All posts by Hillary Kangwana

Ministry of education circular on modalities of reopening primary and secondary schools

October 5, 2025 Hillary Kangwana Leave a comment

The Ministry of Education has issued finer details on how schools will be reopened on January 4, 2021. Learners in grade 1-3, class 5-7 and form 1-3 have been at home since March 2020 due to the Covid 19 pandemic.

In the latest guidelines, the Ministry says all learners must report back to school directing all educational field officers to fast track the process.

“Work closely with the National Government Administrative Officers (NGAOs), County Commissioners, Deputy County Commissioners, Assistant County Commissioners, Chiefs and Assistant Chiefs to ensure children who fail to report to school are immediately traced and brought back to school.” Says a circular by Education Principal Secretary Dr. Belio Kipsang and dated December 21, 2020.

The biggest head ache for the schools is how to ensure social distancing is achieved with the strained physical facilities. “Though social distancing will be a challenge, ensure strict adherence to the health and safety protocols and guidelines by schools. Intensify monitoring of the re-opening process. Schools that have high enrollment should be kept on a 24-hour surveillance and regularly visited to guide the teachers on ways of improving health and safety.” He adds.

EDUCATION CIRCULAR ON MODALITIES OF RE-OPENING INSTITUTIONS OF BASIC EDUCATION.

[embeddoc url=”https://educationnewshub.co.ke/wp-content/uploads/2020/12/circular.pdf”]

Universities & Colleges information

Best Teachers Training Colleges (TTC) In Kenya (Public & Private) 2022/2023

October 5, 2025 Hillary Kangwana Leave a comment

If you are looking for a good college to pursue your teaching career, below is a list of the best Teachers Training Colleges in Kenya that train P1 Teachers, Certificate and Diploma Teachers.

For P1 Teachers you are required to have at least a minimum grade of C Plain in your KCSE, while Diploma Teachers will be required to have at least a minimum of C+, including the same in 2 subjects of specialization.

With that being said, here are kenya’s best Teachers Training Institutions today.

List Of Top Performing TTCs In Kenya.

Nakuru Teachers Training College
Kericho Teachers Training College
Kibabii Diploma Teachrers Training College
Nabongo Teachers training College
Narok Teachers Training College
Thogoto Teachers Training College
F.K. Teachers Training College
Kaimosi Teachers Training College
Meru Teachers Training College
Murang’a Teachers Training College
Deans Teacher Training College
John’s Teachers Training College
Baringo Teachers Training College
Machakos Teachers Training College
Kamagambo Adventist College
Jerusa Teachers Training College, Jttc
Asumbi Teachers Training College
Shanzu Teachers Training College
Tamback Teachers Training College
Tambach Teachers Training
College
Consolata College
St Joseph Teachers Training College
Nyanchwa Teachers Training College
Egoji Teachers training college
Eregi Teachers Training College
Presbyterian Teachers College Rubate
International Montessori School
Carol Teachers Training College
Masai Teachers Training College
International Teachers Training College
Kamwenja Teachers Training College
Thogoto Teachers Training College
Blescohouse Teachers Training College
Orthodox Teachers Training College of Africa
Austin’s Teachers Training College
Sunrise Teachers College
Kenya Education Staff Institute
Mosoriot Teachers Training College
Kilimambogo Teachers Training C
Shanzu Teachers Training College

Trending, TSC News Portal

TSC latest interview areas, questions and answers for teacher promotions

October 5, 2025 Hillary Kangwana Leave a comment

Invited for a Teachers Service Commission, TSC, interview and you are wondering what questions to expect and and how to answer them? Well, this guide will give you a clue on possible questions and expected answers.

What are the national goals of education?

To foster nationalism, patriotism and promote national unity.
To promote social, economic, technological and industrial needs for national development.
To provide individual development and self-fulfilment.
To promote social equality and responsibility.
To promote sound moral and religious values
To promote international consciousness and a positive attitude towards other nations.
To promote a positive attitude towards good health and the environment.

What is the structure of the Ministry of education?

Cabinet Secretary, 3 Principal Secretaries, Director…

What is the overall role of the Minister for Education?

Formulation of policy direction and management of professional functions relating to education.
Developing and implementing projects and programmes.
Developing curriculum.
Initiating training programmes.
Running examinations.
Giving grant-in-aid to schools.
Dealing with audit report
Admitting and transferring students.
Dealing with discipline of students.

Who publishes for the Ministry of Education?

KLB

What is the structure of the T.S.C?

Chairperson, Deputy, Secretary, Directorate

What are the TSC core values?

Professionalism
Customer focus
Integrity
Innovation
Team spirit
Outline the TSC mission and vision.

What is inscribed in the TSC platform?

What are the functions of TSC?

Teachers Service Commission is mandated to perform the following functions:

to register trained teachers;
to recruit and employ registered teachers;
to assign teachers employed by the Commission for service in any public school or institution;
to promote and transfer teachers;
to exercise disciplinary control over teachers;
to terminate the employment of teachers.
review the standards of education and training of persons entering the teaching service;
review the demand for and the supply of teachers;
advise the national government on matters relating to the teaching profession.

What empowers T.S.C to carry out its functions?

The TSC Act (Cap212) of 1967
The Constitution of Kenya Article 237(2) of 2010

What is the role of the secretary T.S.C?

Under the guidance of the Commission, the Secretary will perform the following duties:-

Execute the decisions of the Commission.
Be the head of the Secretariat.
Facilitate, coordinate and ensure execution of the Commission’s mandate.
Advise the Commission on teacher projections to facilitate staffing of learning institutions.
Advise and make recommendations to the Commission on optimum utilization of available teachers.
Make recommendations to the Commission on appointment and deployment to administrative posts in educational institutions.
Ensure maintenance of the register of teachers and be custodian of all records of the Commission.
Be the Accounting officer of the Commission and ensure proper and diligent implementation of Part IV of the TSC Act and any other written law.
Ensure staff compliance with the constitution and other laws.
Be responsible for administration and management of the secretariat resources.
Promote professionalism in the teaching service.
Advise the Commission on suitability of persons entering the teaching service.

What is the role of K.l.C.D., inspectorate and K.N.E.C?

The Kenya Institute of Curriculum Development (KICD) is mandated to perform the following functions:

Advise the Government on matters pertaining to curriculum development
Evaluate, vet and approve, for application in Kenya, any local and foreign curricula and curriculum support materials in relation to the levels of education and training
Implement the policies relating to curriculum development in basic and tertiary education and training;
Develop, review and approve programmes, curricula and curriculum support materials that meet international standards for— (i) early childhood care, development and education; (ii) pre-primary education; (iii) primary education; (iv) secondary education; (v) adult, continuing and non-formal education; (vi) teacher education and training; (vii) special needs education; and (viii) technical and vocational education and training.
Initiate and conduct research to inform curriculum policies, review and development.
Collect document and catalogue information on curricula, curriculum support materials and innovations to create a data bank and disseminate the information to educational institutions, learners and other relevant organizations
Print, publish and disseminate information relating to curricula for basic and tertiary education and training
Collaborate with other individuals and institutions in organizing and conducting professional development programmes for teachers, teacher trainers, quality assurance and standards officers and other officers involved in education and training on curriculum programmes and materials
Develop disseminate and transmit programmes and curriculum support materials through mass media, electronic learning, distance learning and any other mode of delivering education and training programmes and materials
Promote equity and access to quality curricula and curriculum support materials
Offer consultancy services in basic and tertiary education and training
Incorporate national values, talent development and leadership values in curriculum development
Receive, consider, develop and review curriculum proposals
Perform such other function as may be assigned to it under the KICD Act No.4 of 2013 or any other written law.

The core functions of the KNEC are to:

develop national examination tests;
register candidates for the KNEC examinations;
conduct examinations and process the results;
award certificates and diplomas to successful candidates;
issue replacement certificates and diplomas;
conduct educational assessment research;
conduct examinations on behalf of foreign exam boards.

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

SCHOOLS’ NEWS PORTAL

What is the composition of the board of Management of a school and how are they chosen?

B.O.M is established under Section 55 of The Basic Education Act 2013.It is composed of;

The head of the schools as the secretary of the board,
6 persons elected to represent parents or local community in case of County Sec. School
1 person nominated by the county board.
1 person representing teaching staff elected by teachers.
3 representatives of school sponsor
1 person to represent special interest group.
1 person to represent persons with special needs.
1 representative of the student council as an ex-officio.

Differentiate between the roles of the B.O.M and P.A in a School.

BOM

Some of the responsibilities and roles that are expected of this board includes;

providing oversight on management of the school.
monitoring curriculum delivery and learning achievement in the school.
to ensure that the students engage in extra curriculum activities.
to ensure the competence of the teachers in delivery of the content of the curriculum.
develop all institutional policies and ensure accountability and prudent use of institutional resources.
mobilizing resources for the institution development based on agreed strategic planning.
to promote networking and partnership for the school
to discuss and approve comprehensive termly and annual reports and forwards them to the county education board (CEB).
to promote quality education and training for all learners in accordance with the standards set under the education acts, national policies, and county government policies
to supervise and ensure quality in curriculum implementation and delivery and oversee the conduct of examination and assessments of school.
to ensure and assure provision of proper and adequate proper physical activities as well as teaching and learning resources in order to create an enabling environment for the school community to perform their duties effectively and achieve set objectives of the institution.

PA – Parent Association

In order to help the school realize its purpose, parents play some important roles. These include,

Raise money to help both the running and the activities of the school.
Explain the roles of the school to the community, this is how teachers and community members come to a more harmonious relationship.
They give their points of view to the teachers concerning academic improvement and moral standards.
Help head teachers and their staff maintain effective discipline among their students.

Define curriculum, co curricular and core curriculum.

Curriculum – all planned learning programs that facilitate formal, non-formal and informal learning.
Co-curriculum – voluntary curriculum that includes sport, clubs, student government and school publications.
Core curriculum – the body of knowledge, skills and attitudes expected to be learned by all students, generally related to a set of subjects and learning areas that are common to all students.

Distinguish between formal, non formal and informal curriculum

Formal curriculum – the curriculum in which there are deliberately organized, planned and written processes in a formally organized learning institution such as a school with organized structures such as classrooms.
Non formal curriculum – refers to any organized, planned and written learning activity that operates outside the formal education system. It emphasizes practical skills and targets particular population group.
Informal or Hidden curriculum – curriculum that constitutes a lifelong process in which people learn from every day experiences which are not necessarily planned or organized.

Give the process of curriculum development.

KICD has adopted a nine-stage curriculum development model as follows:

Needs Assessment.
Conceptualization and policy formulation.

Curriculum designs.

Development of syllabuses.
Development of curriculum support materials.
Preparation of curriculum implementers.

Piloting/Phasing.
National Implementation.

Monitoring and Evaluation.

What is the difference between curriculum and syllabus?

Curriculum is all planned learning programs that facilitate formal, non-formal and informal learning while the syllabus is a course outline comprising a collection of topics on the same subject matter and a series of statements of what is to be learned within a given time frame. This consists of the content and objectives of the core subjects and optional subjects offered.

Give cases of interdiction where a teacher earns half salary.

Fraudulent payment or excessive payment from public revenues for goods and services.
Failure to comply with any law or applicable procedures and guidelines relating to procurement.
Mismanagement of funds or incurring expenditures without planning.
Any offence involving dishonesty under any written law providing for maintenance or protection of public revenue.

Name the different types of leave a teacher is entitled to and how many days in a year is a permanent and pensionable teacher entitled to annual leave?

Maternity Leave

A female teacher is entitled to 90 calendar days maternity leave from the date of confinement. This leave is exclusive of annual leave. The application for leave should be submitted to the DEO/MEO/DCE through the head of institution at least one month before the leave is due and must have supporting medical documents.

Paternity Leave

A male teacher can apply for paternity leave of up to 10 days within the period of spouse’s maternity leave.

Study leave – with pay

– without pay

Annual leave

Permanent & pensionable – 30 days with full pay each year.

Temporary or contract – 30 days with full pay each year.

Sick leave

Permanent & pensionable – 3 month full pay another 3 month ½ pay in the calendar year.

Temporary or contract – 1 month full pay another 1 month ½ pay

Compassionate leave

In times of distress such as death, a court case, marital disharmony, arson and serious illness of a member of the family – maximum 15 days in a year.

Special leave

Short duration for teachers who have to travel abroad to participate in seminars or short courses or important events – max. 3 months in a year.

Compulsory leave

30 days with full pay to allow investigations into allegations.

Leave without pay

Special conditions eg accompanying a sick person for more than normal 15 days compassionate leave.

When is a teacher given study leave with pay?

Has worked for the commission for a min. of 5 years
UT teacher seeking to undertake postgraduate diploma or degree in education.
A teacher studying in an area of great need as specified in the study leave policy.
Trained technical teacher admitted to a national polytechnic for a higher National Diploma provided the subject area is in demand in the teaching service.
Has demonstrated a good record in performance.

What are the possible verdicts of interdiction?

A teacher has no offence hence revoke interdiction.
A teacher has committed an offence that does not warrant removal hence;

Warning in writing.
Surcharge
Suspension not exceeding 6 months without pay.
Retire in the public interest
Refered for medical evaluation by Director of Medical Services.

A teacher has committed an offence hence dismissal and deregistered.

Differentiate between interdiction and suspension.

Suspension – Temporary prohibition of a teacher from exercising his/her functions as a teacher pending determination of his/her disciplinary case.
Interdiction – removal of a teacher from service in accordance with regulation 153 of the TSC Code.

What are the interdiction cases where a teacher does not earn any money?

Chronic absenteeism
Desertion of duty
Having been jailed
Misappropriation/mismanagement of public funds.
Fraudulent claims & receipt of funds.
Use of false certificates.
Forgery, impersonation, collusion & immoral behavior.

What is C.B.E? How is it calculated?

Curriculum Based Establishment – the number of teachers a school need in relation to the number of streams a school has. It is calculated by considering the minimum lessons a teacher should teach(27) and the subjects offered in the school.

Name four education commissions since independence and what were the recommendations of the commissions.

Ominde commission(1964)

It reformed the education system inherited from the colonial government to make it responsive to the needs of independent Kenya.
It proposed an education system to foster national unity and create sufficient human resource for national development
English became a medium of instruction
It set the entry age to class one at 6 years.

Bessay Report (1972)

It recommended changes to the inherited curricular to make it relevant to local needs.

Gachathi Report(1976)

The report focused on redefining Kenya’s educational policies and objectives, giving consideration to national unity, economic, social and cultural aspirations of the people of Kenya.

Mackey Report (1981)

It led to the removal of ‘A’ level and expansion of other post-secondary training institutions.
It led to the establishment of Moi University.
It recommended the stablishment of the 8-4-4 system of education and the commission of High Education (CHE)

Kamunge commission(1988)

It focused on improving education financing, quality and relevance.
From this report , the government produced Sessional Paper No 6 on Education & Training for the Next Decade & Beyond.
This led to the policy of cost sharing in education between the government, parents and community.

Koech commission(2000)

It recommended Totally Integrated and Quality Education and Training(TIQET) in order to accelerate industrial and technological development.

On which grounds can a teacher be retired?

Age
Public interest- gross miscond
Medical/ill health
Abolition of office

Notice for retire – 3 months

Name three types of retirement benefits.

Pension
Gratuity
Work injury benefits

What is the deadline for submission of Books of Accounts for auditing?

31^st January following year

What does the ‘Orange Book contain?

Prices of reference and course books

Who is the TSC agent in your school?

The principal

Differenciate between informal education, formal education and non- formal education

Informal Education:– the truly lifelong process whereby every individual acquires attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment-from family and neighbours, from work and play, from the marketplace, the library and the mass media…’
Formal Education:– the hierarchically structured, chronologically graded “educational system”, running from primary school through the university and including, in addition to general academic studies, a variety of specialized programmes and institutions for full-time technical and professional training.’
Non-Formal Education:– any organized educational activity outside the established formal system-whether operating separately or as an important feature of some broader activity-that is intended to serve identifiable learning clientèle and learning.

What are the five areas in a lesson observation form?

Introduction & lesson organization
Content delivery
Teaching methods
Learners involvement & communication
Classroom management.

Name the seven areas enlisted for targets in a TPAD.

REQUIREMENTS FOR TPAD

For the Secondary school teachers the TPAD file must have the following

File
Appraisal tool of 2016,dully signed at the back by your Appraiser(Deputy) and countersigned by the principal

Pages 12,13,14 must be filled and signed as required, Rubber stamp must appear in Pg 13 of 15 both in Term 1 ,2 and 3

1st pg appraisal period be stated.1st of January 2016 to 31st DEC 2016
You must have at least 3 observation form signed by Deputy for trs. For 2016, as for 2017 have one in the file now.
Have a T/Table of yr Lesson in yr TPAD file..at least For 2016 and 2017

A document to show year target/school/class
Lesson Recovery Record evidence if you have.

Position	Current Office Holder
Chairperson	Dr. Lydia Nzomo
Eight Commissioners	1. Cleopas Tirop (Vice Chairperson)
	2. Dr. Salome Gichura
	3. Chache Bonza Bolo
	4. Beatrice Marembo Adu
	5. Kinoti Imanyara
	6. Albert Fred Ekirapa
Secretary / CEO:	Mrs. Nancy Njeri Macharia
Deputy Secretary	Mr. Simon M. Kavisi

Credits; Adapted.

INTERVIEW AREAS

The Commission has developed a new interview score sheet for promotions. The following areas are tested and a candidate must score 50% and above in order to be deployed.

The interview areas and maximum marks to be awarded:

A). ADMINISTRATIVE ABILITIES IN THE CURRENT ASSIGNMENT

i). Achievements- 10 marks
ii). Co-curricular achievements- 8 marks
iii). Participation in Education affairs- 5 marks
iv). Knowledge on the formation, members and functions of BOG and
PTA- 5 marks
v)Role of the sponsor- 2 marks
SUB-TOTAL: 30 marks

B). KNOWLEDGE OF EDUCATION ISSUES ESPECIALLY TRENDS IN THE POST INDEPENDENCE PERIOD

i). Knowledge of all Education Commissions- 3
ii). Purpose for formation of such Commissions or working parties- 3 marks
iii). Their respective recommendations- 3 marks
iv). Adoptions/implementation- 3 marks
SUB-TOTAL: 12 marks

C). KNOWLEDGE OF CURRICULUM DEVELOPMENT, IMPLEMENTATION AND EVALUATION

I). Curriculum Development

i). Structure of Kenya Institute of Education- 3 marks
ii). Function of Kenya Institute of Education- 3 marks
iii). Current trends in the curriculum- 5 marks

II). Implementation

i). Structure and function of Teachers Service Commission- 5 marks
ii). Functions and structure of MOEST – Inspection and Directorate: 4 marks

III). Evaluation

i). Membership of Kenya National Examination Council- 3 marks
ii). Relationship between TSC, MoE/MoST, KNEC and KIE- 5 marks
SUB TOTAL: 28 marks

D). LEGAL FRAME WORK IN EDUCATION

i). Teachers Service Commission- 1 mark
ii). Education Act- 1 mark
ii). Kenya National Examination Council Act- 1 mark
iii). Trade and Dispute Act- 1 mark
iv). TSC Code of Regulations for teachers- 1 mark
v). Schemes of Service for teachers- 1 mark
vi). A Manual for Heads of Secondary Schools in Kenya- 1 mark
SUB-TOTAL: 7

E). OTHER EDUCATIONAL ORGANIZATIONS AND INSTITUTIONS

i). Kenya Institute of Education- 2 marks
ii). Jomo Kenyatta Foundation- 2 marks
iii). Kenya Literature Bureau- 2 marks
iv). Kenya Education Staff Institute- 2 marks
SUB-TOTAL: 8

F). FUNCTIONS OF CENTRAL GOVERNMENT

i). Knowledge of the three arms of Government and their interrelationship- 3 marks
ii). Legislature; Its function, role of speaker, clerk and sergeant-at-arms- 3 marks
iii). Executive; Functions, role of the Permanent Secretaries vis-à-vis Ministers- 3 marks
iv). Judiciary; Functions, Structure, Attorney General, Chief justice etc.- 3 marks
SUB TOTAL 12

G). General Knowledge 3

GRAND TOTAL: 100%

SELECTION CRITERIA FOR ADMINISTRATIVE POSTS

To ascend to any of the administrative position in school, the Teachers Service Commission (TSC) has set a wide array of conditions that must be met by the teachers. These conditions and criteria for deployment are contained in the Career Progression Guideline for teachers of 2018 and the Policy on Appointment and Deployment of Institutional Administrators of 2017. The be appointed to any of the administrative positions, a teacher who meets the set qualifications applies, is shortlisted, attends an interview and successful ones are competitively appointed and deployed; accordingly.

Do not miss out on any news from TSC! Click on this link for all TSC news- All the latest TSC news

Below is an outline of the various administrative positions for various cadres of schools:

A). PRINCIPALS OF SECONDARY SCHOOLS

The secondary schools have been stratified and principals heading the various categories are placed in different grades, thus;

i). Principals of Sub- County and All Day schools: To be appointed so as to head this category of schools, one must have served as a Deputy Principal (Grade D2) for atleast 3 years. These schools are headed by a Principal having Grade 3 (T- Scale 13).
ii). County Schools with with over 540 students: These schools are headed by Senior Principals, Grade D4 (T- Scale 14). To be appointed to this grade, a teacher must have served as a Principal at Grade D3 for a minimum period of three (3) years.
iii). National and Extra County Schools with over 1000 students: Headed by a Chief Principal of Grade D5 (T- Scale 15). To be appointed to this grade, one must first serve for atleast 3 years at a Senior Principal; Grade D4.

B). DEPUTY PRINCIPALS OF SECONDARY SCHOOLS.

i). Sub- County and All Day schools: Deputy Principal III of Grade D1 (T- Scale 11). To ascend to this position you must first serve as a Senior Master at Grade C5 for a minimum period of three (3) years.
ii). County Schools with with over 540 students: Deputy Principal II of Grade D2 (T- Scale 12). To be appointed to this grade one must have served as a Deputy Principal at D1 for atleast three (3) years.
iii). National and Extra County Schools with over 1000 students: Deputy Principal I; Grade D3 (T- Scale 13). To be promoted to this grade one must first serve as a Deputy Principal at D2 for atleast three (3) years.

C). SENIOR MASTERS OF SECONDARY SCHOOLS.

i). Sub- County and All Day schools: Senior Master III of Grade C5 (T- Scale 10). To be promoted to this grade one must serve as a teacher at Grade C4 for over three (3) years.
ii). County Schools with with over 540 students: Senior Master II with Grade D1 (T- Scale 11). To ascend to this position, a teacher must have served as a Senior Master III of Grade C5 (T- Scale 10) for a minimum period of three years.
iii). National and Extra County Schools with over 1000 students: Senior Master I with a qualification of Grade D2 (T- Scale 12). To ascend to this position, a teacher must have served as a Senior Master II with Grade D1 (T- Scale 11) for a minimum period of three years.

D). HEAD TEACHERS OF PRIMARY SCHOOLS.

i). Primary schools with enrollment of below 1000 learners: Head Teacher with Grade C5 (T- Scale 10). To be appointed to this grade a teacher must have served as a Deputy Head Teacher at Grade C4 for atleast three (3) years.
ii). Primary schools with enrollment of over 1000 learners: Senior Head Teacher with Grade D1 (T- Scale 11). To be appointed to this grade a teacher must have served as a Head Teacher at Grade C5 for atleast three (3) years.

E). DEPUTY HEAD TEACHERS OF PRIMARY SCHOOLS.

i). Primary schools with enrollment of below 1000 learners: Deputy Head Teacher II Grade C4 (T- Scale 9). Experience required: Served as Senior Teacher at Grade C3 for atleast 3 Years.
ii). Primary schools with enrollment of over 1000 learners: Deputy Head Teacher I at Grade C5 (T- Scale 10). Required experience: Served as Deputy Head Teacher at Grade C4 for atleast three (3) years.

F). SENIOR TEACHER- PRIMARY SCHOOLS.

i). Primary schools with enrollment of below 1000 learners: Senior Teacher II with Grade C2. Qualification: Served as a Primary School Teacher I at Grade C1 for atleast three (3) years.
II). Primary schools with enrollment of over 1000 learners: Senior Teacher I with Grade C3. Required experience: Served as Senior Teacher II at Grade C2 for a minimum period of three (3) years.

Diploma in Kenya Registered Community Health Nursing KMTC Course, Kuccps Requirements and Campuses

October 5, 2025 Hillary Kangwana

Diploma in Kenya Registered Community Health Nursing KMTC Course, Kuccps Requirements and Campuses

S.N O	PROGRAM ME CODE	CAMPUS	PROGRAMME NAME	MEAN GRADE	SUBJECT 1	SUBJECT 2	SUBJECT 3	SUBJECT 4
14.	4725K04	BONDO	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
15.	4735K04	BUSIA	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
16.	4755K04	ELDORET	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
17.	4765K04	GARISSA	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
18.	4780K04	HOMA BAY	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
19.	4795K04	ITEN	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
20.	4800K04	KABARNE T	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
21.	4820K04	KAPKATET	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
22.	4825K04	KAPTUMO	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-

S.N O	PROGRAM ME CODE	CAMPUS	PROGRAMME NAME	MEAN GRADE	SUBJECT 1	SUBJECT 2	SUBJECT 3	SUBJECT 4
23.	4855K04	KITALE	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
24.	4860K04	KITUI	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
25.	4890K04	LODWAR	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
26.	4905K04	MACHAKO S	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
27.	4955K04	MERU – MIATHENE SATELLITE	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
28.	4960K04	MIGORI	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
29.	4980K04	MOSORIOT	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
30.	4985K04	MSAMBWE NI	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
31.	4995K04	MWINGI	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
32.	5000K04	NAIROBI	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-

S.N O	PROGRAM ME CODE	CAMPUS	PROGRAMME NAME	MEAN GRADE	SUBJECT 1	SUBJECT 2	SUBJECT 3	SUBJECT 4
33.	5005K04	NAKURU	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
34.	5015K04	NYAHURU RU	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
35.	5025K04	NYAMIRA	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
36.	5030K04	NYANDAR UA	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
37.	5040K04	NYERI	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
38.	5050K04	PORT REITZ	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
39.	5070K04	SIAYA	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
40.	5080K04	SIGOWET	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
41.	5100K04	THIKA	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
42.	5120K04	VOI	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-

S.N O	PROGRAM ME CODE	CAMPUS	PROGRAMME NAME	MEAN GRADE	SUBJECT 1	SUBJECT 2	SUBJECT 3	SUBJECT 4
43.	5130K04	WEBUYE	DIPLOMA IN KENYA REGISTERED COMMUNITY HEALTH NURSING	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
44.	4780K06	HOMA BAY	DIPLOMA IN KENYA REGISTERED NURSING & MIDWIFERY	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
45.	4805K06	KAKAMEG A	DIPLOMA IN KENYA REGISTERED NURSING & MIDWIFERY	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
46.	4865K06	KOMBEWA	DIPLOMA IN KENYA REGISTERED NURSING & MIDWIFERY	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-
47.	4980K06	MOSORIOT	DIPLOMA IN KENYA REGISTERED NURSING & MIDWIFERY	C	ENG/KIS:C	BIO/BSC:C	PHY/PSC/CHE/MAT A:C-

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PHYSICS SCHEMES OF WORK FORM ONE TERM 1-3

October 5, 2025 Hillary Kangwana Leave a comment

PHYSICS SCHEMES OF WORK

FORM ONE

TERM I

REFERENCES:

Secondary Physics KLB
Comprehensive Secondary Physics
Principles of Physics
Golden Tips
Teacher’s Book

WK	LSN	TOPIC	SUB-TOPIC	OBJECTIVES	L/ACTIVITIES	L/T AIDS	REFERENCE	REMARKS
1-4		REPORTING
5	1-2	Introduction To Physics	Physics as a science	By the end of the lesson, the learner should be able to Explain what the study of physics involves Relate physics to other subjects and to technology Identify career opportunities related to physics	Discussions of value and meaning of physics Drawing flow charts of the braches of physics Listing career opportunities related to physics	Chart on definition of physics Flow charts on branches of physics Chart on scientific method List of career related to physics	Comprehensive secondary physics Students Book 1 page 1-2 Teacher’s Book 1 pages 1-3 Secondary Physics students Book 1 (KLB) pages 1-6
	3-4	Introduction To Physics	Basic laboratory rules	By the end of the lesson, the learner should be able to State and explain the basic laboratory rules	Discussions Explanation of rules	Chart on standard laboratory rules Pictures showing dangers of not observing laboratory rules	Comprehensive secondary physics Students Book 1 page 1-2 Teacher’s Book 1 pages 1-3 Secondary Physics students Book 1 (KLB) pages 6-7
6	1-2	Measurements	Measuring length, area volume and mass	By the end of the lesson, the learner should be able to: Define length, area, volume, mass and state their symbols and SI units	Conversions Measuring Experiment Counting Demonstrations	Meter rule Burette Pipette Measuring cylinder Weighing balance Rod Shadow	Comprehensive secondary physics Students Book 1 page 4-8 Teacher’s Book 1 pages 4-6 Secondary Physics students Book 1 (KLB) pages 8,22,14,33 Golden tips physics pages 1-7 Principles of Physics(M.Nelkon) pages 4-9
	3-4	Measurements	Measuring instruments	By the end of the lesson, the learner should be able to: Use measuring instrument accurately Metre rule, tape measure, beam balance, stop clock, measuring cylinder, pipette and burette	Demonstrations Reading scales and correcting errors	Meter rule Pipettes Burettes Stop watches Tape measure Measuring cylinder, beam balance	Comprehensive secondary physics Students Book 1 page 6-7 Teacher’s Book 1 pages 5-6 Secondary Physics students Book 1 (KLB) pages 10,28 Golden tips physics pages 2 Principles of Physics(M.Nelkon) pages 7-9
7	1-2	Measurements	Measuring density	By the end of the lesson, the learner should be able to: Determine and mentally explain the density of substances Work our density of mixtures Solve numerical problems involving density	Experiment Working out answers to problems	Measuring cylinder Mass weighing balance Density bottle	Comprehensive secondary physics Students Book 1 page 9-12 Teacher’s Book 1 pages 4-6 Secondary Physics students Book 1 (KLB) pages 35-48 Golden tips physics pages 7,10
	3-4	Measurements	Measuring Time	By the end of the lesson, the learner should be able to Determine experimentally, the measurement of time	Experiments with pendulum Timing events	Pendulum Clock Watch	Comprehensive secondary physics Students Book 1 page 12-15 Teacher’s Book 1 pages 6 Secondary Physics students Book 1 (KLB) pages 46-47 Golden tips physics pages 8 Principles of Physics(M.Nelkon) pages 23
8	1-2	Forces	Types of forces	By the end of the lesson, the learner should be able to Define force and state its SI units Describe types of forces State the effects of force	Discussions Explaining Demonstrations Identifying effects of forces	Charts of force String Elastic material Magnets Water Greece Oil spring balance	Comprehensive secondary physics Students Book 1 page 61-19 Teacher’s Book 1 pages 6-10 Secondary Physics students Book 1 (KLB) pages 49-68 Golden tips physics pages 11-12 Principles of Physics(M.Nelkon) pages 64-65
	3-4	Forces	Surface tension	By the end of the lesson, the learner should be able to: Describe experiments to illustrate cohesion, adhesion and surface tension State the factors affecting surface tension, its consequence and importance	Discussions Demonstrations Explaining the effects of surface tensions	Funnel Water Wire loop Tap Soap/detergent	Comprehensive secondary physicsStudents Book 1 page 19-22 Teacher’s Book 1 pages 6-10 Secondary Physics students Book 1 (KLB) pages 63-70 Golden tips physics pages 12
9	1-2	Forces	Mass and weight	By the end of the lesson, the learner should be able to: State and explain the relationship between mass and weight Define scalar and vector magnitude	Demonstrations Discussions Problems solving on mass and weight	Beam balance Spring balance Sponge Store Polythene	Comprehensive secondary physics Students Book 1 page 17-22 Teacher’s Book 1 pages 6-10 Secondary Physics students Book 1 (KLB) pages 72-75 Golden tips physics pages 7 Principles of Physics(M.Nelkon) pages 40
	3-4	Forces	Measuring Force	By the end of the lesson, the learner should be able to: Measure weight using spring balance Solve numerical problems on numerical forces	Discussions Experiments	Spring balance Chart on vectors and scalars	Comprehensive secondary physics Students Book 1 page 17-18 Teacher’s Book 1 pages 17-15
10	1-2	Forces	Pressure and force	By the end of the lesson, the learner should be able to: Define pressure and state its SI units Determine pressure exerted by solids	Discussions Demonstrations Problem solving	Block of wood Spring balance Meter rule	Comprehensive secondary physics Students Book 1 page 6-10 Teacher’s Book 1 pages 6-10 Secondary Physics students Book 1 (KLB) pages 82-85 Golden tips physics pages 44 Principles of Physics(M.Nelkon) pages 119-121
	3-4	Pressure	Pressure in liquids	By the end of the lesson, the learner should be able to Investigate experimentally the factors that affect pressure in liquids (Fluids) Derive the formula for calculating pressure in fluids State the principle of transmission of pressure in fluids	Demonstrations Working out problems Discussions Experiments	Communication tubes Tin with holes at different heights Waters	Comprehensive secondary physics Students Book 1 page 27-30 Teacher’s Book 1 pages 12-15 Secondary Physics students Book 1 (KLB) pages 49-68 Golden tips physics pages 44-45 Principles of Physics(M.Nelkom) pages 121-124
11	1-2	Pressure	Pressure in gases	By the end of the lesson, the learner should be able to Explain atmospheric pressure and its effects State and explain how pressure is transmitted in fluids	Demonstrations Explanation of pressure transmission in fluids discussions	Water/oil Syringe	Comprehensive secondary physics Students Book 1 page 25-26,30-32 Teacher’s Book 1 pages 12-15 Secondary Physics students Book 1 (KLB) pages 115-116,93-100 Golden tips physics pages 45-46 Principles of Physics(M.Nelko) pages 124
	3-4	Pressure	Ganges and siphons	By the end of the lesson, the learner should be able to Describe the working of siphon and pressure gauge	Discussions Explanations Questions and answers	Barometer Bourdon gauge Syringes	Comprehensive secondary physics Students Book 1 page 31-34 Teacher’s Book 1 pages 13-15 Secondary Physics students Book 1 (KLB) pages 113,117 Golden tips physics pages 44-45 Principles of Physics(M.Nelko) pages 133
12	1-2	Pressure	Application of pressure in liquids and gases	By the end of the lesson, the learner should be able to Explain the working of a hydraulic, braking system of vehicle Explain the working of mercury and forties barometer, bicycle pump and pressure gauges	Explaining the application of pressure in liquids and gases Class discussion on the principles of pressure in liquids Experiments	Chart showing the working of a hydraulic braking system Model of hydraulic brake system Barometer Bicycle pump	Comprehensive secondary physics Students Book 1 page 30-39 Teacher’s Book 1 pages 13-15 Secondary Physics students Book 1 (KLB) pages 96-112 Golden tips physics pages 46-47 Principles of Physics(M.Nelko) pages 124-132
	3-4	Pressure	Revision on question on the topic pressure	By the end of the lesson, the learner should be able to Answer questions on pressure	Questions and answers	Questions in students book 1	Comprehensive secondary physics Students Book 1 page 39-41 Teacher’s Book 1 pages 13-15 Secondary Physics students Book 1 (KLB) pages 119-123 Golden tips physics pages 54-55 Principles of Physics(M.Nelko) pages 138-140
13		TOPICAL REVISION
14		END OF TERM EXAMS
15		REPORTS MAKING AND CLOSURE

PHYSICS SCHEMES OF WORK

FORM ONE 2012

TERM II

REFERENCES:

Secondary Physics KLB
Comprehensive Secondary Physics
Principles of Physics
Golden Tips
Teacher’s Book

WK	LSN	TOPIC	SUB-TOPIC	OBJECTIVES	L/ACTIVITIES	L/T AIDS	REFERENCE	REMARKS
1	1-4	REPORTING AND REVISION OF LAST TERM’S EXAMS
2	1-2	Particulate Nature Of Matter	States of matter	By the end of the lesson, the learner should be able to show that matter is made of up tiny particles	Demonstration Discussions of kinetic theory	Beaker Crystals Solutes Solvent	Comprehensive secondary physics Students Book 1 page 42 Teacher’s Book 1 pages 15-18 Secondary Physics students Book 1 (KLB) pages 124-128 Golden tips physics pages 68 Principles of Physics(M.Nelko) pages 142
	3-4	Particulate Nature Of Matter	The Brownian motion	By the end of the lesson, the learner should be able to: Give evidence that matter is made up of tiny particles Demonstrate the Brownian motion in liquids & gases Explain the arrangement of particles in matter Explain the state on matter in terms of particle movement	Experiments Observations Discussions	Chalk dust Transparent lid Pollen grains Lens Beaker Smoke cell Source of light	Comprehensive secondary physics Students Book 1 page 43-48 Teacher’s Book 1 pages 15-18 Secondary Physics students Book 1 (KLB) pages 127-130 Golden tips physics pages 68 Principles of Physics(M.Nelko) pages 148-150
3	1-2	Particulate Nature Of Matter	Diffusion in liquid, gases and solids	By the end of the lesson, the learner should be able to Explain diffusion in gases/liquids and solids	Experiments Discussions	Promise gas Jars Potassium permanganate Solvent Hydrochloric acid Ammonia Glass tube cotton wool	Comprehensive secondary physics Students Book 1 page 46-49 Teacher’s Book 1 pages 15-18 Secondary Physics students Book 1 (KLB) pages 132-136 Golden tips physics pages 69 Principles of Physics(M.Nelko) pages 146-147
	3-4	Particulate Nature Of Matter	Revision on Particulate nature of matter	By the end of the lesson, the learner should be able to: Answer questions in students Book 1	Discussion Demonstrations Asking questions Answering questions		Secondary Physics students Book 1 (KLB) pages 136-138 Golden tips physics pages 69-70 Principles of Physics(M.Nelko) pages 164 Past Papers
	1-2	Thermal Expansion	Expansion of solids	By the end of the lesson, the learner should be able to: Define temperature Describe the functionally of various thermometers Explain the expansion and contraction in solids Explain forces due to expansion and contraction	Experiments Demonstration Experiments	Meter rule Metal rods Materials that conduct or do not conduct heat Ball and ring apparatus Bar gauge	Comprehensive secondary physics Students Book 1 page 50-52 Teacher’s Book 1 pages 18-21 Secondary Physics students Book 1 (KLB) pages 139-144 Golden tips physics pages 70-72 Principles of Physics(M.Nelko) pages 168,175-176
	3-4	Thermal Expansion	Applications of expansion in solids	By the end of the lesson, the learner should be able to: Explain the application of expansion and contraction	Demonstrations Discussions Experiments	Charts on the application of expansion Rivets Bimetallic strips	Comprehensive secondary physics Students Book 1 page 52-54 Teacher’s Book 1 pages 18-21 Secondary Physics students Book 1 (KLB) pages 145,151-153 Golden tips physics pages 73 Principles of Physics(M.Nelko) pages 177-179
4	1-2	Thermal Expansion	Expansion and contraction of liquid and gases	By the end of the lesson, the learner should be able to: Explain the expansion of liquid Describe the anomalous expansion of water and its effect	Discussions Experiments Demonstrations	Water Spirit Alcohol thermometer	Comprehensive secondary physics Students Book 1 page 54-56 Teacher’s Book 1 pages 18-21 Secondary Physics students Book 1 (KLB) pages 149-155 Golden tips physics pages 72-73 Principles of Physics(M.Nelko) pages 182
	3-4	Thermal Expansion	Thermometers	By the end of the lesson, the learner should be able to: Explain the functioning of various thermometers Describe the functioning of various thermometers	Demonstrations Discussions	Liquid in glass thermometers Clinical thermometers Maximum and minimum thermometers	Comprehensive secondary physics Students Book 1 page 56-59 Teacher’s Book 1 pages 18-21 Secondary Physics students Book 1 (KLB) pages 155-161 Golden tips physics pages 70-72 Principles of Physics(M.Nelko) pages 168-173
5	1-2	Thermal Expansion	Molecules and heat	By the end of the lesson, the learner should be able to Explain the effect of heat on the molecules of solid, liquid and gases	Discussions Experiments Demonstrations	Solids Liquids Air Source of heat Containers	Comprehensive secondary physics Students Book 1 page 60-61 Teacher’s Book 1 pages 18-21 Secondary Physics students Book 1 (KLB) pages 139-162
	3-4	Thermal Expansion	Revision on thermal expansion	By the end of the lesson, the learner should be able to: Answer questions involving thermal expansions	Questions answers	Set questions	Comprehensive secondary physics Students Book 1 page 61-62 Teacher’s Book 1 pages 21 Secondary Physics students Book 1 (KLB) pages 161-162 Golden tips physics pages 85-86 Principles of Physics(M.Nelko) pages 185
6	1-2	Heat Transfer	Heat and temperature	By the end of the lesson, the learner should be able to define heat State the difference between heat and temperature	Definitions Discussions Experiments	Materials that conduct heat and materials that do not conduct heat	Comprehensive secondary physics Students Book 1 page 63 Teacher’s Book 1 pages 22-24 Secondary Physics students Book 1 (KLB) pages 163 Golden tips physics pages 774 Principles of Physics(M.Nelko) pages 168
	3-4	Heat Transfer	Conduction of heat	By the end of the lesson, the learner should be able to: State and explain modes of heat transfer Explain factors affecting conduction		Metal rods Source of heat Test tube Water Ice in gauge	Comprehensive secondary physics Students Book 1 page 63-67 Teacher’s Book 1 pages 22-24 Secondary Physics students Book 1 (KLB) pages 163-186 Golden tips physics pages 74-77 Principles of Physics(M.Nelko) pages 234-242
7	1-2	Heat Transfer	Convection	By the end of the lesson, the learner should be able to Demonstrate convection in liquids Explain the working of hot water systems, car engine, cooling system and land sea breeze Explain the molecular application of convection in fluids	Experiments Discussion	Water Potassium permanganate Source of heat Smoke cell apparatus Chart on hot water system Car engine	Comprehensive secondary physics Students Book 1 page 67-69 Teacher’s Book 1 pages 23 Secondary Physics students Book 1 (KLB) pages 177-188 Principles of Physics(M.Nelko) pages 238-2433
	3-4	Heat Transfer	Radiation	By the end of the lesson, the learner should be able to Compare absorption and emission of radiant heat Explain the working of solar concentrators, heat taps and solar heaters Explain the working of a thermos flask		Experiments Making comparisons Discussions Explanations	Comprehensive secondary physics Students Book 1 page 70-74 Teacher’s Book 1 pages 18-24 Secondary Physics students Book 1 (KLB) pages 187-195 Golden tips physics pages 75 Principles of Physics(M.Nelko) pages 246
8	1-2		REVISION	By the end of the lesson, the learner should be able to Answer questions on heat transfer	Questions Answers	Set questions
	3-4	Recti-Linear Propagation And Reflection Of Light On Plane Surfaces	Propagation of light	By the end of the lesson, the learner should be able to: Define opaque, translucent and transparent objects Describe the types of beams Perform and describe experiments to show rectilinear propagation of light	Discussions Experiments Descriptions Explanations	Opaque objects Glass Greased paper Card board Source of light Screens	Comprehensive secondary physics Students Book 1 page 76-77 Teacher’s Book 1 pages 25-27 Secondary Physics students Book 1 (KLB) pages 199-204 Golden tips physics pages 75 Principles of Physics(M.Nelko) pages 251-252
9	1-2	Recti-Linear Propagation And Reflection Of Light On Plane Surfaces	The pin-hole camera	By the end of the lesson, the learner should be able to: Explain the functions and principles involved in working of a pin-hole camera	Experiments Drawing Discussion	Pin hole camera Source of light (candle)	Comprehensive secondary physics Students Book 1 page 77 Teacher’s Book 1 pages 25-27 Secondary Physics students Book 1 (KLB) pages 211-219 Golden tips physics pages 99 Principles of Physics(M.Nelko) pages 252-255
	3-4	Recti-Linear Propagation And Reflection Of Light On Plane Surfaces	Shadows	By the end of the lesson, the learner should be able to: Describe the formation of shadows Describe the solar and linear eclipses	Experiments Discussions Demonstrations Explanations Descriptions	Opaque objects Chart of the eclipse of earth and moon Source of light Screen	Comprehensive secondary physics Students Book 1 page 78-79 Teacher’s Book 1 pages 25-27 Secondary Physics students Book 1 (KLB) pages 203-219 Principles of Physics(M.Nelko) pages 254-257
10	1-2	Recti-Linear Propagation And Reflection Of Light On Plane Surfaces	Reflection of light on plane surfaces	By the end of the lesson, the learner should be able to: Verify experimentally the law of reflection	Experiments Descriptions Explanations Discussions	Plane mirrors Pins White sheets of paper Soft boards	Comprehensive secondary physics Students Book 1 page 80-82 Teacher’s Book 1 pages 25-27 Secondary Physics students Book 1 (KLB) pages 222-228 Golden tips physics pages 100 Principles of Physics(M.Nelko) pages 260
	3-4	Recti-Linear Propagation And Reflection Of Light On Plane Surfaces	Image formation	By the end of the lesson, the learner should be able to: © Education Plus Agencies Locate images in place mirrors and state their characteristics	Experiments Descriptions Discussions	Pins Boards Protractor Mirror	Comprehensive secondary physics Students Book 1 page 83-84 Teacher’s Book 1 pages 25-27 Secondary Physics students Book 1 (KLB) pages 228-230 Golden tips physics pages 100-101 Principles of Physics(M.Nelko) pages 264
11	1-2	Recti-Linear Propagation And Reflection Of Light On Plane Surfaces	The application of plane mirrors	By the end of the lesson, the learner should be able to: Explain the reflection of light on plane surfaces at an angle Explain the working of a periscope and kaleidoscope	Experiments Explanations Descriptions Discussions	Plane mirrors Objects such as candles Pipe Card board	Comprehensive secondary physics Students Book 1 page 84-86 Teacher’s Book 1 pages 25-27 Secondary Physics students Book 1 (KLB) pages 235-240 Golden tips physics pages 101
	3-4	Recti-Linear Propagation And Reflection Of Light On Plane Surfaces	Revision	By the end of the lesson, the learner should be able to solve problems involving the propagation and reflection of light on plane surfaces	Problem solving Questions and answers Discussion	Set questions	Comprehensive secondary physics Students Book 1 page 87-88 Teacher’s Book 1 pages 28-29 Secondary Physics students Book 1 (KLB) pages 241-244 Golden tips physics pages 101-102 Principles of Physics(M.Nelko) pages 266-267
12	TOPICAL REVISION
13	END OF TERM EXAMINATIONS
14	REPORTS MAKING AND CLOSURE

PHYSICS SCHEMES OF WORK

FORM ONE 2012

TERM III

REFERENCES:

Secondary Physics KLB
Comprehensive Secondary Physics
Principles of Physics
Golden Tips
Teacher’s Book

WK	LSN	TOPIC	SUB-TOPIC	OBJECTIVES	L/ACTIVITIES	L/T AIDS	REFERENCE	REMARKS
1	1-4	REPORTING AND REVISION OF LAST TERM’S EXAMS
2	1-2	Electrostatics	Charging materials by induction and contact	By the end of the lesson, the learner should be able to: Explain the charging of materials by induction and contact Describe origin of charge State the law of charges	Demonstrations Discussions Experiments	Polythene bags Thrust Glass rod	Comprehensive secondary physics Students Book 1 page 89 Teacher’s Book 1 pages 29-32 Secondary Physics students Book 1 (KLB) pages 245-250 Golden tips physics pages 133-134 Principles of Physics(M.Nelko) pages 264
	3-4	Electrostatics	Laws of charge	By the end of the lesson the learner should be able to: Describe the electrostatic charge Explain the electrostatic charge State types of charge	Experiments Discussion Observations	Rubber Piece of paper Glass Amber Silk material Fur Electroscope	Comprehensive secondary physics Students Book 1 page 89-91 Teacher’s Book 1 pages 29-32 Secondary Physics students Book 1 (KLB) pages 245-248 Golden tips physics pages 133 Principles of Physics(M.Nelko) pages 509-510
3	1-2	Electrostatics	The leaf electroscope	By the end of the lesson, the learner should be able to State the unit of charges and construct leaf electroscope	Discussions Constructing an electroscope Experiment	Leaf electroscope Glass rod	Comprehensive secondary physics Students Book 1 page 91-92 Teacher’s Book 1 pages 29-32 Secondary Physics students Book 1 (KLB) pages 251-252 Golden tips physics pages 133 Principles of Physics(M.Nelko) pages 511
	3-4	Electrostatics	Charging an electroscope by contract	By the end of the lesson, the learner should be able to charge an electroscope by contact	Demonstration Discussions Experiments	Electroscope Glass rod Ebonite rod	Comprehensive secondary physics Students Book 1 page 94-96 Teacher’s Book 1 pages 29-32 Secondary Physics students Book 1 (KLB) pages 249-250 Golden tips physics pages 134 Principles of Physics(M.Nelko) pages 512
4	1-2	Electrostatics	Charging an electroscope by induction	By the end of the lesson, the learner should be able to charge an electroscope by induction	Demonstrations Discussions Experiments	Electroscope Glass rod Ebonite rod	Comprehensive secondary physics Students Book 1 page 94-96 Teacher’s Book 1 pages 29-32 Secondary Physics students Book 1 (KLB) pages 248-249 Principles of Physics(M.Nelko) pages 513-515
	3-4	Electrostatics	Charging an electroscope by separation	By the end of the lesson, the learner should be able to charge an electroscope by separation	Discussions Experiments Descriptions	Rods of conductors and no-conductors Electroscope Tiles	Comprehensive secondary physics Students Book 1 page 96-97 Teacher’s Book 1 pages 29-32 Secondary Physics students Book 1 (KLB) pages 250-251
5	1-2	Electrostatics	Charging an electroscope by EHT source	By the end of the lesson, the learner should be able to Charge electroscope by an EHT source	Descriptions Experiments Discussions	Rods of conductors and non-conductors Electroscope Tiles	Comprehensive secondary physics Students Book 1 page 97 Teacher’s Book 1 pages 29-32
	3-4	Electrostatics	Revision	By the end of the lesson, the learner should be able to answer questions on electrostatics	Questions and answers	Chalkboard Text books	Secondary Physics students Book 1 (KLB) pages 259-260 Principles of Physics(M.Nelko) pages 527-530 Golden tips physics pages 138-139
6	1-2	Cells And Simple Circuits	Sources of continuous current	By the end of the lesson, the learner should be able to state sources of continuous current	Experiments Discussions Demonstration	Cells Acids Fruits Solar panels Petroleum products	Comprehensive secondary physics Students Book 1 page 99-100 Teacher’s Book 1 pages 34-37 Secondary Physics students Book 1 (KLB) pages 261-265 Golden tips physics pages 140 Principles of Physics(M.Nelko) pages 408-409
	3-4	Cells And Simple Circuits	Connecting an electric circuit	By the end of the lesson, the learner should be able to Draw and set up a simple electric circuit Identify circuit symbols	Identifying circuit symbols Discussions Demonstrations Experiments	Cells Wires Bulbs Charts on circuit symbols	Comprehensive secondary physics Students Book 1 page 99-101 Teacher’s Book 1 pages 34-37 Secondary Physics students Book 1 (KLB) pages 266-273 Golden tips physics pages 140 Principles of Physics(M.Nelko) pages 408-409
7	1-2	Cells And Simple Circuit	Connecting and electric circuit	By the end of the lesson the learner should be able to Define electric current Explain the working of a cell Connect cells in series and parallel Measure the effective e.m.f	Measuring Demonstrations Discussions Experiments	Cells Connecting wires Bulbs	Comprehensive secondary physics Students Book 1 page 100-101 Teacher’s Book 1 pages 34-37 Secondary Physics students Book 1 (KLB) pages 241-273 Golden tips physics pages 140-143
	3-4	Cells And Simple Circuits	The measuring of E.M.F	By the end of the lesson, the learner should be able to measure e.m.f	Experiments Discussions Measuring Demonstrations	Ammeter Voltmeter Switch	Comprehensive secondary physics Students Book 1 page 101-102 Teacher’s Book 1 pages 34-37 Secondary Physics students Book 1 (KLB) pages 264 Golden tips physics pages 143 Principles of Physics(M.Nelko) pages 409
8	1-2	Cells And Simple Circuit	Conductivity of materials	By the end of the lesson, the learner should be able to Investigate the electrical conductivity of materials	Calculating Testing Conductivity Experiments	Conductors Non-conductors	Comprehensive secondary physics Students Book 1 page 101-103 Teacher’s Book 1 pages 34-37 Secondary Physics students Book 1 (KLB) pages 273-275 Principles of Physics(M.Nelko) pages
	3-4	Cells And Simple Circuits	Measuring current in a circuit	By the end of the lesson, the learner should be able to measure current in a circuit	Measuring Experiments Calculating	Voltmeter Ammeter Switch	Comprehensive secondary physics Students Book 1 page 101-103 Teacher’s Book 1 pages 34-37 Secondary Physics students Book 1 (KLB) pages 266-269 Golden tips physics pages 142
9	1-2	Cells And Simple Circuits	Primary cells	By the end of the lesson, the learner should be able to: Describe the working of primary cells Explain the defect s of primary cells Explain how to care for a primary cell	Discussions Experiments Explaining the defects of primary cells	Primary cells	Comprehensive secondary physics Students Book 1 page 104-106 Teacher’s Book 1 pages 34-37 Secondary Physics students Book 1 (KLB) pages 276-280 Principles of Physics(M.Nelko) pages 409-414
	3-4	Cells And Simple Circuits	Measuring e.m.f in a primary cell	By the end of the lesson, the learner should be able to: Measure e.m.f in a primary	Experiments Discussions Demonstrations Measuring	Primary cells Voltmeter Switch	Comprehensive secondary physics Students Book 1 page 106 Teacher’s Book 1 pages 34-37 Secondary Physics students Book 1 (KLB) pages 276-280 Principles of Physics(M.Nelko) pages 409-414
10	1-2	Cells And Simple Circuits	Secondary cells	By the end of the the lesson the learner should be able to: Charge a secondary cell Discharge a secondary cell Take care of a secondary cell	Explanation on charging and maintenance of simple cells	Secondary cells	Comprehensive secondary physics Students Book 1 page 106-109 Teacher’s Book 1 pages 34-37 Secondary Physics students Book 1 (KLB) pages 280-284 Golden tips physics pages 140
	3-4	Revision		By the end of the lesson, the learner should be able to Answer questions on cells Answer questions on circuits	Discussions Demonstrations Asking questions Answering questions		Secondary Physics students Book 1 (KLB) pages 287-288 Golden tips physics pages 150-151 Principles of Physics(M.Nelkon) pages 422-423
11		END OF TERM EXAMS
12		REPORTS MAKING AND CLOSURE

KNEC News Portal

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

October 5, 2025 Hillary Kangwana Leave a comment

In the 2020 Kenya Certificate of Secondary Education (KCSE) ranking of schools for Bungoma County, Friends school Kamusinga emerged the overall top, best, school. The school managed to score an impressive mean score of 9.62.

Lugulu Girls High School scooped the second position with a mean score of 9.3 while, St Mary’s Kibabii High School clinched third spot with a mean score of 8.57.

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

Bungoma COUNTY TOP, BEST, SCHOOLS IN KCSE 2020 EXAMINATIONS

School Name	Mean Score	County
Friends school Kamusinga	9.62	Bungoma
Lugulu Girls	9.3	Bungoma
St Mary’s Kibabii	8.57	Bungoma

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

Universities & Colleges information

Bachelor of Science Nursing course; Requirements, duration, job opportunities and universities offering the course

October 5, 2025 Hillary Kangwana Leave a comment

ABOUT THE COURSE

Bachelor of Science Nursing is one of the most marketable course in the health industry.

COURSE DURATION

The Course takes the below specified time frames, depending on the type of student’s entry:

Direct Entry- Four (4) academic years on a full time basis
Upgrading- Two and a half academic years on part-time basis (2 days in a week)
Graduates of the programme will undertake a one year internship programme and sit for a licensing examination as prescribed by the Nursing Council of Kenya

CAREER OPPORTUNITIES

The graduates of the programme are highly marketable locally and across the borders. Job opportunities in the local market include among others:
•   Ministry of Health
•   Private and Mission Hospitals
•   Non-Governmental Organizations
•   Research Institutions

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:

UNIVERSITIES AND COLLEGES PORTAL; YOUR ULTIMATE GUIDE TO HIGHER EDUCATION

BACHELOR OF SCIENCE (NURSING) LATEST COURSE REQUIREMENTS AS SET BY KUCCPS

On the KUCCPS site, this course is placed under cluster 15.

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

For all information related to students placement in Universities and Colleges, click on the link below:

KUCCPS NEWS PORTAL; YOUR ULTIMATE GUIDE TO ALL UNIVERSITIES, COLLEGES & TVETS PLACEMENT NEWS IN KENYA

INSTITUTIONS WHERE THE PROGRAMME IS OFFERED

Some of the institutions offering this programme are:

BARA	UNIVERSITY OF EASTERN AFRICA, BARATON
CU	CHUKA UNIVERSITY
CUEA	CATHOLIC UNIVERSITY OF EAST AFRICA
DKUT	DEDAN KIMATHI UNIVERSITY OF TECHNOLOGY
EU	EGERTON UNIVERSITY
GLUK	GREAT LAKES UNIVERSITY OF KISUMU
JKUAT	JOMO KENYATTA UNIVERSITY OF AGRICULTURE AND TECHNOLOGY
KABU	KABARAK UNIVERSITY
KARU	KARATINA UNIVERSITY
KEMU	KENYA METHODIST UNIVERSITY
KSU	KISII UNIVERSITY
KU	KENYATTA UNIVERSITY
KYU	KIRINYAGA UNIVERSITY
MKU	MOUNT KENYA UNIVERSITY

MMARAU	MAASAI MARA UNIVERSITY
MMUST	MASINDE MULIRO UNIVERSITY OF SCIENCE & TECHNOLOGY
MSU	MASENO UNIVERSITY
MU	MOI UNIVERSITY
MUST	MERU UNIVERSITY OF SCIENCE AND TECHNOLOGY
PU	PWANI UNIVERSITY
PUEA	PRESBYTERIAN UNIVERSITY OF EAST AFRICA
SEKU	SOUTH EASTERN KENYA UNIVERSITY
SPU	ST PAULS UNIVERSITY
UMMA	UMMA UNIVERSITY
UOEM	UNIVERSITY OF EMBU
UOK	UNIVERSITY OF KABIANGA
UON	UNIVERSITY OF NAIROBI
UUC	UZIMA UNIVERSITY COLLEGE

Independent Police Oversight Authority, IPOA, Contacts countrywide, in Kenya/ call to report any police brutality and crimes

October 5, 2025 Hillary Kangwana Leave a comment

Politics & Govt

DPP directs for prosecution of arrested Thika Technical Training Institute principal and other officers

October 5, 2025 Hillary Kangwana Leave a comment

The Director of Public Prosecutions, DPP, Noordin Haji directs for prosecution of the Principal and other officials of Thika Technical Training Institute over misappropriation of public funds at Institute. The officers were arrested last evening. This is in the fight against corruption.

DPP orders prosecution of Thika Technical Institute officials

Embu KMTC Location, Admission, Courses, Fees Structure, Contact Details

October 5, 2025 Hillary Kangwana

Embu KMTC Location, Admission, Courses, Fees Structure, Contact Details

The following are the updated details concerning the intakes, admissions process, courses, programs, fee structure, student population, and working contact details for Embu Campus KMTC College.

Embu Campus KMTC Location

The Embu Campus Kenya Medical Training College (KMTC) is one of the 71 KMTC Colleges in Kenya. The college is located at along Embu-Meru highway, almost a kilometer from Embu town, next to Embu Level 5 Hospital in EmbuCounty. It is headed by Principal Mr. Dennis Kibet Siabei.

This college became operational from 1975.

Embu Campus KMTC Details at a Glance.

CAMPUS OFFICIAL NAME	EMBU
KMTC CAMOUS POSTAL ADDRESS	P. O. BOX 923 -60100, EMBU
KMTC CAMOUS EMAIL ADDRESS	embu@kmtc.ac.ke
KMTC CAMOUS OFFICIAL PHONE CONTACTS	0791573515

Location: Embu County
Land Acreage: 1.7 acres
Year of Establishment: 1965
Student population: 731
Courses: https://kmtc.ac.ke/list-of-courses

Embu Campus KMTC Intake and Admissions Details

In order to join the Kenya Medical Training College, you have to apply online through the KMTC website: https://www.kmtc.ac.ke.

There are two intakes during an academic year, the March intake and the September intake.

Upon successful application, the candidate will join the college either in March or September.

How to Apply for KMTC March/September Intake with Applications Fee Details

All applications for either March or September intake are done online through the Kenya Medical Training College (KMTC) website: https://www.kmtc.ac.ke.

The application process is accompanied by an application fee of Kshs. 2022. Pay the amount using Safaricom MPESA pay bill No. 964150.

Call and Email Contacts for Inquiries on KMTC Admissions and Application

For any query or inquiry relating to the KMTC application process, use the following details:

0736993813
0736212060
0723000429
0723004516

Email: admissions@kmtc.ac.ke.

Alternatively, walk into Embu Campus KMTC or any nearest KMTC Campus in Kenya for help with the application process.

Embu Campus KMTC Student Population

This campus hosts a student population of over 750. However, the number is expected to increase with future intakes.

Embu Campus KMTC Courses, Programmes, and Duration

Course duration for KMTC Certificate Courses is 2 years with the exception of nursing which takes 2 ½ years. 3 years for the Diploma Courses except Community Health Nursing which lasts 3 ½ years.

KMTC Embu Campus offers both Certificate and Diploma Courses.

Here are the courses offered at Embu Campus

Diploma in Clinical Medicine and Surgery
Diploma in Medical Laboratory Sciences
Diploma in Environmental Health Sciences
Diploma in Community Health Nursing
Diploma in Community Health Nursing (Distance Learning)• Higher Diploma in Clinical Medicine and Surgery

More Courses to be offered in the campus in future includes:

Higher Diploma in Clinical Medicine and Surgery – Family Health
Higher Diploma in Family Health Nursing
Higher Diploma in Pain Management

Embu Campus KMTC Minimum Entry Requirements for Certificate, Diploma, and Higher Diploma Courses

The minimum entry requirement for admissions to pursue a KMTC Certificate Course is a minimum aggregate of C- in KCSE. In addition, specific qualifications in cluster subjects will be looked into.

For Diploma Courses: a minimum mean grade of C plain (or its equivalent) in KCSE is mandatory, in addition, a combination of other subjects such as English, Kiswahili, Biology, Biological Sciences, Mathematics, Chemistry, Physics, and Physical Sciences, matters a lot.

Higher Diploma Courses require a minimum of a basic Diploma in relevant fields, and at least a minimum of two years working experience.

Embu Campus KMTC Fees Structure and Payment Details

The KMTC fee structure is categorized into two based on the student admissions criteria, i.e, government-sponsored (Regular)or Self Sponsored students (Private).

Embu KMTC Campus Fees Structure for Government Sponsored Students (Regular Students)

ITEM AMOUNT (KSHS.)

Registration Fee 2,000
Tuition Fee 30,000
Examination Fee 10,000
Activity Fee 7,000
Research and Development Fee 10,000
Maintenance Levy 9,000
Library and ICT services 3,000
Transport Levy 9,000
Student Identity Card 700

TOTAL Fees for KMTC Regular Students KSHS. 80,700.

Kindly note that the above fee structure does not include the student accommodation fees. Accommodation fees shall be paid after successful admission on campus.

Kenya Medical Training College Embu KMTC Campus Fees Structure for Self-Sponsored Students (Private Students)

ITEM AMOUNT (KSHS.)

Registration Fee 2,000
Tuition Fee 70,000
Examination Fee 10,000
Activity Fee 7,000
Research and Development Fee 10,000
Maintenance Levy 9,000
Library and ICT services 3,000
Transport Levy 9,000
Student Identity Card 700

TOTAL Fees for KMTC Private Students KSHS. 120,700.

Kindly note that the above fee structure does not include the student accommodation fees. Accommodation fees shall be paid after successful admission on campus.

KMTC – Embu Campus Principal Details

The campus is managed by Mr. Dennis Kibet Siabei who is the Principal. The Principal’s office can be reached through phone number(s): 0791573515 , or email address embu@kmtc.ac.ke.

Embu Campus KMTC Phone and Other Contact Details

Use the following official details to contact KMTC Embu Campus:

Official Postal Address: The Principal, KMTC Embu Campus, O. BOX 923 -60100 Embu.
Working Phone Contacts: 0791573515.
Official Email Address: embu@kmtc.ac.ke.

Embu Campus KMTC Clinical Training Stations/Sites

Other than using the Embu Level 5 Hospital next to the Campus, students also use Rural Health facilities within and outside Embu County for their clinical experience. These clinical areas include:

Kiritiri health center
Kianjokoma health center
Kibugu health center, and
other local health facilities

In order for our students to gain a hands-on experience and specialized placement, the various County Teaching and Referral Hospitals are also used.

Available Facilities at Embu Campus KMTC

Embu Campus has the following facilities for use by both staff and students:

a well-equipped library networked with unlimited access to internet
well-equipped computer lab
fully equipped skills labs, with life-like models for nursing and medical skills
Classes,
conference rooms,
staff offices, library and dining hall
Staff quarters are situated near the Campus
a house keeper resides within the Campus premises
students’ accommodation facilities

Embu Campus KMTC Clubs and Activities

Students on the campus get involved in Sports, Societies, and Clubs, of their choice. There are numerous activities that a student can indulge in.

Student representative council
Changerz Club which advocates for behavior change
vibrant religious groups
Student Facilitating Club (STUFFAC) for nursing and clinical medicine students

Sports activities includes:

volleyball,
football,
basketball,
rugby,
netball,
darts,
table tennis,
chess,
scrabble
badminton

KMTC Embu fee structure,

Embu KMTC Courses offered,

Embu KMTC photos,

KMTC Embu Campus contacts,

KMTC Embu Certificate Courses,

EMBU kmtc postal address,

Embu KMTC application form,

Embu KMTC hostels,

Knec Schools Exams Portal

Nanyuki Boys’ High School: Full details, location, CBE Subjects Offered, UIC, Knec Code, Contacts

October 5, 2025 Hillary Kangwana

This article provides complete information about Nanyuki Boys’ High School’s, physical location, photos, postal Address, phone contact, Knec results analysis, uniform, logo, email Address, Knec Results, Fees, CBE Pathways and Subjects. Also get details on the school’s enrolment and admission requirements/ procedure.

Also available are details about Nanyuki Boys’ High School such as: School’s Official Name, School’s Cluster, School’s Type, School’s Nature (Regular/ Sne), School’s Disability Type, School’s Accommodation and Type (Boarding or Day school)

That is not all. Find more details about the school, including: School’s Gender (Boys’ Girls’ Or Mixed), Region Where School Is Located, County Where School Is Located, Sub County Where School Is Located, School’s Unique Institutional Code (UIC) and School’s Knec Code

NANYUKI BOYS’ NATIONAL SENIOR SCHOOL LOCATION.

Nanyuki Boys’ High School’s Physical location: Nanyuki High School is a boy’s national boarding secondary school found in Nanyuki, Laikipia County.

The school is a national school classified as C1. Get a list of all the New List of all National Schools under CBC, CBE/ CBET Curriculum.

NANYUKI BOYS’ NATIONAL SENIOR SCHOOL’S CONTACTS.

Nanyuki Boys’ High Principal’s Phone Number: 0726117311

Nanyuki Boys’ High School’s Facebook Page: Click here to join the School’s Facebook Community.

Postal Address: P.O. Box 233- 10400, Nanyuki.

Email Contact: info@nanyukihighschool.co.ke;

Phone Contact: 0622031644.

NANYUKI BOYS’ NATIONAL SENIOR SCHOOL DETAILS SUMMARY

SCHOOL NAME: –NANYUKI HIGH SCHOOL

SCHOOL’S CLUSTER: –C1

SCHOOL’S TYPE: –PUBLIC

SCHOOL’S NATURE (Regular/ SNE): –REGULAR

SCHOOL’S DISABILITY TYPE: –NONE

SCHOOL’S ACCOMODATION TYPE: –BOARDING

SCHOOL’S GENDER (BOYS’ GIRLS’ OR MIXED): –BOYS

REGION WHERE SCHOOL IS LOCATED: –RIFT VALLEY

COUNTY WHERE SCHOOL IS LOCATED: –LAIKIPIA

SUB COUNTY WHERE SCHOOL IS LOCATED: –LAIKIPIA EAST

SCHOOL’S UNIQUE INSTITUTIONAL CODE (UIC): –U8CD

SCHOOL’S KNEC CODE: –30500021

Nanyuki Boys’ High School’s Capacity/ Enrolment/ Students’ Population: The National School can accomodate over 1,500 Students.

N/B: Explanation on the acronyms used:

Cluster which is the School’s Category. C1 is for National Schools.
UIC stands for Unique Institutional Code (UIC)/NEMIS Code
KNEC stands for the Kenya National Examinations Council (KNEC) Code that can be used to check the school’s results online.

HOW TO JOIN GRADE 10 AT NANYUKI BOYS’ NATIONAL SENIOR SCHOOL

Joining Grade 10 at the school is straight forward. Placement at the school is done by the Ministry of Education. Simply apply for consideration for placement by using this link: Grade 10 Selection System.

Grade 10 Selection: Step by step guide for Senior schools.

i. The Principal Logs in with the senior school UIC credentials.

ii. Declare Grade 10 capacity.

iii. Select and submit subject combinations for at least two pathways, where STEM is compulsory (the minimum number of learners per subject combination is 15).

iv. The Sub county Director of Education approves the subject combinations of the schools in his/her area of jurisdiction.

v. If a combination is not approved the senior school can delete the record and select another subject combination.

Grade 10 Selection: Step by step guide for junior schools.

i. Head of the institution logs in with junior school UIC credentials and finds a list of Grade 9 learners.

ii. Update each learner’s profile.

iii. For every learner, select a pathway and proceed to select 3 subject combinations.

iv. For every subject combination sèlected, choose 4 schools (One school per the 4 clusters provided).

v. Submit the choices

NOTE

Regular learners must select 12 schools.
Learners with special needs to select SINE/INTEGRATED schools that are in line with their disability.
Learners with disabilities can select less than 12 schools.

NANYUKI BOYS’ NATIONAL SENIOR SCHOOL’S DETAILS AT A GLANCE.

SCHOOL NAME:	NANYUKI HIGH SCHOOL
SCHOOL’S CLUSTER:	C1
SCHOOL’S TYPE:	PUBLIC
SCHOOL’S NATURE (Regular/ SNE):	REGULAR
SCHOOL’S DISABILITY TYPE:	NONE
SCHOOL’S ACCOMODATION TYPE:	BOARDING
SCHOOL’S GENDER (BOYS’ GIRLS’ OR MIXED):	BOYS
REGION WHERE SCHOOL IS LOCATED:	RIFT VALLEY
COUNTY WHERE SCHOOL IS LOCATED:	LAIKIPIA
SUB COUNTY WHERE SCHOOL IS LOCATED:	LAIKIPIA EAST
SCHOOL’S UNIQUE INSTITUTIONAL CODE (UIC):	U8CD
SCHOOL’S KNEC CODE:	30500021

NATIONAL NANYUKI BOYS’ SENIOR SCHOOL’S CLUBS AND SOCIETIES

A student can join one or more of the following clubs and societies that are found at the school:

Science Club: For Exploring innovation and scientific research.
Debating Club: For Fostering critical thinking and public speaking skills.
Music Club: For Enhancing creativity through music and performances.
Drama Club: The Drama Students and their patron Madam Electrine Bhuong recieving Trophy from Mr. Kitsao.
IT Club: For Designing Websites and Mobile app developements.
Red Cross Club: For Fostering Red cross Activities
Peace Club: For Fostering various Activities
Wildlife Club: For Promoting conservation and environmental awareness.
Scouting Club: For Building discipline and teamwork through scouting activities.

LIST OF ALL SUBJECTS AND PATHWAYS OFFERED AT NANYUKI BOYS’ NATIONAL SENIOR SCHOOL

The Senior school, being a National School, will offer all the three pathways, listed below, for grade 10-12 students:

STEM PATHWAY, THAT IS DIVED INTO: PURE SCIENCES, APPLIED SCIENCES and TECHNICAL STUDIES
SOCIAL SCIENCES PATHWAY, THAT IS DIVED INTO: LANGUAGES & LITERATURE and HUMANITIES & BUSINESS STUDIES
ARTS & SPORTS SCIENCE PATHWAY, THAT IS DIVED INTO: ARTS and SPORTS

Get a full list of all the latest Grade 10 Subjects at the Senior School under CBE Curriculum here: Senior Secondary (Grade 10-12) New CBC Learning Areas/ Subjects

FULL DETAILS FOR ALL OTHER NATIONAL SCHOOLS.

Lugulu Girls High Senior School: Full details, location, CBE Subjects Offered

Moi Girls Kamusinga High Senior School: Full details, location, CBE Subjects Offered

Friends Kamusinga Boys’ High Senior School: Full details, location, CBE Subjects Offered

Kibabii Boys High Senior School: Full details, location, CBE Subjects Offered

Cardinal Otunga Girls High Senior School: Full details, location, CBE Subjects Offered

Nalondo CBM Special High Senior School: Full details, location, CBE Subjects Offered

Joyvalley Special High Senior School: Full details, location, CBE Subjects Offered

St. Kizito Secondary School For The H.I: Full details, location, CBE Subjects Offered

Kaplong Girls High Senior School: Full details, location, CBE Subjects Offered

Kaplong Boys High Senior School: Full details, location, CBE Subjects Offered

Moi Siongiroi Girls’ High Senior School: Full details, location, CBE Subjects Offered

Tenwek Boys High Senior School: Full details, location, CBE Subjects Offered

Baringo Boys High Senior School: Full details, location, CBE Subjects Offered

Ossen Girls High Senior School: Full details, location, CBE Subjects Offered

Kapropita High Senior School: Full details, location, CBE Subjects Offered

Kabarnet High Senior School: Full details, location, CBE Subjects Offered

Precious Blood Kilungu Girls Secondary School’s KCSE Results, KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

Precious Blood Kilungu Girls Secondary School’s 2023/2024 KCSE Results, KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

LISTS OF ALL SENIOR SCHOOLS PER COUNTY FOR ALL THE 47 COUNTIES

List of all Senior Schools in West Pokot County

List of all Senior Schools in Wajir County

List of all Senior Schools in Vihiga County

List of all Senior Schools in Uasin Gishu County

List of all Senior Schools in Turkana County

List of all Senior Schools in Trans-Nzoia County

List of all Senior Schools in Tharaka Nithi County

List of all Senior Schools in Tana River County

List of all Senior Schools in Taita Taveta County

List of all Senior Schools in Siaya County

List of all Senior Schools in Samburu County

List of all Senior Schools in Nyeri County

List of all Senior Schools in Nyandarua County

List of all Senior Schools in Nyamira County

List of all Senior Schools in Narok County

List of all Senior Schools in Nandi County

List of all Senior Schools in Nakuru County

List of all Senior Schools in Nairobi County

List of all Senior Schools in Murang’a County

List of all Senior Schools in Mombasa County

List of all Senior Schools in Migori County

List of all Senior Schools in Meru County

List of all Senior Schools in Marsabit County

List of all Senior Schools in Mandera County

List of all Senior Schools in Makueni County

List of all Senior Schools in Machakos County

List of all Senior Schools in Lamu County

List of all Senior Schools in Laikipia County

List of all Senior Schools in Kwale County

List of all Senior Schools in Kitui County

List of all Senior Schools in Kisumu County

List of all Senior Schools in Kisii County

List of all Senior Schools in Kirinyaga County

List of all Senior Schools in Kilifi County

List of all Senior Schools in Kiambu County

List of all Senior Schools in Kericho County

List of all Senior Schools in Kakamega County

List of all Senior Schools in Kajiado County

List of all Senior Schools in Isiolo County

List of all Senior Schools in Homa Bay County

List of all Senior Schools in Garissa County

List of all Senior Schools in Embu County

List of all Senior Schools in Elgeyo-Marakwet County

List of all Senior Schools in Busia County

List of all Senior Schools in Bungoma County

List of all Senior Schools in Baringo County

List of all Senior Schools in Bomet County

Nyamira County best, top secondary schools; Indepth analysis

New List of All National Schools Per Region {For all 8 Regions}

New list of all National Schools in Western Region {CBE Senior Schools}

New list of all National Schools in Rift-valley Region {CBE Senior Schools}

New list of all National Schools in Nyanza Region {CBE Senior Schools}

New list of all National Schools in North-Eastern Region {CBE Senior Schools}

New list of all National Schools in Nairobi Region {CBE Senior Schools}

New list of all National Schools in Eastern Region {CBE Senior Schools}

New list of all National Schools in Coast Region {CBE Senior Schools}

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

New List of all Mixed National Schools under CBC, CBE Curriculum

SIMILAR NATIONAL SCHOOLS.

Noonkopir Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code

Moi Girls Isinya High School: Full details, location, CBE Subjects Offered, UIC, Knec Code

Isiolo Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code

Garbatula High School: Full details, location, CBE Subjects Offered, UIC, Knec Code

Orero Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code

Asumbi Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code

Agoro Sare High School: Full details, location, CBE Subjects Offered, UIC, Knec Code

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KUCCPS portal

Bachelor of Renewable Technology & Management Kuccps Cluster Cutoff Points 2025/2026

October 5, 2025 Hillary Kangwana Leave a comment

Bachelor of Renewable Technology & Management Kuccps Cluster Cutoff Points 2025/2026

BACHELOR OF SCIENCE (RENEWABLE ENERGY TECHNOLOGY AND MANAGEMENT)
#	PROG CODE	INSTITUTION NAME	PROGRAMME NAME	2025/2026 INTAKE CLUSTER CUTOFF
1	1053626	JARAMOGI OGINGA ODINGA UNIVERSITY OF SCIENCE AND TECHNOLOGY	BACHELOR OF SCIENCE (RENEWABLE ENERGY TECHNOLOGY AND MANAGEMENT)	15.683

BACHELOR OF SCIENCE(BUSINESS INFORMATION SYSTEMS)
#	PROG CODE	INSTITUTION NAME	PROGRAMME NAME	2025/2026 INTAKE CLUSTER CUTOFF
1	1053554	JARAMOGI OGINGA ODINGA UNIVERSITY OF SCIENCE AND TECHNOLOGY	BACHELOR OF SCIENCE(BUSINESS INFORMATION SYSTEMS)	21.375

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Teachers' Resources

Life Skills Grade 7 CBC Free Schemes of Work

October 5, 2025 Hillary Kangwana Leave a comment

GRADE 7 LIFE SKILLS EDUCATION SCHEMES OF WORK

NAME OF THE TEACHER SCHOOL YEAR TERM III

Week	LSN	strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Refl
1	1	DECISION MAKING SKILLS	Decision-Making Process	By the end of the lesson, the learner should be able to: a) describe decision-making process that leads to desirable actions or behaviour b) display values necessary in making appropriate decisions in their day-to-day life c) appreciate the importance of effective decision-making in different situations	1. Why do I make my decisions? 2. How has effective decision- making helped me in my life?	The learner is guided to: • search in pairs, using digital devices the meaning of decision-making processes and present in class • explore and analyze in groups situations that require decision-making • engage in puzzles and games like chess that demand multiple decisions to solve problems	• Vetted digital resources- TV/video/films/slides/ Internet sources • Approved textbooks and other printed resources • Library • Display boards • Drawing charts *Thriving Life Skills Grade 7 T.G Pg. 95-100* *Thriving Life skills Education Grade 7 P.b Pg.87-92*	a) checklist b) project c) written tests d) oral questions e) aural questions
2	1		Creative Thinking Skills	By the end of the lesson, the learner should be able to: a) describe different situations that require creative thinking b) Play games that promote creativity c) Exhibit values that foster creative thinking in different situations.	1. Why is creative thinking important for me? 2. How can I be a good creative thinker?	The learner is guided to: • use digital devices to search for the meaning of the term creative thinking • play games in small groups such as the jigsaw puzzle, snake and ladder and other relevant games that promote creativity	• Vetted digital resources- TV/video/films/slides/ Internet sources • Approved textbooks and other printed resources • Library • Display boards • Drawing charts *Thriving Life Skills Grade 7 T.G Pg. 101-106* *Thriving Life skills Education Grade 7 P.b Pg.93-99*	a) checklist b) project c) written tests d) oral questions e) aural questions
3	1		Creative Thinking Skills	By the end of the lesson, the learner should be able to: a) describe different situations that require creative thinking b) display creative thinking skills in different situations c) Exhibit values that foster creative thinking in different situations.	1. Why is creative thinking important for me? 2. How can I be a good creative thinker?	The learner is guided to: Read and discuss real-life stories from selected hard or soft copies, • watch video clips on fostering values in creativity, and discuss in class.	• Vetted digital resources- TV/video/films/slides/ Internet sources • Approved textbooks and other printed resources • Library • Display boards • Drawing charts *Thriving Life Skills Grade 7 T.G Pg. 101-106* *Thriving Life skills Education Grade 7 P.b Pg.93-99*	a) checklist b) project c) written tests d) oral questions e) aural questions
4	1		Critical Thinking	By the end of the lesson, the learner should be able to: a) describe different situations that require critical thinking in their day- to-day lives b) Play games that enhance critical thinking c) Appreciate the need for critical thinking in their everyday life.	1. What shows I am a consistent critical thinker? 2. What shows that I manage my time well?	The learner is guided to: • in groups solve number or word puzzles and discuss how critical thinking was applied • use digital devices to search for scenarios or case studies that show enhancement of critical thinking and present in class	• Vetted digital resources- TV/video/films/slides/ Internet sources • Approved textbooks and other printed resources • Library,Display boards • Drawing charts *Thriving Life Skills Grade 7 T.G Pg. 107-112* *Thriving Life skills Education Grade 7 P.b Pg.100-104*	a) checklist b) project c) written tests d) oral questions e) aural questions
5	1		Critical Thinking	By the end of the lesson, the learner should be able to: a) describe different situations that require critical thinking in their day- to-day lives b) apply critical thinking in their day-to-day lives c) Appreciate the need for critical thinking in their everyday life.	1. What shows I am a consistent critical thinker? 2. What shows that I manage my time well?	The learner is guided to: • role-play scenarios that require critical thinking skills and discuss the importance of being critical • discuss common instances that depict challenges in time management in the school community and note them down.	• Vetted digital resources- TV/video/films/slides/ Internet sources • Approved textbooks and other printed resources • Library, Display boards • Drawing charts *Thriving Life Skills Grade 7 T.G Pg. 107-112* *Thriving Life skills Education Grade 7 P.b Pg.100-104*	a) checklist b) project c) written tests d) oral questions e) aural questions
6	1		Problem- Solving Skills	By the end of the lesson, the learner should be able to: a) describe the term problem-solving as it relates to day-to-day life b) State the steps involved in problem solving c) exhibit values necessary for problem solving in their day-to-day lives	1. What guides me when solving my problems in life? 2. Why are skills of problem solving important in my life?	The learner is guided to: • buzz in pairs on the meaning of problem- solving • discuss in small groups some problems they face in their lives, and make presentations in class • search in groups using digital devices the steps used in problem-solving, and present in class	• Vetted digital resources- TV/video/films/slides/ Internet sources • Approved textbooks and other printed resources • Library,Display boards • Drawing charts *Thriving Life Skills Grade 7 T.G Pg. 113-117* *Thriving Life skills Education Grade 7 P.b Pg.105-107*	a) checklist b) project c) written tests d) oral questions e) aural questions
7	1		Problem- Solving Skills	By the end of the lesson, the learner should be able to: a) describe the term problem-solving as it relates to day-to-day life b) demonstrate ways of solving problems in their day-to-day lives c) exhibit values necessary for problem solving in their day-to-day lives	1. What guides me when solving my problems in life? 2. Why are skills of problem solving important in my life?	The learner is guided to: • search in groups using digital devices the steps used in problem-solving, and present in class • explore and analyze real-life stories depicting poor and excellent problem-solving skills and discuss in class • perform skits on problem solving and discuss the values displayed in class	• Vetted digital resources- TV/video/films/slides/ Internet sources • Approved textbooks and other printed resources • Library • Display boards • Drawing charts *Thriving Life Skills Grade 7 T.G Pg. 113-117* *Thriving Life skills Education Grade 7 P.b Pg.107-108*	a) checklist b) project c) written tests d) oral questions e) aural questions
8-9	END TERM ASSESSMENT/CLOSING

KSSSA Portal

Bachelor of Business Administration Degree 2023-2024 Kuccps Cutoff Points, Clusters

October 5, 2025 Hillary Kangwana Leave a comment

Bachelor of Business Administration Degree 2023-2024 Kuccps Cutoff Points, Clusters

BACHELOR OF BUSINESS ADMINISTRATION WITH IT
#	PROG CODE	INSTITUTION NAME	PROGRAMME NAME	2023-2024
1	1053153	JARAMOGI OGINGA ODINGA UNIVERSITY OF SCIENCE AND TECHNOLOGY	BACHELOR OF BUSINESS ADMINISTRATION WITH IT	21.444
2	1063153	TECHNICAL UNIVERSITY OF MOMBASA	BACHELOR IN BUSINESS ADMINISTRATION	21.444
3	1173153	DEDAN KIMATHI UNIVERSITY OF TECHNOLOGY	BACHELOR OF BUSINESS ADMINISTRATION	21.444
4	1229153	MASENO UNIVERSITY	BACHELOR OF BUSINESS ADMINISTRATION ( WITH IT)	21.444
5	1240153	MERU UNIVERSITY OF SCIENCE AND TECHNOLOGY	BACHELOR OF BUSINESS ADMINISTRATION	21.444
6	1060153	RIARA UNIVERSITY	BACHELOR OF BUSINESS ADMINISTRATION	24.258
7	1077153	KENYA METHODIST UNIVERSITY	BACHELOR IN BUSINESS ADMINISTRATION	21.444
8	1090153	SCOTT CHRISTIAN UNIVERSITY	BACHELOR IN BUSINESS ADMINISTRATION	21.444
9	1107153	ST PAULS UNIVERSITY	BACHELOR IN BUSINESS ADMINISTRATION	21.444
10	1119153	AFRICA INTERNATIONAL UNIVERSITY	BACHELOR IN BUSINESS ADMINISTRATION	21.444
11	1181153	UNIVERSITY OF EASTERN AFRICA, BARATON	BACHELOR IN BUSINESS ADMINISTRATION IN MARKETING	21.444
12	1196153	PRESBYTERIAN UNIVERSITY OF EAST AFRICA	BACHELOR OF BUSINESS ADMINISTRATION	21.444
13	1515153	TOM MBOYA UNIVERSITY	BACHELOR OF BUSINESS ADMINISTRATION ( WITH IT)	21.444
14	1555153	KENYA ASSEMBLIES OF GOD EAST UNIVERSITY	BACHELOR IN BUSINESS ADMINISTRATION	21.444

Health & Nutrition tips

Blindness- Why you should go for regular eye check ups

October 5, 2025 Hillary Kangwana Leave a comment

Go For Regular Eye Check-Ups, Residents Urged

Kajiado County residents have been urged to go for regular eye check-ups so as to save sight.

According to Dr. Michael Gichangi, Head of Ophthalmic Services at the Ministry of Health, many cases of blindness could be prevented if early treatment is sought.

In a speech read on his behalf in an event to mark the World Sight Day in Kajiado town, Gichangi revealed that out of a population of 1.5million people in Kajiado County, there were about 230,000 needing eye care services.

A total of 7, 500 people in the county are completely blind, 80 per cent of the cases of blindness would have been prevented if those affected sought early treatment.

“With a population of about 1.5 million, 7, 500 are blind. It is sad to know this since 80 per cent of them do not have to be blind, because it can be prevented, like Trachoma, or cured by surgery like cataract or corneal diseases,” he said.

Age-related cataract, corneal diseases and refractive errors (short sightedness and Long-sightedness) and complications of non-communicable diseases like diabetes are some of the disorders causing visual impairment.

Trachoma, is also prevalent in Kajiado County due to the dry and dusty conditions witnessed in the area. The bacterial infection affects the eye conjunctiva and is contracted through fingers, eyes and flies.

The disease is prevalent among pastoralist communities as livestock are kept in close proximity to the households propagating the breeding of flies which spread trachoma.

The eye blinding infection is preventable through practicing proper hygiene like face and hand washing. Unlike cataract, blindness caused by Trachoma is not reversible through surgery.

Gichangi noted that lack of awareness has been an obstacle in managing eye complications. The high cost also makes the vulnerable in society not to seek the services.

Poor eye hygiene, lack of equipped eye facilities and limited eye specialists has also contributed to the high number of eye ailments and blindness.

“Lack of a skilled workforce has been identified as the biggest challenge in addressing the rising burden of blindness. In Kajiado County, a total of six Ophthalmologists are required to adequately serve a population of about 1.5 million,” Gichangi added.

Dr. Rebecca Oenga, an Ophthalmologist at the Kajiado County Referral Hospital, reiterated that many eye ailments could be treated if diagnosed at an early stage.

She noted that many residents, especially the elderly, do not seek treatment due to varied reasons such as poverty, ignorance, fear of surgery and cultural beliefs resulting in loss of sight.

“Patients only seek treatment as a last resort after they have already become blind and not much can be done. Some procedures such as removal of cataracts take less than 30 minutes and end up saving sight,” she added.

Alice Mwangi, from Operation Eyesight, revealed that they were conducting door to door eye screening in rural areas.

Mwangi added that Operation Eyesight in conjunction with Christian Blind Mission (CBM) is building a state of the art eye clinic complex at the Kajiado Referral Hospital which will serve residents suffering from eye ailments.

Kajiado Governor Joseph Ole Lenku welcomed the building of the centre adding that it would be a huge relief to locals seeking eye services in the county. The Sh15 million state of the art complex is expected to be completed in the next six months.

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