Category Archives: Latest Education News

A category dedicated to all education news in Kenya and other countries across the world. This is your one stop location for all news related to the education sector.

TSC ADVERTISES 164 VACANCIES FOR CURRICULUM SUPPORT OFFICERS IN LINE WITH PROVISIONS OF CAREER PROGRESSION GUIDELINES FOR TEACHERS (T-SCALE 11 – DI)

The Teachers Service Commission is a Constitutional Commission established under Article 237 of the Constitution.
Pursuant to its mandate, the Commission is inviting applications from suitably qualified candidates to fill the posts of Curriculum Support Officers in line with provisions of the CAREER PROGRESSION GUIDELINES FOR TEACHERS.

Interested candidates, who meet the required qualifications, should make their applications online through the TSC Web site– www.teachersonline.go.ke so as to be received on or before 17th September, 2019.

Please note that manual applications will not be considered;

Advert No. 12/2019 : Curriculum Support Officers (T-Scale 11) (D1) – 164 Posts

NB:
Shortlisted candidates will be required to present the following VALID documents during the interview;
1). Certificate of Good Conduct.
2). Clearance Certificate by Higher Education Loans Board.
3). Clearance Application from EACC.
4). Clearance Certificate from a Credit Reference Bureau.
5). KRA Tax Compliance Certificate.

Teachers Service Commission is an equal opportunity employer and persons with disabilities (PWDs) are encouraged to apply.

For details on the Job Description, Requirements for Appointment and Duties & Responsibilities applicants are asked to refer to the TSC Web site ; www.teachersonline.go.ke

MINIMUM REQUIREMENTS FOR APPOINTMENT

i. Be a Kenyan Citizen;

ii. Be a holder of Bachelor’s degree in Education;

iii. Master of Education degree will be an added advantage;

iv. Must have served satisfactorily for a minimum period of three (3) years as a Senior Graduate teacher and was converted to C5 with effect from 1st July, 2017;

v.Must have nine (9) years of relevant work experience in Education;

vi. Must have demonstrated Subject content mastery, competence and ability as a classroom teacher;

vii. Proven track record on performance on the teaching – learning process;

viii. Must have excellent planning and organizational skills;

ix. Must have excellent analytical and conceptual skills;

x. Must have strong communication skills;

xi. Must have strong commitment and self-drive;

xii. Must demonstrate strong interpersonal skills;

xiii.Must have digital literacy skills;

xiv. A Course in Management or Leadership will be an added advantage;

xv. Must demonstrate excellent Teacher Performance Management abilities.

Kibabii Boys High School details, KCSE Results Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code

St. Mary’s Kibabii High School is a Boys Boarding school, located in Kibabii location, Bungoma County; in the Western Region of Kenya. St. Mary’s Kibabii High is a top and best performing not only in the Western region, but also countrywide. This article provides complete information about this school. Get to know the school’s physical location, directions, contacts, history, Form one selection criteria and analysis of its performance in the Kenya Certificate of Secondary Education, KCSE, exams. Get to see a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

 For all details about other schools in Kenya, please visit the link below;

KIBABII HIGH SCHOOL’S PHYSICAL LOCATION

St. Mary’s Kibabii High School is a Boys Boarding school, located in Kibabii location, Bungoma County; in the Western Region of Kenya.

KIBABII HIGH SCHOOL’S INFO AT A GLANCE
  • SCHOOL’S NAME: St. Mary’s Kibabii High School
  • SCHOOL’S TYPE: Boys’ only boarding school
  • SCHOOL’S CATEGORY: Extra County School
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S LOCATION: located in Kibabii location, Bungoma County; in the Western Region of Kenya.
  • SCHOOL’S KNEC CODE: 36602102
  • SCHOOL’S OWNERSHIP STATUS: Public
  • SCHOOL’S PHONE CONTACT: 0734-741162
  • SCHOOL’S POSTAL ADDRESS: P.O. Box 85, Bungoma 50200
  • SCHOOL’S EMAIL ADDRESS: To be updated shortly. Please check back later.
  • SCHOOL’S WEBSITE:
KIBABII HIGH SCHOOL’S BRIEF HISTORY

St. Mary’s Kibabii High School was established in 1952.

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

Here are links to the most important news portals:

KIBABII HIGH SCHOOL’S VISION

To be updated shortly. Please check back later.

KIBABII HIGH SCHOOL’S MISSION

To be updated shortly. Please check back later.

KIBABII HIGH SCHOOL’S MOTTO

To be updated shortly. Please check back later.

KIBABII HIGH SCHOOL’S CONTACTS

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications:

  • Postal Address: P.O. Box 85, Bungoma 50200
  • Email Contact: To be updated shortly. Please check back later.
  • Phone Contact: 0734-741162
KIBABII HIGH SCHOOL’S FORM ONE SELECTION CRITERIA & ADMISSIONS

Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.

KIBABII HIGH SCHOOL’S KCSE PERFORMANCE ANALYSIS

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school featured in the list of top 200 schools nationally. This is after recording a mean score of 6.983 (C+ plus).

Kibabii Boys High School 2018 & 2019 KCSE results

Also read;

 For all details about other schools in Kenya, please visit the link below;

KIBABII HIGH SCHOOL’S PHOTO GALLERY

Planning to pay the school a visit? Below are some of the lovely scenes you will experience.

Kibabii Boys High School details

Also read:

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:

Eshibinga Mixed Secondary School details, KCSE Results Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code

Eshibinga Secondary School is a Secondary School, located in Khwisero Constituency in Kakamega County; Western region of Kenya. Eshibinga High is a top performing school in the country. This article provides complete information about this school. Get to know the school’s physical location, directions, contacts, history, Form one selection criteria and analysis of its performance in the Kenya Certificate of Secondary Education, KCSE, exams. Get to see a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

 For all details about other schools in Kenya, please visit the link below;

ESHIBINGA HIGH SCHOOL’S PHYSICAL LOCATION

Eshibinga Secondary School is a Secondary School, located in Khwisero Constituency in Kakamega County; Western region of Kenya.

ESHIBINGA HIGH SCHOOL’S INFO AT A GLANCE
  • SCHOOL’S NAME: Eshibinga Secondary School
  • SCHOOL’S TYPE: Mixed School
  • SCHOOL’S CATEGORY: Sub County School
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S LOCATION: located in Khwisero Constituency in Kakamega County; Western region of Kenya.
  • SCHOOL’S KNEC CODE: 37625108
  • SCHOOL’S OWNERSHIP STATUS: Public
  • SCHOOL’S PHONE CONTACT: To be updated soon.
  • SCHOOL’S POSTAL ADDRESS: P.O. Box 38 – 50307 Luanda, Kenya
  • SCHOOL’S EMAIL ADDRESS: To be updated soon.
  • SCHOOL’S WEBSITE: To be updated soon.
ESHIBINGA HIGH SCHOOL’S BRIEF HISTORY

To be updated soon.

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

Here are links to the most important news portals:

ESHIBINGA HIGH SCHOOL’S VISION

To be updated soon.

ESHIBINGA HIGH SCHOOL’S MISSION

To be updated soon.

ESHIBINGA HIGH SCHOOL’S MOTTO

To be updated soon.

ESHIBINGA HIGH SCHOOL’S CONTACTS

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications:

  • Postal Address: P.O. Box 38 – 50307 Luanda, Kenya
  • Email Contact: To be updated soon.
  • Phone Contact: To be updated soon.
ESHIBINGA HIGH SCHOOL’S FORM ONE SELECTION CRITERIA & ADMISSIONS

Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.

ESHIBINGA HIGH SCHOOL’S KCSE PERFORMANCE ANALYSIS

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school featured in the list of top 200 schools nationally. This is after recording a mean score of 6.9635 (C+ plus).

Also read;

 For all details about other schools in Kenya, please visit the link below;

ESHIBINGA HIGH SCHOOL’S PHOTO GALLERY

Planning to pay the school a visit? Below are some of the lovely scenes you will experience.

Eshibinga Mixed Secondary School details

Also read:

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:

TSC list of Promoted Senior Teacher I (SNE Primary School) T- Scale 8 Grade C3 : Vacancies 77

The Teachers Service Commission, TSC, has released the list of 25,252 Promoted teachers in 2025: Check full list here.  Below is the Promoted Senior Teacher I (SNE Primary School) T- Scale 8 Grade C3 : Vacancies 77

TSC LIST OF 25,252 ADVERTISED PROMOTION VACANCIES

01/2024 PRINCIPAL (POST PRIMARY) T-SCALE 13 755
02/2024 DEPUTY PRINCIPAL III (POST PRIMARY) T-SCALE 11 816
03/2024 HEAD TEACHER (PRIMARY), T-SCALE 10 1208
04/2024 DEPUTY HEAD TEACHER II (PRIMARY) T-SCALE 9 2911

1. 5/2024 Chief Principal (Regular School) T- Scale 15 Grade D5 Vacancies 44

2. 6/2024 Chief Principal (TTC) T- Scale 15 Grade D5 Vacancies 3

3. 7/2024 Senior Principal (Regular School) T- Scale 14 Grade D4 Vacancies 126

4. 8/2024 Senior Principal (TTC) T- Scale 14 Grade D4 Vacancies 3

5. 9/2024 Principal (Regular School) T- Scale 13 Grade D3 Vacancies 652

6. 10/2024 Deputy Principal I (TTC) T- Scale 13 Grade D3 Vacancies 3

7. 11/2024 Deputy Principal II (Secondary School) T- Scale 12 Grade D2 Vacancies 786

8. 12/2024 Senior Lecturer I (TTC) T-Scale 12 Grade D2 13

9. 13/2024 Deputy Principal III(Regular School) T- Scale 11 Grade D1 Vacancies 1,408

10. 14/2024 Senior Lecturer II (TTC) T- Scale 11 Grade D1 Vacancies 32

11. 15/2024 Senior Master II (secondary SNE) T- Scale 11 Grade D1 Vacancies 2

12. 16/2024 Senior Master III (Regular School) T- Scale 10 Grade C5 Vacancies 1,987

13. 17/2024 Senior Lecturer III (TTC) T- Scale 10 Grade C5 Vacancies 61

14. 18/2024 Senior Master III (secondary SNE) T- Scale 10 Grade C5 Vacancies 6

15. 19/2024 Senior Master IV T- Scale 9 Grade C4 Vacancies 2,221

16. 20/2024 Senior Lecturer IV (TTC) T- Scale 9 Grade C4 Vacancies 70

17. 21/2024 Secondary Teacher I(Diploma teachers only) T- Scale 8 Grade C3 Vacancies 184

18. 22/2024 Lecturer 1 T-Scale 8 Grade C3 Vacancies 7

19. 23/2024 Senior Head teacher (Regular) T- Scale 11 Grade D1 Vacancies 254

20. 24/2024 Senior Head teacher (SNE) T- Scale 11 Grade D1 Vacancies 7

21. 25/2024 Head-Teacher (Regular School) T- Scale 10 Grade C5 Vacancies 2,130

22. 26/2024 Head Teacher (SNE Primary School) T- Scale 10 Grade C5 Vacancies 33

23. 27/2024 Deputy Head-teacher II (Regular Primary School) T- Scale 9 Grade C4 Vacancies 3,653

24. 28/2024 Deputy Head-teacher II (SNE) T- Scale 9 Grade C4 Vacancies 33

25. 29/2024 Senior Teacher I (Regular Primary School) T- Scale 8 Grade C3 Vacancies 4,703

26. 30/2024 Senior Teacher I (SNE Primary School) T- Scale 8 Grade C3 : Vacancies 77

27. 31/2024 Senior Teacher II (Regular Primary School) T- Scale 7 Grade C2 Vacancies 1,364

28. 32/2024 Senior Teacher II (SNE Primary School) T- Scale 7 Grade C2 Vacancies 81

Senior Teacher I (SNE Primary School) T- Scale 8 Grade C3 : Vacancies 77

S/NO ADVERT. NO TSC. No
23731 30/2024 447373
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23800 30/2024 362071
23801 30/2024 421527
23802 30/2024 448960
23803 30/2024 451577
23804 30/2024 664300
23805 30/2024 585406
23806 30/2024 485115
23807 30/2024 318046

FULL LIST OF PROMOTED TEACHERS IN 2025: GRADE

TSC advert for new primary and secondary schools teaching vacancies plus promotions- 2020

The Teachers Service Commission(TSC) is advertising 5,000 posts for recruitment of Secondary School teachers to support the 100 percent transition policy from Primary to Secondary Schools.

Teachers to be recruited will serve on permanent and pensionable terms.

Interested and qualified candidates should submit their application online through TSC website www.tsc.go.ke under careers or teachersonline.go.ke not later than 14th September, 2020.

Recruitment of secondary school teachers(4,000 posts)
Eligible candidates should meet the following basic requirements:
(i) Be Kenya citizens;
(iii) Must have a holder of at-least diploma in education.
(iv) Must be registered with the Teachers Service Commission.

Promotion and deployment of practising primary school teachers in public schools (1,000)
To qualify for promotion and deployment to secondary school, a candidate should meet the following requirement;

i) Be Kenyan Citizen;
ii) PI Certificate;
iii) Bachelor’s Degree in Education with 2 teaching subjects;
iv) 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.

Successful candidates under this category shall be appointed at T-Scale 7- Grade C2 and shall be posted to secondary schools where vacancies exist.

Recruitment of primary school teachers(1,000)
(i) Be Kenya citizens;
(ii) Must have original Professional and Academic Certificates;
(iii) Must be registered with the Teachers Service Commission.

Successfully candidates shall be posted to serve in any part of the country not necessarily in the county where they were recruited.

It is important to note that the Teachers Service Commission is an equal opportunity employer and persons with disabilities (PWDs) are encouraged to apply.

CAUTION:
The recruitment exercise is free of charge. The Teachers Service Commission wishes to caution applicants against fraudsters who are out to extort money from unsuspecting individuals purporting to be in a position to influence the employment process.

Any fraudulent activity should be reported to the nearest police station, or to Teachers Service Commission headquarters through the following hotlines between 8.00 a.m. and 5.00 p.m.

Director staffing

1. Tel: 0202892193
2. Tel: 0202892131
3. Tel: 0202892132
4. Tel: 0202892133

Or

Write to the Commission through the email address dirtm@tsc.go.ke

For detailed information on available vacancies in Secondary Schools applicants are advised to:
a) Visit TSC Website www.tsc.go.ke
b) Visit TSC County and/or Sub County offices where they wish to apply for the advertised positions.

Bachelor of Technology in Applied Chemistry Degree; Kuccps cut off points 2023/2024 per university, requirements, Course Code & Fees

Bachelor of Technology in Applied Chemistry Degree; Kuccps cut off points 2023/2024 per university, requirements, Course Code & Fees

BACHELOR OF TECHNOLOGY IN APPLIED CHEMISTRY


MINIMUM ENTRY REQUIREMENTS

CLUSTER SUBJECT 1 MAT A
CLUSTER SUBJECT 2 PHY
CLUSTER SUBJECT 3 CHE
CLUSTER SUBJECT 4 BIO / 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 C
SUBJECT 2 PHY C
SUBJECT 3 CHE C+

AVAILABLE PROGRAMMES

INSTITUTION INSTITUTION TYPE PROGRAMME CODE PROGRAMME NAME YEAR 1 – PROGRAMME COST 2023/2024 CUT-OFF 2020 CUT-OFF 202143722104065
CLUSTER WEIGHTS
+/- BASKET
TECHNICAL UNIVERSITY OF MOMBASA 1063426 BACHELOR OF TECHNOLOGY IN APPLIED CHEMISTRY KSH 201,960 16.787 16.900  ADD

Knec Contracted professionals latest news

NOMINATION OF THE CENTRE MANAGERS, SUPERVISORS AND INVIGILATORS WHO WILL BE INVOLVED IN THE ADMINISTRATION AND MANAGEMENT OF THE  OCTOBER/ NOVEMBER EXAMINATIONS AND KPSEA SUMMATIVE ASSESSMENT

1.00  The Kenya National Examinations Council (KNEC) shall administer the national examinations and summative assessments in the months of  October/ November.

2.0 In preparation for the administration of the examinations and assessments, KNEC would wish to have the details of all the Centre Managers, Supervisors and Invigilators who will be engaged in the activity.

3.0 To this end you are required to identify, nominate and vet Centre Managers, Supervisors, and Invigilators who will be engaged in the exercise and thereafter deploy them into the CP2 system, through the following link/URL: https://cp2.knec.ac.ke

4.0 Ensure adherence to the following during nomination:

4.1 For every 200 candidates, deploy one supervisor; no supervisor should be deployed for hosted and KPSEA centres except for centres with KPSEA candidates only;

4.2 For every 20 candidates, deploy one invigilator. You are required to deploy invigilators to hosted and KPSEA centres based on the number of candidates in the examination centre;

4.3 Both hosted and hosting centres must have their own Centre managers. However, hosting Centre Manager will be expected to collect and return examination materials from the container.

5.0 Take note that the number of supervisors and invigilators should be adhered to especially during optional papers. The centre managers should ensure only the required number of supervisors and invigilators report each day of examinations and online attendance taken on daily basis. This will ensure teachers will not be idling in examination centres with no role to play.

 

Full list of Best performing County schools in Nairobi County

Nairobi County has about fifty eight (58) County Schools. These schools are either Mixed or Single.County schools are the third best schools after National and Extra County schools.

Eastleigh, kamukunji, Jamhuri, Shauri Moyo, Lang’ata and Dagerreti High are among the best schools in Nairobi County.

The County schools admit students majorly within the County. Admission of form ones is via the Education Ministry’s Portal. Calling letters to these schools are downloaded from the Ministry’s website; https://www.education.go.ke/

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

 Here are links to the most important news portals:

Here is a list of all the County schools in Nairobi County:

School  Code School Name Category Type County
20401006 NILEROAD SECONDARY SCHOOL County Girls Nairobi
20401008 MAKONGENI HIGH SCHOOL County Mixed Nairobi
20401021 ST PATRICK NAIROBI MIXED SECONDARY SCHOOL County Mixed Nairobi
20402001 EASTLEIGH HIGH SCHOOL County Boys Nairobi
20402002 ST. TERESA’S BOYS County Boys Nairobi
20402003 MAINA WANJIGI SECONDARY SCHOOL County Girls Nairobi
20402005 KAMUKUNJI SECONDARY SCHOOL County Mixed Nairobi
20402006 O.L.M SHAURI MOYO GIRLS SECONDARY SCHOOL County Girls Nairobi
20403001 JAMHURI HIGH SCHOOL County Boys Nairobi
20403002 DR. RIBEIRO PARKLANDS SCHOOL County Boys Nairobi
20403003 PUMWANI SECONDARY SCHOOL County Boys Nairobi
20403024 COUNTY GIRLS HIGH SCHOOL- NAIROBI County Girls Nairobi
20403025 C.G.H.U. MIXED SECONDARY SCHOOL County Mixed Nairobi
20403026 PUMWANI GIRLS SECONDARY SCHOOL County Girls Nairobi
20404001 LANG’ATA HIGH SCHOOL County Boys Nairobi
20404022 KAREN ‘ C ‘ SECONDARY   SCHOOL County Mixed Nairobi
20404032 LANGATA BARRACKS SECONDARY SCHOOL County Mixed Nairobi
20405005 MUTUINI HIGH SCHOOL County Boys Nairobi
20405006 RUTHIMITU SECONDARY SCHOOL County Mixed Nairobi
20405008 RUTHIMITU GIRLS SECONDARY SCHOOL County Girls Nairobi
20405009 DAGORETTI MIXED SECONDARY SCHOOL County Mixed Nairobi
20405048 BETH MUGO HIGH SCHOOL County Mixed Nairobi
20406001 PARKLANDS ARYA GIRLS HIGH SCHOOL County Girls Nairobi
20406007 KANGEMI HIGH SCHOOL County Boys Nairobi
20406012 NAIROBI MILIMANI SECONDARY SCHOOL County Boys Nairobi
20406018 LAVINGTON MIXED SECONDARY SCHOOL County Mixed Nairobi
20407001 OUR LADY OF FATIMA SECONDARY SCHOOL County Mixed Nairobi
20407002 KAHAWA GARRISON SECONDARY SCHOOL County Mixed Nairobi
20407003 RUARAKA HIGH SCHOOL County Mixed Nairobi
20407004 KAMITI SECONDARY SCHOOL County Mixed Nairobi
20407005 BABA DOGO SECONDARY SCHOOL County Mixed Nairobi
20407037 KARIOBANGI NORTH GIRLS SECONDARY SCHOOL County Girls Nairobi
20407045 NEW MWANGAZA MIXED HIGH SCHOOL County Mixed Nairobi
20407059 GARDEN ESTATE SECONDARY County Mixed Nairobi
20407061 MWIKI SECONDARY SCHOOL County Mixed Nairobi
20407063 HON JOHN NJOROGE SECONDARY SCHOOL County Mixed Nairobi
20407065 CLAY CITY SECONDARY SCHOOL County Mixed Nairobi
20408001 THE KOMAROCK SCHOOL County Mixed Nairobi
20408007 EMBAKASI GIRLS SECONDARY SCHOOL County Girls Nairobi
20408014 PETER KIBUKOSYA SECONDARY SCHOOL County Mixed Nairobi
20408015 KAYOLE SOUTH SECONDARY SCHOOL County Mixed Nairobi
20408020 MWANGAZA SECONDARY SCHOOL County Mixed Nairobi
20408029 EMBAKASI GARRISON SECONDARY SCHOOL County Mixed Nairobi
20408042 UTAWALA SECONDARY SCHOOL County Mixed Nairobi
20409001 DANDORA SECONDARY SCHOOL County Mixed Nairobi
20409003 HON. DR. MWENJE SECONDARY SCHOOL County Mixed Nairobi
20409004 USHIRIKA SECONDARY SCHOOL County Mixed Nairobi
20409005 JEHOVA JIRE SECONDARY SCHOOL County Mixed Nairobi
20409006 DRUMVALE SECONDARY SCHOOL County Mixed Nairobi
20409007 ST. GEORGE ATHI SECONDARY SCHOOL County Mixed Nairobi
20409024 RUAI GIRLS’ SECONDARY SCHOOL County Girls Nairobi
20409025 RUAI BOYS SECONDARY SCHOOL County Boys Nairobi
20409026 MIHANG’O SECONDARY SCHOOL County Mixed Nairobi
20410003 RAILA EDUCATIONAL CENTRE County Mixed Nairobi
20410004 SHADRACK KIMALEL MIXED SECONDARY SCHOOL County Mixed Nairobi
20410005 OLYMPIC HIGH SCHOOL County Mixed Nairobi
20411001 ST TERESA’S GIRLS SECONDARY SCHOOL County Girls Nairobi
20411004 NDURURUNO SECONDARY SCHOOL County Mixed Nairobi

 

Sponsored Important Links on Universities. Just For You. Click below:

Technical and Vocational Education Training, TVET, institutions in Kericho County; Contacts, Fees, How to join and Requirements

Technical and Vocational Education Training, TVET, institutions over various certificate, diploma and craftsmanship training to students in Kenya. The beauty with TVET training institutions is that they offer flexible entry and fee requirements to students wishing to study in these institutes. TVETs are registered, accredited and regulated by the Technical and Vocational Education and Training Authority (TVETA); which is a public corporate agency established under the Technical and Vocational Education and Training (TVET) Act No. 29 of 2013 to regulate and coordinate training in the country through licensing, registration and accreditation of programs, institutions and trainers. Section 7 of the Act, 2013 gives the powers and functions of the Authority to regulate and coordinate training; inspect, license and register and accredit training institutions; accredit and inspect programmes and courses; promote access and relevance of training programmes; determine the national technical and vocational training objectives; assure quality and relevance in programmes of training among other functions.

How to get placement

To get a place at a TVET institution, one has to apply via the Kenya Universities and Colleges Central Placement Service (KUCCPS). The available programmes, institutions, minimum entry requirements and the application procedure are always available on the KUCCPS Student’s Portal accessible through the Placement Service website www.kuccps.ac.ke. KUCCPS sets an application window within which the prospective students can submit their applications. The Entry requirement for all Diploma Courses is a C- and above; D (plain) and above for Certificate while other course categories are open.

Funding.

The good news for students joining TVETs is that they can now apply for funding from the Higher Education Loans Board, HELB. They can now get Loans and Bursaries from HELB for their fees payment and upkeep.

HERE IS THE LIST OF REGISTERED TVETs IN KERICHO COUNTY

African Institute of Research and Development Studies – KerichoTVCPrivateKerichoTVETA/PRIVATE/TVC/0056/2017Registered and Licensed
Bethel Institute of TechnologyTVCPrivateKerichoTVETA/PRIVATE/TVC/0059/2017Registered and Licensed
Bureti Technical Training InstituteTVCPublicKerichoTVETA/PUBLIC/TVC/0007/2016Registered and Licensed
Chebirirbei Vocational Training CenterVTCPublicKerichoTVETA/PUBLIC/VTC/0072/2016Registered and Licensed
Kenya Forestry CollegeTVCPublicKerichoTVETA/PUBLIC/TVC/0014/2018Registered only
Kenya Institute of Management – Kericho BranchTVCPrivateKerichoTVETA/PRIVATE/TVC/0117/2016Registered and Licensed
Kericho BeautySchoolTVCPrivateKerichoTVETA/PRIVATE/TVC/0070/2017Registered and Licensed
Kericho School of Professional StudiesTVCPrivateKerichoTVETA/PRIVATE/TVC/0121/2016Registered and Licensed
Kimasian Technical Training InstituteTVCPublicKerichoTVETA/PUBLIC/TVC/0011/2018Registered only
Kipsamumgut Vocational Training CenterVTCPublicKerichoTVETA/PUBLIC/VTC/0036/2017Registered and Licensed
Kipsinende Technical Training InstituteTVCPublicKerichoRegistered only
Kiptere vocational Training CenterVTCPublicKerichoTVETA/PUBLIC/VTC/0037/2017Registered and Licensed
Mospen Institute of Development StudiesTVCPrivateKerichoRegistered only
Nishkam Saint Puran Singh InstituteTVCPrivateKerichoTVETA/PRIVATE/TVC/0078/2017Registered and Licensed
Panafrican Mission CollegeTVCPrivateKerichoTVETA/PRIVATE/TVC/0080/2017Registered and Licensed
Rift Valley Institute of Business Studies –TVCPrivateKerichoTVETA/PRIVATE/TVC/0062/2018Registered and Licensed
St. Kizito Special Needs Vocational Training CenterVTCPublicKerichoTVETA/PUBLIC/VTC/0091/2016Registered and Licensed
Toroton Vocational Training CenterVTCPublicKerichoTVETA/PUBLIC/VTC/0068/2016Registered and Licensed
Valley CollegeTVCPrivateKerichoTVETA/PRIVATE/TVC/0064/2018Registered and Licensed

Important news. Just for you, click on the links below;

HOW TO APPLY FOR TVET BURSARIES FROM HELB

Students pursuing Diploma and Certificate courses in Public universities, university colleges, public national polytechnics and Institutes of Technology and Technical Training institutes country-wide are eligible for this loan and bursary from HELB. Orphans, single parent students and others who come from poor backgrounds will be given priority for the loans and or bursaries.

Required Documents

  1. Applicants should access and fill the relevant TVET Loan & Bursary Application Form (TLAF) at the HELB website.
  2. Print TWO copies of the duly filled Loan Application Form.
  3. Have the TVET Loan Application Form signed and stamped by the Dean of Students/Financial Aid Officers.
  4. Retain one copy of the duly filled TLAF (Mandatory).
  5. Drop the TLAF personally at the HELB students Service Centre on the Mezannine One, Anniversary Towers or any of the SELECT Huduma Centers nearest to you.

TVET Institution Application

The TVET Authority accredits institutions and approves managers of institutions and new programmes.

Application Process

  1. Undertake a business name search from the Registrar of companies via Ecitizen
  2. Obtain a “letter of no objection” on suitability of the name from TVETA

In order to obtain the letter of no objection, present;

  • Reserved business name search
  • Invoice for the name search
  • Copy of KRA Pin for the Director(s)
  • Copy of ID for the Director(s)
  • Dully filled and signed BN2 form (Click here to Download)

3. Register the Business name with the office of the Registrar of Companies
4. Download the TVETA application Forms for accreditation of institution, manager, Trainer, approval of programs, foreign institution and checklist here.
5. Submit complete application documents to TVETA offices located at Utalii House 8th Floor.
6. An accreditation officer will check the documents and compute the amount to be paid. (TVETA Gazetted Fees)
7. You will then be required to pay the amount through MPESA or TVETA bank account below.

Payment process

MPESA PaymentTVETA Bank Account
1. Go to the MPESA menu,
2. Select payment services
3. Choose Pay Bill option
4. Enter 894135 as the business number
5. Enter your full name as the account number
6. Enter the amount
7. Enter your pin and press Ok
A/C Name: Technical and Vocational Education and Training Authority
A/C No.: 1212502450
Bank: Kenya Commercial Bank
Branch: Kipande House

Acknowledgement
After making payment the applicant will complete a registration form in duplicate as evidence of having submitted their application. An acknowledgement letter will then be sent to the applicant.

Inspection and Assessment
1.The institution will be scheduled for inspection and a Team of assessors will visit and inspect the institution for compliance with set standards. Download the assessment tool here
2.The assessors will prepare an inspection report which will be presented to TVETA Board

Registration and Licensing
1. Resolution of the Board based on evaluation of the inspection report shall be;
i. Approve Registration and Licensing of the institution
ii. Reject the application
iii. Request the Institution to improve within a period of six months
2. The applicant is notified on results of the TVETA Board resolution within 3 months from the date of submission of a fully compliant application documents
3. TVETA will issue training License to qualified institutions and maintain a register of the institutions and programs approved.

Note
TVETA will maintain a register of;

i. Registered and licensed institutions
ii. Ongoing registrations
iii. Institutions recommended for improvement

At this point, the accreditation process is complete, and an institution will be issued with a registration certificate and training license.

Also read:

Tumutumu Girls High School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}

Tumutumu Girls High School is a public Girls’ Extra-County Level Boarding 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: +254 799 313 672., 0729-127177, 0719-914213;

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: Tumutumu Girls High School

Sex: Girls’ School.

School Cluster/ Level: Extra-County School whose Classification is C2.

Accomodation Type: Boarding School.

Knec Code:  08218102

School’s Official Phone Number:  +254 799 313 672., 0729-127177, 0719-914213;

Official Email Address for the School: admin@tumutumugirls.sc.ke

Postal Address: P.O. BOX 197-10101. Karatina, Nyeri County.

Total Number of Subjects Combinations Offered at the School: 27 Subjects’ Combinations in various Pathways.

Continue reading: Tumutumu Girls High School’s KCSE Results, KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

Fees paid at Tumutumu Girls High 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.

Tumutumu Girls High School Profile & Information

Complete overview of academic programs and school details

TUMUTUMU

LocationNYERI
SexGIRLS
CategoryREGULAR
ClusterC2

17

STEM

7

Social Sciences

3

Arts & Sports

Subject Combinations Offered at Tumutumu Girls High School

View all available subject combinations at this school

SOCIAL SCIENCES

7
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2100
Business Studies,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2069
Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2008
Business Studies,Christian Religious Education,History & Citizenship
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1083
Fasihi ya Kiswahili,Kenya Sign Language,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2040
Christian Religious Education,French,Geography
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1035
Fasihi ya Kiswahili,French,Kenya Sign Language
3 SubjectsSOCIAL SCIENCES

ARTS & SPORTS SCIENCE

3
ARTSCode: AS1049
Literature in English,Music & Dance,Theatre & Film
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2026
General Science,History & Citizenship,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2022
Fasihi ya Kiswahili,General Science,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE

STEM

17
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
PURE SCIENCESCode: ST1026
Advanced Mathematics,Business Studies,General Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1016
Advanced Mathematics,Chemistry,Geography
3 SubjectsSTEM
PURE SCIENCESCode: ST1034
Advanced Mathematics,Computer Studies,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1004
Advanced Mathematics,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2063
Agriculture,Computer Studies,Home Science
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2081
Agriculture,Biology,Home Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1045
Biology,Business Studies,Chemistry
3 SubjectsSTEM
PURE SCIENCESCode: ST1001
Advanced Mathematics,Agriculture,Biology
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2018
Computer Studies,Geography,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2071
Agriculture,Biology,Geography
3 SubjectsSTEM
PURE SCIENCESCode: ST1046
Biology,Chemistry,Computer Studies
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2088
Agriculture,General Science,Home Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1036
Advanced Mathematics,Geography,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2044
Agriculture,Biology,Business Studies
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2050
Agriculture,Business Studies,Geography
3 SubjectsSTEM
PURE SCIENCESCode: ST1020
Advanced Mathematics,Chemistry,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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How to know 2024 form one admission results and download 2024 Extra County School admission letters, online: Education News

List of all Best Girls’ Extra County High Schools in Kenya- Knec Code, Category, Cluster

List of all Boys Extra County Schools in Kenya; Location, Knec Code and Type

ALL SENIOR SCHOOLS IN KENYA.

Kihuru-ini Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Del Monte Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

St. Teresa’s Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Mugumo Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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OUR CONTACTS

You can reach out to us through Email by using these Addreses:

  • Educationnewshub3@gmail.com.
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Helb extends 2019/2020 undergraduate loans application period, sets new deadline

The Higer Education Loans Board, Helb, has extended the 2019/2020 undergraduate loans application period by three weeks.
Undergraduate First Time and Subsequent Online Application Form has been reopened and will close on 31st August 2019. The loans agency had earlier closed the form on 31st July, 2019. Students who could not beat the earlier deadline now have an opportunity to apply for the loans.

HOW TO APPLY FOR THE HELB FIRST TIME LOAN.

The First Time Loan Application is divided into the following categories.

INFORMATION ON PROFILE

This comprises of two sub categories as elaborated below.Please fill each section before proceeding to the next item.

a) Applicant:- Personal Details

In this section, an applicant is required to fill out their personal information. Items such as Sub-location,Division,location etc should reflect information as per your National Identification Card.

b) Applicant:- Residence Details

In this section, an applicant is required to fill out there current place of residence information. Items such as Sub-location,Division,location etc should reflect your current place of residence and not as indicated in your ID Card.

INSTITUTION DETAILS

This comprises of three sub categories as elaborated below.Please fill each section before proceeding to the next item.

a) Applicant :- Institution Details

In this section, an applicant is required to fill out their Institution details.

b) Applicant :- Loan Information.

Here you are required any information on your loan or bursary.

EDUCATION BACKGROUND DETAILS

This comprises of one category as elaborated below.Please fill each section before proceeding to the next item.

a) Applicant :- Education Background Details

In this section, an applicant is required to fill out their education background details.Primary and Secondary School Details are compulsary.Failure to include this will lead to automatic disqualification

EXPENSE DETAILS

This comprises of two categories as elaborated below.Please fill each section before proceeding to the next item.

a) Applicant :- Family Expenses

In this section, an applicant is required to fill out the family’s expenses.

GUARANTOR DETAILS

This comprises of one section as elaborated below.Please fill each section before proceeding to the next item.

a) Applicant :- Guarantor’s Details

In this section, an applicant is required to fill out the guarantor’s details.It is compulsory to fill in two guarantors failure to do this will lead to automatic disqualification

PARENTS DETAILS

This comprises of three category as elaborated below.Please fill each section before proceeding to the next item.

a) Applicant :- Parents Marital Status

In this section, an applicant is required to fill out their parent’s marital status.

b) Applicant :- Parents Details

In this section, an applicant is required to fill out various details about their parent’s eg.employment.

c) Applicant :- Guardian’s Details

If the applicant is orphaned he/she will be required to fill in the gurantors’ details.

BANK DETAILS

This comprises of one section as elaborated below.Please fill each section before proceeding to the next item.

a) Applicant :- Bank Details

In this section, an applicant is required to fill out the bank’s details.

To get started off click on this link; https://portal.helb.co.ke/

Also read;

TSC informs TVET teachers to join a formed Telegram Group, gives link

The Teachers Service Commission, TSC, has advised teachers who were recently moved from its payroll to the Public Service to join a formed Telegram group so as their issues can be sorted easily.

The about 4,000 tutors in technical and vocational education and training (TVET) institutions were transferred to the Public Service Commission from the Teachers Service Commission (TSC) in July this year, 2018. The move to transfer the tutors followed the enactment of the TVET Act of 2013 which transferred technical training functions from TSC to PSC.

Photo- Kenya Technical Training College

The Telegram group, titled ‘TVET TRAINERS, has been formed for updates; with some of the TVET Trainers having not received their November, 2018, salaries. “Teachers who transitioned to TVET can join the TVET TRAINERS (Telegram) group for updates,” reads a presser on TSC’s twitter account.

TVET trainers, only, can join the group by using the link: https://t.me/TVETtrainers

 

Education stakeholders propose ways to minimize Gender Based Violence (GBV)

During a sensitization meeting held on Monday at Technology Primary School in Murang’a town, Murang’a East sub-county Director for Education Samuel Ruitha said that children are affected by GBV and that parents, teachers and the community at large have been cautioned to guard against this vice in an effort to boost the quality of education in the county.

“All stakeholders ought to take precautions that all pupils in schools and at home are not exposed to any type of violence,” said Ruitha adding that children required a peaceful environment for them to grow up well and concentrate in class.

Gender Based Violence is violence directed to a person’s biological sex or gender identity and occurs in various forms, with most rampant cases being physical and sexual violence.

The vice knows no social or economic boundaries and affects both girls and boys of all socio-economic backgrounds.

The director observed that GBV in school-going children leads to poor academic performance, school dropouts, early marriages, class absenteeism and low self-esteem among the victims among other effects.

“It is the government’s policy that we should have one hundred per cent transition of pupils going from primary schools to secondary schools or and at any education level,” he said adding that GBV is one of the factors that could inhibit this transition and cause untold suffering to the victims if it is not nipped in the bud.

He said that the Ministry of Education in partnership with the World Bank has come up with a programme dubbed Secondary Education Quality Improvement Project (SEQUIP) that seeks to enable education stakeholders to address challenges like gender based violence that affect the quality of education.

“SEQUIP aims at enhancing retention in upper primary and transition from primary to secondary education in targeted areas through improving school infrastructure and provision of scholarship, mentorship, advocacy, gender sensitization and social support,” he said.

On his part, Murang’a East Deputy County Commissioner Thomas Nyoro thanked the stakeholders for coming together to deliberate on the issues that lead to GBV and the impact it has on the quality of education.

“Gender based violence in schools and homes should be avoided at all costs,” he said adding that such vices were affecting the upbringing of our children in a negative way and in turn caused them to perform poorly in schools among other effects.

He said that cases of violence should be reported immediately to the police and other relevant authorities like the Chiefs and Assistant Chiefs when witnessed.

Volleyball Results at the 2025 KSSSA National Term 2 Games in Kakamega

Volleyball Results at the 2025 KSSSA National Term 2 Games in Kakamega

2025 KSSSA National Term 2 Games in Kakamega

Collated results.

Match day 1: Tuesday 29th July, 2025.

Volleyball Boys.

Malava vs Gankanga
3 vs 0
(25:20, 25:19, 25:10).
Furaha vs Cheptil
0 vs 3 (19:25, 21:25, 17:25)
Rithimitu vs Mwaluphamba
2 vs 3 (29:31, 23:25, 25:21, 25:17, 12:15)
Gogo vs Kambaa
3 vs 0 (25:18, 25:14, 25:16)

Volleyball Girls.

Kesogon vs Soweto 3 vs 0
(25:12,25:14,25:19)
Kwanthanze vs Nyakongo 3 vs 0
(25:12,25:14,25:22)
Moi vs Kinale 3 vs 0
(25:16,25:14,25:17)
Sulumeti vs Eldas 3 vs 0
(25:4,25:5,25:10)
Masinde Muliro University

Volleyball Results at the 2025 KSSSA National Term 2 Games in Kakamega

Volleyball Results at the 2025 KSSSA National Term 2 Games in Kakamega

2025 KSSSA National Term 2 Games in Kakamega

Collated results.

Match day 1: Tuesday 29th July, 2025.

Volleyball Boys.

Malava vs Gankanga
3 vs 0
(25:20, 25:19, 25:10).
Furaha vs Cheptil
0 vs 3 (19:25, 21:25, 17:25)
Rithimitu vs Mwaluphamba
2 vs 3 (29:31, 23:25, 25:21, 25:17, 12:15)
Gogo vs Kambaa
3 vs 0 (25:18, 25:14, 25:16)

Volleyball Girls.

Kesogon vs Soweto 3 vs 0
(25:12,25:14,25:19)
Kwanthanze vs Nyakongo 3 vs 0
(25:12,25:14,25:22)
Moi vs Kinale 3 vs 0
(25:16,25:14,25:17)
Sulumeti vs Eldas 3 vs 0
(25:4,25:5,25:10)
Masinde Muliro University

How to download 2020/2021 KUCCPS Student’s Admission letter to RAF International University; 2020 KUCCPS Admission list pdf download

Congratulations for getting admission at RAF International University after your successful application. Students joining university are selected by the Kenya RAF International University and Colleges Central Placement Service, KCCPS. The students are selected after sitting their Kenya Certificate of Secondary Education, KCSE, examination and getting the minimum University entry requirement. The KCSE students must first apply to KUCCPS to be selected to preferred programmes. The students can apply at school level or apply individually during the first and second revision windows.

Once the applications are closed, KUCCPS then places the KCSE students in preferred courses depending on the student’s score, number of available vacancies against applicants among other selection criteria. In not satisfied with the University that you have been selected to join then you can apply for Inter-Institution Transfer.

The placement body then announces the selection results and students can access the admission lists and download their admission letters.

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

Here are links to the most important news portals:

HOW TO DOWNLOAD THE RAF INTERNATIONAL UNIVERSITY ADMISSION LETTER

To download the RAF International University Admission letter;

  1. Access the KUCCPS Admission Letters Link at https://www.riu.ac.ke/
  2. Enter your Registration Number and Password then log in.
  3. Locate the Admission Letter download tab and click on it to download it.
  4. Print the Admission letter and read the instructions keenly. In case you have queries, please direct them to the University by using the official (provided) contacts on your admission letter.
THE RAF INTERNATIONAL UNIVERSITY ADMISSION LETTER

The RAF International University admission letter is an important document that enables a prospective student to prepare adequately before joining the institution. Contents of the University admission letter are:

  • Your Admission Number
  • Your Name
  • Your Postal Address and other contact details
  • The Course you have been selected to pursue.
  • Reporting dates
  • What to carry during admission; Original and Copies of your academic certificates, national identity card/ passport, NHIF Card, Coloured Passports and Duly filled registration forms accessible at the university’s website.
  • Fees payable and payment details
Other documents that can be downloaded alongside the RAF International University admission letter are:
  • Acceptance Form
  • Student’s Regulations Declaration
  • Accommodation Declaration
  • Medical Form
  • Emergency operation consent
  • Student Data sheet
  • Application for Hostel Form
  • Student Personal Details Form
  • University Rules and regulations
  • Fee programme structure

These documents cab be returned to the RAF International University before or during admissions; depending on the instructions from the university.

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:

AGRICULTURE FORM 3 NOTES- SIMPLIFIED & EDITABLE

Livestock Production III…

(Selection and Breeding)

Introduction

  • The breeding of animals is under human control, and the breeders decide which individuals shall produce the next generation.
  • The breeder makes a choice.
  • The breeding of animals is based upon the fact that certain qualities are genetic ,hence valuable qualities are passed on from parents to off -springs.
  • The qualities can be maintained or improved in the next generation.

The performance of an animal is influenced by two major factors; 

  • Genetic potential
  • The environment, which includes:
  • Feeding,
  • Health,
  • Care
  • The ecological conditions.
  • The genetic potential of an animal is inherited from its parents.
  • In selection and breeding animals with superior characteristics are selected and allowed to mate.
  • In the process they transmit the superior characteristics to their offspring.
  • When this is done over a long period of time, it results in livestock improvement.

 

Reproduction and Reproductive Systems

 

  • Reproduction is the process by which off-springs are produced.
  • All farm animals multiply by means of sexual reproduction.
  • It begins with fertilization which is the fusion of male and female gametes to form a zygote.
  • Fertilization takes place internally in the body of the female.
  • The embryo(zygote) formed develops inside body of mother, fed and protected until end of gestation period.
  • In poultry, the process is different in that eggs are fertilized internally but laid and development of the chick takes place outside during incubation.
  • In both male and female, certain organs are specialized for the process of reproduction.
  • Some of these organs secret fluids which are necessary for the movement and survival of the gametes(reproductive cells.)

Reproduction in Cattle

  • The male reproductive organs produce the male gametes,the spermatozoans.
  • These are introduced into female reproductive system, where they fuse with the sperm to form zygote.
  • The testis:
  • There are two testes hanging loosely between hind legs.
  • Enclosed by loose skin (scrotum)scrotum regulate temperature of testis for optimum production of sperms.
  • Produce spermatozoa(sperms)which are stored in coiled tube called epididymis.
  • Epididymis: Storage of spermatozoa.
  • Sperm ducts:
  • Conveys sperm from the testis and urine through the penis.
  • sphincter muscles contract to allow each to pass separetly.
  • Seminal vesicles produce fluid called semem.
  • semen carries sperms out of penis in fluid form.

 

  • Prostate gland -produce fluid that neutralize the acidic effects of urine in the urethra preventing death of sperms.
  • Accessory glands: Include seminal vesicles cowpers gland and prostate gland.
  • Urethra: Conveys urine and semen.
  • Penis:
  • Surrounded by a sheath which is an extension of skin.
  • It introduces sperms into the vagina of a cow through the vulva during mating.
  • It is a copulatory organ, also used for urination.

 

 

Ovaries and fallopian tubes(oviduct)

  • Two ovaries located in abdomen, left and right.
  • Produce ova/eggs and hormones which control sexual cycle.
  • Oestrogen produced by graafian follicle inside ovary induces oestrus
  • ie. Heat period so that the cow shows signs of heat
  • After every 21 days the ovary releases a mature ovum and the cow comes on heat.
  • The ovum travels through the fallopian tubes to the uterus.
  • The release and movement of the ovum down to the uterus is called ovulation.
  • If mating is done at this time, fertilization will take place.
  • The fertilized egg implants itself onto the endometrium(walls of uterus)and  develops into foetus.

 

Fallopian tubes:

  • Fertilization takes place here.
  • Also a passage for the egg from the ovary to the uterus.

The uterus:

  • Embryo develops h
  • The cervix: Closes the uterus.

The vagina and Vulva:

  • Vulva is the external opening of female reproductive system.
  • It allows mating to take place so that sperms are deposited into the vagina.
  • The foetus and urine are removed through the vulva.

 

Pregnancy

 

  • Is period between fertilization of ova and the expulsion of the foetus through the vulva.
  • Also called gestation period.
  • In cattle gestation period is 270-285 days.
  • Ends with the birth of a calf.
  • The reproductive tract undergoes a period of rest during which it is repaired and returns to normal.
  • During pregnancy, hormone called progesterone is produced by the placenta to maintain the foetus in the uterus.

 

Parturition(giving birth)

  • Act of giving birth called parturition.
  • This time the foetus expelled through the birth canal.

 

When an animal is about to give birth, it shows signs;-

  • Distended udder which produces thick milky fluid called colostrums.
  • Swollen vulva producing thick mucus.
  • Loose and slackened pelvic girdle.
  • Visible pin bones.
  • General restlessness.
  • Animal parturates within 2-3 hours after this signs.
  • The correct presentation is with the front feet first ,and the head outstretched and resting in between the fee.
  • Any other presentation called mal-presentation or breech presentation and requires assistance.

 

 

Reproduction in Poultry

 

  • The cock has no penis but a small opening near the vent through which sperms are emitted.
  • Cock has testes within the body.
  • The hen has elongated oviduct for formation of an egg.
  • Fertilization occurs internally.
  • During mating the cloaca of the hen and the vent of the cock fit into each other and then semen is poured into the cloaca ,then  sucked to the oviducts.

 

The Reproductive System of a Hen

                                                                             

Ovary

  • Hen has two ovaries but one functional.
  • Ova formed in ovaries.
  • 3500-4000 ova present inside ovary held by follicle.
  • Mature ovum released via rapture of follicle.
  • It moves into oviduct received by the funnel.

 

Funnel(infundibulum)

  • Fertilization occurs here.
  • Chalazae also added to yolk.
  • Time here is 15 minutes.
  • It is 11.6cm long.

 

Magnum

  • Thick albumen is added.
  • Stays for 3hrs.its 33cm long.

 

 Isthmus

  • Its 10.6cm long.
  • Shell membranes added.
  • Determines shape of egg.
  • Water, mineral salts and vitamins added.
  • Takes 15 minutes.

 

Uterus(shell gland)

  • Calcium deposited 9ie.shell added around the egg.
  • Pigments added.
  • Addition of albumin finished.
  • Stays here for 18-22hours.

Vagina

  • Short, 6.9cm long.
  • For temporal storage of egg before laying

Cloaca

  • Egg moves out of cloaca through the vent.
  • The cloaca extents out to prevent the egg from breaking.

 

NB;

  • Egg formation not depended on fertilization.
  • Egg formation takes 24-26hours.
  • The components of egg are obtained from body reserves of the hens body.

 

 

Selection of a Breeding Stock

 

  • Selection is used as a tool for livestock improvement.
  • A breeding stock is a group of males and females which act as parents of future generations.
  • Selection is the process of allowing certain animals to be parents of future generations while culling others.
  • Culling is the removal of animals which do not perform to the desired level, from the herd.
  • The animals retained have certain desirable characteristics which make them produce more.
  • Selected animals make up the breeding stock.
  • The breeding stock should pass the good qualities to their offsprings for better performance, to improve the livestock.
  • Selection process repeated for many generations increases chances of formation of desirable qualities in an animal.
  • Genetically termed as gene frequency(occurrence of the genes that carry desirable characteristics.)
  • Selection increases occurrence of desirable genes and decreases occurance of undesirable genes.
  • During selection, the characteristics to be selected for are first studied closely to ascertain that it is not influenced by the environment, but mainly by the genetic make-up.
  • Selection helps improve characteristics which are highly heritable.
  • Heritability means the likelihood of a particular trait to be transmitted to the offspring and they are strongly inherited.
  • A character like milk yield is lowly heritable, i.e. it is weakly inherited and a bigger percentage of the character is affected by the environment.

 

The degree to which selection affects a character depends on the following factors;

  • The heritability of the character
  • The intensity with which the selection is done
  • The interval between generations and kind of selection being practiced.

 

 

 

Factors To Consider When Selecting A Breeding Stock.

 

  • Age
  • Level of performance
  • Physical Fitness
  • Health
  • Body Conformation
  • Temperament or Behaviour
  • Quality of products
  • Mothering Ability
  • Adaptability
  • Proliferation

 

  • Age
  • Young animals,
  • Those that have not parturated for more than 3-times, should be selected.
  • They have a longer productive life.
  • Old animals are poor breeders and low producers.
  • Production and breeding efficiency decline with age.
  • Level of performance
  • Animals with highest production level selected.
  • Performance best indicated by records.

Good performance of animal indicated by;

  • High milk, wool and egg production,
  • Good mothering ability
  • High prepotency which is the ability of a parent to pass good qualities to their offsprings.
  • The animals with poor performance should be culled.
  • Good records kept and used by the farmer for this purpose.
  • Physical Fitness

Animals selected should be free from any physical defect

e.g.

  • mono-eyed,
  • limping,
  • irregular number of teats,
  • scrotal hernia,
  • defective and weak backline

 

  • Health
  • Sick animals do not breed well and are expensive to keep.
  • Animals that are resistant to diseases pass these characteristics to their offsprings

 

  • Body Conformation

 

  • Animals for breeding to be selected according to proper body conformation.
  • A dairy cow should be wedge-shaped with a large udder, thin legs, long neck.
    • Temperament or Behaviour
  • Animals with bad behaviors should be culled.eg
  • Cannibalism, egg eating, aggressiveness, kicking

 

  • Quality of products
    • Select animals that give products of high quality.
  • Mothering Ability
    • Animals selected should have a good mothering ability,
    • That is animals with good natural instinct towards their young ones.
    • This will enable them to rear the young ones up to weaning.

 

  • Adaptability
    • Animals selected should be well adapted to the prevailing climatic condition in the area.
    • Prolificacy
      • Animals selected should be highly prolific.
      • That is, animals with the ability to give birth to many offsprings at a time(larger litter).
      • This is a quality that should be considered when selecting pigs and rabbits.

 

Selection in cattle, and sheep,

 

Selection in cattle

Consider the following;

  • Level Of Performance Which Include;
  • Milk Yield Buter Content.
  • Length Of Lactation Period.
  • Calving Intervals.
  • Age Of The Animal,
  • Fertility,
  • Physical Fitness,
  • Health Of The Animal,
  • Body Conformation,
  • Suitability Of The Enterprise-Milk Or Beef

 

Selection in sheep

Consider the following;

  • Level of performance which includes;
  • Mothering ability
  • Growth rate
  • Wool quality
  • Carcass quality
  • Twining rate
  • Age
  • Suitability to the enterprise-wool or mutton
  • Flocking instinct
  • Health of the animal
  • Physical fitness
  • Inheritable defects
  • Fertility
  • Inheritable defects.
  • Fertility.

Selection in Goats

 Consider the following:

  • Fertility.
  • Mothering ability.
  • Growth rate.
  • Twining rate
  • Carcass quality/dressing percentage.
  • Growth rate.
  • Suitability to the enterprise – milk or mutton.
  • Health of the animal.
  • Age.

Selection in Pigs

  • Consider the following:
  • Carcass quality/dressing percentage.
  • Suitability to the enterprise (bacon or pork)
  • Growth rate.
  • Health of the animal.
  • Mothering ability.
  • Prolificacy.
  • Number of teats.
  • Temperament.
  • Body formation.
  • Age.
  • Heredity defects

Selection in Camels

  • Health of the animal.
  • Age.
  • Temperament.
  • Foraging ability.
  • Fertility.
  • Level of performance-milk, meat, fur and transport.

Method of Selection

These include:

  • Mass selection – Animals with superior characteristics are selected from a herd and then allowed to mate among each other.
  • Progeny testing – assessing on the breeding value of an animal on the basis of performance of its offsprings.
  • Contemporary comparison ­-comparison of performance between heifers of the same age and sexual maturity.

Breeding

  • Process of mating selected males and females to produce offspring with the desired characteristics.

Reasons:

  • To expand the inherited potential of the animal.
  • To improve production.
  • To overcome production problems created by the environment.
  • To satisfy consumers taste.
  • For economic reasons.

Terms Used in Breeding

 Inheritance

  • Genetic transmission of characteristics from parents to offsprings.
  • The mechanism of inheritance is carried by the sex cells (gametes) and is controlled by genes found in the chromos
  • Genes are very tiny units of inheritance carrying particular characteristics, such as colour, body shape and amount of milk production.
  • Chromosomes are  genetic materials which carry genes.
  • They exist in pairs paternal and maternal) in the nucleus f the body cells.
  • They are always constant in number.

 

 

Dominant and Recessive Characteristics

  • A dominant gene is one that suppresses the othe
  • It produces a dominant characteristi
  • A recessive gene is one that is suppressed by the other.
  • It produces a recessive characteristic.

Hybrid and Hybrid Vigour

  • A hybrid is an animal which is the product of crossing animals of two different breeds.
  • Hybrid vigour or heterosis is increased vigour and performance resulting from crossing two superior breed

Epistasis

  • This is the masking of the effect of one gene by another gene which is non-allelic, that is situated on different locus.

Breeding Systems

Inbreeding

  • Mating of animals which are related. Reasons:
  • To increase genetic uniformity in a herd.
  • Used to fix the required characteristics in new breeds.
  • To increase phenotypic u
  • To get proven si

Limitations

  • It can bring about loss of hybrid vigour.
  • It may lead to decline in fertility.
  • It may lead to high rate of pre-natal mortality.

Systems of Inbreeding

  • Close Breeding: mating between very closely related animals, for example sib-mating and parents sib-mating.
  • Line Breeding: mating of distantly related animals that had a common ancestor for example cousins.

Outbreeding

  • Mating of animals which are not related.

 

Reasons:

  • To introduce new genes in an existing breeding herd.
  • To exploit heterosis resulting from a cross between two breeds.
  • To develop a new breed or a grade animal.

Limitations

  • Lack of uniformity in animals that result from outbreeding.
  • Desirable characteristics may be lost due to variation.

Systems of Outbreeding

  • Cross-breeding

Mating of animals from two different pure breeds.

  • OutCrossing

Mating of unrelated animals from the same breed.

  • Upgrading/Grading up

Mating where the female of a cow grade stock (locals) is mated with a pure breed sire.

The resultant animal is referred to as a high grade.

Mating in Livestock

Mating in Cattle

  • Heat signs occur every 21 days.
  • The heat period last for 18-30 hours­ on average 24 hours.
  • Cow should be served 12-18 hours after showing the first heat signs.

      Heat Signs

  • Restlessness.
  • Mounting on others and when mounted on she stands still.
  • Rise in body temperature.
  • Drop in milk production in lactating cows.
  • Vulva swells and becomes reddish.
  • Clear or slimy mucus from the vulva.
  • Bellowing or mooing frequently.

Mating in Pigs

  • Heat signs in pigs occur after every 21 days.
  • The heat lasts about 72 hours.
  • Sows or gilts should be served in 18- 36 hours of the heat period.

Signs of Heat

  • Restlessness.
  • Frequent urination.
  • Swelling and reddening of the vulva.
  • Clear or slimy discharge from the vulva.
  • Frequent mounting on others.
  • It responds very well to the ‘riding test’.

Mating in Rabbits

  • Does are ready for mating 6-7 months of age.
  • Heat signs occur every 14 days.
  • The doe should be taken to the buck and not vice versa.

Signs of Heat

  • Restlessness.
  • Frequent urination.
  • Swollen vulva.
  • The doe throws herself on the side.
  • The doe rubs herself against the wall or any other solid object.
  • The doe tries to contact other rabbits in the next hutch by peeping.

Methods of Service in Livestock

 Natural Mating

Advantages:

  • It is more accurate.
  • It is less laborious.
  • Useful when heat signs of females cannot be easily detected.

Disadvantages

  • Inbreeding is not easily controlled.
  • Transmission of breeding diseases.
  • Extra feed for the male is required.
  • Large males can injure small females.
  •  Wastage of semen.
  • It is cumbersome and expensive to transport a bull to remote areas.

Artificial  insemination

  • Introduction of semen into the female reproductive tract by artificial means.

Advantages

  • There is economical use of semen.
  • It controls transmission of breeding diseases.
  • Sires that are unable to serve cows due to heavy weight or injury can produce semen to serve cows.
  • It prevents large bulls from injuring small cows.
  • It reduces the expenses of keeping a male animal.
  • A small scale farmer who cannot afford to buy a superior bull can have the cows served at a low cost.
  • Semen can be stored for long.
  • It helps to control inbreeding.
  • It eliminates the threat of keeping dangerous bulls from the farm.
  •  It makes research work easier.

Disadvantages

  • Harmful characteristics can be spread quickly by one bull to the offsprings.
  •  It requires skilled labour.
  • Low chance of conception due to death of semen during storage.
  • It is laborious:

Embryo Transplant

  • It is the implantation of an embryo (fertilized ova) from a high quality female (donor) in the uterus of a low grade female (recipient).

Advantages

  • Faster multiplication of an animal with superior characteristics .
  • It is easier to transport embryos than the whole animal.
  • Embryos can be stored for a long period awaiting the availability by recipient females.
  • It stimulates milk production in a female (recipient) that was not ready to produce milk.
  • Low grade animals can be used in production and rearing of high quality animals.
  • Offsprings of a superior female can spread quickly in an area.

Disadvantages

  • It is expensive.
  • It requires skilled personnel.
  • It requires special equipment for fertilization and storage of embryos.

Signs of Parturition in Livestock

  • Parturition is the act of giving birth in female animals.

Parturition in Cattle

  • The gestation period in cattle is 270-285 days averaging 280days.

     Signs of Parturition

  • Restlessness
  • Enlarged or swollen vulva.
  • Clear mucus discharge from the vulva.
  • Slackening of the pelvic muscles.
  • Full and distended udder.
  • Thick milky fluid from the teats.
  • A water bag appears and bursts just before calving.

Parturition in Pigs

  • The gestation period in pigs is about 4 months or 3 months, 3 weeks and 3 days.

     Signs of Parturition

  • Restlessness.
  • The vulva turns red and swells.
  • The udder becomes full with a milky fluid the sow starts to prepare a nest by collecting some beddings at one comer of the pen.

Parturition in Rabbits

  • The gestation period in rabbits is 28-32 days.

     Signs of Parturition

  • Preparing a nest by plucking off hair from her belly.
  • Goes off feeding
  • Restlessness.
  • The udder distends.

Livestock Production IV

(Livestock Rearing Practice)

 

Introduction

  • In the management of livestock there are many activities that are carried out on animals to enhance production.
  • They require care in feeding, health, breeding.
  • Specific management also important in bee and fish farming.

Routing livestock rearing practices.

  • A routine is a fixed/regular way of doing something.
  • done repeatedly after a certain period of time

Feeding Practice

  • Animals are fed to cater for both maintenance and production requirements.
  • These are special types of feeding carried out on certain animals to cater for specific needs.

These include:

Flushing

  • The practice of giving extra quality feed to an animal around service time.
  • In sheep it is done 2-3 weeks before tupping and 3 weeks after tupping.
  • In pigs it is done 3-4 weeks before service.

Importance of Flushing

  • It increases conception rates.
  • It enhances implantation of the zy
  • In sheep it increases twinning percentage by 15-20%.

Steaming Up

  • Giving extra quality feed to an animal during the last weeks of gestation.
  • In cattle it is done 6-8 weeks before calving.

Importance Steaming Up

  • It provides nutrients for maximum foetal growth.
  • It helps in the build up of energy for parturition.
  • It ensures the birth of a healthy animal.
  • It promotes good health of the mother.
  • It increases and maintains high milk yield after birth.

Creep Feeding

  • Feeding of young animals from birth to weaning.

Piglets

  • 10 days old – introduced to creep pellets.
  • 5 weeks old – creep pellets mixed with sow and weaner meals.
  • 8 weeks old – weaning.

Lambs

  • Run with their mothers for natural suckling.
  • Bucks – introduced to succulent feeds and concentrates.

Kids

  • Meat goats kids suckle naturally.
  • Dairy goats, fed on milk artificially,
  • Given 0.5-1.25 litres up to the third week.
  • Introduced to concentrates at 3-4 months.
  • Weaned at 6-8 weeks of age.

Parasite and Disease Control Practices

 

Vaccination

  • Introducing active disease organsms which are reduced in strength or virulent into the animals’ body to induce immunity.

Administration of Vaccination done through:

  • By injection.
  • Orally through the mouth.
  • By inhalation through the nose.
  • Eye drops.

Deworming

 

  • Practice of killing/removing internal parasites by administering drugs known as dewormers / antihelmitics.

 

Hoof Trimming

 

  • Cutting back overgrown hooves with the help of a hoof trimming knife, a hoof cutter or a hoof rasp.

     Importance

  • Facilitate easy movement.
  • Control of foot rot disease.
  • Facilitate mating – prevent the ram from injuring the ewe during tupping.

 

Docking /tailing

  • This is the removal (cutting oft) of tails in sheep during the first week after birth.

Importance

  • Even distribution of body fat.
  • Facilitate easy mating in adult life.
  • Minimise fouling of the wool with faeces.
  • Reduce incidences of blowfly infestation.

 

   Methods of Docking /tailing

  • Cutting with sharp knife or scalpel.
  •  Use of elastrator and rubber ring.

Dipping and Spraying

 

  • These are methods of applying acaricides on the animals to control external parasites.

 

Dusting

 

  • It is the application of chemical powders on the animal body or on the walls of the animal house to control external parasites.
  • It is used to control stick-fast parasites and fleas in poultry.

 

Breeding Practices

 

These are practices carried out to enhance successful breeding.

 

  • Crutching and Ringing

 

  • Crutching – cutting of wool around the external reproductive organs of female sheep.
  • Ringing – trimming wool around the sheath of the penis of the rams to facilitate mating.

 

  • Tupping and Serving

 

  • Tupping refers to mating in sheep and goats.
  • Serving refers to mating in cattle and pigs.

 

  • Raddling

 

  • This is the practice of fitting the rams with breeding chutes which are painted in different colours during mating
  • to identify mated ewes and to indicate the active rams hence help in culling of the weak rams.

 

Identification

 

The practice of putting identification marks on animal.

  • Branding – burning marks on the animals skin.
  • Ear tagging – placing marked plastic or metallic tags on the animals ears.

 

  • Ear notching – cutting different shapes bearing different values on the ear lobes.
  • Tattooing – use of permanent ink or dye to mark animals with light skin.
  • Neck strap or chain – Fixing of tags round the animals neck with a chain or a strap.

 

Importance/ purpose of Identification

  • record keeping
  • Setting disputes in case animals get mixed up in the pasture.

 

Debeaking

  • Cutting about 1/3 of the upper beak with a knife, scissors or hot iron.

 

  • Importance
  • Control egg eating.
  • Control cannibalism.

Tooth Clipping

  • The removal (clipping) of the needle (canine) teeth in piglets 24 hours after birth.

Culling

  • Removal of undesirable animals from a herd.

Dehorning

  • Removal of horns or horn buds from an animal.

       Importance

  • It prevents animals from injuring each other.
  • It makes the animal docile and therefore easy to han
  • For easy transportation and feeding.
  • Prevents destruction of farm structures.

Shearing

  • The practice of cutting wool from all over the body of a sheep.
  • It starts at the age of 8 months and then done once a year.
  • Should be done during the dry season.
  • Tools used: wool shears.
  • Care must be taken not to cut the skin, testicles, udder, vulva and penis.

Castration

  • It is the rendering unserviceable the testicles of a male animal.

    Importance

  • To control breeding diseases.
  • To control breeding.
  • For faster growth rates.
  • Increase quality of meat by removing unpleasant smell especially in goats.

Methods Used:

  • Closed/bloodless method
  • involves use of burdizzo or rubber ring and ela
  • Animals do not bleed but may not be 100% effecti
  • Open method
  • A surgical method used for castrating cocks, piglets and rabbits whose testes are internal.
  • Also used for lambs, kids and calves.
  • Animals bleed a lot.
  • However, it is 100% effective.
  • It is not recommended for mature adults.
    • Caponisation
  • It is the practice of making male birds lose their male characteristics by use of hormones.
  • Hormones used include stilboestrol which is injected into the birds when they are one day old and female hormones implanted beneath the skin at the neck.
  • Birds which have lost their male characteristics in this way are referred to as capons.

Management During Parturition

  • Parturition is the act of giving birth to fully grown foetus.

Parturition in Cattle

  • It is referred to as calving.
  • Gestation period lasts 270-285 days after conception.
  • When the signs of parturition are observed the cow should be separated from the rest of the herd.
  • Normal calving should take 2 hours and the normal presentation is the muzzle, face or fore head on top of the forelegs first.
  • In case of other presentations the mother should be assisted.
  • Provide the mother with plenty of water and feed after par
  • If the after birth does not come out within 48 hours a veterinarian should be called to remove it.

Parturition in Sheep

  • It is referred to as lambing.
  • Gestation lasts 21 weeks (150 days) after conception.
  • The ewe lamb naturally without any problem.
  • If complications arise the ewes should be assisted.

     Signs of Parturition in Sheep

  • Udder becomes full.
  • Teats are bright red in colour.
  • Restlessness and bleating.
  • Slackening of the hip muscles.

After these signs are seen the ewes should be separated from the others.

  • The normal presentation is forelegs and head first.
  • After birth the mother should be allowed to lick the lamb to ensure the coat is dry.

Parturition in Goats

  • It is referred to as kidding.
  • It takes place 150 days after conception.
  • Nannies carrying twins, kid a few days earlier.
  • Kidding nannies should be kept in a clean dry place which should be well sheltered.
  • Signs of parturition are similar to those of ewes.
  • Kidding nannies should be kept with another female for company.

Parturition in Pigs

  • It is referred to as farrowing.
  • Gestation period 113-117 days ( 4 months).

Signs of Farrowing

  • The sow becomes restless.
  • There is enlargement of the vulva .
  • Muscles on each side of the tail slacken.
  • There is loss of appetite.
  • The udder and the teats become enlarged.
  • The sow collects bedding material in one comer to build a nest.
  • Milk present in the teats 24 hours before farrowing.

After the signs are seen;

  • Farrowing takes about 2-6 hours under normal conditio
  • An attendant should be there to assist the mother and piglets.
  • Ensure the removal of the after birth to prevent the sow from eating it.
  • The sow should be fed well and given plenty of clean water.

Parturition in Rabbits

  • It is referred to as kindling.
  • It takes place 28-32 days after conception.
  • Provide a nesting box and plenty of dry soft beddings in the hutch towards the fourth week of gestation .

 Signs of Parturition

  • The doe plucks off the fur from her body.
  • Uses the fur to build a nest about 3-10 days earlier.

 

Bee Keeping (Apiculture)

  • Bees are insects which live in very well organised colonies.

Each colony consists of:

  • Queens – fertile females that breed to ensure the continuity of the species.
  • Drones – fertile males that mate with the queen for reproduction process.
  • Workers – non-fertile or sterile females that maintain the colony.

Duties of Workers

  • They rear and nurse the brood (eggs, larvae and pupae), queen and drones.
  • They collect nectar and make honey.
  • They make the honey combs.
  • They protect the hives.
  • They clean the hive.

Importance of Bees

  • Collect nectar from flowers.
  • Make honey – a nutritious product used by man as food.
  • Helps in crops pollination of plants.
  • Bees produce wax used to make candles.
  • They make propolis – a bee product which is medicinal.

Routine Management

Siting/locating of an Apiary

Factors to consider;

  • Nearness or accessibility to nectar or flower-producing vegetation.
  • Areas with shade. Bees are sensitive to the sun’s heat and require some shade to protect them.
  • Safe distance from human residence and other livestock.
  • Bees are stinging insects and can be a hazard to humans or other animals.
  • Nearness to a source of water for use in their nutrition.
  • A good distance from source of noise and other disturbances.
  • Safety from predators for example honey badgers, ants (safari ants), birds and other parasites such as wax moths.

    Feeding

  • Normally bees are self-sufficient in providing their food from the honey they make.
  • However, during the dry season, their feeding should be supplemented by providing a solution (syrup) of sugar water or giving molasses.
  • This should be placed strategically so that it is easily accessible to the bees.

Parasites

  • Ants
  • Wax moths
  • Bee louse
  • Honey badger

Control of Parasites

  • Use of physical barriers such as Vaseline/grease to control ants.
  • Smoke the hive to control bee louse.
  • Suspend the hive to control honey badgers.
  • Burn infected combs to control wax moths.

Diseases and Control

  • African bees are seldom attacked by diseases.

Harvesting Honey

Factors to consider;

  • Stage of ripening: Honey must be harvested when it is fully matu
  • Season of the year: Harvested at the end of the rainy season.

Procedure

  • Blow light smoke through the hole.
  • This makes bees suck honey and become engorged and docile.
  • Lower the hive to the ground.
  • Open the hive to expose honey combs.
  • Brush the bees off the honey combs.
  • Cut the honey combs, leaving a small margin on the bars and keep them in a closed container.

Honey Processing

  • Using heat in a water bath to melt the honey.
  • Crushing and straining.
  • Using a centrifugal extractor.

Precautions When Handling Bees

  • Avoid excessive smoking.
  • This kills the brood and lowers quality of the honey.
  • Use protective clothing to avoid sting.
  • Protect the hive from rain water.
  • Use clean equipment and containers to avoid contamination of the honey.
  • Use recommended method of extracting honey.
  • Use recommended type of hive such as Kenya top bar hive.

Fish Keeping (Aquaculture)

Introduction

  • The rearing or keeping of fish is called fish farming and is normally carried out in specially prepared ponds.

A good fishpond should have the following features:        

  • Site should be on a fairly level ground with a permanent supply or source of water.
  • The area should have clayey soil to avoid loss of water through seepage.
  • Water must be free from any pollutants such as chemicals and other wastes.

Construction should provide for:

  • an inlet for fresh supply of water,
  • a spill ­way channel to take off overflow or excess water,
  • an outlet to drain off the water when it is necessary to replace pond water,
  • a fence to keep off predators and other intruders.

Feeding Fish

  • Fish naturally feed on worms, insects and algae in the ponds.

These sources of food must be supplemented by throwing in the pond ;

  • kitchen wastes,
  • chopped vegetable materials such as cabbage leaves,
  • cereal brans
  • brewers’ grain .

Management Practices to Ensure Maximum Harvest of Fish

  • Control of stocking rate, that is to, have the recommended population of fish in a pond at anyone time.
  • Harvest at the correct maturity stage.
  • This is done by using the fishing net with correct mesh sizes to avoid catching the fingerlings.
  • Avoid water pollution in the ponds which may poison fish.
  • Ensure adequate supply of food in the pond.
  • Water in the ponds should be kept in motion to facilitate aeration.
  • Maintain appropriate depth (level) of water.
  • Control predators and/or thieves.
  • Drain and refill ponds with fresh water as necessary.

Harvesting Fish

  • Harvesting or extracting fish from the fish­ ponds for consumption

Two main methods:

  • Hookandline method:
  • This is slow, injures small fish and is inefficient.
  • It is only suitable for small-scale fishing.
  • Use of fishing nets:
  • This is the most efficient method as long as a net with the correct mesh sizes is used.
  • Harvesting may be done 6-8 months after the introduction of fingerlings into the fish pond.

Maintenance of the Fish Pond

  • Repairing the dyke or any structure on it.
  • Cleaning the pond and removing foreign materials.
  • Planting grass where necessary.
  • Removing un desirable vegetation.
  • Removing the silt.

Fish Preservation

Practices before preservation:

  • Clean the fish to remove mud and any worms.
  • Removing scales and slime.
  • Opening the fish on the side to remove the gut and the intestines referred to as gutting.             .
  • Cleaning the abdominal cavity thoroughly.
  • Keeping fish in open containers.

Methods of Preservation

  • Freezing
  • Salting
  • Sun drying
  • Smoking

 

 

Appropriate Handling of Livestock During Management

  • Physical beating should be avoided.
  • Structures which help in restraining animals should be used whenever applicable.
  • The correct methods of securing and casting animals should be used.
  • Use as little force as possible.
  • Equipment such as ropes, halters, lead stick and bull rings are used to handle animals appropriately.

Farm Structures

 

Introduction

  • Farm structures are physical constructions on the farm used to increase efficiency in production.

Construction of Farm Structures

 Involves:

Planning for farm structures ;

Consider;

  • Farm activities.
  • Size of the enterprise.
  • Future of the enterprise.
  • Accessibility.
  • Soil type.

Siting farm structures;

Consider:

  • The location of the homestead.
  • Accessibility.
  • Security.
  • Drainage/topography.
  • Wind direction.
  • Relationship between the structures.
  • Proximity to social amenities.
  • Farmer’s taste and preference.

 

Materials for Construction

       Structural Materials and Use

Factors which determine the type of materials to use are;

  • durability,
  • strength,
  • labour,
  • availability,
  • workability,
  • serviceability,
  • cost
  • sa

 

Stones and Bricks

 Advantages

  • Stones and bricks are durable, easy to disinfect, resistant to weather and insects decay and are easily available.

 

       Disadvantages

  • They are bulky and require skilled labour to make them.

Plastic and Synthetic Materials

These include;

  • glass,
  • asbestos fibre
  • polythene materials.

Advantages

  • Light,
  • cheep depending on quality,
  • easy to disinfect,
  • can be moulded into any shape,
  • are durable,
  • cannot be destroyed by insects and fungus
  • are water-proof.

Disadvantages

  • Are easily destroyed,
  • fragile,
  • very expensive
  • require skilled labour.

Wood (Timber)

Advantages

  • They are workable,
  • cheap,
  • can be re-used
  • are fairly strong.

Disadvantages

  • They can catch fire easily,
  • decay if exposed to water
  • are affected by fungus and insects.

 

Concrete

  • Is a mixture of cement, sand, aggregate and water
  • e.g. in making blocks the ratio is 1:2:3; one part cement, two parts sand and three parts aggregate.

 Uses

  • Making posts for fencing.
  • Making walls and floor of buildings.
  • Making gabions and water channels to prevent erosion.
  • Making water troughs.

 

Advantages

These materials are;

  • durable, workable,
  • easy to disinfect,
  • cheap to maintain,
  • fire resistant

Disadvantages

  • These materials are ;
  • expensive,
  • require skilled labour,
  • bulky,
  • cannot be reused

 

Animal handling structures

 

  • The crush –used when doing following activities;
  • Spraying livestock to control ticks,
  • milking,
  • examining sick animals,
  • artificial insemination,
  • treating animals, eg drenching, vaccination,
  • dong routine jobs such as dehorning, identification marks,
  • The spray race-used in the control of ticks by spraying livestock with acaricides
  • The dip- machakos type, and the pludge dip. This is used in the control of ticks by dipping livestock

 

Farm Buildings

Factors to be considered in site selection;

  • Security
  • Nearness to a source of water
  • Topography
  • Direction of the prevailing wind
  • Direction of the sun
  • Personal whims/tastes and preference
  • Nearness to means of communication.

 

 

 

Types of farm buildings

 

  • Houses for farm animals.
  • Stores for farm produce.
  • Stores for equipment, tools and supplies.
  • Buildings for growing crops e.g  green house.
  • Building for processing plant e.g  milk plant.

 

Parts of a building

  • The foundation,
  • The walls,
  • The roof

 

 

 

Include;

  • kingpost,
  • rafters,
  • struts,
  • tie beam,
  • rafter batten

 

 

 

Include;

  • concrete floor,
  • foundation wall,
  • PVC sheet (damp-proof course)
  • the compacted fill (hard core).

Fences

  • Importance of Fence in a Farm
  • Keep out intruders to the farm,
  • Define the boundary lines of the farm.
  • Paddocking of fields to make rotational grazing possible.
  • Live fences serve as windbreaks.
  • Fences are used in mixed farming to protect crops from. damage by livestock.
  • Fences add aesthetic values to the farm.
  • It is easy to control breeding.
  • It is easy to isolate sick animals from the rest of the herd.

Types of Fences

  • Dead fences.
  • Barbed wire fences.
  • Electric fence.
  • Concrete fence.
  • Chicken wire fence (mesh wire fence).
  • Woven wire fence (chain link).
  • Wooden fence.

Fencing Practice

  • Materials include;
  • wires,
  • staples,
  • nails,
  • posts,
  • droppers
  • concrete materials.
  • Size of posts:
  • General purpose 2.5m by 25cm in diameter
  • Strainer units and corner posts 3m by 30cm in diameter:
  • Distance between the posts:
  • 3m between posts, 10m if droppers are to be used.
  • 200m between strainer units.
  • Depth of holes – 60cm.

Gate Posts, Gates and Strainer Units

  • Gates should be hung on posts separate from the fence.
  • Mechanical implements for example tractors require 4.0-4.5m width of gate.
  • Entrance gates for pedestrians can be accommodated within the fence.

 

Steps in Fencing

  • Locate the corners
  • Clear the fencing area.
  • Mark gates, strainers, pass places and standards by pegging.
  • Dig holes to proper depths.
  • Fix the standard posts.
  • Firm around posts or apply concrete.
  • Fix wires on posts.
  • Fix the droppers.

 

 

 

Agricultural Economics II

(Land Tenure and Land Reforms)

Introduction

  • Land is an important factor of production.
  • Without land it is impossible to practice the agricultural business.
  • However the efficiency of utilization of land is influenced to a large extent by the condition of holding the land.

Land Tenure

  • Land tenure is defined as the possession of the legal rights to the use of land.
  • Various kinds of rights to the use of land give rise to different tenure systems.

Land Tenure System

  • All land tenure systems fall into two major classes, namely:

Collective Tenure Systems

This includes:

 Communal Tenure Systems

  • This involves the possession of rights over land by the whole community.
  • It works quite well under conditions of unlimited, land res

 Advantages of Communal Tenure

  • Landless problem does not exist.
  • Land is not fragmented.
  • Allows for free movement of animals in search of better pastures and water.
  • Promotes community spirit among the members.

Disadvantages of Communal Tenure

  • No incentive among the users to conserve the land resources.
  • Everybody strives to maximize returns from the land without the drive to invest, for example, in terms of soil conservation and maintenance of soil fertility.
  • There is a tendency of overstocking and continuous cropping; which leads to soil erosion and loss of land productivity.
  • As a result of communal grazing of livestock, it is impossible to improve livestock through;
    • controlled breeding,
    • proper feeding,
    • disease and parasite control.
  • Since there is no title deed, (certificate of ownership) it is virtually impossible to secure loans to develop the land.

Co-operative Tenure System

  • This category includes various collective arrangements under the government or other authorities.
  • Farmers voluntarily group together and buy land which they subsequently operate on co-operative basis.
  • Examples are co-operative ranches.

 

Advantages of Co-operative Tenure

  • No land disputes.
  • Labour is well utilized.
  • Profit is distributed according to the number of shares.
  • Resource use is enhanced for high production.

 

Disadvantages of co-operative tenure.

 

  • Incase of poor management everybody will loose.

 

  • No individual title deed hence cannot secure loans.

 

 

State ownership

  • Land is owned by the whole state and is refered to as government land.

Examples in Kenya;

  • Areas not allocated to individuals
  • Land under local county councils/cities and towns
  • Land under forest, game reserve and parks, land for infra-structure and public utility

 

Advantages of state ownership

  • Generation of income for the state
  • All the citizens benefit from whatever comes out of the land.

Disadvantages

  • Non-competitive in terms of production
  • No individual motivation when working on the land.

Individual Tenure system

The various forms of individual land tenure are;

  • Owner operator,
  • Plantation and Concestion,
  • Land-lordism/Tenancy

 

Owner operator

  • This category includes all persons who operate on land to which they have absolute individual rights.
  • Examples are the majority of individual land owners in areas where demarcation and registration of land has taken place and title deeds issued.

Advantages

  • The owner is free to make permanent production plans.
  • The owner can pledge the land title deed to secure loans(credit) from lending agencies for further development
  • An individual is motivated to work harder than when under communal arrangement
  • Managerial failures usually affect small units of production and are therefore negligible.
  • It is easy for the owner to get agricultural advice.

Disadvantages

  • Cost such as machinery for processing may be too high for the individual owner
  • Innovation may be inadequate due to low levels of education.
  • Lack of capital to invest.

Plantation and concession

  • In this form of land tenure, the individual is usually a company or a corporation.
  • Most of them engage in the production of only one commodity
  • They are rigid in their production plans and in most cases labour is hired on wage basis.
  • Example are coffee, tea, sugarcane, sisal estates in Kenya.

Advantages

  • High production from the land hence high economic gains
  • Allows foreigners to use and develop land
  • No land disputes
  • Create employment for the local people
  • Generate government revenue through taxation.

Disadvantages

  • Individuals own large pieces of land while others are landless
  • Large areas of land may be left underdeveloped.
  • Foreigners may repatriate profit to their countries.

Landlordism and tenancy

  • The arrangement here involves the ownership of land by one individual or group of individuals (landlord) who lease it to another individual (tenant).
  • A legal lease specifies the length of time during which the tenure is operative;

and that serves as a security of tenure to the tenant.

  • The efficiency of production in this arrangement is greatly affected by the length of lease, its legal backing and rent payable.

Advantages

  • A person without land can get a chance to use land.
  • A landlord who cannot operate the land, for any reason, can still earn income by leasing it to a needy tenant.
  • It is a flexible arrangement; that is, it allows room for change of production plans should need arise.
  • Security of tenure gives the tenant incentive to invest depending on the length of tenure.

Disadvantages

  • Poor land use and low production if the tenant does not have enough funds to improve on land.
  • Tenants cannot produce long term crops,
  • Landlords can exploit the tenants by overcharging.
  • Lack of incentives to improve land by the tenants since it does not belong to them.

Land Reforms

Definition

  • Land reform is any organized action designed to improve the structure of land tenure and land use.

Forms of Land Reform

Land Consolidation

  • This means bringing or putting together, into one piece; fragmented parcels or pieces of land scattered over a large area.

 

The objective of land consolidation are :

  • To save on time spent while moving from one piece of land to another.
  • To facilitate effective and efficient farm planning.
  • To create an incentive among land operators to invest on and develop land.
  • To facilitate mechanization and improve production through efficiency.
  • To improve level of production through effective supervision of the labour force and sound farming methods,

 

Land Fragmentation and Sub-division

  • This is the subdividing of a (large) piece of land into smaller portions.
  • Sometimes it becomes necessary to sub-divide land for the following reasons:
  • To sell part of the land.
  • The parent may wish to subdivide and distribute his land among the sons, daughters and other dependants.
  • The government may decide to subdivide large farms in order to settle landless citizens.

 

Land Adjudication and Registration

  • Land adjudication involves;
  • Establishing the legitimate ownership,
  • Measurements (to make permanent boundaries)
  • Recording of land details.
    • Once land has been adjudicated, and any disputes concerning the same land are settled,
    • It is then registered in the “Register of Land”.
    • And the owner is issued with a land title deed or certificate of legal ownership.

 

Importance of land title deed

 

  • The legal owner of the land has security of tenure and hence an incentive to invest and improve productivity.
  • A farmer can mortgage the land by offering land title certificate as a security to loaning agencies to secure capital to finance development projects.
  • If a farmer who cannot operate the farm, he can still earn income from it by leasing it.
  • Disputes concerning land boundaries and/or land ownership no longer arise.

 

 

Land Settlement and Resettlement

 

Definition

  • Land settlement means the occupation of land which was previously uninhabited.
  • Land resettlement, on the other hand, is the transfer of people from an already densely populated area to a sparsely populated one.

Objectives

  • To settle the landless citizens.
  • To relieve population pressure in densely populated areas.
  • To increase or promote agricultural productivity by farming on land that was previously unused or lying idle.
  • To create self-employment thus improving the living standards.
  • Land reclamation, especially by creating tsetse fly-barriers.

Soil and Water Conservation

 

   Introduction

  • Soil and water are two very important natural resources in farming.
  • They should therefore be well maintained and used without wastage to sustain continuous production.
  • Water loss during the rainy season should be prevented and excess water conserved for use during scarcity.
  • Soil erosion must be controlled at whatever cost if soil is to be conserved.

Soil Erosion

  • It is the removal and carrying away of the top soil by the action of water or wind.

Factors Influencing Soil Erosion

  • Amount and intensity of rainfall.
  • The steeper the land the higher the velocity of surface runof
  • The higher the velocity of surface runoff the greater is its erosive power/effect.
  • Type of soil for example sandy soils are more easily detached and carried away than clayey soil
  • Soil depth;
  • The deeper the soil, the longer it takes to be saturated with
  • Land use:
  • Overstocking leads to bareness of the land and looseness of the soil.
  • Deforestation – indiscriminate removal of trees leads to exposure of soil to heavy rainfall and high te
  • Indiscriminate burning of vegetation exposes the soil to erosive agents.
  • Clean weeding leaves the soil bare.
  • Ploughing along the slope.
  • Monoculture or continuous cultivation.
  • Ground cover
  • Trees act as windbreakers.
  • Roots of vegetation cover hold the soil particles together.
  • Leaf fall act as mulch which reduces erosion.
  • Leaves of vegetation cover intercepts raindrops reducing their erosive power.

Agents of Erosion

  • Water – moving water has erosive power.
  • Wind – wind carries away soil.
  • Human beings – through man’s activities such as cultivation and mining.
  • Animals – through overgrazing and creating footpaths where soil erosion takes place.

 

 

Types of Erosion

  • Raindrop (splash) – displacement of the soil caused by raindrops.
  • Sheet – uniform removal of soil in thin layers from flat or gently sloping areas.
  • Rill – removal of soil from small bur well defined channels or rills.
  • Gulley – removal of soil from channels which become progressively deeper and wide
  • Riverbank Erosion – removal of soil along river banks by the river water.
  • Solifluction – gravitational flow of soil saturated with wa
  • Land slides – mass movement of rock debris and soil down a slope,

For example;

  • Slip movement of earth or rock masses for a short distance.
  • Debris slide – materials move at a greater speed.
  • Debris fall – movement of materials/debris along vertical cliff.
  • Rock fall – movement of rock down a very steep slope.
  • Rock slides – mass of rock materials that slide along a bedding plate, a joint or a fault face.

 

Soil Erosion Control Measures

Soil conservation measures can be classified into:

  • Biological or cultural control
  • Physical or structural control

Biological or Cultural Control Measures

These measures are applicable where land slope is between 2-12%.

  • Grass strips/filter strips;
    • These are narrow uncultivated strips along the contour left between cultivated strips.
  • Cover cropping ;
  • The establishment of a crop that spreads out over the surface of the soil to provide it with a cover.
  • Contour farming ;
  • Carrying out all land operations along the contour.
  • Mulching ;
  • Covering of the soil with either organic or synthetic materials.
  • Proper cropping systems such as:
  • Crop rotation
  • Correct spacing
  • Inter-cropping
  • Ridging/furrowing
  • Strip cropping
  • Controlled grazing;
  • Proper stocking rate, rotational grazing.
  • Strip cropping;
  • Growing crops which give little ground cover in alternate strips with crops such as beans which have a good ground cover.
  • Afforestation/re-afforestation.
  • Afforestation – growing of trees where non-existed.
  • Re-afforestation – growing of trees where they have been cut down.
  • Agroforestry – land use that involves the growing of trees in combination with crops and pastures on the same piece of land.

 

Physical or Structural Control Measures

  • These are soil and water conservation measures which involve mechanical constructions on the earth.
  • They are used in areas of moderate slope between 13-55%.

They include:

  • Trash or stone lines;
  • These are rows of heaped crop’ residues or stones made along the
  • Filter strips;
  • It involves the growing of an open crop in the upper side of the slope followed by a dense crop to reduce speed of wate
  • This increases infiltration.
  • Terraces;
  • Are structures constructed across a slope to reduce the length of a slope thus reducing run-off.
  • Bench terraces;
  • Are constructed where the slope is 35-55%.
  • Tree crops are suitable for such areas.

 

Importance of a Bench Terrace: –       

  • Reduces slope of the land.
  • Conserves soil moisture.
  • Better retention of soil fertility.
  • Narrow based terraces Cannot allow cultivation by machines.
  • Broad based terraces – Is wide enough to allow cultivation by machines.
  • Graded terraces:
  • Have a drainage channel to lead off excess water to a vegetated plac
  • They should be about 100m in length.
  • Level terraces:
  • Have no outlet channels,
  • The aim is to have water infiltrating,
  • Hence no water can flow from the ends of the terr
  • Fanya juu:
  • A ridge made by digging a channel and throwing the soil uphill.
  • Fanya chini:
  • In this case the soil is heaped on the lower side of the channel.
  • Bunds: heaps of soil (earth) made along the contour.
  • Cutoff drains:
  • An open trench with an embankment on the lower side into which water from the farm dra

Water from the trench should be discharged into;

  • Natural waterways,
  • Artificial waterways,
  • Rocky ground
  • Grassland
  • Gabion/Porous dams:
  • Galvanized wire mesh boxes filled with stones which are built across slopes and gullie
  • Dams and reservoirs ;
  • Dams – barriers built across a river/waterway to hold and store water. It reduces speed of runoff.
  • Reservoirs – these are large storage ta
  • Ridging heaps of soil to reduce the speed of water,

They retain the water for some time.

 

Water Harvesting Methods

 

  • Water harvesting and storage should be done during the rainy seasons to avoid wastage.

This should be done using the following methods:

  • Roof catchment – trapping and collection of rain water from roof tops.
  • Rock catchment – water is harvested by constructing a barrier on the lower side of a large impervious rock to trap surface runoff from the rock.
  • Weirs and dams.

 

  • Dam – a barrier constructed across a river or a dry valley so that it can hold water.
  • Weirs – barriers constructed across a river or a stream to raise the water level and still allow water to flow over it.
  • Ponds – water retention excavations’ made to hold excess surface water.
  • Retention ditches/level terraces.-These are terraces constructed with blocked ends to retain water.

 

            Micro-Catchments

  • A system of harvesting limited rainfall and storing the water in the ground for use by the planted crops.

              Types of Microcatchments;

  • Triangular/Vshaped/Negarims;
  • V­-shaped bunds measuring 25cm
  • Are built with soil from the excavated planting holes to direct runoff water towards the basin area around the base of each plant
  • Semicircular bunds;
  • Formed around the growing plant to hold water around the plant.
  • Trapezoidal bunds;
  • Trapezoidal shaped bunds, which enclose a large area where the crops are grown.
  • Contour bunds/furrows ;
  • These are furrows made along the contours between the rows of crops where agro­forestry trees are intercropped with annual cro
  • Planting holes/pits ;
  • These are extra large planting holes made and filled with dry plant materials before filling in with soil.

 

Use of Micro-Catchments

  • Slow down the speed of surface runoff.
  • Used during landscaping of the compound, parks and roadside nest areas.
  • Reclamation of land for food crop in dry areas.
  • Water collected and stored can be used for irrigation
  • Afforestation in dry areas.

Weeds and Weed Control

Introduction

  • Weeds cause heavy crop losses if not controlled.
  • Their control is important so as to maintain high quality and quantity produce.

Definition:

  • A weed is any plant growing where it is not required.
  • And whose economic disadvantages outweigh the advantages.

Harmful Effects of Weeds

  • Weeds compete with crops for nutrients, space, light and soil moisture.
  • Some weeds, for example, Striga spp are parasitic to cultivated crops such as maize.
  • Some weeds lower the quality of agricultural produce for example:
  • Mexican marigold gives undesirable flavour to milk if dairy cows feed on it.
  • Devils horsewhip, black jack, bristly fox-tail and others get attached to sheep wool thus lowering its quality.
  • Some weeds are poisonous to human beings and livestock for example:
  • Thorn apple (Datura stramonium)
  • Sodom apple (Solanum incanum)
  • Some weeds have allelopathic effects to cultivated crops.
  • Water weeds block irrigation channels.
  • Aquatic weeds such as Salvinia in Lake Naivasha and water hyacinth in Lake Victoria affect fishing.
  • Some weeds are alternate hosts for insects, pests and disease causing organisms for example:
  • Wild oat (avena fatua) is an alternate host for rusts.
  • Mallow (malva verticillata) is an alternate host for cotton stainers.
  • Weeds lower the quality of pasture for example:
  • Tickberry (Lantana camara)
  • Nut grass (Cyperus rotundus),
  • Manyatta grass (Eleusine jaegeri)
  • Some weeds irritate workers thus reducing the efficiency in which they are controlled for example:
  • Double thorn (Oxygonum sinuatum),
  • Stinging nettle (Urtica massaica) ,
  • Devil’s horse whip (Achyranthes aspera).

Factors Contributing to the Competitive Ability of Weeds

  • They produce large quantities of seeds for example pigweed and black jack.
  • Their seeds remain viable in the soil for a long time awaiting conducive germination conditions.
  • They have effective seed dispersal mechanisms.
  • Some weeds propagate by means of elaborate underground storage structures.
  • They are efficient in utilizing little moisture, nutrients and sunlight.
  • Some have short life cycles.
  • They have elaborate root systems for supporting the plant and absorbing nutrients and water.

Weed Classification

 It is based on:

  • Life cycles for example:
  • Annuals – complete their life cycle in only one season.
  • Biennuals complete their life cycles in two seasons o
  • Perennials – complete their life cycle in more than two seasons.
  •  Morphology – leaf formation such as size, shape and venation.
  • Broad leaved weeds for example black jack, lantana, pig weed, oxalis and others.
  • Narrow leaved weeds for example couch grass, setaria, nut-grass, manyatta grass and others.
  • Habitat some weeds are terrestrial (grow on land) while others are aquatic (grow on aquatic/marine conditions).

Weed Identification

  • Weeds are identified by their common (individual) names and botanical names.
  • They are named according to specific features or according to person who identified them.

 

Common Name                               Botanical Name

  • Black Jack  ………………………Bidens pilosa
  • Mexican marigold ………………Tagetes minuta
  • 0xalislsorrel ……………………..Oxalis spp.
  • Double thorn ……………………Oxygonum sinuatum
  • Thorn apple ……………………..Datura stramonium
  • Couch grass ……………………..Digitaria scalarum
  • Nut grass ………………………..Cyperus rotundus
  • Wandering Jew …………………Commelina bengalensis
  • Sow thistle ………………………Sonchus ole race us
  • Devil’s horsewhip ……………….Achyranthes aspera
  • Macdonald’s eye/ Gallant soldier. Gallinsoga parviflora
  • Sodom apple …………………….Solanum incanum
  • Black night shade ………………..Solanum nigrum
  • Chinese lantern…………………. Nicandra physalodes
  • Bracken fern ……………………..Pteridium aquillium
  • Love grass/ Bristly foxtail ……….Setaria verticillata
  • Cleavers …………………………Gallium spurium
  • Stinging Nettle …………………..Urtica massaica
  • Fat hen/Goose foot ………………Chenopodium spp.
  • Rape weed ………………………Brassica nap us
  • Wild oats …………………………Avena fatua
  • Lantana/Tick berry ………………Lantana camara
  • Water hyacinth ………………….Eichhornia crassipes
  • Striga/Witch weed ………………Striga hermontheca
  • Creeping indigo ………………….Indigofera spicata

Weed Control Methods

     The methods of weed control determined by:

  • The weed being controlled.
  • Weather conditions.
  • Capital availability.
  • Effect on environment.

 

METHODS OF WEED CONTROL INCLUDE:

 

Chemical Weed Control

  • The use of chemicals known as herbicides to control weed

Classification of Herbicides

Based on:

  • Formulation – the physical form of the herbicides for example:
  • Liquids
  • Wettable powders
  • Emulsion
  • Dust
  • Time of Application
  • Pre-emergence – applied before the planted crop germinates.
  • Post emergence – applied after the planted crop germinates.
  • Selectivity
  • Selectiv
  • Non selective.
  • Mode of Action
  • Contact – herbicides that kill only the parts of the plant which it comes into contact.
  • Translocated systemic herbicides that will kill the whole plant even if it comes into contact with only a small part of it.

Methods of Herbicide Application

  • Spraying – application of solutions.
  • Dusting – application of dusts.
  • Fumigation – application of fumigants into the soil.

Safety Measures in the Use of Chemicals

  • Read manufacturer’s instructions and follow them.
  • Wear protective clothing such as overalls, breathing mask, gloves and boots.
  • Avoid inhaling the herbicides.
  • Wash thoroughly after handling chemicals.
  • Do not blow or such blocked nozzles.
  • Avoid herbicide drift to unintended crops and other plants.
  • Avoid herbicide drift to livestock feed and water.
  • Avoid spilling herbicides in pastures and fodder crops.
  • Dispose off the empty containers properly for example burying them in the soil.
  • Do not wash spraying equipment in water sources used by animals and human beings.
  • Store chemicals in a safe place.
  • Wash the spraying equipment thoroughly.
  • Sink left over chemicals into the soil after the day’s work.

 

Advantages of Chemical Weed Control

  •  It is less laborious.
  • Effective in the control of difficult weeds such as couch grass and sedges.
  • It does not disturb crop roots and other underground structures.
  • It makes the control of weeds in certain crop easier.
  • It is efficient in both wet and dry conditions.
  • It does not destroy soil structure.
  • Cheaper in large scale production than the use of manual or mechanical cultivation.

Disadvantages of Chemical Weed Control

  • It requires skilled labour in mixing and application.
  • Cause environmental pollution.
  • Herbicides have long residual effects which may interfere with future crops.
  • It is very expensive.

 

Mechanical Weed Control

  • It involves the following operations:

  

Tillage/Cultivation

  • This is the opening and loosening up of the soil.
  • It can be done by hand tools or tractor drawn implements.

Advantages

  • Cheap in small scale production.
  • Increases water and air infiltration into the soil.
  • Incorporates crops residues into the soil.
  • The earthing-up done during tillage encourages root growth.

Disadvantages

  • If done repeatedly it destroys soil structure.
  • It is laborious and expensive in large scale production.
  • It may not effectively control weeds.
  • It may lead to soil erosion and loss of soil moisture.
  • Damage crop roots.

Slashing/Mowing

  • Mechanical removal of shoots from weeds.
  • It is effective in the control of annual weeds.

Uprooting

  • It is done when the crops are too close
  • To allow mechanical cultivation or where weeds are scattered.

Cultural Weed Control

It involves the following practices:

  • Mulching.
  • Cover cropping.
  • Crop rotation.
  • Timely planting.
  • Use of clean seed/planting materials.
  • Proper spacing.
  • Proper seedbed preparation.
  • Flooding.

Biological Weed Control

  • The use of living organisms to control weeds.

     Examples are:

  • Use of livestock to graze and control growth of weeds especially in plantations.
  • Use of weed eating fish to control aquatic weeds.
  • Use of moths to control cactus.
  • Limitations: the method is not reliable.

 

Legislative Weed Control/ Quarantine

  • It involves government laws and regulations which prevent the introduction and spread of foreign weeds in a country or an area. Done by KEPHIS.
  • Limitations: Only samples are checked while the bulk of the materials may have some weed seeds.

Crop Pests and Diseases

 

Introduction

  • Crop pests and diseases lead to high losses in crop production hence efficient control measures are
  • Proper control measures require the farmers to be able to;
  • Identify these organisms,
  • Know their life cycles, feeding habits
  • The damage they cause to crops.

Crop Pests

Definition of a Pest:

  • It is a living organism that destroys crops/ trees either directly or indirectly by introducing pathogens (disease causing germs).

 

Classification of Pests

Pests are classified according to the following:

  • Mode of Feeding
  • Pests with biting and chewing mouth parts – they cause physical damage and reduce the photosynthetic area of the plant.
  • Pests with piercing and sucking mouth parts – they suck out the nutritious plant sap and in the process may introduce disease causing organisms.
  • Crops Attacked
  • Some crop pests attack specific crops for example, stem borers prefer cereal crops.
  • Stage of Growth of Crops Attacked
  • There are pests of seedlings attack when the crop is young, for example cutworms.
  • Pests of fruits – attack the crops at fruiting stage.
  • Pests of grains attack the crops when the grains are formed.
  • Field and Storage Pests
  • Some pests attack the crops while in the f
  • Other pests attack the produce after it has been harvested and stored.

 

Identification of Common Pests

Name of Pest Crop Attacked Damage Done Control Measures
Armyworms (i) Cereal crops Defoliate the (i) Early planting
(Spodoptera (ii) Sugar cane whole plant (ii) Use of effective insecticides
exempta) (iii) Grasses      
Cut worms Young seedlings Cut the seedlings (i) Early planting
(Agrotis Spp.)     at the stem base (ii) Use of soil applied insecticides
          (fumigants)
        (iii) Flood/irrigation
Boll worms Cotton, tomatoes, Eat and destroy (i) Crop rotation
(Heliathis migera) citrus, maize, the fruits and (ii) Field hygiene
  beans, millet, other seeds (iii) Spraying with insecticides
  legumes   (iv) early planting
Maize stalk borer Maize sorghum Destruction of the (i) Early planting
(Busseola fusca)     stem and young (ii) Field hygiene
and     growing tissues (iii) Crop rotation
(Chilo partellus)       (iv) Use of stalk borer dust.
Loopers Coffee Make windows in (i) Use of effective insecticides.
(Ascotis selena ria)     crop leaves (ii) Use of parasitic wasps, birds
          and chameleons
Leaf Miner Coffee Make mines in (i) Use of parasitic wasps (natural
( Leucoptera     the leaves   enemies)
meyricki and L.     reducing (ii) Use of effective insecticides.
caffeina)     photosynthetic    
      area.    
Stainers Cotton Stain the cotton (i) Use of parasitic tachinid flies
(Dysdercus spp.)     lint reducing (ii) Spraying with insecticides.
      quality (iii) Control alternate hosts.
        (iv) Crop rotation
Aphids Several crops such (i) Transmit (i) Natural enemies for example,
(Aphis spp.) as citrus, maize, viral diseases.   lady birds
  cotton, beans. (ii) Suck out (ii) Overhead irrigation
  cabbages and sap leading (iii) Use of insecticides
  others to stunted    
      growth.    

 

Other Crop Pests Include:

  • Mealy bugs – coffee
  • Thrips – coffee
  • Beetles – field and storage pests.
  • Birds – field pests – cereals and fru
  • Rodents – field and storage pests ,cereals and t
  • Nematodes – soil borne pests – tomatoes, potatoes, sunflower, beans.

Harmful Effects of Crop Pests

  • Pests such as squirrels and rodents, unearth planted seeds, resulting in poor
  • Some pests like nematodes, termites and moles damage crop roots causing wilting and death of the crops.
  • They lower the quality and quantity of farm produce.
  • They increase the cost of production since farmers will incur expenses in purchasing chemicals to control them.
  • They transmit diseases to crops for example, aphids transmit streak virus disease in maize.
  • Chemicals used to control the pests cause pollution to the environment.
  • They exterminate the crop by feeding on them for example eating embryo of the seed.

Control of Pests

  • If pest population causes damage beyond tolerance then it is said to have reached economic injury level (EIL) hence control measures should be effected before this level.

Before any control measure is effected ,the following should be considered:

  • Know the life cycle of the pest.
  • Correct identification of the pest.
  • Correct assessment of the damage.
  • The weather conditions.
  • The value of the crop in question.
  • The cost factor of the control method.

Methods of Controlling the Pests

  • Cultural methods.
  • Physical/mechanical measures
  • Biological methods.
  • Chemical methods.
  • Integrated pest management.

Cultural Methods:

  • These are farming practices which aim at reducing the pest population by destroying the life cycle of the pests either by exposing them to adverse conditions or denying them food.

These include:

  • Timely planting to escape pest attack.
  • Timely harvesting.
  • Proper tillage.
  • Close season: this is the period when a susceptible crop is not grown in order to control a certain pest.
  • Trap cropping: These are crops which attract pests diverting them from the main crop. The trap crop is grown together with the main crop.
  • Crop rotation: It breaks the life cycle of the pest.
  • Planting resistant varieties: These are plants with natural protective mechanisms against pest for example hairy cotton against jassid bugs, goose necked sorghum against birds, high tillering in sorghum against shoot fly.
  • Field hygiene: This includes rogueing and removal of crop residues which harbour pests from field.
  • Alterations of environmental conditions, such as, creating a micro­climate which is not conducive to pests for example open pruning in coffee.
  • Crop nutrition: application of fertilizers and manures to make the crop strong and able to escape pest attacks.
  • Destruction of alternate hosts, for example, weeds like mallow which harbour cotton stainers.
  • Use of clean planting materials. This helps to prevent introduction of crop pests.
  • Proper spacing: if well spaced some pests find it difficult to move from one plant to another.
  • Use of organic manure, for example, farmyard manure discourages eel worms (nematodes).

Chemical Control

  • Chemicals used to control pests are known as pesticides.
  • Pesticides are administered through dusting, spraying or fumigating.

Classification of Pesticides:

Pesticides are classified on the basis of:

 

Mode of Entry

  • Stomach – ingested by the pest together with the crop materials.
  • Contact – absorbed through the body tissues.
  • Fumigants – through the breathing mechanism.
  • Systemic – translocated to all parts.

Mode of Action

  • Respiratory poisons – interfere with breathing mechanisms.
  • Coagulants – cause the blood of the pest to coagulate.
  • Neurotoxins – act on the nervous system.
  • Protoplasmic poisons – cause the cells to disintegrate.

Target Pests

  • Insecticides – kill insect pests
  • Molluscicides – kill snails and slugs.
  • Rodenticides – kill rodents.
  • Nematocides – kill nematodes.

Formulation .

  • Dusts, granules and powders
  • Emulsifiable concentrates.
  • Miscible liquids.
  • Wettable powders.
  • Fumigants.

Factors That Affect the Efficiency of Pesticides

  • Concentration of the pesticides.
  • Weather conditions at the time of application.
  • Timing of application – efficiency is high if applied when the pest is most susceptible.
  • Persistence of the pesticide having long residual effect in the soil.
  • Resistance of the pests.

Advantages of Chemical Pest Control

  • Faster
  • Immediate results are achieved.
  • Low labour requirements.

Disadvantages of Chemical Pest Control

  • Expensive to buy.
  • Cause pollution to the environment.
  • Require skilled labour to apply.
  • Some pesticides may kill beneficial organisms and predators.
  • Some target pests may build up resistance.

Mechanical Pest Control/Physical

  • This involves the killing of the pests using physical methods.
  • Or creating physical barriers to prevent pests from getting into contact with the crops .

   Example:

  • Flooding/irrigation; for example, moles are suffocated through flooding.
  • Use of lethal temperatures: either too cold or too hot.
  • Suffocation; commonly used in grain storage bins by being made air tight.
  • Trapping and killing, for example, rats.
  • Creation of physical barriers, such as, rat bafflers, sticky materials on tree trunks.
  • Proper drying: this makes them too hard to be destroyed by pests.
  • Scaring devices especially in rice plantations to control birds.
  • Use of explosives thrown at breeding places of birds to kill or scare them away.

Biological Pest Control

  • It involves the use of living organisms to reduce the pest population.

Predator                            Target Pest

  • Parasitic wasp——————-White fly in citrus, boll worms, stalk borers
  • Birds——————————— Crickets, locusts, caterpillar llars.
  • Lady Bird ————————–Aphids
  • Trachnid flies ——————-cotton stainer
  • Praying mantis—————–giant loppers
  • Majimoto ants —————–scales
  • Cats ———————————-moles,rats,mice
  • Brachonid wasps————-mealy bugs
  • Chicken —————cotton stainer, larvae of beetles, grasshoppers, crickets

 

Advantages

  • Cheap
  • No environmental pollution
  • Saves on labour.

Disadvantages

  • Takes too long to get the correct agent
  • Difficult to control the pest effectively.

 

Integrated Pest Management

  • It is a new method which involves the combination of the methods  mentioned above.
  • The aim is to have least hazards to the user and to the environment.
  • Example, attractant-pheromones are used to attract pests to one place where they are sprayed and eradicated.

 

Legislative Method/Quarantine

  • Legislative mearsures of pest control are effected  by the Kenya Plant Health Inspectorate Service(KEPHIS) through seed inspection.

Crop Disease And Their Control

  • A disease is any deviation from the normal performance or functions.
  • A plant disease is any harmful physiological disorder in a plant caused by pathogenic agents such as virus, bacteria, fungi.
  • The study of plant disease is called plant pathology.

Economic importance of crop diseases

  • They lower crop yield
  • They reduce the quality of the produce thus reducing their market value
  • They cause food poisoning. E.g ergot in wheat, afflatoxin in grain crops by fungus.
  • They reduce photosynthetic area of the plant.

 

Classification  and identification of plant disease

 

  • Plant disease are classified according to their causal agents;

Fungal diseases;

  • Fungi are non-green plant-like.
  • Some are parasitic and others are saprophytic.

        Parasitic fungi divided into;

  • Obligate parasites- those that depend on other living organisms for food.
  • Falcultative parasites-those that are able to live on both the living and dead tissues.

    Examples of fungal disease

  • Panama disease(Fusarium oxysperium—bananas)
  • Cigar-end rot(Verticilium theobromae)-bananas
  • Die back –attack the tips of shoots and roots
  • Mildews-foliar disease of several crops
  • Armillaria root rot(Armillaria mellea)-coffee and tea
  • Damping off-disease of seedlings in the nursery
  • Anthracnose (Colletotrichum spp)-coffee,beans,tomatoes.

 

  • Fungus also cause damage to stored grains which are not properly dried or if the store is damp.
  • Fungus cause food poisoning and lower seed viability for example Aspergillus flavus which produces a highly toxic compound called afflatoxin.

 

  Examples of fungal disease

 

Disease/cause Crops attacked Symptoms of attack Control measures
Late blight

(Phytopthora

infestans)

Members of

Solanaceae family

(potatoes, tomatos)

Dry patches on the leaves and fruits (necrotic lesions) -Crop rotation

-effective fungicides

-treated seeds

-resistant varieties

 

Rusts (Pucinia spp) Rice, wheat , sorghum, maize Red and brown pistules on the leaves, shriveled grains -resistant varieties

-Recommended fungicides

-Early planting

Smuts(Ustilago spp) Wheat, maize ,

sugarcane

Black powder mass on the spikes and the ear -Field hygiene,

-certified seeds,

-resistant varieties,

-crop rotation

Blasts(Piricularia oryzae) Rice -Small blue sports on leaves with grey centre.

-Attack inflorescence to cause ‘’empty heads’’

-Seed dressing

-Resistant varieties eg        sindano

-Destruction of affected plants

-fungicides

Coffee Berry Disease(CBD) (Colletotrichum coffeanum) Coffee -Dark blotches spots on   the flowers

-Brown concentric rings on the leaves

-Dark sunken wounds on the berries.

-Resistant varieties eg Ruiru 11

-Proper pruning

-Effective fungicides

-strippung

 

 

Bacterial Diseases

  • Bacteria are microscopic single-celled organisms which reproduce by binary fission
  • Transmission; Through irrigation water, seeds, fertilizers, manures, wind ,
  • raindrop splash, insects, soil and mechanical means.

Symptoms of Bacterial Diseases

  • Wilting
  • Cankers(necrotic tissues)localized necrosis
  • Gall formation in infected tissues.

 

 

Examples of bacterial diseases

 

Disease/Cause Crops Attacked Symptoms of Attack Control Measures  
Halo blight Beans i. Irregular dark lesions on 1. Use of resistant varieties  
(Pseudomonas     leaves and pods.   for example Wairimu. ,
phaseolicola)   ii. Yellow band round the ii. Effective fungicide.  
      lesions called “halo”. iii. Crop rotation  
    iii. Water soaked lesions      
Fusarium wilt Tomatoes l. Stunted growth. i. Use of resistant varieties.  
(Fusarium   ii. Yellowing and shedding      
oxysporum)     of leaves.      
    iii. Wilting of the plant.      
Black arm Cotton i. Small round spots on the i. Field hygiene.  
(Anthomonas     cotyledons of young ii. Use of certified seeds.  
malvacearum)     seedlings.      
    ii. The spots elongate to      
      form black lesions on the      
      stem.      
Bacterial wilt Tomatoes and Uniform. wilting of the whole i. Use of certified seeds.  
(Pseudomonas potatoes plant even with enough ii. Crop rotation.  
solanacearum)   water.      

 

 

Viral Diseases

  • Viruses are small living organisms which can only be seen under a very powerful electronic microscope.
  • Viruses interfere with photosynthesis, respiration, transpiration and nitrogen utilization

Symptoms of Viral Infection

  • Leaf chlorosis.
  • Leaf curling.
  • Mosaic(light green or yellow patches).
  • Malformation(distortion)of plant parts.
  • Rosettes; Development of abnormally short internode.

Transmission

  • Through the use of infected vegetative materials and insect vectors like aphids, mealybugs and leafhoppers.

Viral diseases

 

Disease/Cause crops Attacked Symptoms of Attack Control Measures
Ratton stunting Sugar cane Red discoloration on the vascular I. Use of clean materials.
    bundles. 11. Treatment of seed
          canes.
Maize streak Maize Yellow stripes alternating with i. Control leaf hopper.
    green, parallel to the midrib. ii. Use if certified seeds.
        iii. Field sanitation.
Greening Citrus i. Yellow mottling of the leaves. i, Use of clean tools when
disease   ii. Die back.   budding.
    iii. Premature leaf fall. 11. Control of insect vectors.
Leaf mosaic Suzgar cane, i. Yellow mottling. i. Control of aphids.
  cassava. sweet II. Necrosis of stem. ii. Use of clean materials.
  potatoes.     iii. Seed treatment.
Tristeza Citrus I. Dwarfing of plants. i. Stripping affected fruits.
    ii. Die back. ii. Use of clean equipment
          of budding.

 

Other Causes of Crop Diseases

  • Flooding forming ammonia which is poisonous to the crops causing a burning effect on leaves.
  • Chemicals: some may be toxic.
  • Poor weather: Extremes of day and night temperatures.
  • Stress: such as irregular watering as in tomato blossom end rot.

Control of Crop Diseases

  • Cultural method: This involves use of
  • Healthy planting materials.
  • Practicing field hygiene.
  • Proper seedbed preparation.
  • Proper spacing.
  • Heat treatment of the planting materials for example sugar cane.
  • Proper drying of cereals and pulses to 13%M.C.
  • Growing disease resistant varieties.

Legislative Method

  • Involves the imposing of regulations and laws especially in case of disease outbreaks to prevent the introduction and spread of diseases.

Chemical Control

  • Used as a last resort.

Chemical control measures include:

  • Seed dressing before planting.
  • Soil fumigation to control soil borne diseases.
  • Spraying: application of fungicides.

 

 

Crop Production VI

(Field Practices II)

 

Introduction

  • There are many crops cultivated in Kenya.
  • These crops are grown for various uses and require different ecological conditions.

Definitions:

  • Hybrids These are crop varieties developed by crossing two pure lines.
  • Composites – These are crop varieties developed through repeated mass selection.
  • Cultivars – these are varieties of crops which are cultivated in a given area.

Maize

  • Main growing areas: Trans-Nzoia, Nakuru, Uasin Gishu, Laikipia districts and others.
  • Ecological Requirements
  • Altitude: Upto 2000m above sea level.
  • Temperature: About 25°C
  • Soils: Freely draining, fertile loam soils.
  • Rainfall: 750-12S0rnm critical at silking and pollination stage.
  • Varieties
  • High altitude areas: Hybrids 611, 613 and 614C.
  • Medium altitude areas: 511,512,622 and 632.
  • Marginal rainfall areas: Katumani composite and Makueni composite.
  • Coast regions: Coast composite and Katumani composite.

Seedbed Preparation

  • Ploughing should be deep and done during the dry season to eradicate weeds.
  • Require medium tilth.
  • Plant spacing 75-90cm x 20-30cm.
  • Planting done at the onset of the rains. This helps to reduce pest attack.
  • Dry planting in areas with inadequate rainfall is necessary.

Field Maintenance:

  • Apply phosphatic fertilizer during planting at a rate of 120kg/ha P2O5
  • Also nitrogenous fertilizers as top dress at the rate of 200kg of ASN or CAN.
  • Control weeds by cultivation, use of appropriate herbicides, uprooting, slashing and mulching.

 

 

Pest Control

  • Maize Stalk Borer:
  • Nature of damage: Boring the leaves causing windowing effect, boring the stems and cobs.
  • Control: Destruction of previous years crop residue, closed season and apply chemicals
  • Maize Weevils:
  • it is a storage pest.
  • Damage: Bores holes into the maize grains, eating the contents.
  • Control: Proper hygiene and sanitation in the stores.
  • Use of chemicals such as Actellic Super.

Disease Control:

  • Rust
  • Cause:
  • Symptoms: Red or brown pustules on the. leaves.
  • Control: Plant resistant varieties and crop rotation.
  • Smuts
  • Cause: Fungus
  • Symptoms: Black sooty mass of spores on maize heads or cobs(ear).
  • Control: Crop rotation, growing resistant varieties and destruction of affected plant parts.
  • Maize Streak Virus
  • Cause: Virus
  • Symptoms: Yellow longitudinal stripes parallel to the midrib.
  • Control: Certified seed, early planting and rogueing.

Harvesting

  • Harvest the crop 3-9 months after planting depending on variety.
  • Maize stalks are cut and stocked in the field.
  • Cobs removed by hand.
  • For large scale harvesting, combined harvesters are used.
  • Yields about 3,OOOkg and 4500kg/ha.

Bulrush Millet

Areas where grown:

  • Lower areas of Kirinyaga,
  • Embu,
  • Meru,
  • Parts of Machakos
  • Kerio Valley.

Ecological Requirements

  • Altitude: Does well in areas below 1200m.
  • Rainfall: 500-600mrn per annum.
  • Soils: Light sandy soils.
  • Varieties: Serere 2A, 3A, 6A, 17, 16/9

Seed Bed Preparations

  • Ploughing of land during the dry season.
  • Soil should be of fine tilth since the seeds are small.

Planting:

  • Done at the onset of the rains.
  • Planted by broadcasting and row planting at a spacing of 60cm x 15cm.

Field Maintenance:

  • Weeding is done until tillering.
  • Top-dressing is done by use of sulphate of ammonia.

Pest Control

      Birds

  • Nature of Damage: Eats the seeds at milky stage.
  • Control: Bird scaring devices.

Disease Control

Ergot

  • Cause: Fungus.
  • Symptoms: Heads become sticky.
  • Control: Use of certified seeds, crop rotation and destruction of affected crops.

Downy Mildew

  • Cause: Fungus.
  • Symptoms: Long, whitish lines on the leaves.
  • Control: Crop rotation and field hygiene.

Harvesting

  • Done by cutting off the heads.
  • Drying of the heads.
  • Threshing and winnowing of the grains.
  • Stored under well ventilated dry conditions.
  • Yields about 1000kg/ha with good management.

Finger Millet

  • Areas where grown: Western Kenya and Uganda.

Ecological Requirements

  • Altitude: 0-2400m above sea level.
  • Rainfall: 900mm, drought resistant in the early stages.
  • Soils: Free draining fertile soils.

Varieties:

  • Serere varieties developed at Serere in Uganda.
  • Ultra lupin
  • 5.18 oats.

 

Land Preparations

  • The seedbed should be thoroughly prepared to a fine tilth due to the small size of the seeds.
  • It also helps to control weeds.

Field Operations

Planting

  • Finger millet should be planted as early as possible in the season.
  • It is usually broadcasted by hand.
  • If planted in rows, the furrows should be 30-33cm apart and the plants should be thinned to 5cm apart within the rows.

Fertilizer Application

  • Sulphate of ammonia at the rate of 125kg/ha is recommended for topdressing finger millet.

Weed Control

  • Clean seedbed preparation
  • Uprooting

Pest Control:

  •  Birds are controlled through scaring.

Disease Control

Head blast:

  • Cause: Fungus
  • Symptoms: Brown spots with grey centres on the leaves and stems below the inflorescence.
  • Control: Use of resistant varieties.

     Harvesting

  • Individual heads are cut with knives.
  • Heads are dried, threshed and winnowed.
  • Yields  1650kg/ha with good management.

 

Sorghum

  • It is grown in Western, northern, Rift Valley, Eastern and some parts of Central Province.

    Ecological Requirements

  • Altitude: 0-1500m above sea level.
  • Rainfall: 420-630mm. It is drought resistant.
  • Soils: Fairly fertile and well drained soils.

  Varieties

  • Dobbs variety.
  • Serena variety.

  Field Operations

  Planting

  • Broadcasting the seeds on the firmly prepared seedbed.
  • Intercropped with other crops especially maize and beans.
  • Can be planted in pure stands at a spacing of 60cm x 15cm

  Fertilizer Application

  • Responds well to farmyard manure (FYM).
  • Inorganic fertilizers are not commonly used in growing sorghum.

 Pest Control

  • Bird pests: They are the most common sorghum pests.
  • They include
  • quelea,
  • aethiopica (Sudan Dioch),
  • weaver birds,
  • starling bird
  • bishop’s bird.
  • They are controlled through;
  • killing them using explosives,
  • poison spraying in their breeding places
  • use of flame throwers.
  • Sorghum shoot-fly controlled by early planting, closed season and application of insecticides.
  • Stem borer – control by use of insecticides and field hygiene.

 

Disease Control

       Common sorghum diseases include:

  • Leaf blight
  • Anthracnose.
  • Sooty stripe.
  • Loose smut
  • Head smut

       Smuts are controlled by seed dressing-while the other diseases are controlled by growing resistant varieties.

Harvesting

  • Sorghum is ready for harvesting 3-4 months after planting.
  • Heads are cut off using a sharp knife after which they are sun-dried, threshed, winnowed and stored.
  • Up to 3000kg/hectare can be obtained with good management.

 

Beans

  • Grown in all provinces where maize is grown.

Ecological Requirements

  • Altitude: 10.00-2100 metres above sea level.
  • Rainfall: Average of 62Smm per annum.
  • Soils: Well drained loamy soils rich in organic matter.

Varieties

  Varieties for dry beans:

  • Rose Coco,
  • Mwezi Moja,
  • Canadian Wonder,
  • Wairimu,
  • Haricot,

   Variety for canning: Mexican 142.

   Varieties for French Beans:

  • Primeur,
  • Long Tom,
  • Saza,
  • Master Piece
  • Monel.

Seedbed Preparation

  • Land should be prepared early.
  • Primary and secondary cultivation done to control perennial weeds.

Seed Selection and Treatment

  • Select wholesome seeds free from damage and wrinkles.
  • Seeds are dressed against bean fly.
  • Seeds should be inoculated with appropriate bacteria (none dressed seeds)

Planting

  • Planted at the onset of the rains.
  • Spacing 30-45cm x 15cm.
  • Apply phosphatic fertilizer during planting time.
  • Plant 2-4 seeds per hole.

Field Maintenance

  • Provide sticks for the climbing varieties.
  • Control of weeds through shallow cultivation.
  • Top-dress with nitrogenous fertilizer for example CAN.

PestControl

  • Bean-Fly
  • Nature of damage: Feeds on the stems causing swelling at the roots.
  • This results in wilting and death.
  • Control: Dressing of seeds, early planting and spraying with insecticides.
  • Bean Bruchid (Storage Pest)
  • Nature of damage: Make dark circular windows on the grains.
  • Control: Clean stores, fumigation, and seed dressing.

 

Diseases Control

  • Bean Anthracnose
  • Cause’ Fungus
  • Symptoms: Brown or black lesions on the underside of the leaves, pods and stems.
  • Control: Growing resistant varieties, crop rotation, destruction of crop residues and spraying with fungicides.
  • Bean Rust
  • Cause: Fungus
  • Symptoms: Red brown pustules on the leaves.
  • Control: Planting resistant varieties and spraying copper fungicides.

Harvesting

  • Done during the dry season for dry beans and when the pods are dry.
  • Threshing and winnowing done.
  • Sorting of rotten, off types and damaged ones.
  • Sold to National Cereals and Produce Board when dry.
  • For French beans, pick the pods when soft and green.
  • Market immediately to avoid shrivelling.

 

Rice Production

     Areas where grown;

  • Mwea Tabere Irrigation Scheme
  • Ahero Pilot Scheme in Kano plains.
  • Bunyala in Busia.
  • Bura in Tana River.

Land Preparation

  • Plots of 0.4 hectare are made with bunds constructed around them.
  • Plots are flooded for four days.
  • Rotavators/jembes are used to work the flooded fields on the fifth day.
  • The land is then levelled and allowed to drain.

Water Control

  • During land preparation, water level should be about 7.5-10cm.
  • During levelling water level should be  5cm
  • Water is drained off completely for direct sowing.
  • For transplanted rice, water level should be 5cm at transplanting.
  • Water level should be maintained at 1/3 the height of plant until maturity.
  • Water should be allowed to flow slowly through the fields.
  • Old water should be changed every 2- 3 weeks if the flow of water is not possible.
  • Water introduced should always be warm to ensure pollination.

Fertilizer Application

  • S.A applied in the nursery.
  • Rate of 25kg SA for every nursery unit of 18.5m x 18.5m.
  • Phosphatic fertilizers broadcasted in the field.
  • Rate of 120kg ha DSP before planting.
  • S.A applied in the field in two splits before and after transplanting at a rate of 250kg/ha

Flooding in Rice

Flood water in rice production is important for the following reasons;

  • It provides good conditions for growth such as high humidity.
  • Kills soil organisms.
  • Prevents denitrification.

Weed Control

  • Controlled through flooding.
  • Appropriate herbicides such as propanil and butachlor are also used.

Harvesting of Industrial Crops

  • cotton, pyrethrum, sugarcane, coffee and tea.

Harvesting of Cotton

Stage of harvesting

  • Takes 4 months to mature.
  • Harvest when bolls are dry and fully opened.

Method and Procedure

  • In Kenya cotton is picked manually.
  • Sort out grade AR (safi) from grade BR
  • (fifi) into separate containers.

Precautions

  • Harvest during dry conditions to prevent dirtifying the lint.
  • Avoid use of gunny bags to prevent contamination.
  • Avoid picking leaves.
  • Harvest on weekly basis.

Harvesting of Pyrethrum

Stage of harvesting

  • Takes 3-4 months to mature.
  • Harvest the flowers with disc florets which have assumed a horizontal position.

Methods and Procedure

  • Pyrethrum is picked manually.
  • Flowers are picked by twisting the heads so that no stem is attached.

Precaution

  • Clean harvesting should be done.
  • Avoid picking leaves.
  • Flowers are placed in woven baskets.
  • Overblown flowers are picked and thrown off.
  • Pick the flowers when the dew is dry.
  • Harvested flowers should be taken to the factory the same day.
  • Avoid compaction of flowers in the basket.
  • Harvesting interval, once in two weeks during the wet season and once in a month during the dry season.

Harvesting Sugarcane

Stage of harvesting;

  • Take 14-20 months for the plant crop to mature and 12-16 months for the ratoon crop.
  • Sampling of cane is done before harvesting to ascertain the correct sugar content.

Methods and Procedures

  • Cut the cane at the ground level to avoid yield loss.
  • The green tops are removed from the canes.
  • Harvesting matchet is used for cutting the cane.

Precaution

  • Cane should be harvested immediately at maturity to avoid lowering quality.
  • The green tops should be removed immediately after cutting to avoid reduction of sugar content by enzyme invertase.
  • Burnt cane should be harvested immediately after burning to prevent rapid inversion to monosaccharides.
  • The cane should be processed within 48 hours.

Harvesting of Coffee

Stage of harvesting;

  • Takes 2-4 years depending on the pruning system.
  • Harvest only ripe berries.

Methods and Procedures;

  • Hand picking is done so that ripe berries can be selected.
  • During picking hooked sticks can be used to bend the tall trees.

Precautions

  • Only the uniformly ripe berries should be picked.
  • Over-ripe and under-ripe berries should be dried and sold as buni.
  • Ripe cherries should be processed on the same day they are picked.

Harvesting Tea

Stage of harvesting

  • It takes 2-4 years for tea to mature depending on the method of bringing young tea into bearing.

Method and Procedures

  • Tea harvesting is known as plucking.
  • Fine plucking – 2 leaves and a bud are removed.
  • Coarse plucking – 3 leaves and a bud are removed.
  • A straight fitto(straight stick) is used to guide the plucker on the plucking table.
  • Tipping is done by cutting off shoots that appear above the fitto.

Precautions

  • Plucked tea is placed in woven (well ventilated) baskets to prevent fermenting before it reaches the factory.
  • The plucked tea should be kept in a cool place awaiting transport.
  • It should be processed within the same day of harvesting.
  • Harvesting is done on a weekly basis under wet conditions and once after every two weeks under dry conditions.

Forage Crops

 

 

Introduction

  • These are plants which either grow naturally or are cultivated by man to be used for feeding livestock.
  • The term forage crops include pasture and fodder crops.
  • Fodder crops are purposely grown for feeding livestock.
  • They are cut or uprooted when ready
  • Pasture is a ground cover of grass or a mixture of grass and legumes grazed directly or cut and fed to livestock.

 

Classification of Pastures

  • According to type of stand.
  • Either pure
  • Mixed stands.
  • According to ecological zones .
    • Low altitude,
    • Medium altitude,
    • High altitude pastures
  • According to the establishment .
  • Natural
  • Artificial pastures.

Examples of grasses

  • Napier,
  • Rhodes,
  • Setaria,
  • Molasses,
  • Congo signal,
  • kikuyu,
  • star,
  • Guatemala,
  • Sudan

Examples of legumes;

  • Lucern,
  • Clover,
  • Desmodium,
  • Glycine,
  • Stylo,
  • Centrio,

 

Pasture Establishment

 

     Seedbed Preparation

 

  • This involves clearing the land, primary and secondary cultivation to a fine tilth because the seeds are small.
  • This is done during the dry season.

 

     Selection of planting materials

  • Select seeds of high germination percentage,
  • Free from impurities or buy certified seeds.
  • If vegetative materials are used, select from high yielding, vigorous-growing and healthy plants.

 

    Treatment of legume seeds

  • Legume seeds are inoculated with the correct strain of bacteria which fix nitrogen for the crop.

    Planting

  • This is done at the beginning of the rains

     Methods of sowing are;

  • Direct sowing,
  • Under sowing,
  • Over-sowing

 

Oversowing

This is introduction of a pasture legume in an existing grass pasture.

Undersowing

The establishment of a pasture in an already existing crop which acts as a cover crop.

     Seeds  rate depend;

  • On purity of seeds,
  • Pasture species
  • Whether pure or mixed stand.

Apply phosphatic fertilizer when planting and later top-dress  with nitrogenous fertilizer.

 

Pasture management

  • Re-seeding or gapping; Re-seeding is done if the grass is completely denudated.
  • But if partially, gapping can be done
  • Control of weeds by slashing, uprooting and mowing
  • Fertilization of pastures-done by use of manures and nitrogenous fertilizer.
  • Topping;This is the removal of stemmy fibrous material left behind after grazing.It allows new growth  after the rains
  • Control of pests-done by trapping of moles, use of pesticides and biological means.

Pasture Utilization

  • Pastures should be utilized at maturity when nutritive value is high.

       It is utilized through the following methods:

  • Direct grazing – this can be done through rotational grazing or herding.
  • Zero grazing – this is where the pasture is cut and fed to the animals in the stalls.

 

Common fodder Crops

Edible Cana

  • Altitude: 1500 – 2000m above sea level.
  • Establishment: Young tubers or bulbs are used.
  • Spacing: 1m x 1m.
  • Management: Does well with application of farmyard manure and requires fertile land.
  • Utilization: Tops and tubers are sliced and fed to livestock.
  • Conservation: Bulbs or tubers are sliced and stored.

   Napier Grass

  • Altitude: 0 – 2000m above sea level.
  • Establishment: Stem cuttings or splits.
  • Spacing: 1 m x 50cm.

Management:

  • Apply phosphatic fertilizers during planting time.
  • Top-dress with nitrogenous fertilizers in split application.
  • Clean weeding when young.
  • Cut when 6-8 weeks or 1m-1.5m in height.
  • Utilization: Cut stem is fed to livestock.
  • Conservation: Ensiled when in plenty.

Types of Napier Grass:

  • Bana grass (broad-leaved with hairy leaves)
  • Clone (thin-stemmed and hairless)
  • French Cameroon (thin-stemmed and not hairy).
  • Pakistan hybrid (thin-leaved with hairy leaves).
  • Used for silage making.

Lucerne

  • Altitude: 1500 – 2500m above sea level.
  • Soil: Deep red soil are ideal.
  • Establishment: Inoculated seeds are planted 30-50cm apart in the rows.
  • Management: Weeding and fertilizer application.
  • Utilization: Cut wilted and fed to livestock before flowering stage.
  • Conservation: Hay, silage, dried materials such as cubes or pencils.

 Mangolds

  • Is a root crop.
  • Root is utilized as livestock feed.
  • Ripe ones are used.

 Kales

  • Leaves used as livestock feeds.

 Guatemala Grass

  • Leaves and stems used as livestock feed.

  Sorghum Grass

Two varieties:

  • Columbus grass
  • Sudan gras
  • Established from seeds which are drilled or broadcasted.
  • Columbus grass should be dried before feeding to animals to avoid hydrocyanic and prussic acid poisoning.

Desmodium (Desmodium spp)

Two varieties ;

  • Green leaf
  • Silver leaf.
  • Established from seeds on thoroughly prepared clean beds.
  • Can also be inter-planted with Napier grass.
  • Cut and wilted before feeding to livestock.

Agroforestry, trees used as fodder crops include:

  • Leucaenia
  • Calliandra
  • Atriplex
  • Sesba

Forage Conservation

Forage can be conserved as;

  • Hay,
  • Silage
  • Standing forage.

Importance of forage conservation:

  • To reserve excess forage for use during time of shortag
  • To avoid unnecessary wastage of f
  • Conserved forage can be sold.
  • To have sustained supply of feed for livestock throughout the year.

Methods

Hay Making

  • This is the dehydration of green pastures to a moisture content of 16-20 per cent:

Steps in hay making:

  • Cut the crop when the sun is shining.
  • Dry the materials for 1-2 days.
  • Windrow the dry material to allow for further drying.
  • Bale the dry materials for storage.
  • Store under shed or shelter.

Factors Determining Quality of Hay

  • Stage of growth at which forage is harvested.
  • Leaf content of the forage material.
  • Method of handling and curing the hay.
  • Form in which material is fed to livestock.
  • Species of forage used.
  • Amount of foreign materials in forage.

 Silage Making

  • This is a feed produced by conserving forage in succulent form through the process of fermentation by anaerobic bacteria.

Steps in silage making:

  • Cut the crop and transport it to the silo,
  • Material with a high moisture content is wilted in the sun for 4-48 hours before ensiling .
  • Material is chopped to reasonable size pieces before filling in the silo.
  • Spread the chopped material evenly.
  • Check temperature if below 31°C, needs further filling; if above 31 °C compaction is necessary.
  • Filling should be complete by the end of the third or fourth day.
  • The silo is covered with 15cm of straw, sawdust then 15cm of soil to make it air and water tight.
  • A trench is dug round the silo to keep off surface water.

Factors Affecting the Quality of Silage

  • Maturity stage of the crop when cut.
  • Type of crop.
  • Moisture content of the material
  • Additives such as molasses.
  • Degree of compaction.
  • Size of pieces ensiled.
  • Amount of foreign materials included in the silage.
  • Amount of leaf of the ensiled material.

Standing Forage

  • This is forage left in the field to be used during the dry season.

Livestock Health III: (Diseases)

 

Introduction

Livestock diseases are classified according to causative agents as follows:

  • Protozoan diseases -caused by protozoans.
  • Bacterial diseases – caused by bacteria:
  • VIral diseases – cause by virus.
  • Nutritional diseases – brought about by nutritional disorders.

Protozoan Diseases

  • East coast Fever (ECF).
  • Anaplasmosis (gall sickness)
  • Coccidiosis
  • Trypanosomiasis (Nagana)

East coast Fever

  • Animals attacked: Cattle
  • Cause: Protozoan. (Theileria parva)
  • It is a tick-borne disease transmitted by red-­legged tick and brown ear tick.

Symptoms

  • Rise in body temperature.
  • Swelling of lymph glands below the ear.
  • Difficulties in breathing.
  • Dullness.

Control and Prevention

  • Control of vectors through dipping and fencing.
  • Treatment by use of clexon in the early stages.

 

Anaplasmosis (gall sickness)

 

Animals attacked:

  • Cattle between 2 months and 2 years.
  • Poult
  • Lambs and kids.
  • Rabbits.

 

Cause: Protozoan (Anaplasma marginale)

  • Transmitted by the blue tick
  • contaminated surgical instruments and hypodermic needles.

Symptoms

  • Fever/rise in body temperature.
  • Constipation or hard dung.
  • Paleness in the gums, eyes and lips.
  • Drop in milk production.

Control

  • Tick control.
  • Intramuscular injection of antibiotics and iron giving injections.
  • Coccidiosis

 

Coccidiosis of Poultry

  • Cause: Protozoan (Eimeria spp.)

Symptoms

  • Sudden death of chicks.
  • Whitish, yellow and blood stained diarrhoea.
  • Ruffled feathers.
  • Chicks become paralysed before dying.
  • Chicks become anaemic and dull.

Control

  • Disinfection of chick house.
  • Prevention of contamination of food and water with droppi
  • Use of prophylatic drugs for example, Coccidiostats.

Trypanosomiasis (Nagana)

  • Animals attacked: cattle, sheep and goats.
  • Cause: Protozoan of the trypanosome species,
  • Vector-tsetse flies.

Symptoms

  • Fever.
  • Dullness.
  • Anorexia/loss of appetite.
  • Loss of body condition/emaciation.
  • Swollen lymph nodes.
  • Lachrimation which leads to blindness.
  • Diarrhoea
  • Rough coat and sometimes without hair and may be cracked.
  • Swelling in parts of the belly.
  • Drop in milk production in lactating cows.
    • /’
  • Loss of hair at tail end.
  • Anaemia.
  • Abortion may occur in pregnant females.

Control

  • Treating animals with trypanocidal drugs.
  • Effective  vector (Tsetse flies)control
  • Confinement of wild animals in game parks.

 

Bacterial Diseases

  • Fowl typhoid
  • Foot rot.
  • Contagious abortion.
  • Scours.
  • Blackquarter.
  • Mastitis.
  • Anthrax.
  • Pneumonia.

Fowl Typhoid

  • Animals attacked: All domestic birds which include chicken, turkey and ducks.
  • Causes: Bacteria (Salmonella gallinarum}

Symptoms

  • Depression/appearing very sick.
  • Respiratory distress.
  • Dullness.
  • Drooping wings.
  • Sleepy eyes.
  • Anaemia resulting in pale and shrunken
  • combs and wattles.
  • Greenish yellow diarrhoea.

Control

  • Killing all affected birds and proper disposal of the carcasses.
  • Maintaining hygiene in the poultry house.
  • Ensuring that the house is dry and well ventilated.
  • Obtaining chicks from reliable sources.
  • Treatment using sulphur drugs which are mixed in drinking water or mash.
  • For example: application of Furazolidone (Furazol) at the rate of 0.04% in mash for 10 continuous days treats the disease effectively.

Foot Rot

  • It is also referred to as foul-in-the foot.
  • Animals attacked: cattle, sheep and goats.
  • However, it is most serious in sheep.
  • Cause: Bacteria (Fusiformis necrophorus and Fusiformis nodosus).

Symptoms

  • Animal’s foot becomes swollen.
  • Lameness is observed.
  • Pus and rotten smell come out of the hoof.
  • Sheep are found kneeling while grazing when the front feet are affected.
  • Animals spend most of their time lying down when the hind feet are affected.
  • Emaciation due to lack of feeding.

 

Control

  • Hygiene in the living places.
  • Regular foot examination and hoof trimming.
  • Use of a foot bath of copper sulphate solution at 5-10% solution or formalin at 2-5% solution.
  • Treating wounds on the feet with antiseptics.
  • Affected animals should be given antibiotic injections.
  • Isolation of sick animals from healthy ones.
  • Avoid dampness and muddy conditions.

Contagious Abortion (Brucellosis/ Bangs Disease)

  • Animals attacked: cattle, sheep, goats and pigs.
  • It also affects ma
  • Cause: Bacteria
  • Brucella abortus in cattle,
  • Brucella suis in pigs
  • Brucella malitensis in goats and sheep.

Symptoms

  • Spontaneous abortion or premature birth.
  • Retained placenta if abortion occurs during the later stages of pregnancy.
  • Infertility in cows while bulls have low libido and inflamed testis also known as orchitis.
  • A yellowish brown, slimy, odourless discharge from the vulva may occur after the abortion.

Control

  • Use of artificial insemination.
  • Slaughtering affected animals followed by proper disposal of their carcasses.
  • The attendant to the animals should avoid contact with the aborted foetus.
  • A blood test should be carried out for all breeding animals to detect the infected ones.
  • Hygiene in the animals’ houses.

Scours (white Scours)

  • Animals atacked: calves, piglets, lambs and kids.
  • Cause: A bacterium which attacks young animals in the first week of life.

Symptoms

  • White or yellowish diarrhoea.
  • Pungent smelling faeces.
  • Fever.
  • Anorexia/loss of appetite.
  • Listlessness.
  • Sunken eyes.
  • Undigested milk and mucus with blood spots observed in the faeces.
  • Faecal matter sticks to the hind quarters.
  • Sudden death if no treatment is given.

Control

  • Maintaining hygiene in the young animal housing units.
  • Avoiding dampness on the floor of the house.
  • Fingers of the attendant training calves to drink milk from a bucket must be disinfected.
  • Calving should be carried out in a clean area.
  • Have separate attendants for the infected calves to prevent disease spread.
  • Replacing milk with warm water mixture.
  • Treating affected animals with antibiotics.

Black Quarter

  • It is also known as black leg.
  • Animals attacked: All ruminants aged between 8 – 18 months.
  • Cause: Bacteria (Clostridium chauvei and Chauvei septicum)

Symptoms

  • Lameness.
  • Fever.
  • Fast and heavy breathing.
  • Cracking on the swollen parts if touched.
  • Swelling of the affected parts usually the hindquarters, shoulders and chest or back.
  • Dullness.
  • Anorexia.
  • Grunting and grinding of teeth.
  • Animal stops chewing cud.

Control

  • Treating with recommended antibiotics.
  • Vaccinating using black quarter vaccine known as blanthax.
  • Burying the carcass deep or burning it completely.

Mastitis

  • Is an inflammation of the udder.
  • Animals attacked: Goats, cows, pigs and human beings.
  • Cause: Bacteria (Streptococcus spp. or Staphylococcus spp.)

Predisposing Factors:

  • Incomplete milking.
  • Injuries on the udder and teats.
  • Weak sphincter muscles of the teats allowing free flow of milk.

Symptoms

  • Milk is watery, blood stained or clotted.
  • Swollen udder

Control

  • Proper milking techniques.
  • Treatment by use of antibiotics.
  • Culling of animals which are often attacked.

Anthrax

  • Attacks all domestic animals.
  • Cause: Bacteria (Bacillus anthracis)

Symptoms

  • Sudden death.
  • High fever.
  • Grinding of the teeth.

Pneumonia

  • It is an inflammation of the lungs.
  • Animals attacked: Calves, kids, lambs, piglets and poultry.

Cause:

  • Bacteria (Mycoplasma mycoides)
  • dust
  • worms in the lungs.

Symptoms

  • Dullness.
  • Anorexia/loss of appetite.
  • Staring coat.
  • Emaciation.
  • Breathing rapidly.
  • Abnormal lung sounds when breathing.
  • Coughing if the chest is pressed.
  • Fluctuating body temperature.
  • Nasal discharge.

Control

  • Keeping young animals in warm pens.
  • Proper sanitation.
  • Isolation of the affected animals.
  • Treating using antibiotics.

 

Viral Diseases

  • Rinderpest.
  • Foot and mouth disease (FMD).
  • New Castle
  • Fowl pox
  • Gumboro
  • African swine fever

Rinderpest

  • Animal attacked: Cattle and wild game.
  • Cause: virus.

Symptoms

  • Harsh staring coat.
  • Rise in temperature.
  • Eye discharge (Lachrimation)
  • Diarrhoea and dysentery.
  • Ulcers in the mouth.

Foot and Mouth Disease

  • Animals attacked: Cattle, sheep, goats and pigs.
  • Cause: Virus .

Symptoms

  • Sharp rise in temperature.
  • Blisters in the mouth, hooves, udder and teats.
  • Loss of appetite.

Control

  • Vaccination.
  • Quarantine
  • nursing wounds with disinfectant.

New Castle

  • Animals attacked: Poultry.
  • Cause: Virus.

Symptoms

  • Difficulties in breathing.
  • Beaks remain wide open and necks are strained.
  • Birds become dull.
  • The birds stand with eyes closed all the time.
  • Anorexia/loss of appetite.
  • Nasal discharges which force the birds to shake their heads to clear it.
  • Birds walk with a staggering motion.
  • Paralysis of wings and legs may occur.
  • Birds have their beaks and wings down.
  • Birds produce watery greenish diarrhoea.
  • Birds lay soft shelled eggs.

Control

  • Killing all birds and burning them followed by cleaning and disinfecting the houses before bringing in new stock.
  • Vaccination should be done during the first 6 weeks and then 2-3 months later.
  • Quarantine.

FowlPox

  • Animals affected: Poultry.
  • Cause: A virus known as avian fox.

Symptoms

Two types of fowl pox with different symptoms.

  • Cutaneous type
  • Diptheritic type

The cutaneous type affects the skin and has the following signs:

  • Injuries on the combs and wattles, legs, vent and under the wings.
  • Loss appetite.

The diptheritic type affects internal membranes and has the following symptoms:

  • Injuries in the inside of the throat and mouth membranes resulting in difficult breathing and swallowing.
  • Eyes and nose produces a watery liquid.
  • Loss of appetite.
  • Dullness.
  • Emaciation.

Control

  • Killing all affected birds followed by proper disposal of their carcasses.
  • Vaccinating remaining healthy birds.

Gumboro

  • It is also referred to as poultry AIDS.
  • Animals attacked: Poultry.
  • Cause: A virus known as Birma virus.

Symptoms

  • The glands above the vent (bursa) become swollen.
  • Drop in egg production.
  • Birds develop respiratory distress.
  • Loss of appetite.
  • Low water intake by birds.
  • Loss of immunity making the birds more susceptible to opportunistic diseases.

Control

  • Vaccination.
  • Administering vitamins and especially

African Swine Fever

  • Animals attacked: All domesticated pigs.
  • Cause: A virus known as Irido virus.

Symptoms

  • Fever.
  • Loss of appetite.
  • Depression/dullness.
  • Emaciation.
  • Coughing.
  • Nasal discharge.
  • Diarrhoea in serious conditions.

Control

  • Vaccination.
  • Quarantine.
  • Killing all affected animals and proper disposal of their carcasses.
  • Double fencing to keep wild animals away.

Nutritional Diseases/Disorders

Milk Fever

  • It is a non-infectious disease brought about by calcium deficiency in animals which have recently given birth.
  • Animals attacked: Cows, goats and pigs that have recently given birth.

Causes:

  • Due to low calcium levels in the blood.
  • Which leads to an increase in the magnesium and sugar level in the blood.
  • Mostly occurs in high producing cows in the first few months of lactation.
  • This is because these animals loose more calcium through milk secretion than they are getting from the diet.

Symptoms

  • Dullness.
  • Muscular twitching causing the animal to tremble.
  • Staggering as the animals move.
  • Animal falls down ands becomes unconscious.
  • The animal lies down on its side and the whole body stiffens.
  • Body functions such as urination, defecation and milk secretion stops.
  •  Stomach contents are drawn into the mouth which later cause lung fever when breathing in.
  • Loss of appetite.

Treatment

  • Intravenous injection of soluble calcium salt in form of calcium boro-gluconate ,60gms dissolved in 500cc of water.
  • Keeping the animal in a comfortable position on its sternum.
  • Giving fresh water.

Note: The animals suffering from milk fever should not be given medicine orally for   the following reasons:

  • It will not be able to swallow medicine.
  • The medicine may get into the lungs thereby promoting lung fever.

Control

  • Partial milking for the first 10 days.
  • High yielding cows should be given rations containing phosphorus and calcium.
  • Giving high doses of Vitamin D.

Bloat

  • Animals attacked: Cattle and sheep.
  • Cause: Accumulation of gases as a result of fermentation in the rumen.

Symptoms

  • The left side is blown up.
  • Sudden death.

Control

  • Relieve by use of trocar and cannula.
  • Chasing the animal around if noticed early.
  • Drenching by use of stop bloat.
  • Feeding ruminants with dry roughages during the wet season before grazing on lush pastures.

Gatunduini Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gatunduini Secondary School is a public Mixed Sub-County Level Day School that is located at Kangema Subcounty in Murang’a County of Central Region, Kenya. The School’s Official Phone Number Contact is: (+254)0722421466

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Kiambu.

Subcounty: Kiambaa.

School Type/ Ownership: A Public School.

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

Category: Regular School

School’s Official Name: Gatunduini Secondary School

Sex: Mixed School.

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

Accomodation Type: Day School.

Knec Code:  10229110

School’s Official Phone Number:  0722421466

Total Number of Subjects Combinations Offered at the School: 6

Subject Combinations Offered at Gatunduini Secondary School

View all available subject combinations at this school

STEM

4
APPLIED SCIENCESCode: ST2075
Agriculture,Geography,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2049
Agriculture,Business Studies,General Science
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3034
Business Studies,Home Science,Wood Work
3 SubjectsSTEM

SOCIAL SCIENCES

2
HUMANITIES & BUSINESS STUDIESCode: SS2061
Business Studies,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2069
Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES

📍 School Information

For more information about admission requirements, facilities, and application procedures, contact the school directly.

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.

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

Nyamira County best, top secondary schools; Indepth analysis

Senior School Subjects and Pathways selection Form.

Senior School Subjects and Pathways selection Form.

Senior School Selection Form educationnewshub.co.ke

Kihara Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kihara Secondary School is a public Mixed Sub-County Level Day School that is located at Kiambaa Subcounty in Kiambu County of Central Region, Kenya. The School’s Official Phone Number Contact is: (+254)0789228753

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Kiambu.

Subcounty: Kiambaa.

School Type/ Ownership: A Public School.

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

Category: Regular School

School’s Official Name: Kihara Secondary School 

Sex: Mixed School.

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

Accomodation Type: Day School.

Knec Code:  11240102

School’s Official Phone Number:  0789228753 ;

Email Address. kkiharasecsch@gmail.com.

Total Number of Subjects Combinations Offered at the School: 18

Subject Combinations Offered at Kihara Secondary School

View all available subject combinations at this school

SOCIAL SCIENCES

8
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2004
Geography,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2100
Business Studies,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2115
Business Studies,Christian Religious Education,General Science
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2013
General Science,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2064
Christian Religious Education,Computer Studies,History & Citizenship
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1080
Business Studies,Fasihi ya Kiswahili,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2043
Christian Religious Education,General Science,Geography
3 SubjectsSOCIAL SCIENCES

STEM

10
TECHNICAL STUDIESCode: ST3074
Computer Studies,General Science,Media Technology
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
PURE SCIENCESCode: ST1026
Advanced Mathematics,Business Studies,General Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1034
Advanced Mathematics,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2085
Agriculture,Business Studies,Home Science
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2081
Agriculture,Biology,Home Science
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2018
Computer Studies,Geography,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2088
Agriculture,General Science,Home Science
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3076
Advanced Mathematics,General Science,Media Technology
3 SubjectsSTEM
PURE SCIENCESCode: ST1020
Advanced Mathematics,Chemistry,Physics
3 SubjectsSTEM

📍 School Information

For more information about admission requirements, facilities, and application procedures, contact the school directly.

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.

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

Nyamira County best, top secondary schools; Indepth analysis

Senior School Subjects and Pathways selection Form.

Senior School Subjects and Pathways selection Form.

Senior School Selection Form educationnewshub.co.ke

Kisumu County KCSE 2020 ranking of schools (Best Schools Per County in KCSE 2020-2021 Exams)

In the 2020 Kenya Certificate of Secondary Education (KCSE) ranking of schools for Kisumu County KCSE 2020 ranking of schools (Best Schools Per County in KCSE 2020-2021 Exams) County,  Chemilil Academy emerged the overall top, best, school. The school managed to score an impressive mean score of 9.55.

See also; kcse 2020 list of top 100 schools

Maseno School scooped the second position with a mean score of  9.5.

Get results and ranking for all schools here; KCSE results portal

Kisumu County KCSE 2020 ranking of schools (Best Schools Per County in KCSE 2020-2021 Exams) COUNTY TOP, BEST, SCHOOLS IN KCSE 2020 EXAMINATIONS

School Name Mean Score County
Chemilil Academy 9.55 Kisumu
Maseno School 9.5 Kisumu

KCSE 2020 BEST 100 SCHOOLS NATIONALLY

Check, the list below, to see how schools from this county ranked nationally in the KCSE 2020 examinations.

Position School Name Mean Score County
1 Kapsabet Boys 10.51 Nandi
2 Kenya High 10.4 Nairobi
3 Mang’u High 10.28 Kiambu
4 Alliance High 10.18 Kiambu
5 Light Academy 10.05 Nairobi
6 St Joseph Girls 9.95 TransNzoia
7 Murang’a High 9.86 Murang’a
8 St Bridgid 9.85 Transnzoia
9 Pangani Gilrs 9.84 Nairobi
10 Maranda High  9.8 Siaya
11 Strathmore School 9.78 Nairobi
12 MoiGirls Eldoret 9.68 UasinGishu
13 Friends school 9.62 Bungoma
14 Asumbi Girls 9.6 HomaBay
15 Moi Kabarak 9.56 Nakuru
16 Anestar Boys 9.58 Nakuru
17 Chemilil Academy 9.55  Kisumu
18 Kisima Sec 9.5 Nyandarua
19 Maseno School 9.5 Kisumu
20 Baricho High 9.48 Kirinyaga
21 Starehe Boys. 9.43 Nairobi
22 Kagumo High 9.41 Nyeri
23 Nairobi School 9.41 Nairobi
24 Moi Tea Girls 9.3 Kericho
25 Riokindo Boys 9.3 Kisii
26 Kiage Tumaini 9.3 Kisii
27 Lugulu Girls 9.3 Bungoma
28 Bishop Gatimu 9.23 Nyeri
29 Chepterit Girls 9.2 Nandi
30 Agoro Sare 9.2 HomaBay
31 Orero Boys 9.2 Homa Bay
32 Sheikh Khalifa 9.1 Mombasa
33 Kisii School 9.1 Kisii
34 Kanga High 9.05 Migori
35 Meru School 9.03 Meru
36 Lenana School 8.92 Nairobi
37 Kapsabet Girls 8.92 Nandi
38 Mary Mother 8.9 Laikipia
39 Kipsigis Girls 8.9 Kericho
40 Kabianga School 8.9 Kericho
41 Mbita High 8.9 Homa Bay
42 Butere Girls 8.9 Kakamega
43 Njiiri School 8.87 Muranga
44 Meteitei Secondary 8.82 Nandi
45 Bunyore Girls 8.81 Vihiga
46 Nakuru Boys 8.8 Nakuru
47 Litein High 8.8 Kericho
48 Kebirigo Boys 8.8 Nyamira
49 St Mary’s Igoji 8.8 Meru
50 Chogoria Girls 8.8 T.Nithi
51 Makueni Boys. 8.75 Makueni
52 Mbooni Girls 8.74 Makueni
53 St Anthony Boy 8.73 T Nzoia
54 Light Academy 8.72 Mombasa
55 Moi Naikarra 8.7 Narok
56 Nyambaria Boys  8.7 Nyamira
57 Oriwo Boys 8.7 Homa Bay
58 Segero Academy 8.7 U. Gishu
59 St Patrick Iten 8.69 E.Marakwet
60 Baringo High 8.65 Baringo
61 Nanyuki High 8.63 Laikipia
62 Machakos School 8.62 Machakos
63 Moi Girls  8.6  Nairobi
64 St Joseph Kitale 8.6 T.Nzoia
65 St Mary’s Kibabii 8.57 Bungoma
66 Chavakali High 8.56 vihiga
67 Mahiga Girls 8.55 Nyeri
68 Anin Girls 8.5 E.Marakwet
69 Ulanda Girls 8.5 Migori
70 Carmel Girls 8.5 Machakos
71 Nkubu High 8.5 Meru
72 Moi High Mbituri 8.5 Embu
73 Kakamega High sch 8.48 kakamega
74 Kisau Girls 8.42 Makueni
75 Ogande Girls 8.4 Homa Bay
76 Kaaga Girls 8.4 Meru
77 St Francis Rangala 8.38 Siaya
78 Edinburg School 8.38 Muranga
79 Nyangwa Boys 8.34 Embu
80 Kahuhia Girls 8.33 Muranga
81 Kyeni Girls 8.32  Embu
82 Sacho High School 8.3 Baringo
83 Moi Siongoroi 8.3 Bomet
84 Metkei Girls 8.3  E. Marakwet
85 St Francis Girls 8.29 Kiambu
86 Pioneer School 8.25 Muranga
87 Tengecha Girls 8.2 Kericho
88 Karima Girls 8.2 Nyandarua
89 Kabarnet Boys 8.2 Baringo
90 Chepkumia Secondary 8.2 Nandi
91 Memon Academy  8.2 Mombasa
92 Nyamira Girls 8.2 Siaya
93 Sironga Girls 8.2 Nyamira
94 St Joseph Rapogi 8.2 Migori
95 Ikuu Boys 8.2 T. Nithi
96 Tenwek High 8.19 Bomet
97 Butula Boys 8.15 Busia
98 Booker Academy 8.14 Kakamega
99 Nyeri High 8.13 Nyeri
100 Tengecha Boys 8.1 Kericho
101 AIC Litein Girls 8.1 Kericho

 

QUALITY OF HEAT PHYSICS REVISION

QUALITY OF HEAT

  1. (a) Define the term specific heat capacity.

(b) A block of metal of mass 300g at 1000c is dropped into a logged calorimeter of heat capacity 40Jk-1, containing 200g of water at 200c. The temperature of the resulting mixture is 340c. (Specific heat capacity of water = 4200Jkg-1k-1)

Determine:

(i) Heat gained by calorimeter.

(ii) Heat gained by water.

(iii) Heat lost by the metal block.

(iv) Specific heat capacity of the metal block.

  1. (a) State two differences between boiling and evaporation.

(b) 200g of a solid was uniformly heated by a 0.2 kw heater for sometime. The graph in the figure below shows how the temperature of the solid changed with time.

(i) Explain what is happening between OA and AB.

(ii) Calculate the specific heat capacity of the solid.

(iii) Calculate the specific latent heat of fusion k of the solid.

  1. (a) Define the term heat capacity
  2. b) A block of metal of mass 150g at 100oC is dropped into a logged calorimeter of heat capacity 40Jk-1 containing 100g of water at 25o The temperature of the resulting mixture is 34oC. (Specific heat capacity of water = 4200J/KgK)

Determine;-

(i) Heat gained by calorimeter

(ii) Heat gained by water

(iii) Heat lost by the metal block

(iv) Specific heat capacity of the metal block

  1. (a) Distinguish between evaporation and boiling

(b) A jet delivering 0.44g of dry steam per second, at 100oC is directed on to crushed ice at 0.0oC contained in an unlagged copper can which has a hole in the base. 4.44g of water at 0.0oC flow out of the hole per second

  • How many joules of heat are given out per second by condensing steam and cooling to 0.0oC of water formed?(Latent heat of vaporization of steam = 2.26 x 106JKg-1, c for water = 4200JKg-1K-1)
  • How much heat is taken in per second by the ice which melts?
  • Suggest why these amounts above are different

(c) Figure 7 below shows a cross-section of a vacuum flask

 

(i) Name the parts labelled A and B on the diagram

(ii) Explain how the heat losses are minimized when hot liquid is poured into the flask

  1. (a) Figure 2 shows two identical thermometers. Thermometer A has a blackened bulb while thermometer B has a silvery bulb. A candle is placed equidistant between the two thermometers
Fig. 2

 

State with a reason the observations made after some time

(b) Figure 3 shows a test tube partially filled with water. An ice wrapped in wire gauze is

placed at the bottom of the test-tube. It is then held in the flame of a bunsen burner as

shown below

 

fig. 3

State and explain what will be observed after some time

  1. Give any two differences between evaporation and boiling
  2. Explain why steel feels colder than wood at the same temperature

 

  1. An electric heater 1KW 240V is used to raise the temperature of a 5kg copper block from 15oC to 33o If the specific heat capacity of copper is 400JKg-1K-1 and assuming no heat is lost to the surrounding,

Calculate the time taken

  1. (a) Define specific latent heat of fusion

(b) 0.5kg of naphthalene contained in an aluminium can of mass 0.4kg is melted in a water bath and raised to a temperature of 100oC. Calculate the total heat given out when the can and its contents are allowed to cool to room temperature, 20oC. Neglect losses by          evaporation during heating process  and give your answer to the nearest kilojoule.

           (For naphthalene melting point = 80oC , Specific heat  capacity for both liquid and 

             solid =2100J/KgK; specific latent heat of fusion = 170000J/Kg.

             For aluminium: specific heat capacity = 900J/Kgk                                                            

(c) Briefly explain two ways other than direct heating by which quantity of liquid may be made to evaporate more quickly

(d) The diagram below shows a charcoal refrigerator

 

(i) Explain why charcoal is used and why it is sprinkled with water

(ii) What is the role of the metallic tank and the wire mesh

  1. An electric kettle with a shinny outer surface would be more efficient than one with a dull outer surface. Give a reason for this
  2. A heating element rated 2.5 KM is used to raise the temperature of 3.0 kg of water through 50oC. Calculate the time required to Effect this. (Specific heat capacity of water is 4200J/kgK).
  3. An electric heater rated 6000W is used to heat 1kg of ice initially at -100c until all the mass turns to steam. Given that

Latent heat of fusion =334kJ-1

Specific heat capacity of ice= 2,260J kg -1 K -1

Specific heat capacity of water = 4, 200J kg-1 K-1

Latent heat of vaporization = 2, 260KJ kg -1 K -1

Calculate the minimum time required for this activity.

  1. a) Explain why a burn from the steam of boiling water more severe that of water itself?
  2. b) An energy saving stove when burning steadily has an efficiency of 60%. The stove melts 0.03kg of ice at 00c in 180 seconds.

Calculate; –

  1. i) The power rating of the stove.
  2. ii) The heat energy wasted by the stove.
  3. c) A pump uses a mixture of petrol and alcohol in the ratio 4: 1 by mass to raise 100kg of water from a well 200m deep.
  4. i) How much energy is given by 1g of mixture?
  5. ii) If the pump is 40% efficient, what mass of this mixture is needed to raise the water?
  6. d) i) Suggest two energy changes that accompany the changing

of a liquid in a vapour phase.

  1. ii) Explain why the time calculated in (i) above is minimum
  2. An immersion heater rated 90W is placed in a liquid of mass 2kg. When the heater is switched on for 15 minutes, the temperature of the liquid rises from 200C to 300 Determine the specific heat of the liquid.
  3. State two factors that would raise the boiling point of water to above 1000c
  4. a) State what is meant by the term specific latent heat of vaporization
  5. b) In an experiment to determine the specific latent heat of vaporization of water, steam at 1000c was passed into water contained in a well-lagged copper calorimeter. The following measurements were made:

Mass of calorimeter   = 50g

Initial mass of water   = 70g

Final mass of calorimeter + water + condensed steam = 123g

Final temperature of mixture = 300C

(Specific heat capacity of water = 4200 J kg -1K and specific heat capacity for copper = 390 J kg -1 K-1)

Determine the

  1. i) Mass of condensed steam
  2. ii) Heat gained by the calorimeter and water

iii)       Given that L is the specific latent heat of evaporation of steam

  1. Write an expression for the heat given out by steam
  2. Determine the value of L.
  3. A heating element rated 2.5 KW is used to raise the temperature of 3.0 kg of water through 500 Calculate the time required to effect this.  (Specific heat capacity of water is 4200 J/kgK)
  4. An electric heater is connected to the mains supply. A fault in the mains reduces the supply potential slightly. Explain the effect on the rate of heating of the heater.
  5. In an experiment to determine the power of an electric heater, melting ice was placed in a container with an outlet and the heater placed in the ice as shown in Fig. 2. The heater was connected to a power supply and switched on for some time. The melted ice was collected.

 

 

 

 

 

 

 

  1. a) Other than the current and voltage, state the measurement that would be taken to determine the quantity of heat absorbed by the melted ice in unit time.
  2. b) If the latent heat of fusion of ice is L, show how measurements in (i) above would be used in determining the power P, of the heater, (2mks)
  3. c) It is found that the power determined in this experiment is lower than the manufacturer’s value indicated on the heater.                    (1mk)
  4. Fig 11 shows the variation of temperature ‘q’ with time t, when an immersion heater is used to heat a certain liquid. Study the figure and answer questions below

 

 

 

 

 

 

 

  1. State the reason for the shape of the graph in the section labelled BC.
  2. Sketch on the same axes the graph for another liquid of the same mass but higher specific heat capacity when heated from the same temperature.
  3. State two factors that affect the melting point of ice.
  4. a) Define the term specific latent heat of vaporization of a substance.
  5. b) Figure 11 shows the features of domestic refrigerators. A volatile liquid circulates the capillary tubes under the action of the compression pump.

 

 

 

 

 

 

 

 

(i)              State the reason for using a volatile liquid.

(ii)             Explain how the volatile liquid is made to vaporize in the cooling compartment and to condense in the cooling fins.

(iii)                        Explain how cooling takes place in the refrigerator.

(iv)                        What is the purpose of the double wall?

  1. c) Steam of mass 3.0g at 1000c is passes into water of mass 400g at 100 The final temperature of the mixture is T. The container absorbs negligible heat. (Specific latent heat of vaporization of steam= 2260 kJ/kg, specific heat capacity of water= 4200Jk-1)
  2. i) Derive an expression for the heat lost by the steam as it condenses to water at temperature T.
  3. ii) Derive an expression for the heat gained by the water.

iii) Determine the value of T.

  1. A can together with stirrer of total head capacity 60j/k contains 200g of water at 100 dry steam at 1000c is passed in while the water is stirred until the whole reaches a temperature of 300c Calculate the mass of steam condensed.
  2. An immersion heater which takes a current of 3A from 240V mains raised the temperature of 10kg of water 300c to 500 How long did it take?
  3. 100g of boiling water are poured into a metal vessel weighing 800g at a temperature of 200c if the final temperature is 500 What is the specific heat capacity of the metal? (Specific Heat capacity of water 4.2 x 103J/kgk)
  4. 02kg of ice and 0.01kg of water 00c are in a container. Steam at 1000c is passed in until all the ice is just melted.  How much water is now in the container?
  5. In a domestic oil-fired boiler, 0.5kg of water flows through the boiler every second. The water enters the boiler at a temperature of 300c and leaves at a temperature of 700c, re-entering the boilers after flowing around the radiators at 300  3.0x 107J of heat is given to the water by each kilogram of oil burnt.  The specific heat capacity of water is 4200Jkg -1K-1

Use the information above to calculate the energy absorbed by the water every second as it passes through the boiler

Use the same information above to calculate the mass of oil which would need to be burnt in order to provide this energy.

  1. You are provided with two beakers. The first beaker contains hot water at 700  The second beaker contains cold water at 200c.  The mass of hot water is thrice that of cold water.  The contents of both beakers are mixed.  What is the temperature of the mixture?
  2. Calculate the heat evolved when 100g of copper are cooled from 900c to 100 (Specific Heat Capacity of Copper = 390J/Kgk).
  3. An-immersion heater rated 150w is placed in a liquid of mass 5 kg. When the heater is switched on for 25 minutes, the temperature of the liquid rises from 20 – 2700  Determine the specific heat capacity of the liquid.  (Assume no heat losses)
  4. Njoroge wanted to determine the heat energy, W, required to change one kilogram of water into vapour at a constant temperature. He set up the arrangement as shown below;

He took the reading M, of the balance at a given time interval. He obtained the following data

Mass (g) 100 97 95 93 91 81
Time (s) 0 135 210 330 405 495

(a) Plot a graph of mass against time

  • Determine the gradient of the graph
  • What does the gradient represent?
  • A steady current of 4A and potential difference of 12V were recorded during the experiment. Determine the value of W .
  1. (a) You are provided with the following apparatus:

A filter funnel, a thermometer, a stop watch, ice at 0°C, an immersion heater rated P watts, a beaker, a stand, boss and clamp and a weighing machine.

Describe an experiment to determine the specific latent heat of fusion of ice. Clearly state the measurements to be made.

(b) 200 g of ice at 0°C is added to 400g water in a well lagged calorimeter of mass 40g. The initial temperature of the water was 40°C. If the final temperature of the mixture is X°C, (Specific latent of fusion of ice L = 3.36 x 105 Jkg-1, specific heat capacity of water, c = 4200Jkg-1K-1, specific heat capacity of copper = 400 Jkg-1K-1.)

(i) Derive an expression for the amount of heat gained by ice to melt it and raise its temperature to X°C

(ii) Derive an expression for the amount of heat lost by the calorimeter and its content when their temperature falls to X°C.

(iii)     Determine the value of X.

(c) A hydrogen balloon of volume 1.2 m3 is released at the ground level where the pressure is 680 mmHg and a temperature of 20 °C. Determine the volume of the balloon at a height of 2500m above the ground where the pressure drops to 500 mmHg and the temperature is 4°C.

  1. a) State the two factors that affect the boiling point of water and in each case, explain how the boiling is affected.
  2. b) Distinguish between evaporation and boiling
  3. c) A copper block of mass 800g is suspended in a freezing mixture -600C for some time and then transferred to a large volume of water at 00 A layer of ice is formed on the block. Take specific heat capacity of copper =360JKg-1K-1, latent heat of fusion 336,000JKg-1
  • Give a reason for the formation of ice
  • State the temperature of the copper block after this change is complete
  • Determine the mass of ice formed
  1. (a) Define specific latent heat of fusion of a substance

(b)       Water of mass 400g at a temperature of 60oC is put in a well lagged copper calorimeter of mass 160g. A piece of ice at 0oC and mass 40g is placed in the calorimeter and the mixture stirred gently until all the ice melts. The final temperature, T, of the mixture is then measured. Determine;

  • The heat absorbed by the melting ice at 0oC
  • The heat absorbed by the melted ice (water) to rise the temperature T (Answer may be given in terms of T)
  • The heat lost by the warm water and the calorimeter (The answer may be given in terms of T)
  • The final temperature T of the mixture (Specific latent heat of fusion of ice = 334000J/kg, specific heat capacity of water = 4200J/kgK, specific heat capacity of copper = 900J/kgK)
  1. (a) Differentiate between heat capacity and Specific heat capacity of a substance

(b) Briefly describe an experiment to determine the specific heat capacity of a liquid                          substance using the electrical method.

(c)       An immersion heater rated 1000W is used to heat a block of ice of mass 500g initially at -10°C until the all the water evaporates at 95°C. Assuming that all the heat supplied is      used to heat the ice, calculate the time in minutes for the whole process to take place. (Take        specific heat capacity of water as 4200J/KgK, specfic heat capacity of ice = 2100J/Kg K specific latent heat of fusion = 3.35 x 105 J/Kg and specific latent heat of vapourization 2.26 x 105J/Kg)

  1. (a) What is meant by specific latent heat of Vaporization?
  2. b) In an experiment to determine the specific latent heat of vaporization of water, steam at 100oc was passed into water contained in a well lagged copper calorimeter.

The following measurements were made:

Mass of calorimeter = 50g

Initial mass of water = 70g

Initial temperature of water = 5oc

Final mass of water + Calorimeter + condensed steam = 123g

Final temperature of mixture = 30oc

Specific heat capacity of water = 4200jkg-1k-1

Specific heat capacity of copper = 390k kg-1k-1

 

  • Determine the

(i)Mass of condensed steam

(ii)Heat gained by water and calorimeter

(ii) Given that L is the specific latent heat of vaporization of steam

(i) Write an expression for the heat given out by steam

(ii)Determine the value of L

  1. 500g of water at 20oc is mixed with 200g of water at 55o Find the final temperature of the mixture.
  2. (a) Distinguish between heat and temperature

(b) Define specific heat capacity

(c) The figure below shows a graph of temperature against time for a given substance (water)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

State what happens in the section labelled

  • BC
  • CD
  • DE

(d) A hot-water tank for a house contains 150kg of water at 150C. the tank itself has a heat capacity of 6000 JK-1. an immersion heater is used to heat the water to 500c. the tank is well insulated and the power of the heater is 2500W (specific heat capacity of water =4200 JKg-1K-1

  • Find the amount of heat transferred to the water
  • find how much heat is absorbed by the tank
  • Determine the time it will take the heater to raise temperature to 500
  1. a)    Define specific latent heat of fusion of a substance
  2. A mass is receiving heat at the rate  per minutes and its temperature at various times recorded as follows
Time 2
Temperature
  • Plot a graph of temperature against time on the grid provided
  • Use your graph to find
    • The specific heat capacity of the substance in its liquid state
    • Its boiling point
    • Its melting point
    • The specific latent heat of fusion of the substances
  1. (a) Define specific latent heat of vaporization.

(b) In an experiment to determine the specific latent heat of vaporization of water,

steam at 1000C was passed into water contained in a well lagged copper calorimeter.

The following measurements were made

Mass of calorimeter = 50g

Initial mass of water = 70g

Initial temperature of water = 50C

Final mass of calorimeter + water + condensed steam = 123g

Final temperature of mixture = 300C

 

Specific heat capacity of water is 4200JKg-1k-1 and specific heat capacity of copper is 390JKg-1k-1 )

(I) Determine the:-

(i) Mass of condensed steam.

(ii) Heat gained by the calorimeter and water.

(II) Given that L is the specific latent heat of vaporization of steam.

(i) Write an expression for the heat given out by the steam.

(ii) Determine the value of L.

  1. (a) Define specific latent heat of fusion of a substance

(b) Water of mass 200g at a temperature of 60oC is put in a well lagged copper calorimeter of mass 80g. A piece of ice at 0oC and mass 20g is placed in the calorimeter and the mixture stirred gently until all the ice melts. The final temperature of the mixture is then measured

(Latent heat of fusion of ice = 33400Jkg-1, specific heat capacity of water  = 4200Jkg-1K-1)

Determine:

  • The heat absorbed by the melting ice at 0oC
  • The heat absorbed by the melted ice (water ) to rise to temperature T
  • The heat lost by the warm water and the calorimeter (Specific heat capacity of the calorimeter = 900Jkg‑1K-1)
  • The final temperature T of the mixture
  1. a) Ether is put into a beaker which is placed on a thin film of water. A student blows the ether through a pipe continuously.  State and explain the observation made after some time
  2. b) The rate of evaporation can be increased in a number of ways. State two ways in which this could be achieved
  3. c) Differentiate between specific heat capacity and heat capacity
  4. d) An electric kettle rated at 2.5kw contains 1.6kg of water.  It is left switched on after boiling.How much heat energy will be used in turning all the water to steam?
  5. e) Determine how long will it take for the 2.5kw kettle to boil dry
  6. (a) Distinguish between heat capacity and specific heat capacity of a substance.
  7. b) The figure below represent a set up used to determine the specific latent heat vaporization of water by electrical method.

 

(i)        State the measurements to be taken in order to achieve the aim of the experiment.

(ii)      State the conclusion from the observations made in the figure b(i) above.

  1. c) Why is the latent heat of fussion of water of lower value than latent heat of vaporization of the same water.

II a)     Why are the elements of domestic heating appliances made of nichrome

wire instead of tangsten wire.

  1. b) What property does a fuse wire have that make it suitable for controlling excessive currents in circuits.
  2. c) What do you understand by rating 150w, 240v indicated on an electric bulb?
  3. a) Define specific heat capacity
  4. b) State two factors that would raise the boiling point of water
  5. c) In a cooling system 100g of steam at 1000C was passed into cold water at 400 The temperature rose to 700C (specific heat capacity of water = 4200J kg-1K-1, latent heat of vaporization of steam = 2.2 x 106Jkg-1)

Calculate

  1. i) Heat lost by steam
  2. ii) Heat lost by condensed steam

iii)       The mass of cold water used

  1. (a) Define the term specific heat of vaporization.

(b) The setup shown below was used to determine the specific latent heat of vapourisation of water.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Describe how you would use the apparatus to determine the specific latent heat of vapourisation of water stating any assumption made and the measurements one would take.

(c) 50g of steam at 100oC was passed into cold water at 20oC.  The temperature on the water rose to 60oC.  Determine the mass of cold water used (specific heat capacity of water = 4200J/KgK and specific latent heat of vapourisation of water = 2.26 x 106 JKg-1)

  1. a) Define specific latent heat of vaporization of a substance
  2. b) Explain why food cooks faster in a pressure cooker than in an open sufuria
  3. c) 32g of dry ice was added to 200g of water at 250C in a beaker of negligible heat capacity. When all ice had melted, the temperature of water was found to be 100 (Take specific heat capacity of water to be 4200JKg-1K-1)
  4. i) Calculate the heat lost by water
  5. ii) Write an expression for total heat gained by ice to melt and for temperature to rise to 100C

iii)       Calculate the specific latent heat of fusion of ice

  1. (a) What is meant by specific latent heat of Vaporization?

(b) In an experiment to determine the specific latent heat of vaporization of water, steam at 100°c was passed into water contained in a well lagged copper calorimeter.

The following measurements were made:

Mass of calorimeter = 50g

Initial mass of water =70g

Initial temperature of water = 5°c

Final mass of water + Calorimeter + condensed steam =123g

Final temperature of mixture =30°c

Specific heat capacity of water = 4200Jkg-1k-1

Specific heat capacity of copper =390J kg-1k-1

(a) Determine the

(i)Mass of condensed steam

(ii)Heat gained by water and calorimeter.

(b) Given that L is the specific latent heat of vaporization of steam

(i) Write an expression for the heat given out by steam.

(ii)Determine the value of L

  1. c) 500g of water at 20°c is mixed with 200g of water at 55oC Find the final temperature

of the mixture.

  1. a) Define latent heat of vaporization.
  2. b) Figure 11 shows a set up by a student to determine the specific latent heat of vaporization of a liquid.

 

 

 

 

Fig. 11

 

 

 

 

 

 

 

 

 

 

 

 

  1. Identify the parts labelled X and Y
  2. State the measurements that should be taken.
  • Describe how the set up can be used to determine the specific latent heat of vaporisation of the liquid.
  1. What is the purpose of the condenser?
  2. a) Define specific heat capacity.
  3. b) State two feature which makes a liquid-in-glass thermometer sensitive.    c) In an experiment to determine the specific heat capacity of paraffin 2.0 kg of paraffin was supplied with 21600 J of heat and its temperature rose by 4.9oC calculate the specific heat capacity of paraffin.                                                                                                                d) Boiling water is poured into two identical vacuum flasks A and B. Flask A is partially filled while flask B is completely filled. Both are closed tightly. State with reason the flask in which the water is likely too have a higher temperature eight hours later.
  4. e) A block of ice of mass 40g at 0oC is placed in a calometer containing 400g of water at 20o Ignoring the heat absorbed by the calorimeter. Determine the final temperature of the mixture after all the ice has melted.

Specific heat capacity of water = 4200 J Kg-1K-1

Specific latent heat of fusion of ice = 340,000 Jkg-1

  1. A liquid at 80°C in a cup was allowed to cool for 20 minutes. State two factors that determine the final temperature.
    • What is meant by specific latent heat of vaporization?
    • In an experiment to determine the specific latent heat of vaporization L of water, steam at 100°C was passed into water contained in a well legged copper calorimeter. The following measurements were made.

Mass of calorimeter = 80g

Initial mass of water = 70g

Initial temperature of water = 5°C

Final mass of calorimeter + water +condensed steam = I 56g

Final temperature of mixture = 30°C

Specific heat capacity of water = 4200JKg-1K-1and specific heat capacity for copper = 390J/Kg-1K-1)

(i) Determine the:

(I) Mass of condensed steam

(II) Heat gained by the calorimeter and water

(ii) Given that L. is the specific latent heat of vaporization of steam

(I) Write an expression for the heat given out by steam.

(II) Determine the value of L

  1. An electric heater rated 6000W is used to heat 1kg of ice initially at -10oC until all the mass turns to steam. Given that:

Latent heat of fusion = 334KJkg-1

Specific heat capacity of ice=2100Jkg-1k-1

Specific heat capacity of water=4200Jkg-1K-1

Latent heat of vaporization=2260KJkg-1

(i) Calculate the minimum time required for this activity.

(ii) Explain why the time calculated in (i) above is minimum.

  1. (a) Define the following terms:
    • Specific heat capacity of water.
    • Specific latent heat of fusion of ice.

(b) A 200g mass of ice at -14°C was slowly heated by an electric heater of power 30w. The graph below shows how the temperature varies with time.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

From the graph above, determine the time corresponding to:

(i) The line QR.

(ii) The line RS

(iii) Hence label the time axis with suitable values and units.

Specific heat capacity of water = 4200J/kgK

Specific latent heat of fusion of ice = 336000J/kgK

(c) Determine a value for the specific heat capacity of ice

(d) Explain why it would be faster to cook food using a Sufuria with an air tight lid than one which is open when at the top   of a high mountain.

  1. a) Define specific latent heat of vaporization.
  2. Steam at 100oc was passed for sometime into ice at 0o At the end, temperature of the water obtained was 52oC and its mass 2g.  Calculate;
  3. i) The heat lost by steam
  4. ii) Mass of the ice used.
  5. Other than using steam, describe briefly using a diagram how you would experimentally determine the latent heat of fusion of
  6. Give a reason why it is not advisable to melt ice directly using an electric heating coil.
  7. a) Define specific latent heat of fusion of a substance.

(b) Figure 10 below shows a block of ice with two heavy weights hanging such that the copper wire connecting them passes over the block.

Fig. 10  
   Weights  

 

 

 

 

 

 

 

(i) It is observed that the wire gradually cuts through the ice block, but leaves it as one piece. Explain.

(ii) What change would be observed if the copper wire used in the experiment was placed by a cotton thread?

(c) A block of ice of mass 40g at 0oC is placed in a calorimeter containing 400g of water at 20oC. The heat absorbed by the calorimeter is negligible. The final temperature of the mixture after all the ice has melted is T. (specific latent heat of fusion of ice=340,000 J/kg, specific heat capacity of water=4200JKg-1k-1)

  • Derive an expression for the heat gained by the ice as it melts to water at temperature T.
  • (Derive an expression for the heat lost by the water.
  • Determine the value of T.

(d) State two differences between boiling and evaporation.

  1. (a) Define specific latent heat of vaporization.

(b) In an experiment to determine the specific latent heat of vaporization of a liquid using an electrical method, the amount of heat, Q, required to vaporize a given mass, m, of a liquid were recorded as shown in table 2.

Q (J) X 103 3.0 4.0 5.0 6.0 7.0 8.0
M (kg) X10-3 4.0 6.4 8.8 11.2 13.6 16.0

(i) On the grid provided plot a graph of Q (y-axis) against m.

(ii) From the graph, determine the specific latent heat of vaporization of the liquid.

(iii) Suggest a reason why the graph does not pass through the origin.

(iv) Write a possible equation of this graph.

(c) Calculate the amount of heat required to melt 30g of ice at 0oC. (Latent heat of fusion of ice is 3.34 x 105 Jkg-1). Give your answer correct to two decimal places.

  1. A certain substance contracts when heated at a certain temperature and expands when cooled at the same temperature.

(i)  Name the substance

(ii) State one disadvantage of this behaviour.

(b) The figure 6 below shows four brass pins pressed on a cooking stuck until they are flat on the wood. A white gummed paper was then stuck on the wood covering the pins. The stick was then passed over a Bunsen flame a few times.

Brass pin

 

 

 

 

 

 

 

 

It was observed that the paper got charred leaving four white spots. Explain this observation.

(c) The figure 7 below shows an experiment carried out by form one students.

 

wax

Fig 7

wax
Thick iron rod
Thin iron rod
 Hot water

 

 

 

 

 

 

 

 

(i)The students dipped two iron rods of the same length but different thickness into a beaker of hot water at the same time. What was the experiment about?

(ii) State and explain the observations made after about 10 minutes.

(iii) If the two rods were much longer, state and explain any difference from C (ii) above that would be made in the observation.

  1. (a) What is specific latent heat of fusion?

(b) State two factors which affect freezing point of ice.

(c) Figure 9 below illustrates an experiment in which electrical energy is used to determine specific latent heat of fusion.

 

 

Fig 9

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Other than time, state other measurements that would be used to determine the quantity of heat Q, absorbed by ice in unit time.
  • Complete the circuit to show connection of the essential circuit components.

(d) In a similar experiment, the following readings were obtained when the heater was switched on for 5 minutes

Voltmeter reading = 6.0V

Ammeter reading = 1.25 A

Temperature rise reading = 10oC

If by the end of the experiment, 200g of water at 0oC was collected determine the latent heat of fusion of ice.

  1. a) A hot room cannot be cooled by leaving the door of a refrigerator
  2. b) The set-up below is used to determine the specific heat capacity of an aluminum block.

 

Figure 8

 

  1. i) Label the voltmeter and ammeter in the diagram
  2. ii) State and explain two precautions taken in the above experiment

iii)    In such an experiment a heater rated 2500w was switched on for 2 minutes. Within this   time the temperature of the block rose from 16º C to 186º C. If the block has a mass of      2kg, what is the specific heat capacity of aluminum?

  1. (a) Define the term specific heat capacity

(b)             A student decides to measure the specific heat capacity of aluminium by an electrical method. He selects his apparatus and then assembles the aluminium block, the thermometer and the heating element as shown.

 

 

The student intends to substitute his results into the relationship mcT VIt

(i)        Draw a diagram of the electrical circuit he would need to set up in order to be able to carry out the experiment.

(ii)       What other pieces of apparatus would he need?

(iii)      He carries out the experiment and then calculates his value for the specific heat capacity of aluminium. He discovers that his value is higher than the accepted value of 900 J kg-’ K-i. Suggest why his result is higher than 900 J kg-1 K-1 .

(iv)      With reference to the apparatus shown in the diagram, state two modifications that he should make in order to minimise the discrepancy.

1……………………

2……………………

(c )     If the specific latent heat of ice is 340000 J kg and the specific latent heat of steam is 2,300,000 J/kg and the specific heat capacity of water is 4200 Jkg – ‘k’ calculate the heat needed to change 2kg of ice at 0°C to steam at 100°C.

  1. a) Distinguish between latent heat of fusion and specific latent of fusion.
  2. b) Figure 8 shows a block of ice. A thin copper wire with two heavy weights hanging from its ends-passes over the block. The copper wire is observed to pass through the block of ice without cutting it in a process known as regelation.
  3. i) Explain this observation,
  4. ii) What would be the effect of replacing the copper wire with a cotton thread? Explain.
  5. c) Figure 9 shows one method of measuring the specific latent heat of fusion of ice.

Two funnels A and B contain crushed ice at 0°C.

Figure 9

The mass of melted ice from each funnel is measured after 11 minutes. The results are shown below.

Mass of melted ice in A = 24g

Mass of melted ice in B = 63g

(i)        What is the reason for setting up funnel A?

(ii)       Determine the:

  1. quantity of heat supplied by the heater.
  2. mass of ice melted by the heater.

III.        specific latent heat of fusion of ice.

  1. Water of mass 3kg initially at 20°C is heated in an electric kettle rated 3.0kw. The water is heated until it boils at 100°C. Taking specific heat capacity of water to be 4200Jkg’ K’, heat capacity of kettle = 450J/kg, specific latent heat of vaporization of water = 2.3MJ/kg, calculate

(i) The heat absorbed by the water

(ii) Heat absorbed by the electric kettle

(iii) The time taken for the water to boil

(iv) How much longer it will take to boil away all the water

  1. (a) State two differences between boiling and evaporation

(b) A metal of mass 10kg is heated to 1200C and then dropped into 2kg of water . The final temperature of the mixture is found to be 500 C . Calculate the initial temperature  of the water .(Specify heat capacity of the metal and water is 450Jkg-1K-1 and 4200Jkg -1 K-1  respectively )

(c) (i)        Give the property of water which makes it suitable for use as a coolant in machines

(ii) Formation of ice on roads during winter in cold countries is known to hamper vehicles. State two ways in which the melting of ice may be lowered to solve this problem

(d) Figure 11 shows some ether put in a combustion tube and two glass tubes inserted into the tube through a cork. The combustion tube is then put into a small beaker containing some water and a thermometer dipped in the water.

When air is blown into the ether as shown, the reading in the thermometer lowers.             Explain this observation

  1. (a) (i) Define the term latent heat of fusion.

(b) In an experiment to determine the power of an electric heater, melting ice was placed  in a container with an outlet and the heater placed in the ice as shown below. The melted ice was collected.

 

(i) Other than the current and voltage, state the measurement that would be taken to determine the quantity of heat absorbed by the melted ice in unit time.

(ii) If the latent heat of fusion of ice is L, show how measurement in (i) above would be used in determining the power P of the heater.

(iii) It is found that the power determined in this experiment is lower than the manufacturer’s value indicated on the heater. Explain.                                      (

(c) A mass of wax of 1kg was heated uniformly by a 100W heating element until it melted. The graph below shows how the temperature of the wax varies with time.

 

(i) Explain what is happening in the region.

AB________________________

BC________________________

(ii) Calculate the specific heat capacity of the wax.

(iii) Calculate the specific latent heat of fusion of wax.

Asumbi Girls High School KCSE 2020-2021 results analysis, grade count and results for all candidates

Asumbi Girls High SCHOOL KCSE 2020/2021 RESULTS ANALYSIS (SCHOOL MEAN, INDIVIDUAL CANDIDATES’ RESULTS AND MEAN GRADE SUMMARY)-  The School is a top performing high school located in Kenya. Here is the KCSE 2020 results analysis for the school.

Asumbi Girls High school has always maintained a good run in the KCSE examinations over the years. For instance, in the 2019 Kenya Certificate of Secondary Education (KCSE) examination results the school emerged among the top 100 schools in the whole country.

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Asumbi Girls High school managed a mean score of 8.58519 in the 2019 KCSE examinations.. Read more details here; KCSE 2019 list of top 200 schools nationally; Full list.

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Asumbi Girls High SCHOOL’S KCSE 2020 RESULTS ANALYSIS AND MEAN GRADE SUMMARY

We have analysed results for Asumbi Girls High school in the KCSE 2020 examinations. Get the school’s KCSE 2020/2021 results and all schools in the country plus candidates in the official Knec results portal, here; KCSE 2020-2021 OFFICIAL RESULTS PORTAL.

KCSE 2020 RESULTS PORTALS

The 2021 KCSE results portal.

KCSE 2020 RESULTS PER SCHOOL

KCSE 2020 TOP 100 SCHOOLS

KCSE 2020 BEST SCHOOLS PER COUNTY

KCSE 2020 TOP 100 BOYS

KCSE 2020 TOP 100 GIRLS

KCSE 2020 RESULTS VIA SMS

KCSE 2020 RESULTS FOR THE WHOLE SCHOOL

We have more KCSE 2020-2021 articles for you here;

KCSE 2020-2021 Top 100 Schools nationally

KCSE 2020-2021 Top 100 schools per county

QUICK KNEC LINKS

KCSE/KCPE ONLINE RESULTS PORTAL

KCSE PORTAL

THE KNEC KCSE PORTAL

KNEC PORTAL LOGIN.

THE KNEC CBA PORTAL

KNEC SCHOOL EXAMS PORTAL

KNEC PORTAL FOR KCPE RESULTS

THE KCPE KNEC PORTAL FOR PRIMARY SCHOOLS.

KNEC EXAMINERS PORTAL

THE KNEC CONTRACTED PROFESSIONALS PORTAL

THE KNEC CBA PORTAL

KNEC EXAMINERS LOGIN PORTAL

KNEC PORTALS

THE KNEC LCBE PORTAL

THE OFFICIAL KNEC WEBSITE

Nyansiongo Boys High school 2021/2022 KCSE Results Analysis, Grade Count

Nyansiongo Boys High school 2021/2022 KCSE Results Analysis, Grade Count

Nyansiongo Boys High school recorded an impressive result in the 2021 KCSE exams. The school recorded a mean score of 9.3013 points which is a B (Plain).

Out of the 229 candidates who sat for the 2021 KCSE exams, a total of 228 candidates attained the direct university entry grade. This translates to 99.56332% direct entry.

HERE IS THE SCHOOL’S 2021 KCSE RESULTS ANALYSIS IN FULL

GRADE A A- B+ B B- C+ C C- D+ D D- E X Y Z
NO OF CANDIDATES 0 9 88 100 28 3 1 0 0 0 0 0 0 0 0
MSS 9.3013 . . . . . . . . . . . . . .
SCHOOL MEAN GRADE B (Plain) . . . . . . . . . . . . . .
UNIVERSITY DIRECT ENTRY 228 . . . . . . . . . . . . . .
TOTAL CANDIDATES 229 . . . . . . . . . . . . . .
% DIRECT ENTRY 99.56332 . . . . . . . . . . . . . .

 

St Paul Gatura High School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}

St Paul Gatura High School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day Senior School that is physically located at Gatanga Subcounty in Murang’a 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.  The School’s Official Phone Number Contact is: 0796233860

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Murang’a.

Subcounty: Gatanga Subcounty.

School Type/ Ownership: A Public School.

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

Category: Regular School

School’s Official Name: St Paul Gatura High School

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

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

Accomodation Type: Day  School.

Knec Code:  10234102

School’s Official Phone Number:  0796233860 ;

Email Address. stpaulsgatura9@gmail.com

Total Number of Subjects Combinations Offered at the School: 32

Fees paid at St Paul Gatura High 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.

Subject Combinations Offered at St Paul Gatura High School

View all available subject combinations at this school

ARTS & SPORTS SCIENCE

6
SPORTSCode: AS2009
Biology,Geography,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2011
Biology,History & Citizenship,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2027
General Science,Literature in English,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2026
General Science,History & Citizenship,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2003
Biology,Computer Studies,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE
SPORTSCode: AS2004
Biology,Christian Religious Education,Sports & Recreation
3 SubjectsARTS & SPORTS SCIENCE

STEM

18
APPLIED SCIENCESCode: ST2007
Business Studies,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2067
Agriculture,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2091
Advanced Mathematics,Agriculture,Home Science
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2075
Agriculture,Geography,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2048
Agriculture,Business Studies,Electricity
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2049
Agriculture,Business Studies,General Science
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3008
Electricity,General Science,Home Science
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2097
Biology,Business Studies,Computer Studies
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2077
Advanced Mathematics,Business Studies,Computer Studies
3 SubjectsSTEM
PURE SCIENCESCode: ST1026
Advanced Mathematics,Business Studies,General Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1035
Advanced Mathematics,Electricity,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2047
Agriculture,Business Studies,Computer Studies
3 SubjectsSTEM
TECHNICAL STUDIESCode: ST3017
Chemistry,Electricity,Geography
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2087
Agriculture,Electricity,Home Science
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2081
Agriculture,Biology,Home Science
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2086
Agriculture,Chemistry,Home Science
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2026
Computer Studies,General Science,Home Science
3 SubjectsSTEM

SOCIAL SCIENCES

8
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
HUMANITIES & BUSINESS STUDIESCode: SS2024
Computer Studies,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2004
Geography,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2056
Advanced Mathematics,Business Studies,Geography
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2100
Business Studies,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2109
Business Studies,Christian Religious Education,Fasihi ya Kiswahili
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2035
Christian Religious Education,Fasihi ya Kiswahili,Geography
3 SubjectsSOCIAL SCIENCES

📍 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 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.

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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Nyeri County Best National, Extra County Secondary Schools

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How to know 2024 form one admission results and download 2024 Extra County School admission letters, online: Education News

List of all Best Girls’ Extra County High Schools in Kenya- Knec Code, Category, Cluster

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ALL SENIOR SCHOOLS IN KENYA.

Kihuru-ini Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Del Monte Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

St. Teresa’s Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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TSC increases leave days for teachers – TSC Leaves

The Teachers Service Commission, TSC, has enhanced the leaves for teachers. Among reviewed leaves are paternity, maternity and adoptive.

Teachers who adopt children will now be the greatest beneficiaries as they are set to enjoy a 45-day paid leave. This is after the Commission announced a new enhanced package.

Continue reading:

TSC- A list of all leaves for teachers, requirements and all other details

Leaves for all TSC teachers: Study leave, maternity leave, medical leave, paternity leave

The package is in partial fulfillment of the 2021-2025 Collective Bargaining Agreement (CBA) and is slightly longer than the one-month paid leave enjoyed by other State officers who opt to become adoptive parents.

“A teacher is eligible to a pre-adoptive leave of 45 calendar days with full pay from the date of adoption,” said TSC chief executive Nancy Macharia in a circular to teachers.

Female teachers are now eligible to fully paid four months (120 days) maternity leave exclusive of annual leave, following the announcement.

Paternity leave for male teachers has been increased to 21 calendar days from the 10 days that have been the norm.

The new Employment (Amendment) Bill of 2019 introduced paid leave days for adoptive parents.

Dr Macharia noted the Commission had successfully migrated services related to leave application to an online platform.

The migration to the online platform means that leave days do not necessarily need to be booked one month in advance as has been the norm.

This is part of reforms and innovations in the provisions of teaching services as stipulated under the TSC 2019-2023 Strategic Plan.

tsc leaves with pay,
tsc leaves for teachers,
tsc leaves online,
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tsc maternity leave form 2022,
tsc leave forms,
tsc unpaid leave,