility:

 

The default entry here is Academic Coordinator as shown in the form below. Click on the drop down arrow to choose your responsibilities. If you have more than one responsibility, click on the button in the action column to add. Proceed to the next tab when you are through.

 

 

 

4.  Teaching Experience:

 

 

 

 

 

 

 

 

Click on the Add New Record Button shown by the arrow. A form appears as shown below where you choose from a drop down arrow the county, district, division, Zone, School, Grade. Type in the duration/period you taught in that school (From ——-To     ). Click save or cancel to

abort.

 

 

 

If you have taught in more than one institution, click again on Add New Record to add. Proceed to the next tab by clicking on the Next button below the Add New Record Button as shown below.

 

5.  Non-Teaching Experience:

 

If you have another experience other than teaching, click on this tab and fill in the details stating the institution, grade and duration. Click on the Button at the Action column far-Right to add more if any. Click next to

 

 

 

 

 

 

 

 

 

 

 

6.  Breaks:

 

Here is where you state the nature and reason for the break from service

i.e. regular employment. Otherwise you can choose to skip this tab if it’s not applicable to you and click next to go to the next step.

 

 

 

Completed:

 

Upon clicking this tab, you are notified that you have successfully completed the application as demonstrated below.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

When you click on the complete button in step6 above, it gives you the congratulatory message as shown below.

 

 

 

This marks the end of a successful application.

TSC News Portal

Challenges facing implementation of Effective TSC Teacher Professional Development, TPD, Programmes in Kenya

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CHALLENGES FACING IMPLEMENTATION OF EFFECTIVE TEACHER PROFESSIONAL DEVELOPMENT PROGRAMMES IN KENYA

By Wamalwa Philip Wafula, PhD Introduction

The need for quality teaching and learning as an educational experience in schools features prominently in the six Education for All (EFA) goals established in Dakar, Senegal in 2000. It is the centerpiece in each of the 15 annual EFA Global Monitoring Reports (GMRs). Quality is explicitly used in the titles of the 2005 and 2014 reports (UNESCO, 2005; UNESCO, 2014).

It points to the need to strengthen access, quality and equity of provision for all children. Despite significant gains made in improving access to education for children in developing countries, new challenges have emerged in making sure all children receive a good quality education.

The 2015 GMR estimated that out of a total world population of 650 million primary age children, 58 million children were out of school and around 100 million did not complete primary school resulting in millions of children dropping out without basic skills (UNESCO, 2015).

How can we improve learning for all children, particularly for the poorest and most marginalized children, through effective teacher professional development and support? In addressing this question, there is a clear link between pedagogy and learning outcomes. Engaging and training teachers in effective pedagogy, informed by observations of how they teach and how pupils learn in the classroom, is central to raising achievement.

Kenya has been able to get more children into school and has tried to ensure that once they are enrolled they learn. It has been recognized that teachers are central to improving the quality of education and reforms to teacher education are ongoing. Such reforms have focused on improving the pedagogical practices of teachers and developing the capacity of teacher educators in order to bridge the theory-practice divide identified in studies of initial education and training and continuing professional development. Such initiatives have brought teachers together in professional learning communities in and beyond the school, informed by external expertise  from teacher supervisors and teacher educators, and regular follow-up in the classroom (Hardman et al., 2015).

While classroom pedagogy is recognized as a key variable for improving learning outcomes in Kenya, a major challenge has been the availability and competence of teachers. It is estimated that 120,000 additional teachers need to be recruited to achieve universal primary education currently, based on Teachers Service Commission (TSC). Although teachers have received initial education and training, it is judged to be of poor quality. It is found to be largely institution- focused, lecture-based (usually from trainers who lack experience and expertise in primary education), with little in the way of supervised practical teaching, thereby creating a large gap between theory and actual classroom practice (Orr et al., 2013).

Similarly, the provision of continuing professional development is also judged to be of poor quality with little transferability to the classroom. It has been found to be ad hoc with little follow-up in the classroom and is mainly concentrated in urban areas (Hardman et al., 2012). The poor quality of teacher education and training often means that rote and recitation approaches to teaching and learning are the norm. Classroom talk has largely been found to be teacher-fronted, made up of teacher-led explanation, recitation, cued elicitations, chorus responses and use of chalk/whiteboard. Such narrow pedagogical approaches do not support critical thinking, conceptual learning, or problem-solving and teamwork skills (Ngware et al., 2014). Yet these are the 21st Century skills and competencies needed now.

In response to the identified weaknesses at the initial and in-service stages, we, as a country have started to overhaul the teacher education systems by moving away from largely college-based provision to a more long-term sustainable vision of continuing professional development that systemically updates the key competences teachers require in the classroom. International development partners such as DFID, Save the Children, UNICEF, JICA, USAID and the World Bank have been assisting governments in many regions of the world to develop national continuing professional development systems for teachers (Save the Children, 2011).

In line with international research, the emphasis has been to bring together initial and continuing professional development to ensure coherence, consistency and quality of training so that all children, including the most marginalized, have access to teachers with minimal competences (Orr et al., 2013). Such trends represent a clear strategic shift away from institutional-based primary teacher education towards more flexible school-based provision. The Ministry of Education has also been setting up in-service units with their own budgets to work through a

decentralized network of provision at the regional, County and zonal-level to monitor and support school-based programmes, and putting in place local support agents to work with head teachers and teachers in the schools (DeStefano, 2011).

Kenya recognized the need to develop a national in-service programme to improve pedagogical practices in the late 1990s. It also recognized that professional development programmes need to focus on processes in the school and classroom as necessary levels of intervention for improving the quality of teaching and learning (Hardman et al., 2009). Likewise, it saw the need to link teacher education with head teacher training and community empowerment, including the development of a school-based textbook management system and quality assurance procedures (Crossley et al., 2005).

Support for school-based teacher development was provided through the two complementary projects – Strengthening Primary Education (SPRED) and Primary School Management (PRISM) – funded by DFID. The systems that were developed during this period were to prove critical when Universal Free Primary Education (FPE) was announced in 2003 by the National Rainbow Coalition (NARC) government. Efforts to cope with the huge surge in enrolment and to attain the goal of universal primary education by 2015 focused attention on the scaling up of textbook provision, as well as countrywide in-service training provision.

Since 2003, Kenya has managed to significantly increase the proportion of children completing primary school so that more than three-quarters of primary school age children make it beyond grade 4, and 70 per cent of children are able to read (Southern and East African Consortium for Monitoring Education Quality [SACMEQ], 2010; UNESCO, 2015). The Ministry of Education through its in-service training unit ran a national, distance-led teacher education scheme for classroom teachers known as the School-based Teacher Development (SbTD) programme.

The SbTD was designed to be cost-effective and to combine the benefits of cascaded training at a national, regional and district level with school-based teacher development. The aims of the programme, which ran from 2001 to 2006, were primarily to improve the quality and cost effectiveness of teaching and learning in primary schools Teacher Professional Development (TPD) through teachers acquiring new skills that promote active learning and training them in the use of new textbooks (Hardman et al., 2009). TPD was developed as a programme of self-study, using paper-based modules with directed activities, combined with regular face-to-face cluster meetings. It successfully graduated over 47,000 primary school teachers throughout the country in the three core subjects of English, Mathematics and Science. This initial focus was important to SbTD’s success in rolling out the training.

Three teachers from every school, called Key Resource Teachers (KRTs) were trained to lead school-based professional development within their subject area in their schools. The programme was supported by a zonal-based teacher advisory system of over 1,000 Teacher Advisory Center (TAC) tutors, who were trained to provide group-based support service to the KRTs who were working with the self-study learning materials while carrying a full-time teaching load in the schools.

Head teachers also received leadership and management training materials as part of PRISM so that they could support the KRTs in providing school-based training and support. Too often, it has proved difficult to assess the impact of interventions due to the lack of baseline data (Riddell, 2008). However, in the case of Kenya, SPRED supported the Kenyan national primary baseline in 1998, which incorporated the SACMEQ survey of the same year, as well as specific studies, including an evaluation on teacher-pupil interaction (Ackers & Hardman, 2001). The classroom interaction baseline was specifically designed to allow for the future measurement of the impact of SbTD.

In common with many other east and southern African countries, the baseline suggested classroom pedagogy in many Kenyan primary schools was largely made up of teacher-led explanation, rote and recitation, chorusing of responses by pupils, and use of the chalkboard. In response to the baseline findings, the SbTD programme recognized that school-based training can help teachers develop more of a dialogic pedagogy to broaden the repertoire of whole-class teaching. In the training modules, dialogue and discussion through, for example, the use of open- ended questions (i.e. allowing for more than one possible answer), probing and building on pupil answers, and peer-to-peer discussion were promoted alongside the more traditional drilling, closed-ended questioning and telling, thereby raising cognitive engagement and understanding.

Such an approach was designed to build on the traditional model of whole-class teaching found in many Kenyan classrooms, but avoid the simplistic polarization of pedagogy into ‘teacher-

 

centered’ versus ‘child-centered’ that has characterized much educational discourse in the international donor community (Schweisfurth, 2013). It was also designed to help ensure there was a better balance and blending of local socio-cultural practices with internationally informed reforms to teacher education, particularly with regard to adult–child relationships (Crossley, 2009).

Building on the baseline study, follow-up evaluations using systematic observation and stakeholder interviews were conducted in 2005 and 2006 to investigate the impact of SbTD and the training of teachers in the use of textbooks (Hardman et al., 2009). While the 1999 national primary baseline on classroom interaction found an overwhelming level of directive teaching and rote learning going on in the teaching of primary English, mathematics and science, characteristic of many classrooms in the region, the follow-up evaluations suggested that there had been major changes in pedagogic practices in Kenyan primary schools.

For examples, 34 per cent of teachers in the 2005 sample used paired/group work in their lessons compared to only 3 per cent in 1999. The findings also showed that a greater range of organizational arrangements were being deployed by teachers to meet different educational goals: in the 1999 national primary baseline, most classrooms (97 per cent) were organized using a traditional classroom layout (i.e. desks organized in rows); this compared to 42 per cent of classrooms in the 2005 evaluation using an alternative classroom layout where pupils reorganized the classroom to accommodate paired or group work to promote peer-to-peer interaction and exploration of ideas. Textbooks were also far more in evidence compared to the national primary baseline with an average pupil/textbook ratio of 2:1 at class 6 and 3:1 at class 3.

Another premise for change that was addressed was the role of the head teacher, which was seen to go beyond the traditional role of administrator to include the leading of pedagogic change and providing feedback to teachers about their classroom performance and supporting teacher professional development (Crossley et al., 2005). The practice of having KRTs and head teachers collaborate with other educational professionals, such as Quality Assurance and Standards officers (QUASOs) and Teacher Advisory Center (TAC) advisers, to examine what is taking place in classroom and schools, and provide constructive and non-directive feedback, was also identified as an achievement by the study.

 

In addition, the practice of distributing training allowances directly to the KRTs through a school bank account who in turn would pay the TAC tutors so as to participate in the training was judged to have been a success: it increased resources, incentives and accountability at the local level as tutors were informally monitored in their effectiveness in programme delivery and record keeping. However, findings from the evaluations suggested that the ‘cascade’ model of school-based training, whereby KRTs worked with other colleagues in the school to pass on their training, was having less impact than had been anticipated by the programme’s designers.

It was found that 62 per cent of KRTs used some form of peer interaction in their lesson, compared to 17 per cent of the non-KRTs. A similar picture emerged with the use of open-ended questions: KRTs were twice more likely to ask an open question: 11 per cent of the questions asked by KRT teachers were open compared to 5 per cent asked by non-KRTs. The main reason given for the lack of effectiveness of the KRT in leading school-based training was the heavy workload of all teachers, which left little time for systematic input. This suggested the need for all teachers to undergo in-service training with official time being set aside for school-based training, and for KRTs to be given time to observe, coach and provide feedback to their colleagues.

The success of the expansion and sustainability of the SbTD programme is still evident in Kenya with a greater emphasis on the teaching of literacy, numeracy and science (Akyeampong et al., 2013). Similarly, from 1998 until 2013, the Japanese International Cooperation Agency (JICA) supported the Kenyan government to raise the quality of the teaching of Mathematics and Science in primary and secondary schools through the use of cascaded training at a national, regional and district level with school-based teacher development. The teacher development programme was divided into three phases.

The first phase (1998–2003) was entitled the Strengthening of Mathematics and Science in Secondary Education Project (SMASSE) and piloted in nine districts. In the second phase of SMASSE (2003–8) the programme was scaled up to all districts in Kenya. In the third phase (2009–13), the programme was expanded to primary education under the title Strengthening of Mathematics and Science Education (SMASE) through a combination of training at national, regional and district level making use of the zonal-based TAC tutors (Haruo, 2012). The primary component later went under but was revived in 2019 and refined so that it now uses nationally

 

trained County trainers drawn from primary school teachers. Six teachers are competitively selected (3 for Mathematics and 3 for Science) from every County who attend training nationally and come down to their counties to cascade to zonally selected teachers who are expected to cascade the same to zones and schools.

More recently, the United States Agency for International Development (USAID) and UK’s Department for International Development (DFID) have been supporting school-based teacher development programmes focusing on literacy and numeracy including the Education for Marginalized Children in Kenya (EMACK), Primary Mathematics and Reading (PRIMR) and Tusome (meaning ‘let’s read’ in Kiswahili) programmes (Epstein, 2014). From 2006 until 2014, the EMACK programme was implemented in 29 districts across eight counties of Kenya in the Nairobi, Coast and North Eastern regions by the Aga Khan Foundation. It focused on enhancing equitable access and improving learning outcomes for children in Teacher Professional Development in East Africa primary grades one, two and three in areas historically marginalized by cultural practices and poverty such as those living in nomadic communities and informal settlements.

It also focused on training head teachers in school planning and management through a whole- school development approach. PRIMR ran from 2011 until 2014 and was mainly focused on schools in urban areas in Nairobi, Nakuru and Thika, with teachers receiving two weeks’ face-to- face, workshop training in the teaching of literacy and numeracy, followed by cluster-based meetings and school-based observation, coaching and feedback provided by TAC tutors and master trainers. PRIMR also used video cameras to provide feedback to teachers and mobile phone technology – SMS – to facilitate communication between coaches and teachers.

The Tusome early grade literacy programme was a four-year (2014–17) intervention designed to substantially improve reading skills in the first two primary grades in approximately 21,600 public primary schools and 1,000 low-cost private schools in non-formal settlements in four cities: Nairobi, Nakuru, Kisumu and Mombasa. The project was expected to reach approximately

5.4 million Kenyan children. The Tusome programme materials provided daily activities in phonemic awareness, alphabetic principle, vocabulary, fluency, comprehension and writing. The approach to Tusome was dependent on school-based teacher development, where regional and national trainers provided modelling and practice opportunities for TAC tutors and instructional

 

coaches who in turn would provide frequent and ongoing structured feedback to schools in each zone or cluster as they visited and observed teachers in the classroom.

With a more gender-specific focus, the DFID launched the Girls’ Education Challenge in Kenya 2012. The programme was expected to run for five years and to enable girls to have the opportunity to improve their lives through education by understanding what works and why in girls’ education.

Conceptualizing Teacher Professional Development (TPD)

 

The defining attributes of teacher professional development (TPD) programs fall principally into three categories. The first is the content of the TPD program: What is taught? The second is the delivery of the TPD program: Who is teaching, when, and for how long? The third is the organization of the program beyond content and delivery: What are the scale and resources of the program? Are there incentives for participation? Was it designed based on a diagnostic of teachers? In this section, we discuss the theory behind each of these three categories.

On the content, TPD programs focusing on subject-specific pedagogy are likely to be most effective. General pedagogical knowledge—i.e., broad strategies of classroom management and organization—may contribute to student learning, driving the recent development of a range of classroom observation instruments (Molina et al. 2018). However, different subjects require radically different pedagogies (Villegas-Reimers 2003).

A highly scripted approach may work to teach early grade reading, whereas teaching science or civics in later grades—for example—may require more flexible approaches. TPD programs that focus on arming teachers with subject-specific pedagogy are thus likely to make the largest contribution to student learning. With respect to the delivery, the method, trainers, duration, and location of instruction all play a role. First, because working, professional teachers are the students in TPD, principles of adult education are relevant to the method of instruction. Adult education tends to work best with clear applications rather than a theoretical focus (Knowles, Holton, and Swanson 2005). The method of instruction should include concrete, realistic goals (Baker and Smith 1999) and the teaching of formative evaluation so that teachers can effectively evaluate their own progress towards their teaching goals (Bourgeois and Nizet 1997).

 

Second, the quality of trainers—i.e., those providing the TPD—is crucial to learning (Knowles, Holton, and Swanson 2005). In terms of the delivery of TPD, this calls into question the common cascade model of TPD in low-income environments, in which both information and pedagogical ability may be diluted as a master trainer trains another individual as a trainer, who may go on to train another trainer below him/her, and so forth.

Third, on the duration of instruction, there is no theoretical consensus on exactly how long training should last, although there is suggestive empirical evidence in the literature in favor of sustained contact over a significant period of time and against brief, one-time workshops (Desimone 2009).

Fourth, on the location of instruction, TPD in the school (“embedded”) is likely to be most effective so that participating teachers can raise concrete problems that they face in the local environment, and they can also receive feedback on actual teaching (Wood and McQuarrie 1999). However, this will depend on the environment. In very difficult teaching environments, some degree of training outside the school may facilitate focus on the part of the trainees (Kraft and Papay 2014).

Finally, the organization of the TPD—which includes overarching aspects such as who is organizing it, for whom, and how—provides an important backdrop when we consider any TPD program. This includes aspects such as the scale, cost, and targeting of the program. In general, it is predictably easier to provide high-quality TPD through smaller scale, higher cost programs that provide more tailored attention to a given teacher.

In terms of targeting, TPD will work best if it adjusts at different points in the teachers’ careers: One would not effectively teach a brand-new teacher in the same way as one would train a teacher with 20 years of experience (Huberman 1989). Teachers see their greatest natural improvements in the first five years of teaching, which may be an indicator of greater skill plasticity, so there may be benefits to leveraging that time (TNTP 2015).

Contextualizing Teacher Professional Development (TPD) in Kenya

 

The government spends enormous amounts of time and money on in-service professional development. In Kenya we have multiple in-service TPD programs running simultaneously, such

 

as SMASE, KEMI, CBC cohorts and so forth. Many go unevaluated and may be ineffective. This paper makes three major contributions: first, it reveals broad weaknesses in reporting on TPD interventions. There are almost as many program types as there are programs, with variations in subject and pedagogical focus, hours spent, capacity of the trainers, and a host of other variables. Yet reporting on these often seeks to reduce them to a small handful of variables, and each scholar decides independently which variables are most relevant to report.

Second, this paper demonstrates that some characteristics of TPD programs—notably, linking participation to incentives such as promotion or salary implications, having a specific subject focus, incorporating lesson enactment in the training, and including initial face-to-face training— are positively associated with student test score gains. Furthermore, qualitative evidence suggests that follow-up visits to reinforce skills learned in training are important to effective training.

Further documentation of detailed program characteristics, coupled with rigorous evaluation, will continue to inform effective evaluations.

Kennedy (2019) proposes that the impact of TPD programs be benchmarked against a much less costly “community of practice” model in which teachers help each other, like Papay et al. (2020). Alternatively, comparing TPD results to a pure monitoring model, such as an increased frequency of monitoring and inspections would be a much more cost-effective way to reduce effective class sizes (through reduced teacher absenteeism) than hiring more teachers (Muralidharan et al., 2017).

This approach has limitations. First, the evidence of what works within rigorously evaluated programs is limited by those programs that have been evaluated. There may be innovative TPD programs that are not among the “top performers” simply because they have yet to be evaluated. While this evidence base can push policymakers away from approaches that do not work, it should not deter policymakers from innovating and evaluating those innovations.

A second, related limitation concerns the relatively small sample of evaluated TPD programs in low- and middle-income countries, on which our findings about effective TPD characteristics are based. Some of the larger coefficients in the regressions are driven by a small number of teacher training programs.

 

Third, a conceptual concern with evaluating teacher professional programs is the risk that impacts may be explained by observer effects (also referred to as Hawthorne effects). These effects have been documented in education (Muralidharan et al. 2017) and health in low- and middle-income countries (Leonard and Masatu 2010). The impact of any education intervention may partly be due to observer effects, since the introduction of an intervention suggests that someone is paying attention to the teacher’s efforts.

Improving in-service teacher professional development may be a clear win for governments. They are already spending resources on these programs, and there is broad support for these programs among teachers and teachers’ unions. Interventions such as the above provide learning opportunities for country governments and stakeholders seeking to design effective TPD programs. While no single characteristic of top-performing TPD programs may transform an ineffective TPD program into an effective one, this paper highlights trends in top-performing programs, such as including incentives, a specific subject focus, and lesson enactment. These are characteristics that, if included and implemented successfully, have the potential to improve the quality of teacher TPD programs, and ultimately, the quality of instruction and student learning.

Key Priorities for Teacher Professional Development (TPD) Intervention

 

The growing body of research on effective professional development models for teachers provides support for the general trend in developing countries towards school-based professional development. However, developing the capacity and assessing the training needs of those charged with organizing and providing the training, mentoring and coaching, such as Sub-county education officers and college tutors, remains a major challenge in the effective delivery of school and cluster-based training.

Teachers and teacher educators need to know the content of the relevant curricula and what teaching practices make a difference for pupils. The teacher educators also need to be able to make new knowledge and skills meaningful to teachers and manageable within the practice contexts, to connect theory and practice in ways that are helpful, and to develop teacher self- regulatory inquiry skills. As has been argued, it will entail engaging teachers, head teachers and teacher educators in discussions around teaching effectiveness, quality of education and the implementation of innovative approaches for teacher training.

 

Governments supported by the international donor community should continue to prioritize the development of teacher educators, pedagogic advisers and inspectors as they are often overlooked in teacher professional development programs despite the centrality of their role in delivering effective initial and in-service education and training (O’Sullivan, 2010). While it is vital that all children and young people acquire basic skills in literacy and numeracy, they also need to be educated as responsible global citizens. Their education needs include issues such as environmental sustainability, peace-building and disaster risk reduction, and the development of core transferable skills such as critical thinking, communication, cooperation, problem-solving, conflict resolution, leadership and advocacy, as well as the promotion of core values such as tolerance, appreciation of diversity and civic responsibility (UNESCO, 2014).

It is essential that teachers are equipped with the pedagogic skills to allow for the teaching of controversial issues and conflict-sensitive education through the use of dialogic approaches that promote teacher–student and peer–peer dialogue and discussion (Hardman et al., 2015). It is also essential for teachers to address these themes in a manner that is relevant to the children’s situation and that motivates them, particularly for the most marginalized and vulnerable children from minority groups and nomadic and internally displaced communities.

There is also a need to build a more rigorous evidence base for policy makers, teacher educators and teachers about the kinds of experiences that help to build teacher capacity and bring about transformations in teaching practice and children’s learning. Many of the recently launched programmes such as Tusome in Kenya ought to be evaluated now.

The greater use of quasi-experimental and randomised designs with baseline and post-testing of student learning, combined with systematic observation of classroom processes, will enable both impact and process evaluations of the teacher training interventions (King, 2014). It will help build a more robust evidence base for answering outstanding questions about the most effective approaches to teacher development. It will also help assess their cost effectiveness against other approaches to teacher education in resource-poor environments.

Such programme evaluations combining both quantitative and qualitative data will help in the identification of promising variable and finding out ‘what works, in what contexts and why’ by investigating the differences between learning outcomes in schools where teachers have been

 

trained in more dialogic approaches to help build reciprocity and student engagement compared to similar schools where teachers have not had this very directed training. They will also enable the development of international benchmarks against which to evaluate and compare the status of professional development within and across countries.

Longitudinal studies investigating the scale-up of national reforms to teacher education will also help build a rigorous evidence base for policy makers on the sustainability, efficiency and cost effectiveness of field-based approaches compared to other forms of professional development.

Conclusion

 

In summary, there is need to evaluate all the teacher professional development programmes being undertaken by the various donor agencies and assess their impact. There is also need to create an environment when teachers can enthusiastically take up lifelong learning by providing the right incentives. Providing similar training to those almost exiting the profession together with those entering the profession might not provide the desired results. In all, there is need to borrow best practices from around the world on this issue. Despite the foregoing, teacher professional development and lifelong learning remains very relevant in the fast-changing world requiring technological updating after every six months or less.

REFERENCES

 

Ackers, J. & Hardman, F. (2001). Classroom interaction in Kenyan primary schools. Compare: A Journal of Comparative and International Education, 31(2), 245–261.

Akyeampong, K., Lussier, K., Pryor, J. & Westbrook, J. (2013). Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count? International Journal of Educational Development, 33(3), 272–282.

Baker, S., and S. Smith. 1999. “Starting off on the Right Foot: The Influence of Four Principles of Professional Development in Improving Literacy Instruction in Two Kindergarten Programs.” Learning Disabilities Research & Practice 14 (4): 239–53.

Bourgeois, E., and J. Nizet. 1997. Aprendizaje y formación de personas adultas. Paris, France: Presses Universite de France.

 

Crossley, M., (2009). Rethinking context in comparative education. In R. Cowen and K. Kazamias, K. (Eds.), International handbook of comparative education (pp. 1173–1188). Dordrecht: Springer.

Crossley, M., Herriot, A., Waudo, J., Mwirotsi, M., Holmes, K. & Juma, M. (2005). Research and evaluation for educational development: Learning from the PRISM experience in Kenya. Oxford: Symposium Books.

Desimone, L. M. 2009. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures.” Educational Researcher 38 (3): 181–99.

DeStefano, J. (2011). Teacher recruitment and deployment in Malawi: A 15 year crisis. Research Triangle Park, NC: RTI International.

Epstein, A. (2014). Tusome baseline study: Baseline study for future endline performance evaluation. Arlington, VA, USA: Management Systems International.

http://files.eric.ed.gov/fulltext/ED544681.pdf.

 

Hardman, F., Abd-Kadir, J., Agg, C., Migwi, J., Ndambuku, J. & Smith, F. (2009). Changing pedagogical practice in Kenyan primary schools: The impact of school-based training. Comparative Education, 45(1), 65–86.

Hardman, F., Abd-Kadir, J. & Tibuhinda, A., (2012). Reforming teacher education in Tanzania. International Journals of Educational Development, 32, 826–834.

Hardman, F., Hardman, J., Elliot, L., Daichi, H., Ntekim, M. & Tbihinda, A. (2015). Implementing school-based teacher development in Tanzania. Professional Development in Education, 41(4), 1–20.

Haruo, I. (2012). Ex-post evaluation of Japanese technical cooperation project “The project on Strengthening of Mathematics and Science in Secondary Education (SMASSE), Phase 2”. Japan: ICONS Inc. Kazuyoshi Inokuchi, Mitsubishi UFJ Research and Consulting.

Huberman, M. 1989. “The Professional Life Cycle of Teachers.” Teachers College Record 91 (1): 31–57.

 

 

 

Kennedy, M. M. 2019. “How We Learn About Teacher Learning.” Review of Research in Education 43 (1): 138–62. 28

King, F. (2014). Evaluating the impact of teacher professional development: An evidence-based framework. Professional Development in Education, 40(1), 89–111.

Knowles, M. S., E. F. Holton, and R. A. Swanson. 2005. The Adult Learner, sixth edition. Burlington, MA: Elsevier.

Kraft, M. A., and J. P. Papay. 2014. “Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience.” Educational Evaluation and Policy Analysis 36 (4): 476–500.

Leonard, K. L., and M. C. Masatu. 2010. “Using the Hawthorne Effect to Examine the Gap Between a Doctor’s Best Possible Practice and Actual Performance.” Journal of Development Economics 93 (2): 226–34.

Molina, E., S. F. Fatima, A. Ho, C. M. Hurtado, T. Wilichowski, and A. Pushparatnam. 2018. “Measuring Teaching Practices at Scale: Results from the Development and Validation of the

Muralidharan, K., J. Das, A. Holla, and A. Mohpal. 2017. “The Fiscal Cost of Weak Governance: Evidence from Teacher Absence in India.” Journal of Public Economics 145: 116– 35.

Ngware, M., Oketch, M. & Mutisya, M. (2014). Does teaching style explain differences in learner achievement in low and high-performing schools in Kenya? International Journal of Educational Development, 35, 3–12.

Orr, D., Westbrook, J., Pryor, J., Durrani, N., Sebba, J. & Adu-Yeboah, C. (2013). What are the impacts and cost effectiveness of strategies to improve performance of untrained and under- trained teachers in the classroom in developing countries? London: Institute of Education.

O’Sullivan, M. C., (2010). Educating the teacher educator: A Ugandan case study. International Journal of Educational Development, 30, 377–387.

 

Papay, J. P., E. S. Taylor, J. H. Tyler, and M. E. Laski. 2020. “Learning Job Skills from Colleagues at Work: Evidence from a Field Experiment Using Teacher Performance Data.” American Economic Journal: Economic Policy 12 (1): 359–88.

Riddell, A. (2008). Factors influencing educational quality and effectiveness in developing countries: A review of research. Bonn: GTZ.

RTI. (2014). USAID/Kenya Primary Math and Reading (PRIMR) Initiative; Final Report. Research Triangle Park, NC: RTI International.

SACMEQ. (2010). SACMEQ III project results. Available at: www.sacmeq.org.

 

Save the Children. (2011). Review: Teacher support and development interventions. London: Save the Children.

Schweisfurth, M. (2013). Learner-centred education in international perspective: Whose pedagogy for whose development? Oxford: Routledge.

TNTP. 2015. The Mirage: Confronting the Hard Truth about Our Quest for Teacher Development. The New Teacher Project. http://files.eric.ed.gov/fulltext/ED558206.pdf.

 

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UNESCO. (2015). EFA Global Monitoring Report: Education for All: Achievements and challenges. Paris: UNESCO.

Villegas-Reimers, E. 2003. Teacher Professional Development: An International Review of the Literature. Paris: UNESCO International Institute for Educational Planning. http://www.iiep. unesco.org/en/publication/teacher-professional-development-international-review-literature.

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The writer is a head teacher at Kirenga Primary School in Trans Nzoia County holding a doctorate in leadership

Teachers' Resources

Free Computer Studies notes, revision questions, KCSE past Papers, Exams, Marking Schemes, Topical revision materials, Syllabus and Many more

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Computer Studies is an Applied & Technical Subject that is examined by the Kenya National Examinations Council, Knec. The subject is elective for students sitting the Kenya Certificate of Secondary Education, KCSE. Computer studies comprises of three (3) papers. These are: Computer Studies Paper One (451/1) that is a theory paper and Computer Studies Paper Two (451/2) which is a Practical examination. On the other hand, Computer Paper three (451/3) is a project based examination.

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;

To sharpen computer studies skills and gain requisite knowledge a lot of reading is desired. Sine the world has moved to utilization of digital technology, it is thus prudent that one acquires Computer studies resources in electronic format.

Here are links to the most important news portals:

Get unlimited resources for all subjects by clicking on this link; Teachers’ Resources Hub.

ou can at the same time get unlimited resources for all subjects by clicking on this link; Teachers’ Resources Hub.

AVAILABLE DIGITAL COMPUTER STUDIES RESOURCES

Available digital resources include: English Grammar notes, Set books’ guides, poetry notes, KCSE Past Papers, Schemes of Work, Assignments, Termly examination papers, Marking schemes, lesson plans, Practical Guides, topical revision resources and many more. Click on the links below to open, download and even print the available computer resources:

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KSSSA Portal

2019 Secondary schools national term one games Results- Latest Day 5 results

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KSSSA BROOKSIDE TERM ONE GAMES- 2019.

VENUE: Shimo La Tewa High/ Shanzu TTC.

_FINAL DAY FLASH RESULTS

DAY 5: Saturday 13th April, 2019.

🏈Rugby 15’s

Playoff
1). Kangaru 12 vs 07 Alliance

Final
1). Dagoretti 11 vs 18 Kakamega

🏆Kakamega are the new champs. They finished third in 2018

🤾‍♂Handball Girls

Playoff
1). Kirigara 16 vs 22 Sega

Final
1). Moi Kamusinga 13 vs 17 kirandich

🏆Kirandich dethrone Moi Girls Kamusinga to claim the National Title

🤾‍♂Handball Boys

Playoff
1). Mangu 16 vs 17 whitehouse

Final
1). Kimilili 35 vs 21 Mbooni Boys

🏆Champions Kimilili retain their trophy

🏑Hockey- Girls

Playoff
1). Nyamira Girls 02 vs 00 Kerugoya

Final
1). Misikhu 02 vs 01 St. John’s

🏆Misikhu are the new champions

🏑Hockey- Boys

Playoff
1). St Charles 00 vs 01 Meru School

🏀Basketball- Girls🏀

Final
1). Buru Buru 43 vs 41 Kaya Tiwi.

🏆Buru Buru dethrones former long time Champs Kaya Tiwi to lift the Girls’ Basketball title

🏀Basketball- Boys

Playoff
1). Agoro Sare 60 vs 42 Alliance

Final
1). Dagoretti 51 vs 69 Laiser Hill

Universities & Colleges information

Kabarak university online application portal

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Follow the steps below to apply for admission at Kabarak University, today.

STEP 1: Click on the green button to download application form

Download Application Form

STEP 2: Complete all appropriate sections of the application form in CAPITAL/BLOCK LETTERS and attach the following:

Requirements for Kenyan Applicants ( Students)

  • Copies of certificates and all transcripts (Masters, Bachelors, Diplomas & Certificates.)
  •  Two (2) recent passport size photographs (write your name on reverse side)
  •  Copy of national ID/Passport or Birth Certificate

Requirements for international applicants (Students)

  • An official translation of academic records (where language of study is not English)
  • A current financial guarantee letter
  • A completed immigration pass form (2 forms enclosed)
  • Academic document equation fees
  • A copy of travel Passport.

STEP 3: Make payment of Non-refundable application fee

  • Postgraduate – Kshs. 1,500/=
  • Undergraduate – Kshs.1,000/=
  • Diploma – Kshs. 1000/=
  • Certificate- Kshs. 500/=

PAYMENT OPTIONS

Payment can either be done through Mpesa Paybill or deposit in Bank

MPESA Paybill
Business No 511480
Account Name : Applicants Name

NOTE:
Indicate the Mpesa Code on top of the application form or forward via email to admissions@kabarak.ac.ke and Copy: studentfinance@kabarak.ac.ke

 BANK PAYMENTS

Note: Indicate Applicants Name as reference No. on the deposit slip

KENYA COMMERCIAL BANK (KCB),
Branch: Nakuru
Account Name: Kabarak University
Account No: 01109663161
Swift Code: KCBLKENX
Bank Code: 01
Branch Code: 103

EQUITY BANK (KENYA) LTD
Branch: Nakuru
Account Name: Kabarak University
Account No: 0310294445167
Swift Code: EQBLKENA
Bank Code: 68
Branch Code: 031

CO-OPERATIVE BANK OF KENYA
Branch: Nakuru
Account Name: Kabarak University
Account No: 01129882644500
Swift Code: KCOOKENA
Bank Code: 11
Branch Code: 006

 

STANDARD CHARTERED BANK
Branch: Nakuru
Account Name: Kabarak University
Account No: 0104094363701
Swift Code: SCBLKENX
Bank Code: 02
Branch Code: 009

ACCESS BANK  PLC  (Formerly Transnational Bank)
Branch: Nakuru
Account Name: Kabarak University
Account No: 0040100000483
Swift Code: TNBLKENA
Bank Code 26
Branch Code: 004

Download Fee Structure: Self Sponsored Students
Download Fee Structure: Government Sponsored Students
Download Fee Structure: PhD by course work fee structure
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