All posts by Hillary Kangwana

Kalenjins, Luhyas, Kikuyus, Kambas dominate latest TSC teacher recruitment

The recent recruitment of teachers for Junior Secondary School saw Kalenjins, Luhyas, Kikuyus, and Kambas making up 57 percent of the total workforce. In a report to the Senate Committee on National Cohesion, Equal Opportunity, and Regional Integration, the Teachers Service Commission (TSC) stated that more than 58 tribes were involved in the recruitment process, which filled over 68,313 job positions.

Kalenjins led the recruitment with 10,769 teachers, followed by Luhyas with 10,466, Kambas with 9,557, and Kikuyus with 8,799.

The tribes with the least representation were Ogaden (5), Njemps (7), and Kenyan Asians (10).

“As a policy of the Commission, recruitment of teachers is conducted at the Sub-County level. This is aimed at according all Kenyans equal and fair opportunity for employment as ordained in the Constitution,” the statement read in part.

The Commission clarified that the positions are provided on merit, hence the variations in the distribution of ethnicity.

“While the Commission strives for ethnic balance, recruitment is ultimately determined by the availability of qualified applicants in each region and subject area. As such, some variations in distribution are expected.”

Further, male JSS teachers accounted for 51.3 per cent as opposed to females. Notably, the majority of the newly recruited teachers are youth aged between 22 and 35 years.

423 teachers living with disabilities who applied were also recruited based on merit.

“While this falls short of the 5% threshold set by the Persons with Disabilities Act (2003), it is important to note that all qualified candidates living with disabilities who applied for recruitment were considered and recruited.”

Kalenjins, Luhyas, Kikuyus, Kambas dominate latest TSC teacher recruitment

Kalenjins led the recruitment with 10,769 teachers, followed by Luhyas with 10,466, Kambas with 9,557, and Kikuyus with 8,799.

The tribes with the least representation were Ogaden (5), Njemps (7), and Kenyan Asians (10).

The Commission clarified that the positions are provided on merit, hence the variations in the distribution of ethnicity.

Further, male JSS teachers accounted for 51.3 per cent as opposed to females. Notably, the majority of the newly recruited teachers are youth aged between 22 and 35 years.

423 teachers living with disabilities who applied were also recruited based on merit.

KNEC News

KNEC sets deadline for 2025 national exams projects

October 5, 2025 Hillary Kangwana

The Kenya National Examination Council (KNEC) has established a deadline for the submission of projects and performance tasks related to the national examinations scheduled for late 2025.

In a notice issued on May 12, 2025, KNEC indicated that these tasks are aimed at students in Grades 3, 7, and 8. Additionally, learners eligible for the 2025 Kenya Junior School Education Assessment (KJSEA) are also required to complete their respective projects.

The notice specified that “the projects and performance tasks for Grades 3, 7, and 8, as well as the stage-based pathway and KJSEA, have been made available on the Competency Based Assessment (CBA) portal (https://cba.knec.ac.ke) for access by educational institutions.”

Instructions for Implementation
Educational institutions are mandated to facilitate the administration of these projects and performance tasks, ensuring that the scores for all students are uploaded to the CBA portal within the designated timeframe. The examination council has stipulated that teachers will be responsible for assessing students as they engage in these tasks, utilizing the provided guidelines for scoring. Furthermore, headteachers are required to maintain comprehensive records and documentation generated from these assessments.

Submission Deadlines
For students participating in the stage-based pathway, the deadline for project submission is set for July 31, 2025. In contrast, learners involved in KJSEA projects have until August 30, 2025, to ensure their scores are uploaded to the portal, as outlined by KNEC.

KNEC has emphasized that schools must adhere to the following deadlines for project and performance task submissions: Grades 3, 7, and 8, along with the stage-based pathway, must be completed by July 31, 2025, while KJSEA projects are due by August 30, 2025.

Failure to upload project scores within the specified timelines will incur a penalty of Ksh 500 per candidate. KNEC has reiterated that a fine of Ksh 500 will be imposed for any KJSEA project uploads submitted after the designated deadline.

Latest Education News

IEBC list of elected and gazetted MCAs 2022 per County (Isiolo) plus votes garnered

October 5, 2025 Hillary Kangwana Leave a comment

DECLARATION OF PERSONS ELECTED AS MEMBERS OF THE COUNTY ASSEMBLIES

IN EXERCISE of the powers conferred by Articles 88(4) and 177 (1) (a) of the Constitution, section 4 of the Independent Electoral and Boundaries Commission Act, 2011, Sections 38, 39 (1) and (1A) (i) of the Elections Act, 2011 and Regulation 83 (1) (a), (e), (f) (i) and (g) of the Elections (General) Regulations, 2012 the Independent Electoral and Boundaries Commission hereby declares that the persons whose names are listed in the schedule hereunder were elected as members of the various County Assemblies having received the majority of the votes cast in the election held 9th August, 2022 and complied with the provisions of the Elections Act, 2011 and the Constitution.

And that;

a) The respective Codes to the Counties are listed in the First Column to the schedule.
b) Every County name is listed in the Second Column to the schedule.
c) Each Constituency is assigned a Constituency Code number in the Third Column to the schedule.
d) The names of the Constituencies are specified in the Fourth Column to the schedule.
e) Each County Assembly Ward is assigned a Code number in the Fifth Column to the schedule.
f) The names of the County Assembly Wards are specified in the Sixth Column to the schedule.
g) Every Surname of the elected member is listed in the Seventh Column to the Schedule.
h) The other names of the elected member are listed in the Eighth Column to the Schedule.
i) The elected member’s Political Party/ Independent name is indicated in the Ninth Column to the schedule.
j) The abbreviation of the elected member’s Party /Independent abbreviation is indicated in the Tenth Column to the schedule.
k) The votes garnered by the elected persons are indicated in the Eleventh Column to the schedule.

–	County Name	Constit uency Code	Constituency Name	County Assembly Ward Code	County Assembly Ward Name	Surname	Other Names	Political Party Name	Abbreviatio n	Votes Garnered
011	Isiolo	049	Isiolo North	0241	Wabera	Kiambi	Salesio	National Rainbow Coalition – Kenya	NARC- KENYA	2,353
011	Isiolo	049	Isiolo North	0242	Bullapesa	Waithaka	David Nyoro	The Service Party	TSP	1,585
011	Isiolo	049	Isiolo North	0243	Chari	Meja	Abdullahi Golicha	United Democratic Movement	UDM	839
011	Isiolo	049	Isiolo North	0244	Cherab	Gole	Halima Abgudo	United Democratic Movement	UDM	2,361
011	Isiolo	049	Isiolo North	0245	Ngaremara	Loyan	Peter Losu	United Democratic	UDA	2,254

								Alliance
011	Isiolo	049	Isiolo North	0246	Burat	Ewoton	Lorot Nicholas	United Democratic Alliance	UDA	2,304
011	Isiolo	049	Isiolo North	0247	Oldonyiro	Lemantile	Ltisirian David	Kenya African National Union	KANU	2,104
011	Isiolo	050	Isiolo South	0248	Garba Tulla	Ali	Abdirashid Diba	United Democratic Movement	UDM	2,008
011	Isiolo	050	Isiolo South	0249	Kinna	Dima	Jillo Abdinur	United Democratic Movement	UDM	2,438
011	Isiolo	050	Isiolo South	0250	Sericho	Abdi	Godana Abubakar	United Democratic Movement	UDM	1,760

KUCCPS portal

BACHELOR OF SOCIAL WORK KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

October 5, 2025 Hillary Kangwana Leave a comment

BACHELOR OF SOCIAL WORK KUCCPS CUT OFF POINTS, REQUIREMENTS 2022-2023

BACHELOR OF SOCIAL WORK
#	PROG CODE	INSTITUTION NAME	PROGRAMME NAME	2022/2023 CUTOFF	2019/2021 CUTOFF	2018 CUTOFF	2017 CUTOFF	2016 CUTOFF	2015 CUTOFF
1	1082145	MASINDE MULIRO UNIVERSITY OF SCIENCE & TECHNOLOGY	BACHELOR OF SOCIAL WORK	26.666	24.162	25.084	–	24.883	23
2	1108145	KIBABII UNIVERSITY	BACHELOR OF SOCIAL WORK	25.148	24.601	25.891	27.298	25.95	23
3	1470145	KAIMOSI FRIENDS UNIVERSITY COLLEGE	BACHELOR OF SOCIAL WORK	24.899	24.769	25.43	–	27.803	23
4	1570145	TURKANA UNIVERSITY COLLEGE	BACHELOR OF SOCIAL WORK	22.21	24.787	24.366	–	27.31	–

TSC News Portal

TSC to scrap Bachelor of Education Science and Arts Degrees (Latest TSC Registration Requirements)

October 5, 2025 Hillary Kangwana Leave a comment

The Teachers Service Commission (TSC) has moved tp have the Bachelors of Education Science and Arts degrees scrapped from universities, starting September, 2021. These new changes are contained in the latest TSC ‘FRAMEWORK ON ENTRY REQUIREMENTS IN THE TEACHING SERVICE’.

In the proposals, all the 8-4-4 and CBC students must undertake first the Bachelor of Arts or Bachelor of Science Courses for a period 3 years majoring on the key subjects and thereafter undertake a Postgraduate Diploma in Education for a period of one year for teaching at Junior and Senior school and SNE.

In order to professionalize the teaching service and improve the quality of education, the commission is mandated to review entry grades to teaching service and advice the national government. This will raise the standards of teaching profession and attract more quality grades from those who have requisite skills to be in the teaching service.

TSC recommendations

The Commission has at the same time given a raft of recommendations on the minimum qualifications for teachers at all teaching levels (See tables below).

Here is a summary of the TSC recommendations:

That the minimum qualification for entry into teaching in Kenya at all levels be a Diploma in Education.
Admission into the ALL Diplomas and Degrees in teacher Education Courses shall be Demand Driven
That the Diploma in Education courses for CBC students at each level shall be Three years after 844 and senior school since they will have had time for specialization in the content areas.
There is need to have pathways for teacher education at Diploma level (ECDE, Junior and Senior Secondary, SNE)
That there is a Diploma in Secondary Education which will cater for defined learning areas/Subjects required in Junior and Senior Secondary level which have shortages
All the 8-4-4 and CBC students must undertake first the Bachelor of Arts or Bachelor of Science Courses for a period 3 years majoring on the key subjects and thereafter undertake a Postgraduate Diploma in Education for a period of one year for teaching at Junior and Senior school and SNE .
That there shall be a Postgraduate Diploma in Teacher Education to cater for Teacher Education learning areas. This will be for preparing Teacher Educators who will be training the preservice Teachers at the Teacher training colleges.
That there shall be a minimum of One – School Term Practicum at all levels of Teacher Education, assessed by external examiners.
That the in-service teachers and qualified – registered teachers outside employment be inducted and certified to offer the Competency Based Curriculum.
That a Curriculum for Teacher Educators (Trainers) be developed by KICD and TSC in collaboration with Universities and CUE that shall gradually form a basis for employment of (appointment of) Teacher Educators.
That Assessment at Teacher Education level shall be a balance of the Formative and Summative.
There shall be a need to develop a Kenya Teacher Education Policy to anchor all the proposals in this document.
There is need for TSC to set up Institute of Teacher Support and professional development

PRE- SERVICE TEACHER EDUCATION LEVELS

Diploma in Early Childhood Teacher Education (PP1&PP2)
Diploma in Primary Teacher Education (Grade 1-6 )
Diploma in Secondary Teacher Education (Junior (7-9) and Senior (10-12) Secondary Level)
BA/BSC with Postgraduate Diploma in Education (Junior and Senior Secondary, SNE)
BA/BSC with Postgraduate Diploma in Teacher Education (Teacher Educator)
Diploma in Special Needs Teacher Education (Specialized Curriculum areas- Autism, Deaf, blind, multiple disabilities and Multiple cerebral palsy for foundation, intermediate, Pre-vocational and vocational levels)
Diploma in Technical Teacher Education (Appropriate Technical subjects in Junior and Senior Secondary).

Post Training Certificate

Post Training Certificate for In- Service Teachers not currently Employed by TSC.
This will be undertaken by teachers who have completed ECDE , PTE ,DTE BED ; DIP ED and SNE training courses.
it will be offered within a duration of 9 Months During School Holidays (Distance learning elements during school time and online mode).
Teachers will also do micro teaching during this training.

Entry Qualification for Teacher Registration: Current & Proposed

ECD Teachers Entry Qualification for Registration by TSC

Levels of Teacher Registration

Current Requirements

Proposed Requirement

ECD

Certificate-

i.Minimum CPE/KCPE plus ECDE certificate from MoE

ii.Minimum Mean Grade D+(plus) at KCSE ECDE certificate from KNEC

iii.Minimum D plain at KCSE, KNEC proficiency certificate, ECDE certificate from KNEC

Diploma-

i.Mean grade C+ (plus) and above at KCSE plus ECDE certificate from KNEC

ii.Mean grade C+ (plus) and above Diploma (University)

Degree-

Mean grade C+ (plus) and above.

Certificate -Redundant

Diploma in Early Childhood Teacher Education (PP1&PP2);-

i.KCSE Mean Grade C (plain)

ii.Mean grade C in All the subjects.

Note: Teachers at this level will teach all subjects at PP1 and PP2.

Primary Teacher Education Teachers Entry Qualification for Registration by TSC

Levels of Teacher Registration

Current Requirements

Proposed Requirement

Primary Teacher Education

Certificate-

i.Minimum Mean Grade C plain or its equivalent at KCSE and above PTE certificate from KNEC

Diploma in Education

i.Minimum Mean Grade C+ (plus) and above and

ii.C+ (plus) and above in the subjects of specialization,

iii.at least C plain in English,

iv.C plain in Mathematics for Science-based courses,

v.D+ (plus) in Mathematics for non- science courses

Certificate – Redundant

Diploma in Primary Teacher Education (Grade 1-6 )

i.Minimum Mean Grade C plain or its equivalent at KCSE

ii.C plain in all the Cluster subjects.

Note: Teachers at this level will teach all subjects at Grade 1-3 & 4-6 with some specialization on the indigenous and Foreign languages.

Diploma in Secondary Teacher Education (Junior (7-9) and Senior (10-12) Secondary Level)

i.Minimum Mean Grade C+ in KCSE

ii.C+ in three teaching subject.

Note: Teachers at this level will teach three subjects at Junior OR senior secondary.

Primary Teacher Education (SNE) Teachers Entry Qualification for Registration by TSC

Levels of Teacher Registration

Current Requirements

Proposed Requirement

Primary Teacher Education (SNE)

Certificate-

i.Mean Grade C-(minus) or its equivalent for visually and hearing-impaired persons

Diploma in Education for Virtually & Hearing Impaired

i.Minimum mean grade C (plain) or its equivalent at KCSE.

ii.Grade C(plain) or its equivalent in two teaching subjects in KSCE

iii.Grade C-(minus) or its equivalent in English at KCSE

iv.Grade C-(minus) or its equivalent in Mathematics in KCSE in Science based courses.

v.Grade D (plain) or its equivalent in Mathematics in KCSE for non-science-based courses.

Certificate – Redundant

Diploma in Education SNE (Foundations, Pry and Lower Secondary Specialized Areas)

i.Minimum Mean Garde C (plain) or its equivalent at KCSE

ii.C- (minus) its equivalent in all subjects clusters

Note: Teachers at this level will teach all subjects at foundation, intermediate, Pre-vocational and vocational levels Primary and Lower Secondary.

Diploma Technical Teachers Entry Qualification for Registration by TSC

Levels of Teacher Registration

Current Requirements

Proposed Requirement

Diploma Technical

Teacher Education : Secondary

Certificate in Technical Teacher Education

i.Minimum mean grade D+ (plus) or its equivalent in KCSE

ii.Technical Education Course

iii.Diploma in Technical Teacher Education

Diploma in Technical Teacher Education

i.Minimum mean grade C+ (plus) and above or its equivalent in KCSE and Degree in Technology.

ii.Mean grade C (plain) or its equivalent in English in KCSE

iii.Mean grade C (plain) or its equivalent in Mathematics in KCSE

Degree in Technical Teacher Education

i.Minimum mean grade C+ (plus) or its equivalent in KCSE,

ii.Degree in Technology

Certificate in TTE: Redundant

Diploma in Technical Teacher Education Secondary (Junior and Senior Secondary)

i.Minimum Mean Grade C+ or equivalent at KCSE

ii.C+ in three teaching subjects.

●

Note:

Teachers at this level will teach three subjects at Junior or senior secondary.

Candidates with relevant Diplomas and Certificates in appropriate Technical Subjects shall be considered for admission.

●

Bachelor of Art/Science with PDGE Teachers Entry Qualification for Registration by TSC

Levels of Teacher Registration

Current Requirements

Proposed Requirement

Bachelor of Art/Science with PDGE

Bachelor of Education

i.Minimum Mean Grade C+ (plus) and above or its equivalent

ii.C+ (plus) in two subjects of specialization

Bachelor of Art/Science with PGDE

i.Mean grade C+ (plus) or its equivalent at KCSE

ii.At least C+ (plus) and above in two teaching subjects of specialisation.

iii.Post graduate diploma in education

●

Bachelor of Education: Remodeled

BA/BSC with PGDE (Junior/Senior Secondary)

i.entry grade will be KCSE Mean Grade C+ with a B-(Minus) in three teaching subjects.

ii.BA/BSC for 3 years and PGDE for one year on at Junior and Senior secondary.

Note: Teachers at this level will teach three subjects at Junior and Senior secondary.

BA/BSC with PGDE (Teacher Education Educators)

i.entry grade will be KCSE Mean Grade C+ with a B-(Minus) in three teaching subjects.

ii.BA/BSC for 3 years and PGDE for one year on Teacher Education.

Note: Teacher Educators at this level will teach three subjects at Primary and Diploma Teacher Training Colleges.

TIMELINES FOR IMPLEMENTATION OF THE NEW GUIDELINES

TSC proposes that the above be used as a basis for admission into Teacher Education the various levels from September 2020.

In addition to the requirements above, the following shall be required before a teacher is registered by the Commission: –

Certificate of Good Conduct; applicants shall be required to present a valid certificate of good conduct upon application for registration.
Certificate in Integration of ICT in education – Evidence of training in ICT skills
Compliance to chapter six of the Constitution:Tax Compliance Certificate (KRA), Certificate of good conduct (DCI), Higher Education Loan clearance certificate (HELB), EACC clearance and Credit Reference Certificate (CRB)
Notes:
ECDE applicants with certificates from other bodies other than KNEC and MOE should have their certificates equated by KNEC.
Applicants with foreign Degrees and Diplomas in education should have their documents equated by the Commission for University Education (CUE) and Kenya National Examination Council (KNEC) respectively.

NON-CITIZEN TEACHER REGISTRATION

Non- citizen teacher should have the following for registration;
Certificate of registration as a teacher from the country of origin
Certificate of good conduct issued by relevant law enforcement agency in the country of origin.
Vetting letter from MOE.
Valid passport
Valid entry /work permit
The registration certificate issued to non- citizens be temporary and renewable upon renewal of the entry permit.

Key issues to note

Enhancement is admissible only in case of inadequate course units in one of the subjects of specialization. (This is not encouraged)
Post-graduate Diploma is allowed where one lacks only pedagogical skills.
Bridging/ pre-university courses be done away with as they do not address any gap.
Persons whose training is in subjects that are not in the curriculum irrespective of a PGDE do not qualify for registration and employment.
Students who have undertaken courses(Diploma or degrees) without the minimum entry requirements (who enrolled, who trained and graduated them) do not qualify for registration and employment.
Very many fake degree certificates circulating
Security marks of the certificates

LIST OF BANNED COURSES BY TSC

Applicants for registration whose training is in subjects that are currently NOT in the curriculum do not qualify irrespective of having undertaken a Post Graduate Diploma in Education (PGDE) and/ or Enhancement.

This category includes but not limited to Bachelor of Science/Bachelor of Arts in:

Natural resources
Meteorology
Forestry
Animal husbandry
Horticulture
Farm machinery
Fisheries
Anthropology
Sociology
Theology/Divinity
Journalism
Kiswahili and Communication
Business Management / Administration
Banking and Finance

This category includes but not limited to Bachelor of Science/Bachelor of Arts in:

Genomics
Actuarial Science
Environmental Science
Criminology
Biotechnology and Agriculture
All Courses related to Engineering
Industrial Chemistry
Biochemistry
Hospitality and tourism
Foods , Nutrition and Dietetics
Technology and applied Biology
Microbiology etc.

Those who have undertaken a PGDE with these courses are NOT eligible for registration as teachers.
These courses do not provide sufficient subject content and therefore the mastery of the content in two teaching subjects is not adequate as required.

KNEC News Portal, Knec Schools Exams Portal

All Sub County Secondary Schools in Laikipia County; School KNEC Code, Type, Cluster, and Category

October 5, 2025 Hillary Kangwana Leave a comment

Sub County Schools in Kenya form the lowest cadre of secondary schools; after National, Extra County schools and County Schools, respectively. The schools admit students from majorly within the Sub country; from the immediate locality. The Schools are majorly of Mixed type; though there are a few single sex schools. Students joining these schools are mostly those with the low marks in the Kenya Certificate of Primary Education, KCPE, exams. The schools are in most cases Day Schools; though some are Day and Boarding Schools. These schools form the majority of secondary schools in Kenya and are found in all Counties.

Here are the Sub County Schools in Laikipia County:

KNEC Code and School Name	Category	Type
30514103 THINGITHU SECONDARY SCHOOL	Sub County	Mixed
30514109 NANYUKI GARRISON SECONDARY SCHOOL	Sub County	Mixed
30514110 NKANDO SECONDARY SCHOOL	Sub County	Mixed
30514111 PCEA NANYUKI GIRLS SECONDARY SCHOOL	Sub County	Girls
30514112 NAIBOR SECONDARY SCHOOL	Sub County	Mixed
30514201 MURAMATI SECONDARY SCHOOL	Sub County	Mixed
30514202 NGENIA SECONDARY SCHOOL	Sub County	Mixed
30514203 KALALU SECONDARY SCHOOL	Sub County	Mixed
30514204 BINGWA SECONDARY SCHOOL	Sub County	Mixed
30514205 NYARIGINU SECONDARY SCHOOL	Sub County	Mixed
30514206 MIAMOJA SECONDARY SCHOOL	Sub County	Mixed
30514207 DAIGA MIXED SECONDARY SCHOOL	Sub County	Mixed
30514208 NDEMU SECONDARY SCHOOL	Sub County	Mixed
30514210 MURUNGAI MIXED DAY SECONDARY SCHOOL	Sub County	Mixed
30543104 KIMANJO MIXED SECONDARY SCHOOL	Sub County	Mixed
30543106 EWASO MIXED DAY AND BOARDING SCHOOL	Sub County	Mixed
30543107 CHUMVI MIXED AND BOARDING SECONDARY SCHOOL	Sub County	Mixed
30544103 AIYAM SECONDARY SCHOOL	Sub County	Mixed
30544104 MUTARA SECONDARY SCHOOL	Sub County	Mixed
30544108 OLARINYIRO SECONDARY SCHOOL	Sub County	Mixed
30544109 RUMURUTI DAY SECONDARY SCHOOL	Sub County	Mixed
30544110 THOME SECONDARY SCHOOL	Sub County	Mixed
30544111 DR.WACHIRA SECONDARY SCHOOL-KIAMARIGA	Sub County	Mixed
30544112 MUTAMAIYU SECONDARY SCHOOL	Sub County	Mixed
30544203 KANGUMO DAY SCHOOL	Sub County	Mixed
30544204 CHERETA SECONDARY SCHOOL	Sub County	Mixed
30544205 KITE SECONDARY SCHOOL	Sub County	Mixed
30544206 GATUNDIA SECONDARY SCHOOL	Sub County	Mixed
30544207 MAJANI SECONDARY SCHOOL	Sub County	Mixed
30544208 KIRITI DAY MIXED SECONDARY SCHOOL	Sub County	Mixed
30544209 TETU DAY SECONDARY SCHOOL	Sub County	Mixed
30544210 KARABA SECONDARY SCHOOL	Sub County	Mixed
30544211 LIMUNGA SECONDARY SCHOOL	Sub County	Mixed
30544301 SIPILI SECONDARY SCHOOL	Sub County	Mixed
30544302 LARIAK DAY SECONDARY SCHOOL	Sub County	Mixed
30544303 KIO SECONDARY SCHOOL	Sub County	Mixed
30544304 NDURUMO DAY SECONDARY SCHOOL	Sub County	Mixed
30544306 KABATI SECONDARY SCHOOL	Sub County	Mixed
30544307 MAKUTANO MIXED DAY SECONDARY SCHOOL	Sub County	Mixed
30544401 OL MORAN SECONDARY SCHOOL	Sub County	Mixed
30544402 MITHURI SECONDARY SCHOOL	Sub County	Mixed
30544403 GITHIMA SECONDARY SCHOOL	Sub County	Mixed
30555105 LAIKIPIA AIRBASE SECONDARY SCHOOL	Sub County	Mixed
30555107 WAGUTHIRU MIXED DAY SECONDARY SCHOOL	Sub County	Mixed
30555108 LECHUGU SECONDARY SCHOOL	Sub County	Mixed
30555109 WATHITUGA SECONDARY SCHOOL	Sub County	Mixed
30555110 KIHATO MIXED DAY SECONDARY SCHOOL	Sub County	Mixed
30555202 THARUA SECONDARY SCHOOL	Sub County	Mixed
30555203 OLTAFFETA SECONDARY SCHOOL	Sub County	Mixed
30555205 WITHARE DAY SECONDARY SCHOOL	Sub County	Mixed
30555206 MUHONIA SECONDARY SCHOOL	Sub County	Mixed
30555207 NYAKIO DAY SECONDARY SCHOOL	Sub County	Mixed
30555302 WIYUMIRIRIE SECONDARY SCHOOL	Sub County	Mixed
30555304 MWITURIA SECONDARY SCHOOL	Sub County	Mixed
30555305 MATHENYA SECONDARY SCHOOL	Sub County	Mixed
30555306 KARIGUINI DAY SECONDARY SCHOOL	Sub County	Mixed
30555308 IMENTI MIXED DAY SECONDARY SCHOOL	Sub County	Mixed
30556103 SALAMA SECONDARY SCHOOL	Sub County	Mixed
30556104 MURUKU SECONDARY SCHOOL	Sub County	Mixed
30556105 THIRU SECONDARY SCHOOL	Sub County	Mixed
30556106 MUNG’ETHO SECONDARY SCHOOL	Sub County	Mixed
30556107 PESI DAY SECONDARY SCHOOL	Sub County	Mixed
30556108 GATERO MIXED DAY SECONDARY SCHOOL	Sub County	Mixed
30556109 MUTHENGERA MIXED DAY SECONDARY SCHOOL	Sub County	Mixed
30556110 KUNDARILLA MIXED DAY SECONDARY SCHOOL	Sub County	Mixed
30556111 BRETHREN DAY SECONDARY SCHOOL	Sub County	Mixed
30556202 OL NG’ARUA SECONDARY SCHOOL	Sub County	Mixed
30556204 UMOJA DAY SECONDARY SCHOOL	Sub County	Mixed
30556205 GITUAMBA MIXED DAY SECONDARY SCHOOL	Sub County	Mixed
30556206 NYAKINYUA SECONDARY SCHOOL	Sub County	Mixed
30556207 KARANDI SECONDARY SCHOOL	Sub County	Mixed
30556208 TANDARE MIXED DAY SECONDARY SCHOOL	Sub County	Mixed
30556209 NDINDIKA SECONDARY SCHOOL	Sub County	Mixed
30556210 G.G. KINAMBA MIXED DAY SECONDARY SCHOOL	Sub County	Mixed
30556211 KIWANJA MIXED DAY SECONDARY SCHOOL	Sub County	Mixed
30556212 NAIGERA SECONDARY SCHOOL	Sub County	Mixed
30556213 MATUIKU SECONDARY SCHOOL	Sub County	Mixed
30556214 THIGIO MIXED DAY SECONDARY SCHOOL	Sub County	Mixed
30556215 MILIMANI SECONDARY SCHOOL	Sub County	Mixed
30556302 HUHO-INI MIXED DAY SECONDARY SCHOOL	Sub County	Mixed
30556308 STAREHE SECONDARY SCHOOL	Sub County	Girls
30556309 NYAHURURU MUNYAKA DAY SECONDARY SCHOOL	Sub County	Mixed
30556312 SHAMANEI SECONDARY SCHOOL	Sub County	Mixed
30556316 BISHOP LOUIS PIARO NGARE NARO SECONDARY SCHOOL	Sub County	Mixed
30556321 KIANDEGE SECONDARY SCHOOL	Sub County	Mixed

Guru Nanak (GN) Secondary School: Contacts, Location and Admission Details

October 5, 2025 Hillary Kangwana

Guru Nanak (GN) Secondary School is a Prestigious Private School that is located at Hombe Street, Pangani in Nairobi County, Nairobi Region in Kenya. Get all the school’s details including: the physical location, Official Phone Number Contact, Website, Email Address and Postal Address.

Guru Nanak (GN) Secondary School Location, Contacts, Postal Address, Physical Address, County, Telephone Number, Email, Website

Location: Hombe Street, Pangani
Address: P.O. Box 31983, Nairobi 00600
City/ Town: Nairobi
County: Nairobi
Country: Kenya
Phone: 020-6761773, 6760513

Admissions at Guru Nanak (GN) Secondary School

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

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

West Pokot County Senior Schools.

Wajir County Senior Schools

Vihiga County Senior Schools

Uasin Gishu County Senior Schools

Turkana County Senior Schools

Trans-Nzoia County Senior Schools

Tharaka Nithi County Senior Schools

Tana River County Senior Schools

Taita Taveta County Senior Schools

Siaya County Senior Schools

Samburu County Senior Schools

Nyeri County Senior Schools

Nyandarua County Senior Schools

Nyamira County Senior Schools

Narok County Senior Schools

Nandi County Senior Schools

Nakuru County Senior Schools

Nairobi County Senior Schools

Murang’a County Senior Schools

Mombasa County Senior Schools

Migori County Senior Schools

Meru County Senior Schools

Marsabit County Senior Schools

LMandera County Senior Schools

Makueni County Senior Schools

Machakos County Senior Schools

Lamu County Senior Schools

Laikipia County Senior Schools

Kwale County Senior Schools

Kitui County Senior Schools

Kisumu County Senior Schools

Kisii County Senior Schools

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Teachers' Resources

Grade 2 assessment book pdf

October 5, 2025 Hillary Kangwana Leave a comment

GRADE TWO CBC REPORT BOOK

Download a PDF Copy here; Grade 2 report card.

LEARNER’S DETAILS

NAME :

LEVEL :

AGE :

UPI :

STAMPED

PASSPORT

PHOTO

PARENT’S/GUARDIAN’S DETAILS

FATHER’S NAME :

CONTACT : SIGN

EMAIL ADDRESS :

MOTHER’S NAME :

CONTACT : SIGN

EMAIL ADDRESS :

FACILITATOR’S NAME :

CONTACT : SIGN

SCHOOL STAMP

ENVIRONMENTAL ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

	Tick appropriately under each category to rate learners ability	EX	MT	AP	BE	Comments
1.0	ENVIRONMENT AND ITS RESOURCES
1.1	Weather
1.1.1	Responding to different weather conditions
	Name different weather conditions
	Name ways of responding to different weather conditions to limit risk to self and others
1.1.2	Recording weather conditions
	Describe weather conditions at different time of the day
	Come up with weather record chart using symbols for a period of two weeks
	Show interest in recording weather conditions
1.1.3	Interpreting weather messages
	Interpret weather chart correctly
	Communicating weather messages accurately
	Interpreting and communicating weather messages
1.2	Water
1.2.1	Storing Water
	State importance of storing water at home and school
	Identify ways of storing water in school and at home
	Draw different pictures of appropriate proper ways of water storage
	Describe suitable ways of collecting small quantities of water at home and school
1.3	Soil
1.3.1	Exploring soil
	Model objects using soil
	Tell the soil that makes long ribbons
	Name different types of soil found in their immediate environment
1.4	Plants
	Name parts of plants
	Name different uses of plants
	Able to draw different parts of a plant
1.5	Animals
	Categorizing animals in the environment
	Observe safety when handling animals
1.6	Energy – Light
	Identify different sources of light in the environment
	Produce light using different objects in the environment
	Form shadows in the presence of light
	Take precautions against harmful light energy
2.0	SOCIAL ENVIRONMENT AND ITS NEIGHBOURHOOD
2.1	Locating places
	Point out the main features between home and school
	Locate places using main features between home and school
2.2	National anthem
	Tell occasions when national anthem is sung
	Sing national anthem well and demonstrate etiquette when singing
2.3	Child rights and responsibilities
	Outline child rights and responsibilities in school
	Demonstrate responsibility as a child in school
2.4	School rules
	Outline rules that govern children in school
	Consistently adhere to school rules
2.5	Class leadership
	Outline the work of good class leader
	Appreciate and respond to class leader
2.6	The school community
	Outline members of school community and the work of school community
2.7	Enterprise project
	Analyze and create interest and income generating activities in the school environment.
	Participating in initiating and management of class income generating projects
3.0	CARE FOR THE ENVIRONMENT
3.1	Caring for plants
	Develop appropriate message for plant protection and actively participate in promoting plant protection
3.2	Caring for animals
	Identify ways of keeping animal shelter clean and secure
3.3	Managing waste
	Identify and sort out different types of waste in school
	Identify dangers when handling waste in school
3.4	Care for water
	State the importance of keeping water safe
	State ways of keeping water safe and participate in keeping water safe in school and at home
3.5	Re-using water
	Name way in which water can be re-used at school and in homes
	Participate in re-using water to reduce wastage at home and in school
3.6	Energy conservation
	Recognize, create and display energy conservation message in school

TERM ONE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM TWO

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM THREE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

MATHEMATICAL ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

	Tick appropriately under each category to rate learners ability	EX	MT	AP	BE	Comments
1.0	NUMBERS
1.1	Number concept
	Use locally available concrete objects to represent numbers 1- 100
1.2	Whole Numbers
	Count numbers backward up to 100
	Identify place value up to 100
	Read and write numbers in words up to 30
1.3	Fractions
	Identify a ½ as part of whole
	Identify a ¼ as part of whole
1.4	Addition
	Add a 2 digit number to a 2 digit number without and with regrouping with sum not exceeding 100
	Work out missing numbers in patterns involving addition of whole numbers up to 100
1.5	Subtraction
	Subtract up to two digit numbers without regrouping
	Work out missing numbers in subtraction
1.6	Multiplication
	Represent multiplication as repeated addition using numbers 1,2,3,4 and 5 up to 5 times
	Multiply single digit numbers by 1,2,3,4,5 and 10
	Division
	Represent division as equal sharing and equal grouping
	Divide numbers up to 30 by 2,3,4, and 5 without remainder
2.0	MEASUREMENT
2.1	Length
	Measure length using fixed units
	Measure length in meters
2.2	Mass
	Measure length using fixed units and in kilograms
2.3	Capacity
	Measure length using fixed units and in litres
2.4	Time
	Recite the number of days in each month of the year
	Measure time using arbitrary units
	Measure time using fixed units
	Read, tell and write time by the hour and minute hand
2.5	Money
	Identify Kenyan coins and notes up to 200
	Count money in sh 1,sh 5 , sh 10, sh 20 , sh 50, sh 100, sh 200
	Relate money to goods and services
3.0	GEOMETRY
3.1	Lines
	Draw and model curved and straight lines
3.2	Shapes
	Draw and make patterns using triangles,ovals, rectangles, circles and squares.

TERM ONE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM TWO

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM THREE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

HYGIENE AND NUTIRTION ACTIVITIES ASSESMENT

KEY (EX- Exceeding Expectation, MT-meet expectations, AP-approaches expectation, BE-Below expectations

	Tick appropriately under each categories to rate of learners ability	EX	MT	AP	BE	COMMENT
1.0	HEALTHPRACTICES
	Importance of breakfast
	State the meaning of breakfast
	Identify time when breakfast
	Name food items for breakfast as a healthy habit
	Tell the importance of breakfast as a healthy habit
1.2	Oral hygiene
	Identify good habits that promote healthy teeth
	Identify harmful oral habits that damage their teeth
	Brush teeth properly
1.3	Uses of different rooms in the house
	name different rooms in the house
	Mention uses of different rooms in the house
	List equipment in different rooms in a house
1.4	Cleaning utensils
	Tell reasons for cleaning utensils
	Name materials used for cleaning utensils
	Clean dry and store utensils properly
1.5	Danger of second hand smoke
	Mention substances that people smoke that are harmful
	Explain the word second hand smoke
	Mention effect of the second hand smoke to our health
1.6	Keeping water safe from contaminated
	Explain water contamination
	Show ways in which water is contaminated
1.7	Re-using water and soap at home
	Explain the meaning of reusing
	Mention the way of re-using water at home
2.0	Personal hygiene
	Using and caring for personal items
2.1	Identify personal items used for personal cleanliness
	Identify reasons we shouldn’t share personal items
	State method of cleaning personal items

3.1	Food
	Basic taste of food
	Identify four basic taste in a variety of food
	Classify food according to their tastes
3.2	Eating habit
	Mention what family members and friends eat and drink
	Mention food likes and dislike of friends and family members
	Give reasons why different people like different foods
3.3	Meals and snacks
	Tell the number of meals taken daily
	Tell the difference between meals and snacks
	Mention the importance of taking meals and snacks at the right time
3.4	Grouping of foods
	Group foods according to different parts of the plant they come from
3.5	Food for school going children
	Mention foods eaten by school going children
	State the amount of food suitable for school going children and dangers of eating too much
	State importance of eating enough food
3.6	Food advertisement
	Tell the effect of food advertisement on their feeling and food choice
	Can choose healthy foods without influence of advertisement and guide others to do the same

3.7	Handling an cooking food
	Name hygiene practice while handling food
	State factors to observe when buying food from a food vendor
4.0	Safety education
4.1	Waste disposal in classroom
	Identify types of waste found in the classroom
	classroom
	Practice waste collection and proper disposal of waste in the classroom
4.2	Accidents and basic first aid
	Tell accidents occurring in the classroom
	Name the course of common accidents in the classroom
	Explain ways of preventing common accidents
	Demonstrate first aid procedure for accident

TERM ONE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM TWO

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM THREE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

C.R.E ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

	Tick appropriately under each category to rate learners ability	EX	MT	AP	BE	Comments
1.0	CREATION
1.1	Self- awareness
	Able to state what they like about themselves as God’s creation
	Being able to appreciate their physical appearance as created by God
	State what they do at home as service to God
	Recite psalms 139:13 correctly
1.2	My family
	Name members of extended family
	Identify items that shouldn’t be shared
1.3	Creation of the sky,sun,moon and stars
	Recognize God as the creator of everything on the universe. The stars, sun and earth
	Draw pictures of the stars, moon and sky to appreciate God’s creation
2.0	THE HOLY BIBLE
2.1	Holy bible as a guide in daily lives
	Identify reasons for reading the bible to strengthen their in God
	State how often they read the bible
	Sing a song about the bible
2.2	Division of the bible
	Name the number of books in the old testament
	Identify the first two books in the old testament
	Read and recite Psalms 100:4
2.3	The bible story ’the call of Samuel
	Describe the call of Samuel and relate it to their lives of their obedience to God
	Demonstrate their obedience to God’s word
	Noah and the Ark
	State the reason WHY God chose Noah to build the Ark
	Tell the story of Noah and the ark
	Desire to obey God and the parents
2.5	Daniel is rescued from the den of Lion
	Mention numbers of time Daniel prayed to God and relate it to their lines
	Acquire the skill of assertiveness by emulating Daniel
	Appreciate God as the protector by trusting Him
2.6	The widow of Zarephath
	Narrate the story of the widow of zarephath and trust in God for their needs
	Appreciate God in the miracle of multiplication of flour and oil and have faith in him as a provider
3.0	THE EARLY LIFE OF JESUS CHRIST
3.1	Kindness of wise men
	list the gift given to baby Jesus
	Develop the value of sharing and acquire the skills of assertiveness by refusing gift from strangers
	Appreciate Jesus as a gift from God
3.1	Jesus Christ worked
	Develop the responsibilities of doing simple chores at home and churches
	Love the work by emulating Jesus Christ and assisting the parents at home
3.3	Jesus calm down the storm
	Explain the miracles of calming down the storm
	Appreciate the meaning of calming down the storm and trusting God whenever face with challenges
3.4	Explain how Jesus solved the problem of the fishermen and relate it to their lives by trusting in God
	Appreciate the response of the fishermen by obeying God
3.5	Healing of the man with withered hand
	Explain the healing of the man with a withered hand and relate it to their by trusting God for healing
	Appreciate Jesus compassion by expressing kindness to other
3.6	Easter
	Discus the death of Jesus as a sign of total love for human kind
	Demonstrate love for other
	Appreciate Jesus Christ death and resurrection as the way of salvation
4.0	CHRISTIAN VALUES
4.1	Sharing
	Identify items shared at school
	Identify occasion when they can be shared
	Always share items with others to show kindness
4.2	Obedience
	Obey teachers and students leadership
	Obey parents and elders at home
4.3	Honesty
	Demonstrate honesty in school by telling the truth.Example: collecting lost money in school and taking it to the teacher
4.4	Thankfulness
	Identify reasons for thanking people and appreciate others kindness by always telling them “Thank you”
4.5	Forgiveness
	Forgive others daily
	Tell the story of the prodigal son and relate it with their life of asking for forgiveness. Always ask for forgiveness when they wrong others.
	Appreciate God’s forgiveness through Jesus Crucification
4.6	Responsibility
	Identify the items they carry to school to assist them in learning
	Demonstrate the value of responsibility by taking care of items
5.0	THE CHURCH
5.1	Prayer
	Pray often
	Recite the Lord’s prayer
5.2	The Holy Spirit
	Name the promise Jesus gave to his disciples
	Appreciate the work of the Holy Spirit in their day to day lives

TERM ONE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM TWO

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM THREE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

LANGUAGE ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

	Tick appropriately under each category to rate learners ability	EX	MT	AP	BE	Comments
1.0	LANGUAGE ACTIVITIES
1.1	Listening and speaking
	Listen attentively during conversation
	Respond to specific simple directional instructions in oral communication
	Listen without interrupting
1.2	Pronunciation
	Recognize the consonant blends in different spoken words e.g. bl-blue, fl-flower
	Use vocabulary learned to communicate confidently
1.3	Language structures and functions
	Use the past forms of the verb ‘to be’ correctly to construct sentences
	Use objective pronoun ( you, us, him, her, me) correctly to construct sentences
	Use various forms of the verb (to have) as a main verb
	Use plural forms of nouns to construct simple sentences (-ies, -ves) Example city – cities.
	Use present continuous tense to talk about food we eat, health and nutrition correctly.
	Use present continuous tense correctly to talk about ongoing issues
	Use present continuous tense to talk about actions that were ongoing in the past
	Use ordinal and cardinal number to construct sentences and group objects
	Use opposite to describe gender set of animals
	Use simple propositions accurately to describe the position and location of things in the classroom
	Tell direction of things correctly (across, to, at, beside, above, over, below)
	Use ‘a’, ‘and’ and ‘the’ correctly in conversations
	Use possessives correctly (yours, ours, hers, his)
	Use what, where, when, whose to ask question
	Use appropriate words to describe size, color, shape of objects.
	Use conjunctions (and, but, although) to make short sentences during conversation.
2.0	READING
2.1	Pre-reading
	Identify words correctly while reading
2.2	Phonic reading
	Naming letters and their sounds
	Joining sounds to read words with letters
2.3	Word reading
	Read vocabularies with letter sounds fluently
2.4	Text reading
	Observe basic punctuation marks
	Read at least 70 word per minute
	Read a text transitioning from word by word to phrasal reading
2.5	Comprehension
	Making prediction over a text
	Answering questions based on a story they have read
	Making simple summary of the text
3.0	WRITING
	Pre-writing
	Sit upright while writing
	Hold a pencil appropriately
3.2	Handwriting
	Focus and follow lines when writing
	Observe the shape and size of letters and words properly
3.3	Spelling
	Spell and write learnt words in the vocabulary correctly
3.4	Punctuation
	Punctuate sentences correctly using punctuation marks
3.5	Guided Writing
	Write sentences from a prompt and fill the gaps using correct words

TERM ONE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM TWO

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM THREE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

LITERACY ACTIVITIES ASSESMENT

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

	Tick appropriately under each category to rate learners ability	EX	MT	AP	BE	Comments
1.0	LISTENING
1.1	Listening attentively to simple sequenced instructions
	Use prompts to respond to questions
1.2	Word and sentence formation
	Identify the number of syllables in a word
	Recognize words with similar sounds
	Combine syllables to form words
	Combine words to make simple sentences
1.3	Story telling
	Listen to a variety of stories and learn morals taught
	Respond to questions and stories of (who, what, when)
	Retell stories
	Tell a story orally
1.4	Effective communication
	Listen attentively to songs, rhymes, conversations and stories
	Communicate effectively using non-verbal cues
	Use suitable vocabulary to express feelings and talk about experiences
1.5	Conversation
	Ask and answer relevant questions after listening to a story
	Use words and sentences in speech accurately
	Speak with ease
	Listen and respond appropriately to others
2.0	SPEAKING
2.1	Responding confidently to questions and instructions
	Use verbal and non-verbal cues to respond to questions and instructions
2.2	Phonological awareness
	Use multiple letter sounds to make syllables and words
	Blend and segment syllables correctly to form words
	Use words to make short meaningful sentences
2.3	Talk about
	Can talk about events and character in a story or a text
2.4	Presentation skills
	Express self appropriately and present ideas in order
3.0	READING
	Reading speed and fluency
	Reading a story loudly and put expressive interpretation
3.2	Group reading
	Participate fully in group reading and read with ease during group reading
3.3	Silent Reading
	Read stories and passages silently showing sustained focus for longer periods
3.4	Answering comprehensive questions
	Summarizes texts read and answers questions with ease
4.0	WRITING
4.1	Words and sentences formation
	Use words and phrase to write simple sentences
	Differentiate lower and upper case letters while writing
4.2	Spelling
	Spell words and simple sentences correctly
4.3	Handwriting
	Spacing of words and basic punctuation
	Joining of letters to form words
	Differentiate small and capital letters
4.4	Self-comprehensive and creative writing

TERM ONE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM TWO

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM THREE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

KISWAHILI ACTIVITIES ASSESMENT

Viwango: Kuz-Kuzidisha matarajio, Kuf-Kufikia matarajio, Kuk-Kukaribia matarajio, mb-mbali na matarajio

	Weka alama kuashiria kiwango cha mwanafunzi ipasavyo	KUZ	KUF	KUK	MB	Mapendekezo
1.0	SHULENI
1.1	Sauti na majina ya herufi za Kiswahili
	Kutamka sauti lengwa kwa ufasaha
	Kuandika herufi zinazowakilishwa na sauti lengwa ipasavyo
1.2	Kusikiliza na kuongea
	Tumia maneno ya maamkuzi ya nyakati za siku mwafaka
	Kuamkua na kuitikia maakuzi ya nyakati mbalimbali ipasavyo
1.3	Msamiati
	Kutumia msamiati wa shuleni katika mawasiliano ya kila siku
	Kuandika maneno na sentensi fupi kuhusu shule,rafiki
1.4	Kusikiliza na kuzungumza
	Taja na ueleze vitu vinavyopatikana shuleni
	Kusikiliza kwa makini masimulizi yaw engine katika mjadala kuhusu shule
1.5	Kusoma hadithi
	Kutambua picha za vitu vinavyopatikana shuleni
	Kusoma hadithi kwa ustadi
	Kutambua na kutoa mafunzo ya hadithi aliyoisoma na aliyosomewa
	Uchangamfu wa kusoma hadithi
1.6	Msamiati
	Kutambua nambari 11-50
	Kusoma nambari 11-50- (kwa maneno)
	Kuandika nambari 11-50 (kwa maneno)
1.7	Kutumia –ako na –enu ipasavyo katika sentensi
2.0	HAKI ZANGU
2.1	Kutambua na kutamka sauti na majina ya Kiswahili
2.2	Anatumia msamiati wa haki za watoto kwa ubunifu
2.3	Kutaja na kueleza umuhimu wa haki za watoto na kuzutilia maanani
2.4	Asome hadithi kwa ufasaha na kujibu maswali
2.5	Tumia “vizuri” na “vibaya” katika sentensi ipasavyo
3.0	USAFIRI
3.1	Kutamka sauti lengwa ipasavyo
3.2	Kutumia msamiati wa usafii katika kutunga sentensi
3.3	Kutaja vyombo mbalimbali vya usafiri
3.4	Kusoma haditho kwa ufasaha
3.5	Matumizi ya herufi kubwa
4.0	FAMILIA
4.1	Kutamka sauti lengwa
4.2	Kutumia maneno ya heshima na adabu ipasaavyo
4.3	Kutumia msamiati wa familia katika mawasiliano kutaja majina
4.4	Kusikiliza kwa makini na kueleza kuhusu watu wa familia
4.5	Kusoma hadithi na kuielewa vizuri
4.6	Kutumia maneo yanayoashiria vitendo kwa ufasaha
5.0	USALAMA WANGU
5.1	Kutamka sauti na herufi
5.2	Kutambua msamiati ambao hutumiwa kwa usalama na kuunda sentensi akiyatumia
5.3	Kuelezea jinsi ya kujiepusha na vitendo vinavyoweza kumdhuru
5.4	Kusoma hadithi kuhusu usalama
5.5	Kutumia sarufi huyo na hao
6.0	HALI ZA ANGA
6.1	Kusoma alfabeti za Kiswahili kwa mfuatano
6.2	Kusoma na kutumia msamiati unaotumiwa katika hali ya anga
6.3	Kusoma hadithi kwa usahihi
6.4	Matumizi ya nafsi ya pili wakati uliopita
7.0	LISHE BORA
7.1	Kutambua msamiati kuhusu lishe bora
7.2	Kuzungumzia juu ya chakula anachokipenda na umuhimu wa lishe bora
7.3	Kusoma hadithi kwa ufasaha
7.4	Kutumia hiki na hivi katika sentensi
8.0	MNYAMA NIMPENDAYE
8.1	Kutaja majina ya wanyama wa nyumbani
8.2	Kutambua mnyama ampendaye na kusimulia kwa umakinifu
8.3	Kusikiliza kwa umakinifu na kusoma hadithi kwa usahihi
8.4	Kutumia sarufi “hili” na “haya” kwa usahihi

TERM ONE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM TWO

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM THREE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

PHYSICAL COMPETENCIES

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

	Tick appropriately under each category to rate learners ability	EX	MT	AP	BE	Comments
1.0	BASIC MOTOR SKILLS
1.1	LOCOMOTOR SKILLS
1.1.1	HOPPING
	Name the parts of the body that one uses during hopping
	Observe rules and follow instructions while performing the exercise
	Participation behavior, attitude and appreciation to own and others performance.
1.1.2	Leaping
	Name parts of the body that are in use while leaping
	Perform leaping in different ways, levels and paths
	Appreciate leaping/demonstrate attitude of enjoyment while leaping
1.1.3	Jumping for some distance
	Observe rules when playing the game
1.2	NON LOCOMOTOR SKILLS
1.2.1	Pulling and pushing
	Perform pulling and pushing in different directions, level and speed
	Obey rules when playing
	Appreciate the game and activities
1.2.2	TURNING
	Perform turning in different directions, ways and levels
	Make quarter turns, half turns and complete turns
	Obey rules
	Appreciate the game
1.3	Manipulative skills
1.3.1	Kicking
	Name parts of the body that are in use while kicking
	Perform kicking in different ways ,different ways , directions, speed
	And level
	Appreciate the game
	Obey rules while playing
1.3.2	Stopping
	Name parts of the body that are in use when stopping
	Perform stopping in different pathways and directions
	Observe rules
	Appreciate the game
2.0	Swimming
2.1	Water safety
2.1.1	Signs of drowning
	Name some floaters and sinkers
	Role play and identify a drowning person for rescue
2.1.2	Rescuing drowning person
	Naming tools that can be used to rescue a drowning person
	Design homemade rescuing devices
	Role play rescuing a drowning person
	Play simple water games
	Observe rules while playing on water
2.2	Basic swimming skills
2.2.1	Treading water
	Perform treading water for endurance
	Obey pool rules
	Participation behavior
2.2.2	Horizontal float (back float)
	Perform the horizontal float technique
	Observe swimming pool rules
2.2.3	Gliding
	Perform gliding in water
	Observe swimming rules
	Appreciate gliding
3.0	GYMNASTIC
3.1	Static balance
	Name parts of the body that are involved in back to back balance
	Observe rules
	Appreciate playing the game
3.1.2	Wheelbarrow balance
	Name parts of the body that are used during wheelbarrow balance
	Observe rules for own and others safety
	Appreciate wheelbarrow balancing
3.2	Dynamic balance
3.2.1	Forward Roll
	Name body parts used in forward roll
	Perform forward roll in different ways
3.2.2	Wheel barrow walk
	Perform wheel barrow walk freely

TERM ONE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM TWO

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM THREE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

ART AND CRAFT

KEY EX-Exceeding Expectations, MT-Meets Expectation, AP-Approach Expectation, BE-Below expectation

	Tick appropriately under each category to rate learners ability	EX	MT	AP	BE	COMMENT
1.0	Drawing
1.1	Forms
	Identify a variety of forms in physical and ICT
	Identify tools and material used in drawing forms
	Drawing simple forms
	Appreciate own and others work
1.2	Texture
	Identify types of texture in physical and ICT
	Identify materials and tools that can be used in creating texture
	Create simple texture effect in drawing
2.0	PAINT AND COLOUR
2.1	Paint shapes and observation
	Identify and name material used for painting
	Mix paint correctly and paint simple shape
	Draw and paint the national flag
	Paint simple shapes using ICT
3.0	PARTTER MAKING
3.1	TEXTURES PATTERN
	Create simple texture patterns for self-expression
3.2	Shape pattern
	Observe shape pattern in the environment and in digital media
	Create simple shape pattern for self-expression
3.3	Letter pattern
	Observation of letter pattern in the environment and ICT
	Create simple letter pattern fleshed or using ICT
4.0	Mounting technique
4.1	collage
	Collection of materials from the sorounding
	environment
	Create simple pictures in collage using locally available materials
5.0	Decorating forms
5.1	Decorating egg shells
	Observe teacher sample and decorate egg shells by painting and pasting colored papers
5.2	Decorating plastic containers
	Decorate plastic container by pasting colored papers
6.0	ornaments
6.1	Double strand neckless
	Observe beaded ornaments from teachers sample
	Create necklace with local materials using double strand beading
6.2	Double strand bracelet
	Observe teachers sample
	Create own bracelet using double strand beading with local materials
7.0	FABRIC DECORATION
	Printing on fabric with cut out stamps
	Observe cut out stamp printed fabric from teachers samples
	Print fabric using cut out stamps for decoration
8.0	MODELLING
8.1	Slab technique
	Observing items made using slab technique materials and tools from the teacher
	Model simple objects using slab technique
8.2	Pallet technique

	Observing teachers items made using pallet technique materials tools
	Model simple object using pallet technique
9.0	sculpture
9.1	toys
	Make simple toys using local materials for playing
	Appreciate playing with toys
9.2	kites
	Make simple kites using locally available materials
	Appreciate playing with toys
10.0	weaving
	Weaving on a serrated card loom
	Weave one color table mat using a serrated loom for self-expression

TERM ONE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM TWO

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM THREE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

MUSIC

Key: EX-Exceeding Expectation, MT-Meets Expectation, AP-Approaches Expectation, BE– Below Expectation

	Tick appropriately under each category to rate learners ability	EX	MT	AP	BE	Comments
1.0	PERFORMING
1.1	Songs
	Identify different types of songs performed for different purposes to enhance comprehension
	Sing a variety of age appropriate songs in unison paying attention to accuracy in pitch and rhyme
	Sing verse 1,2 and 3 of Kenya National Anthem in English and in Kiswahili with proper etiquette
	Execute the element of music while singing as a basis of musicianship
	Use vocal techniques in singing
	Express feelings, ideas and emotions through singing
	Perform familiar songs individually (solo) or as a group (choral)
	Sing familiar song with body movement
1.2	Singing games
	Perform various singing games drawn from local and other communities
	Use of props, costumes and movement in performing
	Appreciate and enjoy performing singing games
1.3	Musical Instruments
	Identify and name wind instruments used in music making
	Playing wind instrument
	Use improvised wind instrument to put accompaniments to songs and dances
	Enjoy and appreciate playing wind instruments
1.4	Dance
	Use body movements in variety of ways in dance
	Use dance to express feelings
	Apply locomotor and non-locomotor movements creatively in own dance
	Observe basic elements of dance during performing
	Appreciate and practice etiquette during dance performing
2.0	Rhythm
	Identify and mimic animals, objects that make rhythmic patterns
	Improvise rhythmic accompaniment to short, simple ,familiar songs
	Create simple rhythmic patterns with short and long sounds and silences using body percussions
	Record own created rhythms on digital devices
2.2	Melody
	Identify melodic variations in familiar simple tunes in preparation for own composition
	Use digital device to record own variations to familiar songs
3.0	LISTENING AND RESPONDING
3.1	Elements
	Express initial personal reactions to musical performances
	Imitate short melodies with accuracy in pitch and rhythm
	Relate specific music to appreciate events in the community
	Respond to live or recorded performance with appropriate audience behavior
	Discuss the message in the selected music
	Appreciate and enjoy music drawn from diverse cultures and time through digital devices

TERM ONE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM TWO

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERM THREE

OPENING DATE: CLOSING DATE

Total Number of strands covered

From (1^st Strand Sub strand

To (last strand) Sub strand

Strands/Sub strand not covered by the learner

Reason

Facilitator remarks based on: – Core competencies, achievements, PCIs development and value

Sign

TERMLY SUMMATIVE ASSESSMENT

TERM

LEARNING AREA	GRADE EXAM 1	GRADE EXAM 2	GRADE EXAM 3	AVERAGE GRADE
MATHEMATICAL ACTIVITIES
LANGUAGE ACTIVITIES
ENVIRONMENTAL ACTIVITIES
CRE/IRE/HINDU ACTIVITIE
LITERACY ACTIVITIES
MOVEMENT ACTIVITIES
HYGENE AND NUTRITION ACTIVITIES
ART AND CRAFT ACTIVITES
KISWAHILI ACTIVITIES
MUSIC ACTIVITIES

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage Grade

0 – 49 D

50 – 64 C

65 – 74 B

75 – 100 A

GENERAL REMARKS ON SUMMATIVE ASSESMENT

Class teacher’s comments:

Head teacher’s signature Date

Parent’s signature Date

TERMLY SUMMATIVE ASSESSMENT

TERM

LEARNING AREA	GRADE EXAM 1	GRADE EXAM 2	GRADE EXAM 3	AVERAGE GRADE
MATHEMATICAL ACTIVITIES
LANGUAGE ACTIVITIES
ENVIRONMENTAL ACTIVITIES
CRE/IRE/HINDU ACTIVITIE
LITERACY ACTIVITIES
MOVEMENT ACTIVITIES
HYGENE AND NUTRITION ACTIVITIES
ART AND CRAFT ACTIVITES
KISWAHILI ACTIVITIES
MUSIC ACTIVITIES

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage Grade

0 – 49 D

50 – 64 C

65 – 74 B

75 – 100 A

GENERAL REMARKS ON SUMMATIVE ASSESMENT

Class teacher’s comments:

Head teacher’s signature Date

Parent’s signature Date

TERMLY SUMMATIVE ASSESSMENT

TERM

LEARNING AREA	GRADE EXAM 1	GRADE EXAM 2	GRADE EXAM 3	AVERAGE GRADE
MATHEMATICAL ACTIVITIES
LANGUAGE ACTIVITIES
ENVIRONMENTAL ACTIVITIES
CRE/IRE/HINDU ACTIVITIE
LITERACY ACTIVITIES
MOVEMENT ACTIVITIES
HYGENE AND NUTRITION ACTIVITIES
ART AND CRAFT ACTIVITES
KISWAHILI ACTIVITIES
MUSIC ACTIVITIES

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage Grade

0 – 49 D

50 – 64 C

65 – 74 B

75 – 100 A

GENERAL REMARKS ON SUMMATIVE ASSESMENT

Class teacher’s comments:

Head teacher’s signature Date

Parent’s signature Date

ANNUAL SUMMATIVE ASSESSMENT

TERM

LEARNING AREA	GRADE EXAM 1	GRADE EXAM 2	GRADE EXAM 3	AVERAGE GRADE
MATHEMATICAL ACTIVITIES
LANGUAGE ACTIVITIES
ENVIRONMENTAL ACTIVITIES
CRE/IRE/HINDU ACTIVITIE
LITERACY ACTIVITIES
MOVEMENT ACTIVITIES
HYGENE AND NUTRITION ACTIVITIES
ART AND CRAFT ACTIVITES
KISWAHILI ACTIVITIES
MUSIC ACTIVITIES

GRADING KEY (can be altered to suit the school’s grading criteria)

Percentage Grade

0 – 49 D

50 – 64 C

65 – 74 B

75 – 100 A

GENERAL REMARKS ON SUMMATIVE ASSESMENT

Class teacher’s comments:

Head teacher’s signature Date

Parent’s signature Date

SOCIAL /BEHAVIOUR REPORT

KEY

S – SATISFACTORY

I – IMPROVEMENT

Report to be completed by the class teacher

BEHAVIOUR	ASSESMENT
Considering for others
Organization for school resources
Accepts responsibility
Works independently
Works well with others
Completes assignments at school
Completes home assignments
Participates in community service learning
Use time wisely
Has reverence for God as per a super being

OTHER COMMENTS FROM THE TEACHER

Teachers' Resources

KISWAHILI FASIHI SIMULIZI FREE NOTES

October 5, 2025 Hillary Kangwana Leave a comment

FASIHI SIMULIZI

Fasihi ni sanaa inayotumia lugha kuwasilisha ujumbe unaomhusu binadamu.

Sanaa ni ufundi wa kuwasilisha fikra na hisia za binadamu kama vile maneno, maandishi, uchoraji, uchongaji, ufinyanzi n.k.

Fasihi simulizi ni sanaa kwa vile:

Huwasilisha ujumbe kuhusu binadamu kuhusu utamaduni na uchumi.
Huwa na umbo mahsusi k.m. hadithi huwa na mwanzo, kati na mwisho na mashairi huwa na beti, mishororo, n.k.
Hutumia lugha kwa ufundi k.v. ya kitamathali.
Husawiri mandhari/mazingira mahsusi kwa ufundi mkubwa.
Hujenga wahusika kwa ustadi mkuu ili kusawiri tabia za watu katika jamii.

Tofauti Kati ya Fasihi na Sanaa Nyingine

fasihi

sanaa nyingine

ü Kutumia lugha

ü Sanaa tendi

ü Kutumia wahusika kuwasilisha maudhui

ü Kutumia maudhui na fani kuwasilisha ujumbe

ü Kujikita katika mazingira na wakati maalum

ü Kutotumia lugha

ü Si tendi

ü Hutumia maumbo kumithilisha watu

ü Kutumia maumbo na sura za vitu

ü Hazijikiti katika muktadha na wakati maalum.

Aina/makundi ya fasihi

Fasihi simulizi

Fasihi inayowasiolishwa kwa njia ya mdomo.

Fasihi andishi

Fasihi inayowasilishwa kwa njia ya maandishi.

Tofauti kati ya fasihi simulizi na fasihi andishi/sifa za fasihi simulizi/zinazofanya utanzu uwe wa fasihi simulizi

Fasihi simulizi huwasilishwa kwa njia ya mdomo ilhali fasihi andishi huwasilishwa kwa njia ya maandishi.
Fasihi simulizi huhifadhiwa akilini ilhali fasihi aandishi huhifadhiwa kwa maandishi.
Fasihi simulizi ni mali ya jamii ilhali fasihi andishi ni mali ya mtu binafsi/mwandishi.
Fasihi simulizi ina wahusika wa kila aina k.v binadamu, wanyama na ndege, mazimwi na majitu, miungu, mizimu, mashetani na vitu visivyo na uhai k.v. mawe na miti ilhali fasihi andishi ina wahusika binadamu kwa kiasi kikubwa.
Fasihi simulizi ina tanzu nyingi kuliko fasihi andishi.
Uwasilishaji wa fasihi simulizi huweza kuandamana na utendaji k.v matumizi ya ishara, nyimbo, makofi, kuimba, kubeba zana katika majigambo n.k ilhali ule wa fasihi andishi hauandamani na utendaji isipokuwa inapowasilishwa mbele ya hadhira.
Fasihi simulizi huwasilishwa mbele ya hadhira ilhali fasihi andishi si lazima iwasilishwe mbele ya hadhira.
Fasihi simulizi huwasilishwa mahali maalum k.v jandoni, matangani, arusini, n.k ilhali fasihi andishi haina mahali maalum.
Fasihi simulizi huandamana na shughuli fulani ya kitamaduni ilhali fasihi andishi haiandamani na shughuli ya kitamaduni.
Fasihi andishi huhitaji muda kutunga ilhali baadhi ya fasihi simulizi huzuka papo hapo k.m. semi, maigambo.
Fasihi simulizi ina uwezo mkubwa wa kubadilishwa na fanani anapowasilisha ufaraguzi) bali fasihi andishi haibadiliki isipokuwa mwandishi aiandike upya.
Fasihi simulizi ina historia ndefu kuliko fasihi andishi kwa kuwepo tangu mwanzo wa maisha ya binadamu
Fasihi simulizi huwasilishwa wakati maalum k.v. usiku, kipindi fulani cha mwaka ilhali andishi haina wakati maalum.
- Tofauti kati ya hadhira
Hadhira ya fasihi simulizi huweza kuwasiliana moja kwa moja na mwasilishaji ilhali ile ya fasihi simulizi sio lazima iwasiliane na mwandishi.
Hadhira huchangia katika uwasilishaji wa fasihi simulizi k.v kwa kuimba, kupiga makofi n.k (hadhira tendi/hai) ilhali hadhira ya fasihi andishi haichangii katika uandishi.
Hadhira ya fasihi simulizi huonana na mwasilishaji ilhali ile ya fasihi andishi si lazima ionane na mwandishi.
Hadhira ya fasihi simulizi ni kubwa kuliko ile ya fasihi andishi kwani huhusisha hata wasiojua kusoma na kuandika.
Hadhira ya fasihi simulizi ni hai yaani inajulikana na fanani ilhali ile ya fasihi simulizi si hai yaani haijulikani na mwandishi.
Hadhira ya fasihi simulizi hainunui kazi ilhali ile ya fasihi andishi hununua kazi.
Hadhira ya fasihi simulizi yaweza kumiliki kazi ya fanani lakini ile ya fasihi andishi haiwezi kumiliki kazi ya mwandishi.
Hadhira ya fasihi simulizi huchagua kwa kulenga watu wa rika fulani lakini ile ya fasihi andishi hailengi watu wa rika yoyote.

Jinsi Fasihi Simulizi na Andishi Zinavyofanana

Zote mbili hushughulikia masuala yanayohusu maisha maisha ya binadamu.
Zote mbili Huhumia lugha kwa ubunifu kuwasilisha maudhui.
Zote mbili huwa na vipengele viwili vikuu, maudhui na fani (jumla ya mbinu msanii alizotumia kuwasilisha maudhui).
Zote mbili majukumu sawa k.v. kuburudisha, kuadilisha, kuhifadhi na kuendeleza utamaduni, n.k.
Zote mbili zina utendaji-pale tamthilia na riwaya zinapoigizwa.
Zote mbili huzaliwa, hukua na hufa kutegemea mabadiliko ya wakati.
Zote mbili huwa na wawasilishaji-fanani k.m. mtambaji/mganaji au manju/yeli katika fasihi simulizi na mwandishi upande wa fasihi andishi .
Fasihi simulizi imekopa tanzu za fasihi simulizi k.v. methali, mashairi, n.k.

Majukumu ya Fasihi Simulizi/Umuhimu wa Kufunza Fasihi Simulizi Katika Shule za Upili

Kuburudisha-kustarehesha, kufurahisha, kuchangamsha, kutuliza, kusisimua na kupumbaza akili na kiwiliwili – nyimbo, hadithi, vitendawili
Kufunza maadili kwa wanajamii kwa kuwahimiza kuiga sifa chanya na kukataa sifa hasi za wahusika.
Kukuza uwezo wa kufikiri/kudadisi k.m vitendawili na chemshabongo.
Kufariji k.m mbolezi na methali k.m. ‘Baada ya dhiki faraja’.
Vipengele vya fasihi simulizi k.v mashairi, nyimbo, nahau, hutumiwa katika uandishi wa fasihi andishi.
Kuhifadhi historia ya jamii k.m. mighani, visaviini, mapisi, tarihi n.k.
Kukejeli tabia zinazokiuka matarajio ya jamii k.v soga, methali, n.k.
Kuendeleza tamaduni za jamii kwani husawiri imani na desturi za jamii. k.v kitendawili ‘Nyumbani mwetu mna papai lililoiva lakini siwezi kulichuma.’ – Mtu hawezi kumwoa dadake.
Kuunganisha watu pamoja kwa kuwajumuisha pamoja wakati wa ngoma, kuimba, utambaji, n.k.
Kukuza lugha k.v. misimu inapokita kimatumizi na kujumuishwa katika lugha sanifu.
Kukuza uwezo wa kutumia lugha kadiri mtu anapoendelea kuwasilisha k.v. hotuba, vitanza ndimi husaidia kuboresha matamshi na kutofautisha maana za maneno.
Kuza uwezo wa kubuni k.v. malumano ya utani, vitanza, ndimi ngonjera, n.k.
Kukuza uzalendo kwa kufanya wanajamii kuonea fahari jamii zao na kuiga mashujaa au watu waliotendea jamii makuu.
Kuonya na kutahadharisha wanajamii dhidi ya tabia hasi k.v. ulafi, uchoyo, n.k.

Sababu za Ufaraguzi/Kubadilika kwa Fasihi Simulizi

Kuwasilishwa vibaya.
Fanani kusahau na kubadilisha yaliyomo na mtiririko.
Kubadilisha ili kukidhi mahitaji ya hadhira k.m. umri na uelewa wao- kutumia lugha nyepesi kwa watoto na pevu kwa watu wazima.
Mabadiliko ya mandhari/mazingira-vitu vilivyo katika mazingira halisi kukosekana katika mazingira ya usimulizi na msimulizi kutumia vitu katika mazingira yake vinavyokaribiana navyo.
Kutoeleweka na hivyo kuhifadhiwa vibaya.
Mabadiliko ya wakati k.m kitendawili cha wakati wa mkoloni kutumia mzungu na cha wakati wa mwarabu kutumia mwarabu na maana ni ile ile-Mzungu/mwarabu amesimama kwa mguu mmoja-mwavuli.
Mabadiliko ya falsafa ya vizazi na maingiliano katika jamii kusababisha kurithisha tu yale ambayo ni muhimu na kuacha mengine.
Kila fanani huwa na mtindo wake wa kuwasilisha/kisanii.
Ubunifu wa fanani ili uwasilishaji uweze kuvutia saidi na uwezo wake wa lugha.
Teknolojia kusababisha kuhifadhiwa na hivyo kuiua.

Wahusika katika Fasihi Simulizi

Wahusika ni viumbe wa sanaa ambao hutumiwa katika kazi ya fasihi kuwasilisha maswala mbalimbali.

Fanani-anayetunga na kuwasilisha fasihi simulizi.
Hadhira-kusikiliza, kutazama, kushiriki wa kuimba, kuuliza maswali, kutegua vitendawili, kupiga makofi, n.k. kuna aina mbili za hadhira: (i) hadhira tendi/hai na (ii) hadhira tuli.
Wanyama-wanaofanya kama binadamu na kuwakilisha sifa kama vile ujanja, ulaghai, tamaa na ujinga na wanaobakia wanyama tu.
Binadamu
Mazimwi na majitu-viumbe vyenye matendo na maumbile ya kutisha kama vile jicho moja, vichwa viwili au zaidi, nusu mtu na nusu myama, wenye tamaa iliyokithiri ya kuweza kumeza kila kitu, kuhifadhi na kutunza binadamu ananyoyapendeza.
Wahusika vitu (visivyo na uhai) mawe, miti, vijaluba, vibuyu-hutumiwa kuibua imani za kidini.
Mizimu-roho za waliokufa-hutembea, hula na huathiri binadamu.
Miungu-viumbe vyenye uwezo mkubwa dhidi ya binadamu k.m. katika mighani na visasili.

Njia za Kukusanya Fasihi Simulizi

Kuchunza/utazamaji

Kutazama kwa makini yanayotokea na kuandika.

Umuhimu/ubora/uzuri

Kupata habari za kutegemewa na kuaminika.
Ni rahisi kurekodi k.v. kwa vinasa sauti, video, n.k.
Ni njia bora kwa wasiojua kusoma na kuandika
Kuweza kupata sifa za uwasilishaji k.v. toni/kiimbo, ishara n.k.
Kuweza kupata hisia halisi za uwasilishaji

Udhaifu

Shida ya mawasiliano.
Ugeni wa mtafiti kusababisha washiriki kumshuku na kusitisha uwasilishaji
Ghali kwa kumbidi mtafiti kusafiri
huhitaji muda mrefu

Kusikiliza wasanii wakiwasilisha tungo zao.

Umuhimu

Kuweza kupata sifa za uwasilishaji k.v. toni/kiimbo, ishara n.k.
Kupata habari za kutegemewa na kuaminika.
Ni rahisi kurekodi k.v. kwa vinasa sauti, video, n.k.
Kikwazo cha mawasiliano-Si njia bora kwa wasiojua kusoma na kuandika.
Kuweza kupata hisia halisi za uwasilishaji.

Udhaifu

Shida ya mawasiliano-Si njia bora kwa wasiojua kusoma na kuandika.
Huhitaji muda mrefu-kusafiri na kusikiliza.
Ugeni wa mtafiti kusababisha washiriki kutowasilisha ipasavyo.
Ghali kwa gharama ya usafiri.

Mahojiano
- Kuhoji wanaofahamu mengi kuhusu fasihi simulizi.

Umuhimu

Kuweza kung’amua wakati mhojiwa anatoa habari zisizo za kweli.
Kuweza kufafanulia mhojiwa maswali ili kuweza kupata habari sahihi zaidi.
Kuweza kupata sifa za uwasilishaji k.v. toni/kiimbo, ishara n.k.
Ni rahisi kurekodi k.v. kwa vinasa sauti, video, n.k.
Kupata habari za kutegewa na kuaminika

Udhaifu

Huhitaji muda mrefu.
Mhojiwa kutotoa habari kwa kutomwamini mtafiti kwa ugeni wake.
Kikwazo cha mawasiliano-si njia bora kwa wasiojua kusoma na kuandika.
Ghali kwa gharama ya usafiri.

Kurekodi katika kanda za sauti/tepurekoda

Umuhimu

Kuweza kudumu na kufikia vizazi vingi.
Sifa za uwasilishaji/uhai kama vile toni na kiimbo kuhifadhiwa.
Mkusunyanyaji aweza kurudia uwasilishaji ikiwa hakuelewa.
Kupata habari za kutegewa na kuaminika
Kuweza kupata hisia halisi za uwasilishaji

Udhaifu

Chaweza kukosa nguvu za umeme na utafiti kuathirika.
Hakiwezi kunasa uigizaji.
Fanani huenda asiwasilishe vyema akijua anarekodiwa.
Ghali kwa kuhitaji kununua kifaa na kumbidi mtafiti kusafiri.

Kurekodi kwa filamu na video
- Hunasa picha zenye miondoko na sauti.

Umuhimu

Video huhifadhi uigizaji, ishara na kiimbo/toni.
Kuonyesha uhalisi wa mandhari
Mkusunyanyaji aweza kurudia uwasilishaji ikiwa hakuelewa
Kazi iliyokusanywa hivi hudumu kwa muda mrefu.
Njia bora kwa wasiojua kusoma na kuandika
Kupata habari za kutegewa na kuaminika

Udhaifu

Chombo chaweza kukosa nguvu za umeme na utafiti kuathirika.
Fanani huenda asiwasilishe vyema akijua anarekodiwa.
Njia ghali.
Fanani huenda asiwasilishe vyema akijua anarekodiwa.
Ghali kwa gharama ya ya usafiri na kununua filamu na kamera ya video.
Data yaweza kufisidiwa na hivyo kutowafikia walengwa.
f) Kupiga picha kwa kamera
- Hunasa picha zisizo na miondoko na sauti

Umuhimu

Huonyesha uhalisi wa mandhari.
Huweza kuhifadhi ishara.
Mkusunyanyaji aweza kurudia uwasilishaji ikiwa hakuelewa.
Kupata habari za kuaminiwa na kutegemeka.

Udhaifu

Ghali kwa gharama ya ya usafiri na kununua kamera.
Sifa za uhai kama vile kiimbo haziwezi kuhifadhiwa.
Yaweza kukosa nguvu za umeme na utafiti kuathirika.
Data yaweza kufisidiwa na hivyo kutowafikia walengwa

Kushiriki katika kazi ya fasihi simulizi k.v. ngoma, soga, n.k.

Umuhimu

Kuweza kupata hisia halisi za uwasilishaji.
Kupata habari za kutegewa na kuaminika.
Njia bora kwa wasiojua kusoma na kuandika.
Kukuza utangamano wa mtafiti na wanajamii.
Kuweza kunasa na kuhifadhi sifa za kiimbo, toni na ishara.

Udhaifu

Kuchukua muda mrefu.
Ugeni wa msanii kusababisha washiriki kuwa na wasiwasi na kutotenda kama kawaida.
Njia ghali kwa kuhitaji mtafiti kusafiri mbali.
Mtafiti aweza kusahau kwa kuhifadhi akilini.

Kutumia hojaji

Fomu yenye maswali funge au wazi.

Umuhimu

Gharama ya chini.
Yaweza kutumika katika mahojiano.
Huokoa muda kwani mtafiti aweza kuituma na kuachia mhojiwa kujaza.
Hupatia habari za kuaminika na kutegemeka.

Udhaifu

Utata wa maswali kusababisha majibu yasiyo sahihi.
Si nzuri kwa wasiojua kusoma na kuandika.
Kutopata sifa za uwasilishaji kama vile kiimbo, toni na ishara.
Wahojiwa kukataa kuijaza kutokana na mwelekeo hasi dhidhi ya hojaji na hivyo kukwamiza utafiti.

Vifaa vya Kukusanya Fasihi Simulizi na Udhaifu Wake

Vinasa sauti/tepu rekoda
Kamera
Filamu na video
Diski za kompyuta
Kalamu na karatasi

Umuhimu

Kuweza kudumu na kufikia vizazi vingi.
Si rahisi kusahaulika-hubakia vile vile.
Si njia ghali kama vile video

Udhaifu

Sifa za uwasilishaji kama vile toni, kiimbo/toni na ishara haziwezi kuhifadhika hivyo kupotea.
Hupunguza hadhira kwa kulenga tu wanaojua kusoma na kuandika na hivyo kuathiri usambazaji wake.

Mbinu za Kuhifadhi Fasihi Simulizi

Huhifadhiwa na binadamu akilini k.m. ngano hupokewa kutoka kizazi kimoja hadi kingine.
Katika maumbile au mazingira k.m. fisi daima huchechemea , kinyonga naye hutembea pole pole.
Katika vifaa meme k.m. nyimbo, hadithi, maigizo n.k. huweza kuhifadhiwa katika kanda za sauti, video, sidi na diski za kompyuta.
Katika michoro k.m. picha huhifadhi matukio maalum k.v. za kabila fulani likiwinda au likisherehekea.

Umuhimu wa Kukusanya/Kuhifadhi Fasihi Simulizi

Ili isipotee k.m. kwa kusahaulika.
Kuirekodi ili kuiendeleza kwa kuirithisha kwa vizazi vijavyo.
Ili kulinganisha fasihi simulizi za jamii mbalimbali na kuonyesha tofauti zake.
Ili kuhakikisha mtiririko katika uwasilishaji.
Kutunza historia ya jamii ili vizazi vijavyo viijue.
Ili kuziba mapengo ya utafiti yaliyomo kwa vile kuna tungo ambazo hazijatafitiwa kwa kina.
Kuendeleza elimu ya jadi ya jamii.
Kuingiliana na jamii iliyo chanzo cha fasihi humwezesha kuelewa na utamaduni na fasihi yake kwa ujumla
Humwezesha mwanafunzi kuona vipengele hai vya fasihi k.v. uigizaji, toni na kiimbo ambavyo husaidia kuielewa kwa kina.
Husaidia kuhifadhi tamaduni za jamii kwa nia ya kuzipitisha kwa vizazi vijavyo.
Husaidia kuelewa utamaduni wa jamii nyingine.
Humwezesha mwanafunzi kupata maarifa ya kufanya utafiti katika taaluma nyingine k.v. sosholojia.
Kujua fasihi simulizi za jamii nyingine humfanya mtafiti kuzielewa na kuzikubali jamii hizo na hivyo kuendeleza amani katika nchi.
Ili kusahihisha mawazo mapotovu kuhusu baadhi ya tanzu na vipera vya fasihi simulizi.

Matatizo Yanayomkabili Mkusanyaji wa Fasihi Simulizi

Gharama ya utafiti kuwa kubwa kiasi cha mtafiti kutoimudu k.v. kusafiria, kununulia vifaa.
Kutojaziwa hojaji kutokana na mtazamo hasi wa jamii dhidi ya ujazaji wake.
Wanajamii kukataa kutoa habari wakishuku mtafiti anawapeleleza au kwa kuona haya.
Wanajamii wengine kudai walipwe kabla ya kutoa habari na hivyo kukwamiza utafiti.
Mbinu nyingine k.v. hojaji huhitaji watu wanaojua kusoma na kuandika na ikiwa mhojiwa hajui utafiti utakwamizwa.
Uchache wa wazee na wataalamu wa fasihi simulizi kusababisha kukosekana au kupatikana kwa data isiyo ya kutegemewa.
Utawala kukataa kutoa idhini ya kufanya utafiti.
Kukosa ufadhili na utafiti kutofanywa kwa kutomudu gharama.
Muda wa utafiti kutotosha na hivyo kutopata habari za kutosha kuhusiana na mada yake.
Kikwazo cha mawasiliano ikiwa mtafiti na mhojiwa hawatumii lugha moja na mhojiwa hajui lugha nyingine na kumbidi mtafiti kukodi mkalimani na gharama kuongezeka.
Ukosefu wa vyombo vya usafiri kunakochelewesha utafiti na kutomalizika katika muda uliopangwa.
Ukosefu wa usalama k.v. kuvamiwa kwa kushukiwa anapeleleza na kuibiwa vifaa.

Changamoto Zinazokabili Ukusanyaji wa Fasihi Simulizi

Ukosefu wa utafiti wa kutosha kwani kuna vipera ambavyo bado havijaandikwa.
Uchache wa wataalamu wa kutafitia na kuendeleza utafiti.
Watu kuhamia mijini na kuingiliana na wa jamii nyingine na kufanya uhifadhi na urithishaji wa fasihi kutowezekana.
Mtaala wa elimu kupuuza lugha ya kiasili inayotumiwa kuhifadhia na kurithisha fasihi simulizi na hivyo kukatiza ukuaji wake.
Fasihi simulizi kuhusishwa na ukale na hivyo kutoona haja ya kuirithisha na kuihifadhi.
Kuhifadhiwa kwa fasihi simulizi akilini kusababisha kusahaulika, kubadilika hata kufa kwake.

Jinsi Jamii ya Sasa Inavyojaribu Kuhifadhi Fasihi Simulizi

Tamasha za muziziki kunakokaririwa na kuimbwa mashairi.
Sherehe za arusi, jando, mazishi mawaida.
Utegaji na uteguaji wa vitendawili kupitia redio na runinga.
Sarakasi za wasanii huhifadhi kipera cha vichekesho.
Ngoma za kienyeji kama isukuti katika hafla za kisiasa na harusi.
Utambaji wa hadithi hasa katika sehemu za mashambani.

Tanzu za Fasihi Simulizi

Tanzu ni aina za tungo zenye muundo uliokaribia kufanana.

hadithi
semi
ushairi
mazungumzo
maigizo

Kipera ni utungo wa fasihi simulizi unaowasilishwa mbele ya watu.

HADITHI

Masimulizi yanayotumia lugha ya mtiririko au nathari.

Sifa

Hutumia ya lugha ya mtiririko au nathari-kueleza matukio moja kwa moja.
Hurithishwa jamii kutoka kizazi kimoja hadi kingine.
Huwasilishwa mbele ya hadhira
Hutambwa mahali maalum k.v. ndani ya nyumba, chini ya mti, uwanjani, n.k.
Huweza kutokana na matukio halisi (kihistoria) au ya kubuni.
Huwa na mafunzo fulani kwa jamii/hadhira.
Hutumia wahusika wa aina tofauti k.v. nyumbani, wanyama, ndege, mazimwi, n.k.
Hutumia aina nyingine za sanaa k.v nyimbo, methali, ushairi, n.k.
Huwa na utendaji k.v. mtambaji kuiga fisi anavyokula.
Aghalabu hutambwa jioni.

Sababu za Ngano Kutambwa Jioni/Usiku

Ndio wakati watu walikuwa wamejumuika nyumbani baada ya kazi.
Utambaji ulikuwa njia ya kupitisha wakati chakula kikingojewa.
Wakati huu ulihakikisha mwanajamii hapotezi wakati wa kazi.

Majukumu ya Hadithi

Kufunza maadili yaliyo nguzo kuu kwa wanajamii.
Kukuza ujasiri wa kuzungumza hadharani.
Kuburudisha baada ya kazi ya kutwa.
Kukuza uwezo wa watoto wa kukumbuka ili kutamba baadaye.
Kueleza asili ya mambo k.m visaviini, visasili na ngano za usuli.
Kutahadharisha wanajamii dhidi ya kufanya mambo yasitofaa.
Kuunganisha watu katika jamii wanapojumuika pamoja kusikiliza utambaji.
Ngano za mtanziko hukuza uwezo wa kutathmini na kutoa uamuzi ufaao.
Kukuza lugha hasa kwa hadhira ya watoto.
Kuhifadhi na kuendeleza historia ya jamii k.v. mighani, tarihi, n.k.
Kuelimisha hadhira kuhusu utamaduni wao.
Njia ya kupokeza kizazi historia na utamaduni wa jamii.

Sifa za Mtambaji/Mganaji Bora

Asiwe mwoga ili kuweza kuzungumza hadharani.
Asiwe na haya ili kuweza kuzungumzia mambo ya aibu inapobidi.
Awe na uelewa wa mazingira na masuala ibuka katika jamii ili kuweza kuwasilisha dhana zisizopatikana katika mazingira yake k.m. kutumia rais kuelezea dhana ya mfalme.
Awe na ufahamu mpana wa lugha ili aweze kuitumia kwa uhodari na kuwasilisha kwa wepesi.
Awe mchanganfu na mcheshi ili kunasa makini ya hadhira na kuzuia isikinai.
Awe na ufahamu mpana wa utamaduni husika ili kuzuia kutumia maneno na ishara zinazoweza kuwaudhi au kupingana na imani za hadhira.
Awe na uwezo wa kushirikisha hadhira k.v. kuimba, maswali ya balagha ili isikinai, n.k.
Aweze kujua, matarajio, kiwango cha elimu na tajriba ya hadhira ili kuweza kubadilisha kwa kiwango kinachofaa.
Awe na uwezo wa kuingiliana vizuri na hadhira ili aivutie.
Awe na kumbukumbu nzuri ili usimulizi wake utiririke vizuri.
Awe na uwezo wa kudramatisha ili kuonyesha picha fulani k.v. kuiga toni, sauti, na kiimbo kulingana na swala analowasilisha.
Kubadilisha toni au kiimbo ili hadhira isikinai.
Awe na ujuzi wa kutumia ishara za uso, mwili na miondoko kulingana na hali anayoigiza.
Awe na ujuzi na ufasaha wa lugha ili kuwasilisha mawazo kwa njia mwafaka na inayovutia.
Aweze kubadilisha toni na kiimbo kulingana na hali tofauti anazoigiza k.v. huzuni
Awe na uwezo wa kushirikisha hadhira kwa nyimbo na maswali ya balagha ili kuondoa uchovu wa kutazama na kusikiliza.
Awe na uwezo wa ufaraguzi/ kubadilisha utambaji wake papo hapo kutegemea hadhira yake na kutoa mifano inayofahamika kutoka katika mazingira ya hadhira.
Awe na uwezo wa kutumia mtuo wa kidrama ili kuongeza taharuki, kusisitiza ujumbe na kuteka makini ya hadhira.

Aina za Hadithi

Hadithi za Kubuni

Hazisimulii matukio ya kweli bali ya kutungwa
1. Hadithi za Kisalua/Kihistoria
  - Zinazosimulia matukio yaliyowahi kutendwa na wahusika waliowahi kuishi.
  - Huongezewa ubunifu ili kuvutia zaidi.
    1. Hadithi za Kubuni

Ngano

Hadithi zinazosimulia kisa chenye funzo na zenye wahusika aina ya binadamu, viumbe na vitu visivyo na uhai.

Sifa za Ngano

Zina fomyula ya kuanzia/mwanzo maalum.
Zina fomyula ya kumalizia/mwisho maalum.
Zina wahusika aina mbalimbali.
Zina matumizi ya nyimbo.
Hutumia takriri (usambamba) ili kusisitiza k.m. zimwi likakimbia, likakimbia.
Huwa na na maadili/mafunzo
Hutumia maswali ya balagha kuongeza taharuki.
Hutumia tanakali za sauti.
Zina matumizi ya fantasia au matukio yanayokiuka uhalisi/mambo ya ajabu k.v. binadamu kuruka kama ndege, zimwi kumeza watu na baadaye kutapika wote, n.k.

Kutambua mbinu zilizotumiwa katika hadithi/ngano
Kutambua wahusika

Aina za Fomyula za Kuanzia/Mianzo Maalum

Paukwa, Pakawa. Sahani. Ya mchele. Giza. La mwizi. Na kiboko je? Cha mtoto mrorofi…
Hapo zamani za kale/za kongamawe…

Ilitokea…

Hadithi! Hadithi! Hadithi njoo…
Kaondokea chenjangaa, kajenga nyumba kakaa, mwanangu mwanasiti, kijino kama chikichi, cha kujengea kikuta, na vilango vya kupita…
Hapo jadi na jadudi…

Umuhimu wa Fomyula ya Kuanzia/Mwanzo maalum

Kuvuta makini ya hadhira.
Kumtambulisha mtambaji kwa hadhira.

Kuashiria mwanzo wa hadithi.

Kutoa hadhira kutoka ulimwengu halisi hadi ule wa hadithi.

Aina za Fomyula za Kumalizia/Miishio Maalum

Hadithi inaishia hapo.

Tangu siku hiyo…

Wakaishi raha mustarehe.
Maadili

Umuhimu wa Fomyula ya Kumalizia/Mwisho Maalum

Kuashiria mwisho wa hadithi.
Kutoa hadhira katika ulimwengu wa hadithi hadi ule halisi.

Kumpisha/kumpa fursa mtambaji anayefuata.

Kupisha shughuli inayofuata.
Kutoa funzo la hadithi kwa muhtasari.
Kupa hadhira nafasi ya kupumzika baada ya kuwa makini kwa muda.

Umuhimu wa Nyimbo katika Ngano

Kushirikisha hadhira.
Kusisimua hadhira na kuondoa ukinaifu

Kuteka makini yao.

Kuwasilisha mafunzo/maadili.
Kutenganisha matukio katika hadithi.
Kuburudisha hadhira.

Kupunguzia hadhira mwemeo.

Umuhimu wa Tanakali za Sauti/Onomatopeya katika Ngano

Kuongeza utamu.
Kusaidia msomaji kupata picha kamili.

Kusaidia kupata hisia halisi

Aina za Ngano

Hurafa

Hadithi zenye wahusika wanyama na ndege.
Hurafa za kijanja ni hadithi ambapo wanyama wadogo hutumia ujanja wa hali ya juu ili kujinasua na hali ngumu au mitego wanayotegewa.

Sifa

Wahusika ni wanyama au na au ndege.
Wanyama na ndege hupewa sifa za binadamu
Ni kazi ya ubunifu.
Hutoa mafunzo kwa njia ya kuchekesha na isiyoumiza.
Huwa na ucheshi mwingi.
Hutumia mbinu ya uhuishi.
Huwa na sifa zinazohimizwa na zinazoshutumiwa.
Ujanja au uongo hujitokeza katika hurafa za kijanja.
Ushindi hujitokeza katika hurafa za kijanja.

Umuhimu

Kutahadharisha watu dhidi ya kuwa wa danganyifu/kudanganyika kwa urahisi.
Kuonyesha jinsi tabia ya udanganyifu inavyoweza kujitokeza na kuathiri watu.
Hurafa za kijanja hufunza jinsi ya kupampana na hali ngumu.
1. Hekaya/Ngano za Kiayari

Hadithi zinazomsawiri mhusika anayetumia ulaghai kupata matilaba yake kutoka kwa wengine (Abunuwasi).

Sifa

Wahusika wakuu ni binadamu.
Huwa na ubunifu mkubwa.
Hustaajabisha na kuchekesha.
Ujanja na uongo hujitokeza.
Ushindi hujitokeza.
Ni za kubuni.

Umuhimu

Hutahadharisha watu dhidi ya kuhadaika kwa wepesi.
Huonya dhidi ya matokeo yanayoweza kuwapata wanaojinyakulia mali kwa udanganyifu.
Kuonya dhidi ya usaliti.
Kukashifu viongozi dhalimu na matendo maovu.
Kukejeli wanaotumia nguvu badala ya akili/hekima.
- Visasili

Hadithi zinazoeleza asili ya matukio fulani katika jamii k.m. kifo, jua, lugha, zilizala n.k.

Sifa

Husimulia mambo ya kiimani na kidini.
Huwa na misingi ya kihistoria.
Hueleza asili ya matukio katika jamii.
Wahusika ni wanyama na binadamu.
Huwa na maadili.
Hurithishwa kizazi hadi kingine.

Umuhimu

Kueleza asili ya mambo kama vile kifo, utamaduni n.k.
Kueleza utaratibu wa kutekeleza desturi k.v. mahari.
Kuhalalisha baadhi ya mila na desturi za jamii k.v. ulipaji mahari, uabudu miti, n.k.
Kukitisha mizizi imani fulani ya watu.
Kupunguza athari za majanga kama vile kuhalalisha kifo.
Kutambulisha jamii kwani kila jamii ina aina yake ya visasili.
Kuhifadhi historia na utamaduni wa jamii
1. Ngano za usuli

Hadithi zinazoeleza asili ya hali, tabia, mahusiano au wasifu. k.v. asili ya kuku kuchakura, asili ya kinyonga kwenda kwa tahadhari, n.k.

Sifa

Wahusika ni wanyama na binadamu
Ni kazi ya kubuni.
Hueleza kuhusu asili ya sifa, tabia au hali.
Hutumia mbinu ya uhuishi.
Huwa na maadili.

Umuhimu

Kueleza sababu ya tabia, hali au sifa Fulani.
Kuonya dhidi ya tabia hasi kama vile ulafi.
1. Ngano za mazimwi

Hadithi ambazo wahusika ni mazimwi.

Sifa

Wahusika ni mazimwi
Mazimwi huwakilisha sifa hasi za binadamu k.m ulafi, ukatili, uovu n.k.
Hujaa uharibifu.
Huwa na matumizi mengi ya fantasia.
Kipengele cha safari hujitokeza k.v. kwenda nchi za mbali kutafuta suluhisho.
Ushindi hujitokeza (mazimwi hushindwa).
Ni kazi ya kubuni.
Huwa na maadili.
Mazimwi huwa na sifa zinazokiuka mipaka ya binadamu k.m. kinywa kisogoni, jicho moja kubwa, n.k.

Umuhimu

Kukashifu tabia ya uovu, ulafi, na ukatili.
Kutahadharisha dhidi ya kuwa na ulafi, ukatili n.k.
Kutia moyo waliodhulumiwa kuwa waliowanyanyasa wataadhibiwa siku moja.
1. Ngano za Mashujaa

Ambazo zinazohusu watu waliotenda matendo ya kishujaa katika jamii zao kama vile kuokoa jamii.

Sifa

Kipengele cha motifu au kusafiri nchi za mbali, kupigana na mazimwi kuokoa jamii.
Husawiri mapigano kati ya wema (lila) na ubaya (fira).
Uovu huwakilishwa na mazimwi au viongozi dhalimu
Hatimaye wema hushinda uovu kwa juhudi za mashujaa
- Ngano za mashujaa ni za kubuni ilhali katika mighani, mashujaa wanaaminiwa waliishi.

Umuhimu

Kuhimiza uzalendo na ujasiri miongoni mwa vijana.
Kuhimiza ujasiri miongoni mwa vijana.
Kusifu mashujaa katika jamii
Kuelimisha jamii kwa kuwapa maarifa ya kukabiliana na changamoto, inda na ila.
Kuhimiza uzalendo kwa kuhimiza watu kuiga mashujaa na kupigania jamii.
Kuonya dhidi ya matendo hasi k.v. ukatili.
Kuhimiza watu kutokata tamaa
- Ngano za mtanziko

Hadithi ambapo mhusika hukabiliwa hali ngumu ya kuamua baina ya mambo wawili au zaidi yanayomkabili.

Sifa

Wahusika ni wanyama au binadamu.
Ni kazi ya kubuni.
Mhusika hulazimika kufanya uteuzi mgumu.
Hali mbili au zaidi zinazotatanisha huwepo.

Umuhimu

Hutuerevusha jinsi ya kupambana na hali ngumu.
Kuonya/kutahadharisha dhidi ya kujiponza.
Kukuza uwezo wa kupima mambo na kuteua lililo muhimu.
Kuonya dhidi ya kutenda bila kuwaza kwa kina.

viii) Ngano za Kimafumbo

Ambazo huwa na maana ya ndani/iliyofichika.
1. Istiara

Hadithi ambayo maana yake huwakilisha maana nyingine iliyofichika k.v. hurafa ambapo wanyama huwakilisha binadamu.

Mbazi

Hadithi fupi inayotolewa inayotolewa kama mfano kumkanya au kumwelekeza mtu k.v. katika biblia.
1. Hadithi za Kisalua/Kihistoria

Mighani

Hadithi za mashujaa/majagina wa jamii fulani k.m. Rwanda Magere wa Waluo, Fumo Liyongo wa Wapate, Koome Njue wa Wameru, Wangu wa Makeri wa Wakikuyu na Syokimau wa Wsakamba.

Sifa

Huhusu mashujaa wa jamii fulani.
Wahusika hupambana na hali ngumu inayosababishwa na maadui.
Wahusika hupewa sifa na uwezo usiokuwa wa kawaida k.v. ukubwa wa ajabu, nguvu katika kivuli, nguvu katika nywele, kutoulika n.k.
Wahusika hupigania haki za wanyonge.
Mhusika hukomboa jamii yake dhidi ya maadui.
Mhusika hufa kifo cha huzuni (tanzia) kwa kusalitiwa na mtu wa karibu k.v. mwanamke au jamaa zao.
Mashujaa huuliwa kwa njia ya ajabu kama vile kunyolewa nywele, kivuli kuchomwa mkuki, kuchomwa shindano ya shaba kitovuni
Mighani huzungumzia matukio ya kihistoria.
Kuna tabia ya kupiga chuku matukio yaliyo hadithini.
Mighani hurithishwa jamii kutoka kizazi kimoja hadi kingine.
Huchukuliwa na jamii kama hadithi zenye ukweli na jamii hujinasibisha na mighani hiyo.

Husimulia mambo ya kiimani na kidini.

Umuhimu

Kutambulisha jamii kwani kila jamii ina aina yake ya mighani.
Kuhifadhi na kumbusha historia yajamii.
Kusifu mashujaa katika jamii.
Kuhimiza ujasiri miongoni mwa vijana.
Kuelimisha jamii kwa kuwapa maarifa ya kukabiliana na adui au changamoto.
Kukuza uzalendo kwa kuhimiza watu kuiga mashujaa na kupigania jamii.
Kuonya dhidi ya matendo hasi kama vile usaliti.
Kuhimiza watu kutokata tama.

Tofauti Kati ya Mighani na Visasili

mighani

visasili

Þ Husimulia kuhusu mashujaa.

Þ Husimulia historia ya jamii.

Þ Wahusika wakuu ni majagina.

Þ Hueleza sifa za majagina.

Þ Husimulia asili ya vitu.

Þ Husimulia mianzo ya vitu au mambo.

Þ Wahusika ni k.v. binadamu, miungu, wanyama, n.k.

Þ Hueleza mianzo ya desturi.

Visakale
- Masimulizi ya matukio yaliyotendeka zamani k.v. vita, majanga kama njaa na magonjwa na hamahama za jamii k.v. waisraeli kutoka misri.

Visaviini
- Hadithi zinazoeleza chimbuko la jamii Fulani

Mapisi
- Maelezo ya kihistoria yasiyo na ubunifu wowote k.v. chimbuko la kundi la wabantu kutoka Afrika ya Kati na kuenea sehemu mbalimbali za Afrika.
Tarihi
- Maelezo kuhusu matukio ya kihistoria kulingana na yalivyofuatana ki wakati
Kumbukumbu
- Maelezo ya kitawasifu kuhusu mtu au jamii inayotambulika kwa kutoa mchango fulani mkubwa.
  1. Vipera Vingine vya Hadithi

Soga

Hadithi fupi za kuchekesha zinazolenga kutania au kudhihaki.

Sifa

Wahusika ni wa kubuni.
Hutaja ukweli unaoumiza.
Hutumia vichekesho kupunguza ukali wa dhihaka.
Hutumia chuku kupita kiasi.
Huhusu tukio moja.
Ni fupi.

Umuhimu

Kukashifu matendo hasi kwa njia ya ucheshi
Kuonya na kutahadharisha dhidi ya matendo hasi k.v. ulaghai.
Kufunza maadili.
Kuburudisha kwa kuchekesha.
1. Vigano

Hadithi fupi zinazosimulia kuhusu matendo mabaya katika jamii na wakati uo huo kuonya na kuelekeza dhidi yayo.
Aghalabu huandamana na methali kwa lengo la kufafanua linalokusudiwa au kudhibitisha funzo la methali fulani.

Sifa

Huwa vifupi.
Husimulia kisa kimoja tu.
Wahusika ni binadamu na wanyama.
Hufunza maadili kutokana na methali.
- Kisa

Masimulizi mafupi yenye tukio moja lenye funzo kwa njia ya kufurahisha.

Mambo ya Kuzingatia katika Uchambuzi wa Hadithi/Ngano

Kueleza aina ya ngano kwa kuzingatia wahusika na maudhui
- Ngano yaweza kuwa ya mazimwi na ya mashujaa kwa wakati mmoja.
- Ngano yaweza kuwa hurafa, ya usuli na ya kiayari.
Kutaja wahusika
Kufafanua sifa za wahusika wakuu
Maadili/mafunzo yanayojitokeza katika hadithi
Kubainisha sifa za ngano/hurafa/hekaya, n.k. zinazojitokeza katika hadithi.
Kueleza umuhimu wa fomyula ya kuanzia/wimbo uliotumiwa katika hadithi.
Kubainisha tamathali za usemi zilizotumiwa katika hadithi fulani
Kuonyesha jinsi ngano inavyoshughulikia maudhui fulani.
Kufafanua ufaafu wa methali fulani zilizotumiwa katika hadithi.
Katika ngano ya mtanziko, ungekuwa mhusika mkuu ungefanya nini?
Kubainisha matumizi ya mbinu ya fantasia
Kufafanua maswala ibuka/maudhui yaliyoshughulikiwa k.m. usaliti, ujinga, ulaghai, n.k.
Kuchanganua utungo kifani-ploti, wahusika, mbinu za lugha, fantasia, nyimbo, n.k.
Kueleza majukumu ya hadithi.

SEMI

Tungo fupi zinazowasilisha ujumbe kwa kufumba au kuchora picha.

Sifa

Huwa fupi kwa kuwasilisha ujumbe mrefu kwa maneno machache.
Ni tanzu tegemezi kwa hutegemea tanzu nyingine kama vile hadithi, mazungumzo, n.k.
Hazibadiliki vivi hivi.
Baadhi ni kielelezo cha maadili k.v. methali.
Hutumia lugha ya kimafumbo.
Huibua taswira.
Huwa na mchezo wa maneno.
Baadhi huwa na muundo maalum k.v. methali na vitendawili.
Nyingine ikikosa kutumika hutoweka k.v. misimu.

Umuhimu

Kuonya k.m methali, ‘Asiyesikia la mkuu huvunjika guu.’
Kukuza uwezo wa kufikiri k.m. vitendawili na chemsha bongo.
Kutafsidi lugha au kupunguza ukali wa maneno k.m. nahau ‘jifungua’ badala ya ‘zaa’.
Kuburudisha k.m. vitendawili, chemsha bongo na vitanza ndimi.
Kuhifadhi siri k.m. nahau, misemo, misimu.
Kuelimisha k.m. kutofanya mambo kwa pupa-mla kwa pupa hadiriki kula tamu.
Kuongeza utamu katika lugha.
Kuboresha matamshi k.m. vitanza ndimi.
Kukuza lugha k.m misimu.
Kukuza utangamano katika jamii kwa kuleta watu pamoja wakati zinawasilishwa.

Vipera vya Semi

Methali

Semi fupi ambazo hueleza kwa muhtasari au mafumbo ukweli fulani wa kimaisha.

Sifa

Huwa fupi k.m. ‘Msafiri kafiri.’
Hutumia tamathali za usemi.
Hutumkia lugha ya kimafumbo.
Huwa na maana ya ndani na nje.
Kunazo hufanana kimaana k.m. ‘Haraka haraka haina baraka’ na ‘Polepole ndio mwendo.’
Hupingana zenyewe k.m ‘Polepole ndio mwendo’ na ‘Chelewa chelewa utamkuta mwana si wako.’
Huwa na sifa za kishairi k.v. ukwapi, utao na vina -Haba na haba, hujaza kiba
Sifa za utegemezi kwa kuingiliana na tanzu nyingine za fasihi.
Huwa na muundo maalum wa sehemu mbili:

m ‘Haba na haba…’
Kukamilisha wazo ‘…hujaza kibaba.’

Umuhimu

Kukuza uwezo wa kufikiri kwani mpokezi hufikiri ili kupata maana ya ndani.
Kuonya dhidi ya matendo yasiyofaa k.m. ‘Mchimba kisima huingia mwenyewe’na ‘Ukiambiwa jiambie usijeishia kumbe.’
Kufariji walio katika hali ngumu, Baada ya dhiki faraja, Hakuna marefu yasiyo na ncha, Liandikwalo ndilo liwalo, Ajaliwalo ndilo apatalo.
Kuhimiza watu kujitahidi maishani/kuonyesha jambo jema huja kwa kufanyiwa kazi k.m. ‘Mtaka cha mvunguni sharti ainame,’ ‘Chumia juani ulie kivulini.’
Kupamba lugha iwe na mvuto kwani huwa na usanii mkubwa.
Kuhimiza ushirikiano, ‘Umoja ni nguvu utengano ni udhaifu, ‘Jifya moja haliijiki chungu.’
Kuelimisha mtu ajue jambo muhimu k.m. ‘Usione kwenda mbele kurudi nyuma si kazi’, ‘Pema usijapo pema ukipema si pema tena.’
Kushauri k.m. ‘Enga kabla ya kujenga’ na ‘Mchama ago hanyeli.’
Kufupisha maadili katika ngano.
Kubuni lakabu k.m. ‘kikulacho.’
Kufunza maadili k.m. kuwa na subira-‘Subira huvuta heri.’
Kuhimiza kutokata tama k.m. ‘Bandu bandu huisha gogo’ ‘Papo kwa papo kamba hukata njiwe.’
Kuonyesha umuhimu wa kuthamini jamaa zako kuliko marafiki k.m. ‘Damu ni nzito kuliko maji’ ‘Mla nawe hafi nawe ila mzaliwa nawe.’
Kuonyesha umuhimu wa kuthamini vitu vyako-‘Usiache mbachao kwa msala upitao’ ‘Afadhali dooteni kama ambari kutanda,’
Kukashifu ubinafsi k.m. ‘Mwamba ngoma huvutia kwake’ ‘Kila mchukuzi husifu mzigo wake.’
Kukashifu kiburi k.m. ‘Maskini akipata matako hulia mbwata’ ‘Zingwi zingwi lipe nguo utaona mashauo.’

Mbinu za Lugha/Fani /Tamathali za Usemi katika Fasihi

Maneno au vifungu vya maneno vinavyotumiwa kutia fasihi urembo ili kufanya ujumbe ueleweke vyema zaidi.

Aina

Tashbihi

Ulinganishi kwa kutumia viunganishi kama, mithili, mfano na sawa.

Sitiari/ Istiara

Ulinganishi usio wa moja kwa moja.

Tashhisi/Uhaishaji

Kukipa kitu sifa ya uhai.

Taashira/ Ishara

Kitu kuwakilisha kingine.

Chuku/udamisi

Kutia chumvi au kufanya kitu kionekane kikubwa sana au kidogo sana.

Takriri

Urudiaji wa neno au mafungu ya maneno.

Tanakuzi

Maneno yaliyo kinyume

Tabaini

Msisitizo kwa njia ya kinyume kwa kutumia kikanushio si.

Ritifaa

Kusemesha asiyekuwapo kama yupo.

Taharuki

Kuacha msomaji akiwa na hamu ya kutaka kujua kipi kitakachojiri halafu.

Majazi

Majina yanayooana na sifa za wahusika, vitu au mahali.

Mbinu rejeshi

Kukumbusha mambo yaliyopita.

Methali

Semi fupi ambazo hueleza kwa muhtasari au mafumbo ukweli fulani wa kimaisha.

Nahau

Fungu la maneno lenye maana tofauti na maana ya kawaida ya maneno hayo.

Misemo

Semi zinazobeba ukweli wa kujumla Mifano:

Mdokezo

Mambo kuachwa bila kumalizwa.

Balagha

Maswali yasiyohitaji majibu.

Taswira

Ujenzi wa picha akilini.

Kinaya

Mhusika kutumia maneno au matendo yaliyo kinyume cha inavyotarajiwa.

Koja

Kuorodhesha maneno na vitenzi kwa kutumia koma.

Kejeli

Kudharau au kubeza.

Jazanda

Kufananisha vitu kwa mafumbo k.m. katika biblia.

Nidaha/ Siyahi

Maneno ya kuonyesha hisia za moyoni.

Tanakali/onomatopeya

Miigo ya sauti zinazotokea baada ya kitendo.

Uzungumzi nafsia

Kujisemesha mwenyewe.

Dayalojia
Utohozi/ Uswahilishaji
Kuchanganya ndimi

Kutumia lugha ngeni.

Tafsida/usafidi

Kutumia lugha ya adabu au kupunguza ukali wa maneno.

Mkengeuko

Kwenda kinyume na matakwa ya jamii k.v. usenge, ndoa ya watu wasio wa rika rika moja, mapenzi nje ya ndoa.

ulinganuzi

Kuweka pamoja mambo yanayopingana ili kulinganisha

Kweli kinzani

Hoja mbili zinazopingana/kutowezekana.

Matumizi ya Lugha Katika Methali

Sitiari

Mgeni ni kuku mweupe.
Ahadi ni deni.
Upweke ni uvundo.
Mgeni ni kuku mweupe.
Ujana ni moshi.
Mapenzi ni kikohozi.
Kukopa arusi kulipa matanga.

Tashbihi

Kawaida ni kama sheria.
Riziki kama ajali ijapo huitambui.
Usilolijua ni kama usiku wa giza.
Ufalme kama mvua hupiga na kupita.

Tashhisi

Siri ya mtungi muulize kata.
Paka akiondoka panya hutawala.
Jembe halimtupi mkulima.
Ukupigao ndio ukufunzao.
Adhabu ya kaburi aijuaye maiti.

Takriri

Haba na haba hujaza kibaba.
Chovya chovya humaliza buyu la asali.
Hauchi hauchi unakucha.
Hayawi hayawi huwa.
Mtoto wa nyoka ni nyoka.
Bandu bandu huisha gogo.

Balagha

Pilipili usiyoila yakuwashiani?
Angurumapo samba mcheza ni nani?
Wameshindwa wenye pembe seuze wewe kipara?
Simba mla watu akiliwa huwani?
Mzigo uko kichwani, kwapa lakutokeani jasho?
Mavi usiyoyala wayawingiani kuku?
Mla ni mla leo mla jana kalani?

Taswira

Mpanda farasi wawili hupasuka msamba.
Mti mkuu ukigwa wana wa ndege huyumba.
Mtupa jongoo hutupa na ung`ong`o wake.
Angeenda juu kipungu hafikii mbingu.

Chuku

Mzigo wa mwenzio ni kanda la sufi.
Maji ya kifuu bahari ya chungu.
Usipoziba ufa utajenga ukuta.

Tanakali za sauti

Chururu si ndondondo!
Ndo! Ndo! Hujaza ndoo.
Kiliacho pa kijutie.

Kinaya

Bara Hindi ndiko kwenye nguo na waendao uchi wapo.
Kwenye miti hakuna wajenzi.
Asante ya punda ni mateke.
Kigumba kwa nguruwe kwa binadamu ki uchungu.
Kikiharibika cha fundi kikiongoka cha bwana Sudi.

Kejeli/dhihaka/stihizai

Umekuwa mung`unye waharibikia ukubwani.
Hawi Musa kwa kubeba fimbo.
Ucha Mungu si kilemba cheupe.
Kichwa cha kuku hakistahili kilemba.
Kichwa cha nyoka hakibandikwi mtungi.

Jazanda

Joka la mdimu hulinda watundao

Mtu mwovu huwanyima wengine vitu asivyovihitaji.
1. Kupanda mchongoma kushuka ndio ngoma
Ni rahisi kujitia katika matata kuliko kujitoa.

Taashira

Kimya kingi kina mshindo mkubwa.
Kuku mgeni hakosi kamba mguuni.

Kweli kinzani

Wagombanao ndio wapatanao.
Ukupigao ndio ukufunzao.
Kuinamako ndiko kuinukako.
Mwenye kelele hana neno.
Kimya kingi kina mshindo mkubwa.

Tanakuzi

Tamaa mbele mauti nyuma.
Mpanda ngazi hushuka.
Usione kwenda mbele kurudi nyuma si kazi.

Kuainisha methali kutokana na matumizi ya lugha ni kusema mbinu ambazo imetumia.

Vigezo vya Kuainishia Methali/Kuziweka Pamoja na kuzichambua

Mandhari/mazingira k.m. kilimo.

Ukipanda pantosha utavuna pankwisha.
Jembe halimtupi mkulima.
1. Maudhui k.m. ulezi
Samaki mkunje angali mbichi.
Mcha mwana kulia hulia yeye

c) fani/tamathali k.m. takriri

Haba na haba hujaza kibaba
Mtoto wa nyoka ni nyoka.

d) Jukumu k.m. kuonye

Asiyesikia la mkuu huvunjika guu.
Ukiambiwa jiambie usijeishia kumbe.
1. Maana k.m. sawa
  - Haraka haraka haina baraka.
  - Polepole ndio mwendo.

Vigezo zaidi vya kuchambua methali

Inarejelea vitu gani? K.m. Hindi ndiko kwenye nguo na waendao uchi wapo.

Nchi-Hindi
Vitu-nguo
Watu-waendao uchi
1. Inakupa wazo gani kuhusu jamii husika?
Utamaduni na njia za kiuchumi.
1. Vitendawili
Semi ambazo hutolewa kwa mtu kwa mfano wa swali ili azifumbue.

Sifa

Huwa vifupi kimaelezo.
Hutumia lugha ya kimafumbo.
Hutolewa mbele ya hadhira.
Hutumia ufananisho wa kijazanda.
Kunazo huhusiana na methali k.m. mzee amekufa vyombo vimevunjikavunjika.
Huwa na wakati maalum wa kutolewa yaani jioni.
Huwa na mchezo wa maneno k.m. Ukiona njigi utadhani njege.

Maziwa na tui

Hujisimamia vyenyewe.
Kunavyo huwa na jibu zaidi ya moja k.v. Gari la kila mtu

miguu, kifo au jeneza

Hutumia tamathali za lugha kwa ufanifu mkubwa
Huweza kuwa na fomyula/muundo maalum
1. Mteguaji: Kitendawili
2. Mteguaji: Tega

Mteguaji: Kitendawili chenyewe- Popoo mbili zavuka mto

Mteguaji : Mlango
Mtegaji: Umenoa. Nipe mji.
Mteguaji: Ninakupa Nairobi.

Mteguaji: Nilienda Nairobi watu wa Nairobi wakaniambia nije niwasalimu. Jibu ni macho.

Umuhimu

Kuburudisha jioni baada ya kazi.
Kukuza ubunifu wa kuvitunga kwa kulinganisha vitu katika mazingira ili kuviunda.
Kuimarisha uwezo wa kukumbuka.
Kukuza uwezo wa kufikiri kwani mfumbiwa huhitaji kufikiri sana ili kupata jibu.
Kuleta umoja na ushirikiano katika jamii kwa kuleta watu pamoja wakati vinategwa.
Kuimarisha ujuzi wa kujieleza kwa lugha.
Kupanua ujuzi wa mazingira wa mtoto.
Kuendeleza utamaduni wa jamii k.m. Nyumbani mwetu mna papai lililoiva lakini. siwezi kulichuma

Ndugu wa kiume asimuoe nduguye wa kike.

Kukejeli au kudharau tabia mbaya k.m. Wazungu wawili wanachungulia dirishani

makamasi

Aina za vitendawili

Sahili
- Vina muundo rahisi/maneno machache k.m Akiona mwangaza wa jua hufa-samaki.
Tata

Vyenye majibu tofauti
1. Kisimulizi
Masimulizi k.m. Kulikuwa na baba ng’ambo moja ya mto na binti zake wawili ng’ambo ya pili. Alikuwa na maembe mawili aliyopaswa kuyavukisha pamoja apelekee binti zake. Angefanya nini?
1. Vya tanakali k.m. Parrrr! Mpaka Makka-utelezi.
2. Mkufu
Vyenye sehemu zinazochangizana kimaana k.m. Nikitembea yuko lakini nikiingia nyumbani hupotea-kivuli.

Matumizi ya Lugha Katika Vitendawili

Tashhisi

Amefunika kote kwa blanketi lake jeusi-giza.
Akivaa nguo hapendezi, akiwa uchi hupendeza mno-ndizi.
Anakula lakini hashibi-kifo/mauti.
Amchukuapo hamrudishi-kaburi.
Akizungumza kila mtu hubabaika-radi.
Daima nasababisha mafarakano-uke wenza.
- Tashbihi
Boi wangu kazama kaibuka kama mzungu-mwiko wa ugali.

Sitiari

Bibi hatui mzigo-konokono.
Mamangu hachoki kunibeba-kitanda.
Fatuma mchafu-ufagio.
Saa yetu kadiri inavyotembea ndivyo inavyopunguza nguvu-moyo.
Mzungu kujishika kiuno- kikombe.
Nina mapapai yangu mawili ambayo siwezi kuyala- matiti ya mwanamke.
Ng`ombe wangu nisipomshika mkia hali nyasi-jembe.
Kitu changu kitumiwacho na wengine kuliko mimi-jina.
Popoo mbili zavuka mto-macho.
Gari la kila mtu-miguu.
Dada ni mrembo lakini akiguzwa analia-papai.

Takriri

Huku ng`o na kule ng`o-giza.
Amezaliwa Ali, amekufa Ali, amerudi Ali-nywele.
Huku fungu katikati bahari-naz.i

Tanakali

Parrr! Mpaka Makka-utelezi.
Huku pi kule pi-mkia wa kondoo atembeapo.
Ba funika ba funua (Bak bandika, bak bandua)-nyayo.
Tang! Yaanguka-sarafu.

Kweli kinzani

Ana meno lakini hayaumi-kitana.
Ajenga ingawa hana mikono-ndege.
Hukopa lakini halipi-kifo.
Nina shamba langu kubwa lakini nikivuna halijai hata kofi-nywele.
Hufa akifufuka-bahari kupwa.
Nameza lakini sishibi-mate.

Taswira

Adui tumemzingira lakini hatumwezi-moto.
Nyama nje, ngozi ndani, mchanga ndani-firgisi ya kuku.
Wanatazamana tu lakini hawaamkiani-ardhi na bingu.
Askari wangu wote wamevaa kofia upande-mahindi shambani.
Samaki wangu aelea kimgongomgongo-merikebu.
Babu amebeba machicha meupe kichwani- mvi.

Stihizai/dhihaka/kejeli

Akivaa miwani hafanyi kazi vizuri-mlevi.
Mzungu anachungulia dirishani-makamasi.
Uzi mwembamba umefunga dume-usingizi.
Mtani wangu hata akiishi majini hatakati-chura.
Kisiki chetu hakikui-mbilikimo.
Nimemuona bi kizee amejitwika machicha-mvi.

Jazanda

Mungu alinipa shilingi mbili, moja nitumie nyingine niweke-ardhi na mbingu.

Kuchambua kitendawili kwa kueleza mbinu za lugha zilizokiunda.

Kulinganisha vitendawili na methali

Kufanana

Zote mbili ni tungo fupi.
Zote mbili huwa na maana fiche.
Zote mbili hutumia lugha inayojenga taswira.
Zote mbili hupata maana kulingana na jamii.
Zote mbili Huwa na muundo maalum.
Zote mbili hufumbata ukweli fulani wa kijamii.

Tofauti

Vitendawili

Methali

ü Vina fomyula maalum ya uwasilishaji.

ü Fumbo lazima lifumbuliwe papo hapo.

ü Maarufu zaidi miongoni mwa watoto/vijana.

ü Hutolewa katika vikao maalum.

ü Hadhira tendi inayotoa maana

ü Hutumia lugha ya majibizano.

ü Hazina fomyula.

ü Fumbo halifumbuliwi papo hapo.

ü Kuonyesha hekima hasa miongoni mwa watu wazima na wazee.

ü Si lazima zitengewe vikao.

ü Hadhira si tendi.

ü Kauli moja ya msemaji

Chemsha Bongo

Maswali ambayo huhitaji mtu kutumia akili na ujuzi kuyajibu.
Mafumbo ni kauli zenye maana iliyofichika na hujumuisha vitendawili na chemshabongo.

Mifano

Kilo moja ya chuma na kilo moja ya nyama ipi nzito?
Amada ana wafanyikazi saba, wanne hufanya kazi vizuri, wawili ni kama wamekufa, mmoja ni kama mwenda wazimu- miguu, pembe na mkia wa ng’ombe.
Kipungu alipita juu, mama na ndege wawili wakamwangalia. Je macho mangapi yalimuona kipungu?- manne.
Nina watu wangu watatu, wawili ni watoto na wawili ni baba- mtoto, baba na babu.
Chura alitumbukia katika shimo la futi 30 na anaruka futi 10. Aruke mara ngapi ili atoke?- Hawezi.
Watu watatu wanavuka mto. Mmoja aliyaona maji na kuyakanyaga. Wapili aliyaona lakini hakuyakanyaga. Watatu hakuyaona wala kuyakanyaga. Watu hao ni kina nani?

Sifa

Ni kauli fupi au ndefu.
Hutuia lugha ya kimafumbo.
Hutumia ufananisho wa kijazanda.
Huhitaji mtu kuwaza ili kupata jibu.
Hujengwa na vitu vinavyotokana na mazingira.
Hazina muundo maalum kama methali, nahau na vitendawili
Hupima uwezo wa msikilizaji wa kutambua jambo lililofichwa.

Umuhimu

Kuimarisha stadi ya kusikiliza.
Kunoa uwezo wa kufahamu.
Kutoa mawaidha.
Kufunza kuhusu maumbile.
Kuimarisha uwezo wa kukumbuka.
Kufunza mambo kuhusu mazingira na maumbile.
Kukuza uwezo wa kutumia lugha.
Kukuza uwezo wa kufikiri.
Kuburudisha na kuchekesha.
Kukuza uwezo wa kubuni.
1. Vitanza Ndimi

Sentensi zenye mfuatano wa sauti zinazotatanisha kimatamshi zinapotamkwa kwa haraka.

Mifano

Wataita wataita Wataita wa Taita.
Waite wale wana wa liwali wale wali wa liwalii
Kupa mpe akupao kumpa asokupa si kupa ni kutupa.
Shirika la Reli la Rwanda limefungwa.
Hilo lililoliwa ndilo nililolitaka.
Mchuuzi wa mchuzi hana ujuzi wa mjusi wa juzi.
Cha mkufuu mwanafuu ha akila hu cha mwanafuu mkufuu hu akila ha
Pema usijapo pema ukipema si pema tena
Nguo zisizotakikana zitachomwa zote.

Sifa

Ni kauli fupi.
Huwa na mchezo wa maneno.
Huundwa kwa sauti zinazokaribiana kimatamshi.
Hutumia maneno yenye maana zaidi ya moja au yenye sauti sawa.
Hutanza/hutatiza ndimi za wengi wakalemewa kutamka.
Hukanganya kimatamshi.

Umuhimu

Kukuza matamshi bora mtu anapoendelea kutamka.
Kukuza uwezo wa kufikiri haraka ili kujua maana za maneno ili kutamka ipasavyo.
Kupanua ujuzi wa msamiati.
Kuburudisha kwa kufurahisha na kuchangamsha.
Husaidia kutofautisha maana za maneno.
Kujenga stadi ya kusikiliza.
Kukuza ubunifu kwa kuteua maneno yanayotatanisha kisauti na kimaana.
Kujenga uhusiano bora kwa ucheshi.
1. Lakabu

Jina la msimbo/kupanga/ambalo mtu hupewa au hujipa kutokana na sifa zake.

Asili ya Lakabu

Tabia
Sifa za kimaumbile
Matendo
Nasaba atokayo mtu.
Tabaka
Jinsi mtu anavyotamka maneno k.m. ung’eng’e.

Mifano

Nyayo
- Moi
Simba wa Yuda

Haille Selassie

Mkuki uwakao

Kenyatta

Nyundo/Tingatinga

Raila

Baba wa taifa

Rais

Mama wa Taifa

Mke wa Rais

Sifa

Huwa neno au fungu la maneno kadha.
Huwa na maana iliyofumbwa.
Huoana na sifa hasi au chanya za aliyepewa.
Huwa za kusifu au kudhihaki.
Huweza kudumu hata kusahaulisha jina halisi la mtu.
Hutumia sitiari k.m. chui kumaanisha mkali.
Hutumia taswira.
Hushika sana kimatumizi miongoni mwa watu.

Umuhimu

Kufahamisha sifa za mtu kwa kifupi.
Huwa njia ya washairi ya kujitangaza bila kujisifu moja kwa moja.
Hutumiwa kama ishara ya heshima kwa anayestahili heshima k.m. kiongozi.
Kuficha utambulisho au jina halisi la mtu.
Hutumiwa katika majigambo na mhusika kuonyesha ubingwa wake.
Kuficha siri ili anayemrejelewa asijulikane k.m. kikulacho.
Kukuza uhusiano bora miongoni mwa watani wanaporejeleana kwa lakabu.
Kusifu tabia njema kwa kumpa mtu lakabu nzuri.
Kudhihaki au kukashifu tabia mbaya kwa kumpa mtu lakabu mbaya
Kutambulisha asili ya mtu.
1. Misemo

Semi zinazobeba ukweli wa kijumla.

Mifano

Binadamu ni udongo.
Mwili haujengwi kwa mbao.
Umaskini si kilema.
Lila na fira havitangamani.
Ndio kwanza mkoko ualike maua.
- Mambo kuzidi kushika kasi.
Mgomba haupandwi changaraweni ukamea

Jambo halifanywi mahali pasipofaa likapendeza.

Sifa

Hutumia lugha ya muhtasari.
Hutoa ukweli kwa jumla.
Hazina muundo maalum.

Umuhimu

Kusisitiza ujumbe.
Kuongeza utamu katika lugha.
Kusisitiza jambo fulani.
Kufunza maadili au kuhimiza.
Kuchochea hisi fulani.
- Nahau

Fungu la maneno lenye maana tofauti na maana ya kawaida ya maneno hayo.

Mifano

Kuasi ukapera
- kuoa
Kupiga vijembe

sema kwa mafumbo

Ndege mbaya

bahati mbaya

Kidudu mtu

mfitini

Paka mafuta kwa mgongo wa chupa

Danganya au hadaa mtu

Visha kilemba cha ukoka

Mpa mtu sifa za uongo ili umpumbaze

Kubali shingo upande
Kuyavulia maji ngu

kumaliza jambo fulani ulilolianzia

Arusi ya ndovu kumla mwanawe

kubwa

Sifa

Hutumia lugha ya kimkato.
Maneno huwa na maana tofauti na ya kawaida.
Kunazo huwa na maana zaidi ya moja k.v. kuja jamvi-kumaliza shughuli au kuondoka.
Huundwa kwa neno moja, mawili au zaidi.
Huibua taswira.
Zina muundo maalum/huundwa kwa aina mbalimbali za maneno.

kufa kupona
kufumba na kufumbua
1. T+N
kupiga domo
kata kamba
- T+E
Kujikaza kisabuni
kufa kiofisa
1. N+N
donda dugu
domo kaya
1. N+V

nyota njema
dege mbaya

damu kumkauka
akili kumruka

Umuhimu

Kukuza na kuendeleza msamiati wa maneno.
Kupunguza ukali wa maneno (tafsida).
Kuongeza utamu/ladha katika lugha.
Kuhifadhi siri kwani sio wote wanajua maana.
Kujaribu uwezo wa msikilizaji kufichua maana iliyofichika.
- Misimu/simo

Semi ambazo huzuka katika mazingira na kipindi fulani.

Aina za Mizimu

Inayotumika na kutoweka
Inayokita kimatumizi kuingizwa katika Kiswahili sanifu k.m. toa chai, chokora, n.k.

Asili

Ufupishaji maneno
- komp
Utohozi

Fathee
hepi

Sitiari/jazanda

nyani-mlinda lango
fisi- mlafi

Tanakali

mtutu- bunduki
ndala- malapulapu

Uundaji maneno mapya

hanya

Kupa maneno maana mpya

chuma-gari
toboa- faulu

Kugeuza maneno

risto-stori

Kuboronga lugha

ashu-ashara/kumi

Mifano

Jisikia sukari
- kuringa

Kaa ngumu

kutotishika/kuvumilia

Chongoa mtu

mfanyia mzaha

Kula njaro

kupuuza kazi

Piga nduthe

kimbia/toroka

Piga ngeta

kukaba koo

Leta diambo

zozana/lalamika

Ingia baridi

kuogopa

Pewa msomo

gombezwa

Kusota

kuishiwa na pesa

Ingia mitini

toweka/toroka

Kung`ara

kuvaa vizuri

Marehemu George

nguo za mitumba

Vaa chupa

vaa suruari nyembamba

Kujisikia poa

kuwa na furaha

Kula hepi

kuburudika

Lala kibahasha

tulia tuli baada ya kushindwa katika jambo

Sifa

Ni kauli fupi.
Hutumiwa na kundi dogo la watu.
Huzuka katika mazingira na kipindi maalum.
Ni lugha ya kimafumbo.
Hutumiwa na kundi dogo la watu katika jamii.
Huzuka na kutoweka baada ya muda.
Kunazo hudumu na kukubaliwa kama lugha sanifu k.v. matatu, bodaboda, chai, chokora, daladala, n.k.
Huwa na maana nyingi k.m. ‘mahewa’ humaanisha mziki, uongo au ulevi wa dawa za kulevya.
Maneno yana maana tofauti na ya kawaida.
Si lugha sanifu na hivyo haipaswi kutumiwa katika mazungumzo rasmi.
Hupendeza miongoni mwa watumizi.
Hutoweka baada ya matumizi kwa muda.
Hubadilika k.m. mbuyu na buda humaanisha baba.

Umuhimu

Kuficha siri ya wanaoitumia.
Kupanua lugha kimsamiati ikikubalika.
Kurahisisha mawasiliano kwa kuondoa uchovu wa urasmi.
Kuonyesha ubingwa wa lugha kwa kuhisi huonyesha umaarufu wa lugha
Kutenga wasio wana kikundi.
Kutafsidi/kupunguza ukali wa maneno k.m. Amepata bol-mimba.
Kupamba lugha na kuifanya ivutie
Kufanya wanakikundi wajihisi kuwa pamoja.
Kujitambulisha na watu wa kikundi fulani.
1. Shirikina

Semi ambazo huonyesha imani fulani ya kundi ya watu

Mifano

Ukijikuna kiganja cha mikono utapata pesa.
Ukila chakula gizani utakula na shetani.
Kuzaliwa ukiwa na vidole sita ni kuwa na bahati.
Bundi akilia karibu na nyumba mtu mmoja wa nyumba ile atafariki.

Umuhimu

Kukataza maovu.
Kuhifadhi utamaduni.
Kuchangia umoja wa kitaifa kwa aina moja ya itikadi kupatikana katika jamii nyingi.
Kutujulisha kuhusu itikadi za watu.
1. Tanakali za Sauti (Onomatopeya)

Maneno ambayo huiga sauti ya jambo, tendo au tukio fulani

Mifano

Boboka bobobo!

payuka ovyo ovyo

Bwakia bwaku

akia upesi upesi

Bwatika bwata

enda chini kwa mshindo

Bweka bwebwebwe!

lia kama mbwa

Chaga ngungundu

shikilia jambo

Ng’o!

kutoambulia chochote

Legalega lege

kosa kuwa imara

Chakua nyakunyaku

tafuna kwa kutoa sauti ya kuudhi

Bingirika bingiribingiri!

pinduka

Birua biru!

angusha na kupindua

Shindilia ndi!

Mianguko

Pu/kacha

tawi

Pu, pu, pu

mfululizo

Pukupuku!

mvua

Pwa!

kwa matope

Pwata!

kitu kinene

Tang’!

sarafu pagumu

Tapwi

matopeni

Tifu

mchangani

Tubwi/ chubwi

majini

Sifa

Ni kauli fupi.
Ni miigo ya sauti zinazotokea baada ya tendo fulani.
Hazina muundo maalum.
Hujumuishwa katika fani nyingine.
Hutumia takriri.

Umuhimu

Kuwezesha kuunda taswira ya jinsi mambo yanavyotokea.
Kuonyesha hisia fulani.
Kuongeza uzito kwa maneno.
Kuongeza utamu katika mazungumzo.
Kusisitiza jambo.
Kuipa lugha ladha na mvuto.
Kujenga tabia ya kusikiliza kwa makini ili kutambua mlio.
Kukuza ustadi wa kuiga na kuigiza.
Ni mbinu mojawapo ya mawasiliano.
1. Takriri za maana

Mafungu ya maneno yanayosisitiza na kueleza maana zaidi ya kitendo.

Mifano

Haambiliki hasemezeki
Siku nenda siku rudi
Tilia huku ukitolea kule
Hasikii la mwadhini wala la mteka maji msikitini

Umuhimu

Kutia ladha katika lugha na kuifanya iwe na mnato.
Kusisitiza jambo.
Kuonyesha ukwasi wa lugha ya mnenaji.
- Tashbihi

Misemo ya ulinganisho

Sifa

Ni fupi.
Hutumia viungio kama, mithili ya, n.k.
Huwa na ujumbe wa kina.
Hutoa taswira ambayo husaidia keleza hulka kikamilifu.

Umuhimu

Kueleza sifa za kinazozungumziwa
Kuongeza lugha utamu
Kuonyesha umilisi wa lugha wa mtumizi

USHAIRI

Utanzu wa fasihi unaotumia lugha ya mkato inayoeleza maudhui yake kwa ufupi.

Sifa

Hutumia lugha ya kimkato.
Huwasilishwa mbele ya hadhira.
Huwasilishwa na mtu mmoja au kundi la watu.
Huwa na muundo maalum k.v. beti, vipande na vina.
Hutegemea sauti iliyo kipengele muhimu.
Huandamana na ishara za mikono, uso n.k.
Una mpangilio maalum wa maneno.
Una uteuzi maalum wa maneno.
Uwasilishaji wake huandamana na vitendo/uigizaji.
Hurithishwa kutoka kizazi kimoja hadi kingine kwa mdomo.
Huandamana na shughuli maalum k.v. matanga, kazi, n.k.
Huwa na mapigo ya kimziki au huweza kuimbika.
Huweza kuambatana na ala za mziki.
Hadhira hushiriki katika uwasilishaji wa ushairi simulizi.

Majukumu

Kuburudisha watu katika sherehe au shughuli fulani ya kijamii.
Kutakasa hisia au kutoa hisia zinazomsumbua mtu.
Kufunza maadili au tabia zinazokubalika na jamii.
Kufariji watu kutokana na maafa, kifo au kushindwa.
Kukuza uzalendo kwa kuhimiza watu kuiga waliotendea jamii mambo makuu k.v. mashujaa.
Kuhifadhi historia ya jamii k.m. maghani simulizi na tenzi.
Kuhifadhi na kudumisha utamaduni wa jamii.
Kuelimisha kuhusu suala fulani.
Kukashifu/kukejeli sifa mbaya za wabaya.
Kukuza umoja na ushirikiano katika jamii kwa kujumuisha watu pamoja.
Kusifu na kutukuza mashujaa katika jamii (tenzi).
Kukanya/kutahadharisha dhidi ya matendo maovu.
Kukuza urembo au usanii wa lugha kwa kuwa una ufundi mkubwa wa matumizi ya lugha.
Kuhamasisha jamii k.v. kisiasa.
Kukuza ubunifu kwa mtunzi na mwasilishaji
Kukuza ubunifu kwa kutunga kwa kuzingatia beti, mizani, vina na uteuzi maalum wa maneno.

Vipera vya Ushairi

wimbo
maghani
mashairi mepesi (utungo unaokaririwa)
ngojera (kwa majibizano)
tendi au rara (husimuliwa kwa mapigo ya kishairi)
1. Wimbo

Uungo wenye mahadhi ya kupanda na kushuka

Sifa

Huwasilishwa kwa njia ya mdomo.
Hutolewa kwa mahadhi ya kupanda na kushuka kwa sauti.
Hutumia lugha ya mkato.
Hadhira yaweza kuwepo au isiwepo.
Huwa na mwimbaji au waimbaji wanaoimba.
Waimbaji wanaweza kujivika maleba.
Huweza kuambatana na ala k.v. ngoma, zeze, kayamba n.k.
Huwa na urudiaji wa mstari au kifungu.
Aghalabu huimbwa na kupokezanwa baina ya kiongozi na waimbaji
Huimbwa tu au huambatana na kucheza.
Huweza kuandamana na shughuli fulani k.v. arusi, kazi, matanga, n.k.
Huwa na muundo maalum wa beti, mistari, vina, k.

Majukumu

Kuburudisha k.m. tumbuizo.
Nyenzo ya kiuchumi kwa baadhi ya watu.
Kuliwaza k.m. mbolezi.
Kuhimiza watu wakiwa kazini k.m. hodiya.
Kuelimisha kuhusu suala fulani k.m. ukimwi, ufisadi, n.k.
Kuhimiza uzalendo k.m. za siasa na taifa.
Kumbembeleza mtoto aache kulia au alale k.m. bembelezi.
Kukashifu/kukejeli mwenendo mbaya k.v. uchoyo, vivu, n.k.
Kufunza maadili au tabia inayokubaliwa na jamii k.v. ukarimu, uaminifu, n.k.

Ubaya wa nyimbo

Kutumiwa kueneza hisia za kikabila.
Kutia watu kasumba.
Hutumiwa kueneza propaganda ili kushawishi watu.
Kupotosha kimaadili k.v. kuhimiza zinaa.
Mtu akizizoea humlevya.

Aina za nyimbo

Bembelezi/bembea

Nyimbo zilizoimbwa kumbembeleza/kumwongoa mtoto aache kulia au alale.

Sifa

Huimbwa na mama au walezi.
Aghalabu huwa fupi.
Huimbwa kwa sauti ya chini.
Huimbwa kwa sauti nyororo.
Zina mapigo ya polepolena taratibu.
Huwa na mahadhi mazuri.
Huimbwa aghalabu mtoto akiwa amebebwa kwa mbeleko na mwimbaji akimpapasapapasa.
Zina urudiaji wa maneno ya kibwagizo.
Huwa na lugha ya kushawishi k.v. kutoa ahadi ya kununulia mtoto zawadi.

Majukumu

Kumnyamazisha mtoto anapolia.
Kuwaongoa watoto walale.
Kutumbuiza watoto.
Kusuta wasiowapa watoto malezi mema.
Kuonya mtoto dhidi ya tabia hasi k.v. kulia ovyo.
Kusifu mtoto.
Kuonyesha msimamo wa jamii kuhusu mtoto.
Kumfariji mtoto k.m. kutokana na kuumia akicheza.
1. Nyimbo za watoto/chekechea

Zilizoimbwa na watoto wakati wa kucheza/shughuli zao

Majukumu

Kuburudisha watoto.
Kuwaelimisha watoto kuhusu jamii.
Kukuza umoja na ushirikiano baina ya watoto kwa kuwajumuisha pamoja na kucheza bila kujali kabila, tabaka, n.k.
Kukashifu tabia hasi miongoni mwa watoto k.v. uchoyo.
Kukuza ubunifu miongoni mwa watoto wanapobuni nyimbo zinazooana na michezo yao.
Kuifanya michezo ya watoto ipendeze.

Nyimbo za sifa/sifo
Za kujisifu au kusifu mtu kwa mchango wake katika jamii.

Sifa

Zaweza kuwa nyiso, za arusi za kutawazwa n.k.
Huimbwa katika muktadha maalum k.v. arusini, jandoni, n.k.
Hutumia sitiari au kufananisha na mnyama, mkuki, n.k.
Hupiga chuku sifa za anayesifiwa.

Majukumu

Kusifu mtu kutokana na matendo yake mazuri.
Kutangaza mchango na mafanikio ya anayesifiwa.
Kukuza uzalendo kwa kuhimiza watu kuiga matendo mazuri ya anayesifiwa.
Kuburudisha watu katika sherehe fulani.
Kuangazia matendo ya wahusika.
1. Hodiya/yimbo za Kazi

Zilizoimbwa wakati wa kazi.

Sifa

Huimwa watu wakifanya kazi k.v. uwindaji, ukulima, uvuvi, ubaharia, n.k.
Huimbwa na mfanyakazi mmoja au kundi lao.
Zina maneno ya kuhimiza.
Urefu wake hutegemea kazi.
Mdundo hutegemea kasi ya kazi ikama inafanywa kwa kasi mdundo ni wa kasi, kama polepole mdundo ni wa polepole.

Majukumu

Kuburudisha watu wakifanya kazi.
Kurahisisha kazi kwa kupunguza fikra za uchovu.
Kuhimiza bidii kazini.
Kuhimiza watu wapende kazi zao.
Kuondoa uchovu na ukinaifu wakati wa kazi.
Kuwatia moyo wafanyakazi wasikate tamaa.
Kutambulisha jamii kwa kuonyesha shughuli zake za kazi.
Kusifu kazi.
Kukashifu uvivu.
Kuonyesha matatizo na changamoto za wafanyikazi.
Kujenga umoja na ushirikiano baina ya wafanyakazi wanapoziimba pamoja. Aina za hodiya
1. Wawe/vave

Zinazoimbwa wakati wa kulima.
1. Nyimbo za uwindaji
Zilizoimbwa watu wakienda au kutoka katika uwindaji.

Majukumu

Kumburudisha mwindaji.
Kumtoa mwindaji upweke.
Kusifu mnyama.
Kujasirisha wawindaji.
Kimai
- Zinazoimbwa katika shughuli za majini k.v. uvuvi na ubaharia.

Majukumu

Kuburudisha wavuvi na mabaharia.
Kuwajasirisha ili kukabili adha za baharini.
Kuwatoa upweke.
1. Nyimbo za mapenzi
  - Zilizoimbwa kutoa hisia za mapenzi.

Sifa

Huwa na ujumbe wa kimapenzi.
Maneno matamu yenye hisia nzito.
Matumizi ya chuku k.m. sili wala silali.
Huwa zina sifa au kashfa.

Mjukumu

Kuburudisha anayezisikiliza.
Kuomba uchumba au mapenzi.
Kusifu tabia au urembo/umbo la mpenzi.
Kusifu wapenzi.
Kukashifu mpenzi asiye na sifa nzuri.
Kusuta waliodhani penzi lisingefaulu.
Kupunguza uzito wa hisia k.v. huzuni au udhia baada ya kusalitiwa na mpenzi.

Nyimbo za arusi
- Zinazoimbwa wakati wa kufunga ndoa.

Sifa

Huimbwa kuonyesha hisia za wazazi, jamaa na marafiki
Hushauri maharusi na waliohudhuria kuhusu majukumu ya ndoa
Wakati mwingine husifia maharusi.

Majukumu

Kutumbuiza maharusu na waliohudhuria.
Kusifu maharusi.
Kutoa pongezi kwa Bw. na Bi. arusi kwa kujihifadhi vyema.
Kufunza majukumu ya ndoa.
Kutoa mwongozo wa kupambana na vikwazo ndoani
Kusuta mahasidi waliodhani ndoa isingefaulu.
Kukanya na kutahadharisha watu wanaoingilia ndoa za watu kuziharibu.
- Nyimbo za Dini
  - Zilizoandamana na shughuli za kidini.

Majukumu

Kuabudu Mungu ama miungu.
Kusifu mungu/miungu.
Kutoa shukrani kwa mungu.
Kuomba mema kutoka kwa Mungu au miungu.
Kutoa mafunzo ya kidini.

Tumbuizo
- Nyimbo za kujipa burudani
- Huimbwa wakati wa mapumziko

Majukumu

Kutumbuiza watu k.v. ngomani, arusini, n.k.
Kuwapa vijana mwongozo/kuadilisha.

Nyiso/Nyimbo za Tohara

Zinazohusiana na tohara.

Mfano

Ewe kilizi

Ulozowea kujificha

Nyuma ya mama kujikinga, dhidi ya milio

ya radi ilo juu mbinguni

Jua kesho ni siku ya siku

Siku ya kujua mbichi na mbivu

Kutofautisha jogoo na vipora,

Ngariba taposhika, chake kijembe

Ndipo utakapojua bayani

Ukoo wetu si wa kunguru

Ikiwa hu tayari

Kisu kukidhihaki

Sithubutu kamwe, wanjani kuingia

sije kuniaibisha miye, amiyo na akraba nzima!

Sifa

Huambatana na shughuli za jando (wavulana) na unyago (wasichana).
Huimbwa faraghani katika mazingira ya tohara pekee.
Huimbwa usiku wa kuamkia siku ya tohara.
Zilitoa sifa kwa waliotahiriwa, wazazi na wasimamizi wao.
Ziliimbwa kuwapa wavulana ujasiri wa kukabili kisu cha ngariba.
Zilitoa mafunzo kuhusu majukumu mapya baada ya kutahiriwa.
Hujumuisha watu maalum walioteuliwa kushiriki katika sherehe.
Huhusisha watu wa jinsia na umri fulani.
Maudhui yake hutegemea jinsia.

Majukumu

Kuonyesha vijana wamevuka kutoka utotoni hadi utu uzima.
Kuwaandaa vijana kwa uchungu watakaouhisi kupitia kijembe.
Kuhimiza ujasiri na ukejeli uoga.
Kusifu wahusika kwa ujasiri wa kukabili kisu na kuingia katika utu uzima.
Kuburudisha waliohudhuria shughuli ya jando au unyago.
Kuelekeza vijana kwenye matarajio mapya ya jamii.
Kufunza majukumu katika utu uzima.
Kukuza umoja na ushirikiano katika jamii kwa kuwaleta wanajamii pamoja.
1. Mbolezo/Mbolezi

Nyimbo za kuomboleza.

Mfano

Nalitazama jua likichwa,

Matumaini yangu yakizama pamoja

na miale miekundu

Nalidhani lilikuwa jinamizi tu

Kwamba ulikuwa kesha n’acha

Walikuwa wameisha n’ambia

Walimwengu

Ela nilikataa katakata walosema

Nikajitia kuamini waloamba yalikuwa

Uzushi

Hadi siku hii nilopokea waraka,

Waraka ambao ulikuwajeneza ka kuzikia

Pendo letu la miongo miwili.

Sifa

Huimbwa wakati wa maafa, kifo, makumbusho ya mtu au kushindwa katika jambo k.v. vita.
Huimbwa kwa sauti ya chini.
Hutofautiana kutoka jamii moja hadi nyingine.
Huwa na mapigo ya polepole au taratibu.
Huimbwa kwa toni ya huzuni/uchungu kuibua hisia za ndani za mwombolezaji.
Aghalabu haziandamani na ala.

Majukumu

Kuwafariji au kuwasaidia waliofiwa kukabiliana na uchungu wa kupoteza mpendwa wao.
Kusifu aliyekufa kwa kutoa sifa zake chanya au michango yao.
Kubembeleza roho za wafu(mizimu) ili kusitokee maafa mengine.
Kuonyesha msimamo wa jamii kuhusu matokeo ya kifo k.v. husababishwa na pepo, maovu, njia ya kuingia mbinguni.
Kutakaswa hisia za huzuni za aliyefiwa kumpunguzia uzito wa kumpotezea mpendwa wake.
Kueleza kutoepukika kwa kifo.
Kukejeli kifo.
1. Nyimbo za Taifa

Nyimbo zinazoimbwa na watu wa taifa fulani.

Majukumu

Kutambulisha taifa fulani.
Kuonyesha utaifa.
Kuonyesha uzalendo (mapenzi kwa nchi).
Kuhimiza uzalendo.
Kukashifu wasio wazalendo.
Kusifu taifa fulani.

Nyimbo za Siasa

Zinazoimbwa katika shughuli za kisiasa.

Mfano

Ewe mainga wa Ndumi

Siwe uloambia akina mama

Siku tulopiga foleni

Chakula cha msaada kupata

Turudishe vifaranga kwenye miji

Wageuke vijusi tena

Njaa isiwaangamize?

Siwe ulopita

Matusi ukitema

Chumvi na sukari kuturushia ja samadi?

Ukatununua vihela uloturushia

Ukatununua kura ukapata?

Sasa miaka mitano imetimia

Waja tulaghai tena

Huna lolote safari hii

Ubunge umekudondoka ukitazama

Wanyonge tumea/mua

Kwingine kujaribu

Majukumu

Kuburudisha watu katika shughuli za kisiasa.
Kupinga dhuluma za viongozi.
Kusifu viongozi na sera zao.
Kukashifu/kukejeli wanasiasa wabaya.
Kuonyesha matarajio ya watawaliwa kwa viongozi.
Kusambaza elimu ya kisiasa.
Kuwatia wananchi kasumba.
Kueneza propaganda za kisiasa.
Kuzindua au kuhamasisha jamii kisiasa.
Kuliwaza wahasiriwa wa migogoro ya kisiasa.
Kutia watu ari ya kufanya jambo fulani k.v. kupigania haki zao.

Nyimbo za Vita
- Zinazoimbwa na askari vitani au baada ya vita.

Majukumu

Kuburudisha washiriki.
Kufunza namna ya kukabiliana na adui.
Kujasirisha washiriki.
Kusifu askari vitani.
Kukejeli uoga.
Kusifu mashujaa wa zamani.
Kukuza uzalendo kwa kuhimiza watu kuiga masujaa.
- Kongozi
  - Za kuaga mwaka katika jamii za waswahili.

Jadiiya
- Nyimbo za jadi ambazo hupokezwa kutoka kizazi kimoja hadi kingine.
- Huhusu matukio ya kihistoria k.v. shujaa, mateso, njaa, n.k.

Nyimbo za Kuzaliwa kwa Mtoto

Za kuonyesha au kuadhimisha kuzaliwa kwa mtoto.
1. Maghani
Ushairi ambao hutolewa kwa kalima.

Sifa

Husimulia matukio kwa kirefu hasa yanapotambwa.
Hutolewa kwa kalima.
Hutungwa papo hapo.
Hutongolewa mbele ya hadhira
Hutungwa kwa ufundi mkubwa.
Hutolewa na mtu mmoja au kundi la watu.

Aina za Maghani

Maghani ya kawaida

Ambayo hugusia maswala ya kawaida kama mapenzi, siasa, harusi, kazi, maombolezo n.k.
Husemwa/huganwa tu bila kusimuliwa.

Maghani Simulizi

Maghani ambayo husimulia hadithi kuhusu tukio la kihistoria.
Huhusu, mtu, tukio, kitu, mnyama, n.k.

Sifa

Hutokea kama hadithi.
Husimulia tukio la kihistoria.
Ni ndefu.
Waimbaji wake huitwa manju/yeli.
Huandamana na ala kama zeze, marimba, n.k.

Tofauti kati ya maghani ya kawaida na maghani simulizi

Maghani ya kawaida

Maghani simulizi

ü Ni fupi.

ü Haitumii ala.

ü Huhusu maswala ya kawaida.

ü Husemwa.

ü Ni ndefu .

ü Hutumia ala.

ü Kihistoria.

ü Huimbwa.

Maghani ya Kawaida

Vivugo/majigambo

Utungo wa kujisifu au kujigamba.

Sifa

Hutungwa baada ya ushindi wa harakati ngumu k.v. kesi, kumuua simba, kuoa msichana aliyependwa na wengi n.k.
Fanani ni mwanamme.
Hutungwa papo hapo.
Hutungwa na kughanwa na mhusika mwenyewe.
Hutumia chuku k.m. kujisifu kupita kiasi.
Anayejigamba hujipa jina la kiistiari k.m. mnyama.
Mhusika huvaa maleba yanayooana na tukio analojisifia.
Kuna kutaja jina na ukoo wa baba na mama.
Anayejisifu huahidi kutenda maajabu zaidi.
1. Pembezi/pembejezi

Aina ya tondozi inayokusudiwa kusifu watu aina fulani katika jamii kutokana na matendo au mchango wao.
v. watawala, walezi wazuri, mashujaa wa vita, waganga mashuhuri hata wapenzi waliopigania pendo lao.

Mfano

Nani kama wewe mama?

Nani anokufana ‘mwaitu’

Subira uliumbiwa

Bidii nd’o jina lako la pili

Moyo wenye heba

Msimamo usoyumba

Anoelekeza kwa imani

Anoadhibu kwa mapenzi makuu

Mzazi, mlezi na rafiki wa dhati

Tangu siku za kusimama dede.

Tondozi

Utungo wa kutukuza watu, wanyama na vitu.
v. watu mashuhuri, wapenzi, mifugo, miti mikubwa.

Mfano

Kipungu kipungu

Nani kama yeye?

Hashindiki kwa nia

Hashindiki kwa shabaha

Hulenga binguni

Hutia ghera kufikiwa peo

Peo zisofikika kwa wanokata tama

Kipungu, kipungu, hachi tufani za anga.

Maghani Simulizi

Sifo

Tungo za kusifu watu kutokana na matendo yao ya kishujaa.
Sifa zake hukaribiana na za tenzi hasa ikiwa ni shujaa anasifiwa.

Tendi/tenzi

Ushairi mrefu unaoelezea maisha ya mashujaa tangu kuzaliwa hadi kufa kwao.
v. Utenzi wa Fumo Liyongo, Sundiata, Shaka Zulu, Wang`ombe waihura n.k.

Mfano

Asiyemjua mjua aliongwe atamjua

Namjuza kwa sifa zake alizokuwa nazo

Alisimika ufalme uliosifiwa

Akawa shujaa asiyetishwa

Utungo huu waweza kuwa wimbo wa sifa au utendi!

Sifa

Huwa masimulizi yanayotolewa kishairi.
Hutoa wasifu wa shujaa.
Huwa na matumizi ya chuku.
Wahusika hupewa sifa zisizo kawaida (kiungu).
Ni masimulizi mrefu.
Matumizi ya sitiari k.v. kulinganisha wasifiwa na wanyama wakali.
Huangazia matendo ya mashujaa.
Husimulia matukio ya kihistoria.
Huimbwa pamoja na ala ya kimziki.
Hutungwa papo kwa papo na kuhifadhiwa katika ubongo.
Hujumuisha mbolezi zinazoonyesha anguko la shujaa.

Lengo

Kuburudisha wanajamii.
Kusifu mashujaa wa jamii.
Kukuza uzalendo kwa kuhimiza wengine kuwaiga mashujaa.
Kukuza ubunifu kwa kutunga papo hapo.
Kuimarisha uwezo wa kukumbuka kwa kutungwa na kuhifadhiwa akilini.
Kuburudisha waliohudhuria sherehe ampapo yanatolewa.
Kuhifadhi na kuendeleza tamaduni za jamii
Kukuza ufasaha wa lugha kwa fanani.
Kufunza maadili.

Rara
Hadithi fupi na nyepesi za kishairi zenye visa vya kusisimua.

Mfano

Alichukua mkoba wake

Akanipa kisogo

Kana kwamba hakunijua

Kana kwamba hakusema, “Hadi mauko”.

Hakujali penzi letu

Hakujali wana

Ambao ndiye alowapa uhai

Alijua nilimpenda

Ila hata hilo alijipa kujipurukusha

Akayoyomea

Akamezwa na ulimwengu.

Sifa

Huhusu mambo ya kubuni au ya kweli k.v. sherehe ya uhuru, kesi ya mauaji, n.k.
Huhusu maswala ibuka na ya kawaida.
Hadithi huwasilishwa katika beti.
Huandamana na ala za mziki.
Hutolewa kwa toni ya kitanzia.
Huwa na visa vya kusisimua.
Huwa na ucheshi wenye kinaya.
Maswala hayatoleai kwa uwazi bali hufumbwa na kudokezwa.
Huwa na uigizaji/utendaji.
Mambo yanayosimuliwa hupigwa chuku.

Rara nafsi

Ushairi ambao hutungwa na mtu kuelezea hisia, matatizo na fikra zake mwenyewe.

Mfano

Muda umefika wa pingu kutiwa

Kutiwa silisili, kwani si utashi wangu

Ukoo waniuza, mithili ya kondoo sokoni

Mwambieni shangazi kwaheri nampigia

Hata angataka kuniopoa hawezi

Kwani mahari imetolewa

Mifugo kikwi nduguye amepokea

Kwaheri mama, kwaheri dada.

Sifa

Hugusia maswala yanayoathiri hisia za mtu binafsi kama vile mapenzi, usaliti, talaka, kifo.
Huwasilishwa kwa njia ya uimbaji unaoandamana na ala ya mziki.
Mzungumzaji huzungumza moja kwa moja na hadhira au aliyeandikiwa rara hii-mkewe, mpenziwe, mwanawe, Mungu, miungu.
Hutolewa katika miktadha k.v. mazishi kusifu aliyekufa, harusi na Bi. Arusi kama ameshinikizwa kuolewa.
1. Ngonjera

Mashairi ya kujibizana/kulumbana-yenye muundo wa kimazungumzo.

Sifa

Huwa na wahusika wawili au zaidi.
Mhusika mmoja huuliza jambo na mwingine hujibu.
Huendelezwa kwa njia ya wimbo.
Wahusika kupingana mwanzoni.
Wahusika huafikiana kufikiwa mwisho.

Umuhimu

Majibizano hukuza ubunifu kwa kila mmoja kuonyesha umaarufu.
Kukuza ujasiri wa kuzungumza hadharani.
Kuimarisha stadi ya kuongea.
Kuburudisha hadhira.
1. Mashairi Mepesi.
Mashairi ya kawaida ambayo hupatikana katika ushairi simulizi.
Hujumuisha mashairi mafupi ya kihisia, kimapenzi, kusifu na kukosoa watu.

Vigezo vya Uchanganuzi wa Tungo za Ushairi Simulizi

Kuainisha utungo kimaudhui/aina
Kuthibitisha ni aina fulani ya utungo wa kishairi/sifa.
Kutaja sifa zinazojitokeza za ushairi simulizi/utungo fulani wa ushairi simulizi.
Muktadha ambamo unaweza kutolewa.
Kuandika mbinu za kifasihi zilizotumiwa katika utungo huo.
Kufafanua sifa za jamii zinazojitokeza katika utungo.
Kuandika majukumu ya aina hiyo ya utungo wa ushairi katika
Anayeimba/nafsi imbi ni nani?
Kuandika maadili yanayojitokeza katika utungo.
Kueleza toni ya utungo huo.

MAZUNGUMZO

Maongezi ya mdomo yenye usanii.

Sifa

Huwa maongezi yenye usanii mkubwa.
Hutolewa mbele ya hadhira.
Hutolewa mbele ya hadhira.
Hutolewa kwa njia isiyokera.
Huambatana na sherehe fulani k.m. taabili katika matanga.
Hutegemea sauti na vitendo.
Huhusisha matumizi ya ishara k.v. za uso, mikono na miondoko.
Huhitaji ustadi wa kuzungumza ili kuteka hadhira.
Hutolewa na watu wenye umilisi mkubwa wa lugha.

Vipera vya Mazungumzo

Hotuba
- Maelezo yanayotolewa mbele ya watu kuhusu mada fulani.
- Huhusisha mada maalum sio suala lolote tu.

Umuhimu

Kuelimisha kwa kupa maarifa ya kukabiliana na maisha k.v. jandoni na arusini.
Kuadilisha au kutoa nasaha hadharani.
Huimarisha ukakamavu wa kuzungumza kadiri watu wanavyotoa hotuba hadharani.
Kukuza ufasaha na umilisi wa lugha.
Kupalilia kipawa cha uongozi.
Kuelimisha kwa kupatia watu maarifa ya kukabiliana na changamoto za maisha.

Aina za Hotuba

Risala

Hotuba inayowasilishwa mbele ya watu kueleza jambo fulani k.m. ya wafanyakazi kwa waajiri wao.

Mhadhara

Hotuba inayotolewa kwa hadhira fulani kufafanua somo au mada fulani.

Kumbukizi

Hotuba zinazohusu tukio fulani la kihistoria kuhusu mtu au kitu.

Mahubiri

Hotuba zinazohusu masuala ya kidini.

Taabili

Hotuba kuhusu aliyeaga dunia zinazohusu sifa zake nzuri.

Malumbano Ya Utani

Mazungumzo ya kutaniana.

Aina

Utani wa mawifi na mashemeji
Utani wa marafiki

Utani wa vijana

Utani wa watoto
Utani wa marika/ watu wa hirimu moja

Wewe ni mweusi kiasi kwamba ukiingia chumbani taa zinazimika.

Utani wa mababu/mabibi na wajukuu

Ee mume wangu, mbona walala mapema hivi? Utawezaje kulilinda boma letu ikiwa wewe ndiwe wa kwanza kujizika kitandani.
Utani wa maumbu (ndugu na dada)
Wewe unajifanya jasiri na juzi baba alikukemea kidogo tu ukaanza kutetemeka kama kondoo aliyenyeshewa.
Utani wa mazishi
Afadhali umekufa tukakuzika, sasa maghala yetu yatasalimika.

Utani wa makabila/ki ukoo
- Wakikuyu wanapenda pesa kiasi kwamba maiti ikisikia mlio wa sarafu inaweza kufufuka.
- Wakamba wa ukoo wa Akanga wanapenda nyama kiasi cha kula kijusi cha mbuzi.

Sifa

Huwa kati ya watu wawili au makundi mawili ya watu.
Hufanywa kwa kujibizana papo hapo.
Hufanywa kwa njia isiyo ya kuudhi.
Hutumia maneno ya mizaha.
Hutumia lugha ya ucheshi.
Hufanywa na watu wenye uhusiano mzuri.
Huchukua njia ya ushindani kila mmoja akitaka kumpiku mwenzake.
Watanianao huwa wamekubaliana kufanya hivyo.
Hufanyika katika wakati unaofaa sio baada ya kukutana tu.
Huhusisha masimango au kumkumbusha mtu wema uliomtendea.
Hutumia chuku sana kusisitiza au kukejeli sifa fulani hasi.
Huhusisha wakati mwingine utaniaji wa wasiokuwepo ukiambatanishwa na uigizaji wa kuchekesha.
Hutegemea uhusiano ulio kati ya wanajamii au makabila.
Huandamana na sherehe kama matanga.

Umuhimu

Kuburudisha kutokana na ucheshi.
Kuimarisha urafiki wa watu walio na uhusiano mwema wanaotaniana.
Hustawisha ufundi wa lugha.
Kukashifu tabia hasi k.v. ulafi, uchoyo, wivu, n.k.
Kukosoa wanajamii kwa njia ya kejeli/dhihaka
Kuimarisha umoja na ushirikiano kati ya wahusika.
Kuliwaza k.m. unaofanywa wakati wa maombolezo.
Kukuza na kudumisha mila na desturi za jamii.
Kukuza utangamano baina ya watu na wanajamii wanapokuja pamoja na kutaniana.
Kuhimiza watu kujieleza kwa uwazi kwa kupunguza urasmi miongoni mwa wanajaii.
Hudhihirisha uhusiano mwema baina ya watu wa jamii fulani.

Changamoto Sasa

Mabadiliko katika jamii yaliyosababisha baadhi ya wanajamii kupoteza nyenzo hii.
Kuingiliana kwa watu wa jamii mbalimbali.

Soga
Mazungumzo ya kupitisha wakati yasiyozingatia mada maalum.

Sifa

Hutokea baina ya watu wa rika moja.
Humithilisha uhalisia badala ya kuunakili.
Hutumia chuku na kufanywa ljambo lionekane kama halina uhalisia.
Hukejeli watu au hali fulani.
Wahusika ni wa kubuni.
Hutumia vichekesho kupunguza ukali wa ukweli uliomo.
Wahusika hupewa majina ya wanajamii husika.
Huwa na mafunzo au maadili.

Umuhimu

Kuburudisha kwa kuchekesha.
Kufunza maadili.
Kukejeli matendo yasiyofaa katika jamii
Kukuza ubunifu baina ya washiriki.
Kufunza kuhusu matendo na tabia za kibinadamu.
Huwa msingi wa utani unaokuwapo katika jamii.
Kuonya na kutahadharisha dhidi ya tabia siyokubalika.
Mawaidha

Mazungumzo ya kutoa ushauri kuhusu jambo fulani.

Sifa

Huwasilishwa mbele ya watu.
Hugusia takriban vipengele vyote vya maisha ya binadamu.
Aghalabu hutolewa na watu wenye umri mkubwa.
Hulenga maudhui maalum na ya aina nyingi kutegemea jinsia, umri, shughuli, n.k.
Hutumia lugha ya kubembeleza na isiyoonyesha ukali.
Hutumia lugha ya kuathiri hisia.
Huwa na ufasaha mkubwa wa lugha.
Ni mawazo mazito kuhusu maisha.
Hutolewa katika miktadha rasmi na isiyo rasmi.
Ujumbe hulenga hadhira maalum k.m. ya kike au kiume.
Hutumia fani nyingine za fasihi kama methali, misemo, ngano, nyimbo n.k. kupitisha mawaidha.
Huibua maadili yanayohitaji kuzingatiwa.

Muundo wa Mawaidha

Utangulizi
- Kutoa kauli ya kuvutia makini ya hadhira k.v. ‘Utu uzima huenda na uwajibikaji’, au kueleza kiini cha mawaidha.
Mwili

Kutoa wosia, maonyo, maelekezo kutegemea suala analotolea mawaidha akitumia jazanda, kupanda na kushuka kwa sauti, kimya, miondoko, kubadilisha kasi ya kuzungumza, kudondoa semi za watu maarufu, n.k.

Hitimisho

Kuonyesha msimamo kuhusiana na suala analozungumzia.
Kushirikisha hadhira ili kujua msimamo wao kuhusu suala alilowausia.
Hadhira kutoa changamoto kuhusiana na mawaidha yanayotolewa.

Umuhimu wa mawaidha

Kuelekeza jamii kimaadili.
Kuelekeza kuhusu jinsi ya kukabiliana na changa moto maishani.
Kushauri jinsi ya kutenda jambo fulani.
Kujasirisha waoga na kuwapa ukakamavu.
Kuwaondolea wanajamii ujinga.
Kuhifadhi na kuendeleza mila na desturi za jamii.
Njia ya kipato kwa baadhi ya watu.
Kuelimisha kuhusu maarifa ya kuendeshea maisha, majukumu na matarajio ya jamii.
Ulumbi
- Uwezo na ustadi wa kuzungumza kwa uhodari mkubwa.

Miktadha Ambamo Ulumbi Hutumika Katika Jamii

katika mijadala mbungeni
katika hotuba za kisiasa
katika mahubiri maabadini
katika mijadala shuleni
kortini
katika shughuli za kijamii k.v. posa
katika sala/dua
katika maapizo
katika malumbano ya utani
katika majigambo/vivugo

Sifa

Hufanywa mbele ya hadhira.
Huwa na lengo maalum k.v. kushawishi, kuelimisha, kushauri n.k.
Hutumia tamathali za usemi kwa ufanifu mkubwa k.v. chuku, misemo, methali, n.k.
Lugha huwa yenye mvuto na ufasaha.
Hutumia lugha yenye taharuki na ushawishi.
Unenaji huambatana na utumizi wa ishara/ viziada lugha.
Uwasilishaji huwa sahili na wenye ujumbe mzito.
Huwa na urudiaji mwingi ili kusisitiza na kuvutia usikivu.
Huwa na matumizi ya taharuki k.v. mtuo.
Huwa na mtiririko mzuri wa mawazo.

Sifa za Mlumbi

Asiwe mwoga ili kuweza kuzungumza hadharani.
Asiwe na haya ili kuweza kuzungumzia mambo ya aibu inapobidi.
Awe mchanganfu na mcheshi ili kunasa makini ya hadhira na kuzuia isikinai.
Awe na ufahamu mpana wa utamaduni wa hadhira asitumie maneno na ishara zinazoweza kuwaudhi au kupingana na imani za hadhira.
Awe na uwezo wa kuingiliana vizuri na hadhira ili aivutie.
Awe na kumbukumbu nzuri ili ulumbi wake utiririke vizuri.
Awe na uwezo wa kudramatisha ili kuonyesha picha fulani k.v. ishara za uso, mwili, miondoko kuonyesha picha ya analozungumzia.
Awe na ujuzi na ufasaha wa lugha ili kuwasilisha mawazo kwa njia mwafaka na inayovutia.
Aweze kubadilisha toni na kiimbo hadhira isikinai.
Awe na uwezo wa kushirikisha hadhira k.v. kwa maswali ya balagha ili kuondoa uchovu wa kusikiliza.
Awe na uwezo wa kutumia mtuo wa kidrama ili kuongeza taharuki, kusisitiza ujumbe na kuteka makini ya hadhira.

Umuhimu

Hukuza uwezo wa kujieleza na kusema hadharani kwa kujiboresha kadiri anavyoendelea.
Kigezo cha kuteulia viongozi wa baadaye kwani ushawishi humtambulisha mlumbi kama mwenye uwezo wa kuongoza.
Kuelimisha jamii kwa njia isiyochosha.
Kudumisha umoja na ushirikiano jamii inapokusanyika pamoja kusikilizaulumbi.
Kuhamasisha na kuzindua jamii juu ya suala fulani.
Kushawishi walengwa wakubali jambo fulani.
Kukuza uwezo wa mwanajamii kushawishi na kupatanisha.
Kushawishi watu wapende jambo fulani.
Kuburudisha wasililizaji.
Maapizo

Maombi maalum ya kumtaka Mungu, miungu au mizimu kumwadhibu mhusika hasidi, mkinzani au muovu.

Mfano

Ikiwa kweli wewe ni mkazamwanangu,

Nami ndiye nilompa uhai mwana unoringia,

Anokufanya upite ukinitemea mate,

Chakula kuninyima, wajukuu kunikataza ushirika,

Miungu nawaone chozi langu, wasikie kilio changu,

Mizimu nawaone uchungu wangu,

Radhi zao wasiwahi kukupa,

Laana wakumiminie,

Uje kulizwa mara mia na wanao,

Usiwahi kufurahia hata siku moja pato lao,

Watalokupa likuletee simanzi badala ya furaha,

Wakazawanao wasikuuguze katika utu uzima wako!

Sifa

Yalitolewa kwa waliokwenda kinyume na matarajio ya jamii.
Yalifanywa mahali maalum k.v. makaburini, porini, chini ya miti mikubwa, n.k.
Hutolewa kwa ulaji kiapo.
Yalitolewa na mwathiriwa au watu maalum walioteuliwa.
Maapizo huaminiwa yataleta maafa kwa jamii.
Watoaji maapizo walikuwa walumbi.
Maapizo hutumia lugha kali inayonuiwa kutia woga ili kutahadharisha dhidi ya maovu.

Umuhimu

Kuonya na kutahadharisha wanajamii dhidi ya maovu.
Kutambulisha jamii kwani kila mojawapo ina aina yake ya kuapiza.
Kukuza umoja katika jamii kwani kaida na miiko hufanya wanajamii kujihisi kuwa kitu kimoja.
Kuadilisha wanajamii kwa kujifunza kutenda mema ili kuepuka laana.

MAIGIZO

Utanzu wa fasihi simulizi unaoambatana na vitendo.
Sanaa ya mazungumzo yanayoambatana na vitendo.

Sifa

Huwa na watendaji au waigizaji.
Huwasilishwa mbele ya hadhira.
Huwasilishwa mahali maalum k.v. ukumbini.
Huwasilishwa kwa mazungumzo na matendo
Waigizaji hujivika maleba yanayooana kutia uhai maigizo.
Matayarisho kabambe hufanywa kabla ya maigizo.
Huweza kuambatana na ngoma pamoja na uimbaji.
Lugha ni yenye ufundi wa juu k.v. picha, mafumbo na tamathali.
Huweza kuambatana na sherehe fulani ya kitamaduni k.v. jando, matanga, n.k.
Huwasilishwa kwa lugha sahili.
Hujaa taswira zinazoweza kutambulika na hadhira.

Umuhimu

Kuburudisha wahusika na hadhira.
Kukuza umoja na ushirikiano kwa kujumuisha watu pamoja.
Kuimarisha uwezo wa kuzungumza hadharani-kupata ukakamavu jinsi mtu anapoendelea kuigiza.
Kukuza umoja na ushirikiano watu wanapojumuika pamoja kutazama maigizo.
Kukuza uwezo wa kukumbuka kwani mwigizaji huhitaji kukumbuka maneno halisi.
Kukejeli kitendo kisichofaa/cha kijinga alichofanya mtu.
Njia ya kipato/kuwatafutia riziki baadhi ya watu.
Kutoa nafasi kwa watu kudhihirisha vipawa vyao.
Kuonya na kutahadharisha watu dhidi ya kufaya mambo yasiyofaa.
Kuelimisha watu wafahamu jambo fulani k.v. ukimwi, ufisadi, n.k.
Kukosoa watu wanaofanya kinyume na matarajio ya jamii k.v. wivu, uchoyo, n.k.
Kupitisha maarifa na amali za kijamii.

Ploti

Utangulizi-kutambulisha mgogoro
Ukuzaji wa mgogoro
Kilele cha mgogoro
Usuluhishaji wa mgogoro

Aina za maigizo

Maigizo Ya Kawaida

Maonyesho ya jadi yakiwa yameondolewa kwenye mazingira yake halisi.
1. Sanaa ya Maonyesho
Matendo ya kweli yanayojitokeza katika jamii kulingana na mazingira yake halisi k.m. uganga, mazishi, unyago, ngoma, n.k.

Tofauti

Maigizo ya kawaida

Sanaa ya maonyesho

ü Mazingira ya kuzua/maalum

ü Matukio ya kuiga

ü Huwa na wahusika na hadhira maalum

ü Matumizi ya ukumbi na jukwaa maalum

ü Hutumia maleba na vifaa vya kuzua mazingira maalum

ü Hugawika katika maonyesho Kutumia lugha kwa njia maalum

ü Wahusika hufanya mazoezi kabla ya igizo halisi

ü Hutumia mazingira halisi

ü Matukio halisi/ ya kila siku.

ü Washiriki na waigizaji walio pia hadhira

ü akuna haja ya ukumbi wala jukwaa

ü Hakuna vifaa maalum bali huwa mazingira yenyewe.

ü Muundo wake hufululuza au hayajagawika katika maonyesho.

ü Hawahitaji kufanya mazoezi kwani ni matukio ya kila siku.

Maigizo ya kawaida

Michezo ya Kuigiza

Maigizo ambayo huwasilishwa na watendaji jukwaani mbele ya watu.

Sifa za Mwigizaji bora

Awe jasiri ili aweze kuigiza mbele ya watu/hadharani.
Awe na ubunifu ili aweze kufanya uigizaji kuvutia na kuondoa ukinaifu.
Awe na ujuzi wa kutumia ishara za uso, mwili na miondoko kuonyesha picha ya hali anayoigiza.
Awe na ujuzi na ufasaha wa lugha ili kuwasilisha mawazo kwa njia mwafaka na inayovutia.
Aweze kubadilisha toni na kiimbo kulingana na hali tofauti anazoigiza k.v. huzuni.
Awe na uwezo wa kushirikisha hadhira kwa maswali ya balagha ili kuondoa uchovu.
Awe na uwezo wa ufaraguzi/ kubadilisha uigizaji wake papo hapo kutegemea hadhira yake na kutoa mifano inayofahamika kutoka katika mazingira ya hadhira.
Awe anaelewa utamaduni wa hadhira yake ili asitumie maneno na ishara ambazo zinaudhi ama kukinzana na na imani zao.

Vichekesho
- Michezo ya kuigiza inayokusudiwa kuzua kicheko ili kupitisha ujumbe k.m. vioja, vitimbi n.k.

Sifa

Vichekesho huigizwa.
Huwasilishwa kwa lugha sahili.
Hujaa taswira zinazoweza kutambulika na hadhira.
Hutumia mbinu ya kejeli, kunaya na tashtiti.
Vichekesho huwa vifupi.
Havihitaji uchambuzi wa ndani ili kuvielewa au kupata maana.

Jukumu

Kuburudisha hadhira kwa kuchekesha.
Kuelimisha kwa kuonyesha jambo la kijinga alilofanya mtu.
Njia ya kuwapatia watu riziki.
Hutumika katika hadithi kuifanya ivutie.
Kukejeli kitendo fulani kisichofaa alichofanya mtu fulani.
Kukashifu matendo hasi ya kijinga.
Kuadilisha ama kutoa funzo fulani la tabia njema.
- Ngonjera
- Ngonjera inayoambatana na uigizaji/utendaji.

Sifa

Kuweko kwa uigizaji/utendaji k.v. ishara za uso na mikono.
Huwa na wahusika wawili au zaidi.
Huendelezwa kwa njia ya wimbo.
Mhusika mmoja huuliza jambo na mwingine hujibu.
Wahusika kupingana mwanzoni.
Wahusika hufikia uafikiano kufikia mwisho.

Michezo ya Watoto/Chekechea

Michezo inayoigizwa na watoto katika shughuli zao.

Aina

Mchezo wa baba na mama
Kuruka kamba
Kujificha na kutafutana
Kukimbiza kibaramwezi dhidi ya upepo ili kizunguke
Mchezo wa baba na mama

Sifa

Waigizaji ni watoto.
Huhusu shughuli za kiuchumi na kitamaduni k.v. arusi, siasa, ukulima.
Huandamana na nyimbo za watoto.
Huwa na miondoko mingi k.v. kujificha, kuruka.
Huwa na matumizi mengi ya takriri.
Huchezwa popote.
Huwa na kanuni fulani.
Hukoma watoto wakichoka au wakikiuka kanuni

Umuhimu

Kufunza watoto majukumu yao ya utu uzima.
Kuwatanguliza watoto katika sanaa ya uigizaji.
Kukuza ubunifu wa watoto kadiri wanapoendelea kuigiza.
Kudumisha utamaduni wa jamii.
Kuburudisha watoto.
Kukuza stadi ya uigizaji miongoni mwa watoto.
Kukuza utangamano miongoni mwa watoto kwa kuwajumuisha pamoja.
Kukashifu matendo hasi ya watu wazima kwa watoto.
Kuwapa watoto ukakamavu na kujiamini wakiwa wachanga.
1. Majigambo/vivugo

Uigizaji ambapo wahusika hujigamba kwa matendo ya kishujaa.

Mfano

Ndimi Kisoi, dume la ukoo mtukufu

Ulojipamba kwa mabingwa

Wachezaji hodari wa ngoma

Ndimi dume liloingia nyanjani

Makoo yakatetemeka

Yakang’ang’ania, ngozi kusakata nani

Kijiji kizima kilinijua

Wazee walilienzi

Wakamiminika kiamboni

Mabinti kunikabithi.

Sifa

Aghalabu huambatana na ngoma.
Hujitokeza, kujigamba na kisha kuendelea kucheza ngoma.
Anayejigamba hubeba zana zake za vita kama vile mkuki na ngao kuonyesha aliyotenda.
Anayejigamba huvaa maleba kuambatana na jambo analojisifia.
1. Utambaji

Usimulizi wa hadithi unaoambatana na uigizaji.
Huwa na matumizi ya vizuizui.
Mazingira

Uigizaji wa maumbile asilia yaliyozunguka jamii ya watu k.v. sauti za wanyama.
Kuna matumizi ya viziuzui, matawi n.k.

Sanaa ya Maonyesho

Ngoma

Uchezeshaji wa viungo vya mwili kuambatana na mdundo au miondoko maalum.

Aina

Ngoma za wanawake
Ngoma za tohara
Ngoma za wanaume
Ngoma za sherehe
Ngoma za vijana
Ngoma za unyago na jando
Ngoma za wazee
Ngoma za arusi
Ngoma za kufukuza mapepo
Ngoma za kuaga mwaka

Sifa

Huandamana na muziki na ala ya muziki k.v. ngoma.
Ngoma huchezewa mahali wazi na penye hadhira.
Wachezaji huvaa maleba maalum kulingana na funzo linalonuiwa.
Huwa na wahusika aina mbili; watendaji na watazamaji kwa wakati mmoja.
Huweza kuandamana au kutoandamana na sherehe.
Hutofautiana kulingana na jamii husika.

Umuhimu

Kuburudisha kwa ufundi wa kucheza kwa kuzingatia miondoko.
Kitambulisho cha jamii kwani kila moja ina aina yake ya ngoma.
Kuhifadhi na kuendeleza tamaduni za jamii husika.
Kukuza uzalendo kwa kuwafanya wanajamii kuionea fahari jamii yao.
Kukuza umoja na ushirikiano kwa kujumuisha watu pamoja.
Kuelimisha kwa kupitisha mafunzo na maarifa.
1. Matambiko
Utoaji wa kafara kwa Mungu, miungu, pepo au mizimu ili wasaidiwe kutatua shida, kutoa shukrani au kuomba radhi.

Sifa

Hutolewa na wazee maarufu walioteuliwa.
Hufanywa nahali maalum k.v. pangoni, mwituni, n.k.
Huandamana na sala.
Huandamana na utoaji kafara k.v. kuchinja mbuzi, n.k.
Huandamana na maombi.

Maigizo Ya Uganga wa Ramli

Sifa

Mganga hujitia kujua kwa hivyo vitendo vyake ni maigizo ya uganga wa madaktari.
Mengi katika matendo ya mganga hayana mashiko.
Aghalabu kafara hutolewa.
Waganga wanapopiga bao huvaa maleba kama ngozi, vibuyu, pembe, n.k.
Huweza kuwa na fimbo maalum.
Lugha maalum anayodai kuitumia kuwasiliana na misimu.
Mizimu humshauri mganga kuhusu ugonjwa na tiba inayofaa.
Mganga humchanja mgonjwa na kumpa dawa za miti shamba.

Umuhimu

Wakati mwingine mizizi ya mganga huponya.
Huwapa watu matumaini hasa walio na magonjwa yasiyo na tiba.
Dawa za mganga hupunga mashetani kwa wagonjwa wake.
Hukutanisha ulimwengu wa mizimu na ulimwengu halisi.
Waganga huburudisha wanapoigiza.

Hasara

Mgonjwa huenda asipone kwani matendo mengi ya mganga ni ya kukisia.
Dawa za uganga zaweza kumdhuru mtu.
Malipo ni ghali na mtu hata aweza kufilisika akitafuta tiba ya ugonjwa usiopona.
Mazingira ya uganga husheheni uchafu mwingi.
Mgonjwa huridhika kwa muda mfupi halafu uhalisia hudhihirika.
1. Ngomezi

Uwasilishaji wa ujumbe kwa kupiga ngoma au zana nyingine ya kimziki.

Sifa

Kuwepo kwa ngoma au ala nyingine kama panda.
Mapigo ya ngoma hueleweka tu na jamii husika.
Mapigo kufuata toni au ridhimu maalum kuwasilisha maneno fulani.
Kuwepo kwa hadhira au wasikilizaji.
Kueleweka kwa mapigo hayo na wanajamii husika pekee.
Makini huhitajika ili kupata midundo.

Aina za ngomezi

a) Taarifa

Huarifu kuhusu jambo k.m. msimu wa kuanza kutayarisha mashamba, kuitwa katika mkutano, kazi ya ujima n.k.

b) Tahadhari

Hutoa tahadhari kuhusu mavamizi kama wizi wa mifugo, vita, majanga kama moto, mafuriko n.k.

c) Uhusiano

Kuita watu kwa sherehe.

Umuhimu wa Ngomezi

Njia ya mawasiliano kwa jamii zisizojua kusoma.
Husaidia wanaokabiliwa na ugumu wa mawasiliano.
Kuharakisha mawasiliano katika masafa mafupi.
Kutoa taarifa kuhusu matukio fulani k.m. ndoa, kifo n.k.
Husaidia kupitisha jumbe za dharura.
Kutahadharisha wanajamii kuhusu tukio la hatari/dharura k.v. vita, gharika n.k.
Kuficha siri kwa kuwasilisha ujumbe kwa njia isiyoeleweka.
Kuhifadhi na kudumisha utamaduni wa jamii.
Namna ya kudhihirisha ufundi wa kutumia zana kama ngoma.
Kitambulisho cha jamii kwani kila jamii hupitisha ujumbe kwa mapigo tofauti.

Udhaifu wa Ngomezi

Si kila mtu anaweza kufasiri ujumbe unaokusudiwa.
Mapigo hayasikiki mbali na hivyo husikika na idadi dogo ya watu.
Mapigo yaweza kuhitilafiana na hivyo kufasiriwa kwa namna tofauti.

Ngomezi za kisasa

Milio ya ambulensi, magari ya polisi na zimamoto.
Kengele za kubisha hodi nyumbani zinazotumia umeme.
Kengele shuleni, makanisani, n.k.
Toni za rununu zinazowakilisha aina mbalimbali za jumbe.
Ving’ora vya kuashiria moto umetokea katika majumba ya horofa, benki, hospitalini, n.k.

Changamoto za Ngomezi katika Jamii ya Sasa

Mwingiliano wa jamii mbalimbali unaosababisha kutofasiri ujumbe kwa njia moja inayotakikana.
Viwanda na majumba marefu kusababisha kutosikika kwa sauti au milio ya ngoma.
Njia nyingine za kisasa za mawasiliano zinazotumiwa kwa wingi na kwa wepesi.
Uhaba wa zana kama baragumu na zumari zilizokuwa zinatumika.
Mabadiliko ya maisha kuleta ubinafsi na kusababisha wengi kutoitikia wito wa vyombo.
1. Mivigha

Sherehe za kitamaduni ambazo hutokea katika kipindi fulani cha mwaka ambazo huonyesha mwanajamii ametoka kiwango kimoja hadi kingine.

Aina za Mivigha

Sherehe za tohara
- kutoka utotoni na kuingia utu uzimani.
Sherehe za ndoa

kutoka kapera hadi kuoa
1. Sherehe za kutambika
kutoa sadaka kwa Mungu, miungu, pepo au mizimu
1. Sherehe kutawazwa kwa kiongozi
kutoka uraia na kuingia katika uongozi/utawala
1. Shughuli za mazishi/matanga
kutoka uhai hadi ufu
1. Sherehe za kuwapa watoto majina
2. Sherehe za ulaji kiapo
3. Shughuli za posa
4. ibada

Hatua

Kutoa mtu rasmi kutoka kundi moja la wanajamii.
Kumfundisha majukumu yanayohusiana na wadhifa mpya.
Kumwingiza rasmi katika kundi jingine.

Sifa

Huandamana na matendo au kanuni fulani (mivigha).
Maleba maalum huvaliwa na wahusika kuwatofautisha na hadhira.
Hufanyika kwa kutumia lugha maalum au kimyakimya.
Kuna watu aina tatu: watendaji wanaoshiriki kuimba na kucheza, wale sherehe inafanyika kwa sababu yao na wanaoshuhudia tu.
Huhusisha vitendo maalum kama kula viapo, kutoa kafara, kucheza ngoma, n.k.
Huandamana na utoaji wa mawaidha.
Uigizaji hujitokeza pale mwanajamii anaingizwa katika kundi fulani kutoka jingine.
Huhusisha maombi.
Hufanywa mahali maalum sherehe hiyo inapofanyika k.m. tambiko hufanywa porini au pangoni.
Wahusika huweka ahadi za kutenda wema.
Huwa na mpangilio wa shughuli kuanzia mwanzo, kati hadi mwisho.

Umuhimu

Kuburudisha kwa vile baadhi ya mivigha huhusisha nyimbo, ngoma na uigizaji.
Kutoa mafunzo ya utu uzima na elimu ya jadi.
Mivigha ya mazishi huliwaza wafiwa.
Kukuza utangamano miongoni mwa wanajamii kwa kuwajumuisha pamoja katika mivigha yao.
Kuashiria mwanajamii ametoka kiwango kimoja cha maisha hadi kingine.
Kujenga uhusiano bora kati ya jamii na miungu au mizimu.
Kitambulisho cha jamii kwani kila moja ina aina yake ya mivigha.
Kudumisha mila za jamii.
Kuelimisha jinsi ya kukabiliana na changamoto maishani.
Kuadilisha kwa kufunza tabia zinazokubalika na jamii k.v. uaminifu, utiifu, n.k.
Kukashifu vitendo vya uoga.
Kukuza uzalendo kwa kuhimiza wanajamii kuonea fahari tamaduni zao.
Msingi wa wanajamii kujitambulisha na kuionea fahari jamii yao.

Hasara

Baadhi ya mivigha huhatarisha afya na maisha k.v. kutahiri watoto wa kike.
Baadhi ya sherehe hukiuka maadili kama vile kwa kuruhusu matusi hata kushiriki ngono.
Baadhi yaweza kusababisha hasara kama vile kueneza ukimwi k.v. tohara kwa kisu kimoja.
Huzua tofauti za kijinsia k.v. mwanamme kujiona bora kuliko mwanamke.
Kuzua utabaka baina ya waliopashwa na wasiopashwa tohara.
Baadhi ya mivigha hukiuka malengo ya kitaifa k.m. ukeketaji ni ukiukaji wa haki za binadamu
Kunayo hujaza watu hofu k.v. kufukuza mapepo kunakohitaji kafara ya binadamu.
Baadhi huhusisha ushirikina na hivyo kusababisha uhasama baina ya koo.
Baadhi hugharimu kiasi kikubwa cha pesa na kuifilisi familia.

Latest Education News

TSC to recruit new teachers to replace those who exited service in August, 2018

October 5, 2025 Hillary Kangwana Leave a comment

The Teachers Service Commission (TSC) will employ new teachers this month to replace those who exited service in August, 2018. In a released circular, the TSC advertises 625 posts to replace those who have exited service through natural attrition. There are 452 posts for primary schools and 173 for post primary schools.

All interested candidates should submit their applications to the respective County directors and Boards of Management not later than 18 September, 2018. Among other requirements, candidates should meet the following basic requirements:

Be Kenyan Citizens
Must be 45 years of age and below
Must have original professional and academic certificates.
Must be registered as a teacher as per Section 23 of the Teachers Service Commission act 2012
Applicants for vacancies in primary schools must be holders of P1 certificate and will be selected from the County merit list compiled during the May, 2018 recruitment of additional teachers’ exercise.
Successful applicants must not fill employment forms in more than one station as this will lead to disqualification.

This comes as most schools grapple with increased students’ population as a result of the 100 percent transition programme by the Government. Most teachers recruited during the 100 percent transition in June have now been posted; with most reporting to their stations last week.

The Kenya Union of Post Primary Education (KUPPET) has raised a red flag on the marking scheme used to recruit Diploma teachers. “The marking scheme for employment of Diploma teachers is discriminating and unfair to diploma teachers. We propose it be reviewed so that they are given same marks as graduates”, reads a circular released by KUPPET, yesterday.

According to TSC’s Chief Executive, Mrs Macharia, primary schools have a shortage of 40,972 teachers, while secondary schools need 63,849 more.

“The shortage has been created by the opening of new schools and the recent government policy on 100 per cent transition from primary to secondary schools, which commenced on January 2018,” Mrs Macharia had said in February, this year.

Knec Schools Exams Portal

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

October 5, 2025 Hillary Kangwana Leave a comment

Karingu Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day School that is located at Kahuro Subcounty in Murang’a County of the Central Region, Kenya. The School’s Official Phone Number Contact is: 0722604680

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Murang’a.

Subcounty: Kahuro.

School Type/ Ownership: A Public School.

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

Category: Regular School

School’s Official Name: Karingu Secondary School

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

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

Accomodation Type: Day School.

Knec Code: 10238105

School’s Official Phone Number: 0722604680

Total Number of Subjects Combinations Offered at the School: 8

Subject Combinations Offered at Karingu Secondary School

View all available subject combinations at this school

SOCIAL SCIENCES

HUMANITIES & BUSINESS STUDIESCode: SS2061

Business Studies,Geography,Literature in English

3 SubjectsSOCIAL SCIENCES

HUMANITIES & BUSINESS STUDIESCode: SS2069

Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship

3 SubjectsSOCIAL SCIENCES

STEM

⁵

PURE SCIENCESCode: ST1034

Advanced Mathematics,Computer Studies,Physics

3 SubjectsSTEM

APPLIED SCIENCESCode: ST2081

Agriculture,Biology,Home Science

3 SubjectsSTEM

PURE SCIENCESCode: ST1046

Biology,Chemistry,Computer Studies

3 SubjectsSTEM

PURE SCIENCESCode: ST1032

Advanced Mathematics,Building & Construction,Physics

3 SubjectsSTEM

APPLIED SCIENCESCode: ST2061

Agriculture,Computer Studies,General Science

3 SubjectsSTEM

ARTS & SPORTS SCIENCE

SPORTSCode: AS2004

Biology,Christian Religious Education,Sports & Recreation

3 SubjectsARTS & SPORTS SCIENCE

📍 How to get more Information about the School

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

How to Select Grade 10 Subjects and schools

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

1. How you can Choose a Career Pathway:

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

2. Select Subject Combinations:

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

3. Select Preferred Senior Schools:

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

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

West Pokot County Senior Schools.
Wajir County Senior Schools
Vihiga County Senior Schools
Uasin Gishu County Senior Schools
Turkana County Senior Schools
Trans-Nzoia County Senior Schools
Tharaka Nithi County Senior Schools
Tana River County Senior Schools
Taita Taveta County Senior Schools
Siaya County Senior Schools
Samburu County Senior Schools
Nyeri County Senior Schools
Nyandarua County Senior Schools
Nyamira County Senior Schools
Narok County Senior Schools
Nandi County Senior Schools
Nakuru County Senior Schools
Nairobi County Senior Schools
Murang’a County Senior Schools
Mombasa County Senior Schools
Migori County Senior Schools
Meru County Senior Schools
Marsabit County Senior Schools
Mandera County Senior Schools
Makueni County Senior Schools
Machakos County Senior Schools
Lamu County Senior Schools
Laikipia County Senior Schools
Kwale County Senior Schools
Kitui County Senior Schools
Kisumu County Senior Schools
Kisii County Senior Schools
Kirinyaga County Senior Schools
Kilifi County Senior Schools
Kiambu County Senior Schools
Kericho County Senior Schools
Kakamega County Senior Schools
Kajiado County Senior Schools
Isiolo County Senior Schools
Homa Bay County Senior Schools
Garissa County Senior Schools
Embu County Senior Schools
Elgeyo-Marakwet County Senior Schools
Busia County Senior Schools
Bungoma County Senior Schools
Baringo County Senior Schools
List of all Senior Schools in Bomet County
Nyamira County best, top secondary schools; Indepth analysis

Senior School Subjects and Pathways selection Form.

Senior School Selection Form educationnewshub.co.ke

Jobs

Climate WorX Mtaani application Online

October 5, 2025 Hillary Kangwana

Climate Resilience Service Program

NATIONAL REGISTRATION AND JOB APPLICATION ONGOING

Dear Applicant, register and apply for the program.

We appreciate your interest and participation.

Qualified candidates will be notified regarding the next steps in the recruitment process.

Click Here to Register

Thank you.

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Latest Education News

Alleged 2022 KCSE Exam Malpractices: Summary of the report by the Departmental Committee on Education

October 5, 2025 Hillary Kangwana Leave a comment

Alleged 2022 KCSE Exam Malpractices.

Summary of the report by the Departmental Committee on Education.

COMMITTEE OBSERVATIONS AND FINDINGS

The Committee after analysing submissions made by different stakeholders arrived at the following observations and findings;

THAT;

🛡️There were isolated cases of examination irregularities reported during the 2022
KCSE Examination. For example, early exposure of afternoon examination papers,
mobile phones seized from some examination centers, some students found with unauthorized written-on materials among others..

🛡️Candidates who are hospitalized, or have recently given birth are compelled to sit for the examinations from their hospital beds.

🛡️KCSE being a high-stake examination which is used to place candidates to various
courses in the university, it prompts some students to engage in exam malpractices
so as to meet the high expectations from parents, teachers and society at large.

🛡️Examiners, invigilators and supervisors are poorly remunerated and the payment delayed hence demotivating them.

🛡️Marking centres are centralized within Nairobi and its environs only, resulting in
overcrowding and deplorable conditions in accommodation for the markers.

🛡️Telegram and Signal were the preferred social media platforms used in perpetrating
examination malpractices because the source of the information is not traceable.

🛡️Two examination papers are done in a day, with one conducted in the morning session
and the other in the afternoon. Early exposure incidents tend to predominantly occur
in the afternoon paper. This is primarily due to the fact that both examination papers
are collected by the Centre Managers in the morning, leaving the afternoon paper
more vulnerable to potential breaches.

🛡️There were several examination malpractices in the 2022 KCSE as indicated by the
Office of the Director of Criminal Investigations (DCI). The DCI handled a total of 68 cases with 44 cases pending under investigation, 17 cases pending before court,
one case with a warrant of arrest issued and six cases already finalized.

🛡️Some principals visit the Sub-County Directors of Education with proposals on their desired supervisors. This is propelled by the need for higher mean grades and promotions.

🛡️Parents and Boards of Management mount pressure on school principals to register
high mean grades or risk being transferred resorting to exam malpractices.

🛡️Some schools levy motivational fees on parents to pay examiners, bribe invigilators,
security officers, supervisors, MoE and KNEC officials in what is commonly referred
to as ‘fuel’ to facilitate exam malpractice.

🛡️The Multi-Agency Approach involving the Ministry of Interior and National Administration, the DCI and the Communications Authority of Kenya (CAK) in the
management of examination was not effective in curbing examination malpractices as intended.

🛡️The Committee found out that KNEC was overwhelmed due to the administration
and management of three national examinations (2022 KPSEA, KCPE and KCSE) in a span of just one month.

🛡️The finances allocated to KNEC are inadequate making effective examination
management and monitoring difficult to achieve due to increase in the number of
candidates.

🛡️There was no adherence to KNEC’s examinations guidelines and regulations. For
example, a candidate involved in any form of malpractice is not allowed to continue
with the next examination but the committee found that some candidates continued uninterrupted in contravention of the regulation.

🛡️There is a lot of pressure on markers to complete their work on time. Marking starts at 4.00am to 10:00pm leading to exhaustion that compromises the process of
marking.

🛡️Reporting incidences of examination malpractices is bureaucratic and cumbersome
to examiners. The burden of proof is left to the examiners discouraging many of them from reporting.

🛡️Monitoring of examinations by KNEC officials was found to be poor because they
concentrate on schools along major highways and towns leaving schools in far flung areas not monitored.

🛡️KNEC is underfunded which negatively affects the effective administration of the
National Examinations. The underfunding is majorly as a result of the government
policy on examination waiver for the national examinations for all candidates both in
public and private schools which was introduced in 2015.

🛡️This policy shift made it impossible for KNEC to charge examinations fees which previously formed part of its internal income (AIA) which enabled it to fund its operations, including examination administration. The underfunding situation is also
exacerbated by a staggered model of issuance of examination grants by the exchequer, the non-revision of the examination fees which has remained static since 2013 despite the high cost of examination administration as well as an increase in
examination candidature due to the 100% policy.

🛡️There are several emerging issues related to technology and communication, such as social media platforms that affect examination management. There are, however, no
legislations in place to curb their misuse in perpetrating examination malpractices.

🛡️The penalties provided under the KNEC Act are not punitive enough to serve as a deterrence against examination malpractices.
_____

Recommendations

🛡️ Promotions of teachers not to be pegged on individual Schools’ performance only .
🛡️Knec to deploy Centre Managers to oversee exams in schools outside their Sub Counties
🛡️Knec to ensure Contracted professionals do not serve in the same School for more than 2 consecutive years.
🛡️CCTv Cameras to be installed at all Exam Centres
🛡️Knec to get more budgetary allocation in order to ensure the process is smooth.
🛡️ Knec to closely collaborate with other agencies like security personnel.
🛡️Knec to set supplementary exams for candidates who fail to sit for the tests like the hospitalized, pregnant.

Health & Nutrition tips

Busia County NHIF Latest List of Approved Facilities/ Hospitals: Location, Contacts, Services, Hospital Type and Code

October 5, 2025 Hillary Kangwana Leave a comment

Busia County NHIF Latest List of Approved Facilities/ Hospitals: Location, Contacts, Services, Hospital Type and Code

List of Government/ Public Hospitals

Hospital Code	Category	Hospital Name	County Name	Hospital Level
4446436	G	PORT VICTORIA SUB-DISTRICT HOSPITAL	BUSIA	4
4441798	G	TESO DISTRICT HOSPITAL	BUSIA	4
4440593	G	KHUNYANGU SUB COUNTY HOSPITAL	BUSIA	4
44401054	G	AMUKURA HEALTH CENTRE	BUSIA	3
44461387	G	BUMALA B HEALTH CENTRE	BUSIA	3
44461388	G	BUMALA A HEALTH CENTRE	BUSIA	2
44461389	G	SIO PORT SUB-COUNTY HOSPITAL	BUSIA	4
44461390	G	NAMBALE SUB-COUNTY HOSPITAL	BUSIA	3
4446083	G	ALUPE SUB COUNTY HOSPITAL	BUSIA	4
4446771	G	KARI(TRC)ALUPE HOSPITAL-BUSIA	BUSIA	3B
4446758	G	BUSIA DISTRICT HOSPITAL	BUSIA	4
44402669	G	NAMBALE SUB COUNTY HOSPITAL	BUSIA	4
44402794	G	BUDALANGI DISPENSARY	BUSIA	2
44402798	G	IKONZO HEALTH CENTRE	BUSIA	2
44402805	G	OSIEKO DISPENSARY	BUSIA	2
44403667	G	BULWANI DISPENSARY	BUSIA	2
44403668	G	RUKALA MODEL HEALTH CENTRE	BUSIA	3
44403669	G	SISENYE DISPENSARY	BUSIA	2
44403670	G	MUKHOBOLA HEALTH CENTRE	BUSIA	3
44403671	G	BUKHALALIRE DISPENSARY	BUSIA	2
44403672	G	MASENDEBALE DISPENSARY	BUSIA	2
44403673	G	SIKARIRA DISPENSARY	BUSIA	2
44403674	G	BWALIRO DISPENSARY	BUSIA	2
44403675	G	BUMUTIRU DISPENSARY	BUSIA	2
44403676	G	BURINDA DISPENSARY	BUSIA	2
44403677	G	MUSIBIRIRI DISPENSARY	BUSIA	2
44403678	G	NASIRA DISPENSARY	BUSIA	2
44403679	G	BUKALAMA DISPENSARY	BUSIA	2
44403680	G	ESIKULU DISPENSARY	BUSIA	2
44403681	G	NASEWA HEALTH CENTRE	BUSIA	3
44403682	G	BUSIBWABO DISPENSARY	BUSIA	2
44403683	G	MUNONGO DISPENSARY	BUSIA	2
44403684	G	MATAYOS HEALTH CENTRE	BUSIA	3
44403685	G	GK PRISONS DISPENSARY (BUSIA)	BUSIA	2
44403686	G	LWANYANGE DISPENSARY	BUSIA	2
44403687	G	KHAYO DISPENSARY	BUSIA	2
44403688	G	MADENDE DISPENSARY	BUSIA	2
44403689	G	MALANGA DISPENSARY	BUSIA	2
44403690	G	IGARA DISPENSARY	BUSIA	2
44403691	G	LUPIDA HEALTH CENTRE	BUSIA	3
44403692	G	NAMUDURU DISPENSARY	BUSIA	2
44403693	G	BUSEMBE DISPENSARY	BUSIA	2
44403694	G	AGENGA DISPENSARY (SAMIA)	BUSIA	2
44403695	G	BUDUTA DISPENSARY	BUSIA	2
44403696	G	NANGINA DISPENSARY	BUSIA	2
44403697	G	RUMBIYE DISPENSARY	BUSIA	2
44403698	G	NAMBUKU MODEL HEALTH CENTRE	BUSIA	3
44403699	G	HAKATI DSPENSARY	BUSIA	2
44403700	G	CHANGARA (GOK) DISPENSARY	BUSIA	2
44403701	G	ABOLOI DISPENSARY	BUSIA	2
44403702	G	AKICHELESIT DISPENSARY	BUSIA	2
44403703	G	MALABA DISPENSARY	BUSIA	2
44403704	G	KAMOLO DISPENSARY	BUSIA	2
44403705	G	ANGURAI HEALTH CENTRE	BUSIA	3
44403706	G	MODING HEALTH CENTRE	BUSIA	3
44403707	G	KWANGAMOR DISPENSARY	BUSIA	2
44403708	G	NGELECHOM COMMUNITY DISPENSARY	BUSIA	2
44403710	G	OKOOK DISPENSARY	BUSIA	2
44403711	G	AMASE DISPENSARY	BUSIA	2
44403712	G	APOKOR DISPENSARY	BUSIA	2
44403713	G	MORU KARISA DISPENSARY	BUSIA	2
44403714	G	OBEKAI DISPENSARY	BUSIA	2
44403715	G	OCHUDE DISPENSARY	BUSIA	2
44403716	G	LUKOLIS MODEL HEALTH CENTRE	BUSIA	3
44408635	G	IRANDA HEALTH CENTRE BUTERE	BUSIA	3
4440440	G	AMUKURA MISSION HEALTH CARE	BUSIA	3
44401007	G	BULAMA A. HEALTH CENTRE	BUSIA	3
4440970	G	BUSIA DISTRICT HOSPITAL(OPC)	BUSIA	4
4440982	G	ALUPE HOSPITAL (BUSIA)OPC	BUSIA	4
4446143	G	BUSIA DISTRICT HOSPITAL	BUSIA	4
44406590	G	AKIRIAMASI DISPENSARY	BUSIA	2
44406591	G	AMONG’URA COMMUNITY DISPENSARY	BUSIA	2
44406592	G	APETIT DISPENSARY	BUSIA	2
44406593	G	BEYOND ZERO MOBILE CLINIC -BUSIA	BUSIA	2
44406594	G	BURUMBA DISPENSARY	BUSIA	2
44406595	G	BUSAGWA DISPENSARY	BUSIA	2
44406596	G	BUSIA TRAILER PARK CLINIC	BUSIA	2
44406597	G	KAMURIAI DISPENSARY	BUSIA	2
44406598	G	KHAJULA DISPENSAY	BUSIA	2
44406599	G	MAFUBU DISPENSARY	BUSIA	2
44406600	G	MAYENJE DISPENSARY	BUSIA	2
44406601	G	MUNDEMBU DISPENSARY	BUSIA	2
44406602	G	MUSOKOTO DISPENSARY	BUSIA	2
44406603	G	MUYAFWA DISPENSARY	BUSIA	2
44406604	G	NAMUSALA DISPENSARY	BUSIA	2
00215875	G	OLIRIMIRIMI DISPENSARY	BUSIA	2

List of Private Hospitals

Hospital Code	Category	Hospital Name	County Name	Hospital Level
4440657	P	TANAKA NURSING HOME	BUSIA	4
4446206	P	NEW BUSIA MATERNITY AND NURSING HOME	BUSIA	4
44401806	P	MARACHI HEALTHCARE	BUSIA	3B
4440437	P	PESI MEDICAL CENTRE	BUSIA	3B
44402352	P	APPEX HOSPITAL	BUSIA	3B
44402746	P	BUSIA DENTAL SOLUTIONS	BUSIA	2
44402659	P	ST. PETERS MEDICAL CENTRE BULWANI	BUSIA	3B
44402690	P	NAMENYA C.F.W CLINIC	BUSIA	2
44402779	P	YOUR FAMILY CFW COMMUNITY CLINIC	BUSIA
44402795	P	BUSIA BASE BOARDER FAITH MEDICAL CENTRE	BUSIA	3B
44406113	P	JAMU IMAGING CENTRE BUSIA	BUSIA
44406321	P	STIRLING MEDICAL CENTRE	BUSIA	3B
44406066	P	FAHELMA CFW COMMUNITY CLINIC	BUSIA	2
44406361	P	BLISS GVS HEALTHCARE LIMITED MALABA	BUSIA	2
44406378	P	ORION HEALTHCARE MEDICAL CENTRE	BUSIA	3A
44406380	P	ST MARY MISSION HEALTH CENTRE CHELELEMUK	BUSIA	3B
44406379	P	SAMAO MEDICAL CLINIC	BUSIA	2
44408352	P	BUBURI COMMUNITY HEALTH CLINIC	BUSIA	2
44408402	P	PYNET HEALTHCARE ADUNGOSI	BUSIA	3A
44408425	P	VISIONGATE EYE CARE CONSULTANT	BUSIA	2
44408500	P	WEST SIDE HEALTHCARE MALABA	BUSIA	3B
44408434	P	AMANE COTTAGE HOSPITAL	BUSIA	3B
44408442	P	CENTRE VIEW MEDICAL HEALTHCARE	BUSIA	3B
44408529	P	BLISS GVS HEALTHCARE LTD BUSIA	BUSIA	3A
44408539	P	BUSIA HEALTHSIDELAB MEDICAL CLINIC	BUSIA	2
666615187	P	STETH HEALTHCARE LIMITED	BUSIA	2
001615356	P	NAMO HOSPITAL LIMITED	BUSIA	4
000315380	P	PREMIERCARE DIAGNOSTICS NAROK ANNEX LTD	BUSIA	4
333615427	P	THE AGA KHAN HOSPITAL KISUMU ð KISII BRANCH	BUSIA	3B
444015614	P	BRILLIANCE CARE MEDICAL HOSPITAL	BUSIA	3A

List of Mission Hospitals

Hospital Code	Category	Hospital Name	County Name	Hospital Level
4446156	M	BUTULA MISSION HOSPITAL (BUSIA)	BUSIA	3B
4446048	M	HOLY FAMILY HOSPITAL NANGINA	BUSIA	4
44401634	M	ST.JOSEPH’S AMUKURA MISSION HEALTH CENTR	BUSIA	3B
44402486	M	ACK NAMBOBOTO HEALTH CENTRE	BUSIA	3A
44408466	M	KOLANYA SALVATION ARMY HEALTH CENTRE	BUSIA	3A
44408612	M	LITTLE SISTERS OF ST.FRANCIS -ST CLAIRE MEDICAL CENTRE	BUSIA	3A

List of All Hospitals

Hospital Code	Category	Hospital Name	County Name	Hospital Level
4446436	G	PORT VICTORIA SUB-DISTRICT HOSPITAL	BUSIA	4
4441798	G	TESO DISTRICT HOSPITAL	BUSIA	4
4440593	G	KHUNYANGU SUB COUNTY HOSPITAL	BUSIA	4
44401054	G	AMUKURA HEALTH CENTRE	BUSIA	3
4440657	P	TANAKA NURSING HOME	BUSIA	4
4446156	M	BUTULA MISSION HOSPITAL (BUSIA)	BUSIA	3B
44461387	G	BUMALA B HEALTH CENTRE	BUSIA	3
44461388	G	BUMALA A HEALTH CENTRE	BUSIA	2
44461389	G	SIO PORT SUB-COUNTY HOSPITAL	BUSIA	4
44461390	G	NAMBALE SUB-COUNTY HOSPITAL	BUSIA	3
4446206	P	NEW BUSIA MATERNITY AND NURSING HOME	BUSIA	4
4446083	G	ALUPE SUB COUNTY HOSPITAL	BUSIA	4
4446048	M	HOLY FAMILY HOSPITAL NANGINA	BUSIA	4
4446771	G	KARI(TRC)ALUPE HOSPITAL-BUSIA	BUSIA	3B
44401634	M	ST.JOSEPH’S AMUKURA MISSION HEALTH CENTR	BUSIA	3B
44401806	P	MARACHI HEALTHCARE	BUSIA	3B
4440437	P	PESI MEDICAL CENTRE	BUSIA	3B
4446758	G	BUSIA DISTRICT HOSPITAL	BUSIA	4
44402352	P	APPEX HOSPITAL	BUSIA	3B
44402486	M	ACK NAMBOBOTO HEALTH CENTRE	BUSIA	3A
44402746	P	BUSIA DENTAL SOLUTIONS	BUSIA	2
44402659	P	ST. PETERS MEDICAL CENTRE BULWANI	BUSIA	3B
44402669	G	NAMBALE SUB COUNTY HOSPITAL	BUSIA	4
44402690	P	NAMENYA C.F.W CLINIC	BUSIA	2
44402779	P	YOUR FAMILY CFW COMMUNITY CLINIC	BUSIA
44402794	G	BUDALANGI DISPENSARY	BUSIA	2
44402795	P	BUSIA BASE BOARDER FAITH MEDICAL CENTRE	BUSIA	3B
44402798	G	IKONZO HEALTH CENTRE	BUSIA	2
44402805	G	OSIEKO DISPENSARY	BUSIA	2
44403667	G	BULWANI DISPENSARY	BUSIA	2
44403668	G	RUKALA MODEL HEALTH CENTRE	BUSIA	3
44403669	G	SISENYE DISPENSARY	BUSIA	2
44403670	G	MUKHOBOLA HEALTH CENTRE	BUSIA	3
44403671	G	BUKHALALIRE DISPENSARY	BUSIA	2
44403672	G	MASENDEBALE DISPENSARY	BUSIA	2
44403673	G	SIKARIRA DISPENSARY	BUSIA	2
44403674	G	BWALIRO DISPENSARY	BUSIA	2
44403675	G	BUMUTIRU DISPENSARY	BUSIA	2
44403676	G	BURINDA DISPENSARY	BUSIA	2
44403677	G	MUSIBIRIRI DISPENSARY	BUSIA	2
44403678	G	NASIRA DISPENSARY	BUSIA	2
44403679	G	BUKALAMA DISPENSARY	BUSIA	2
44403680	G	ESIKULU DISPENSARY	BUSIA	2
44403681	G	NASEWA HEALTH CENTRE	BUSIA	3
44403682	G	BUSIBWABO DISPENSARY	BUSIA	2
44403683	G	MUNONGO DISPENSARY	BUSIA	2
44403684	G	MATAYOS HEALTH CENTRE	BUSIA	3
44403685	G	GK PRISONS DISPENSARY (BUSIA)	BUSIA	2
44403686	G	LWANYANGE DISPENSARY	BUSIA	2
44403687	G	KHAYO DISPENSARY	BUSIA	2
44403688	G	MADENDE DISPENSARY	BUSIA	2
44403689	G	MALANGA DISPENSARY	BUSIA	2
44403690	G	IGARA DISPENSARY	BUSIA	2
44403691	G	LUPIDA HEALTH CENTRE	BUSIA	3
44403692	G	NAMUDURU DISPENSARY	BUSIA	2
44403693	G	BUSEMBE DISPENSARY	BUSIA	2
44403694	G	AGENGA DISPENSARY (SAMIA)	BUSIA	2
44403695	G	BUDUTA DISPENSARY	BUSIA	2
44403696	G	NANGINA DISPENSARY	BUSIA	2
44403697	G	RUMBIYE DISPENSARY	BUSIA	2
44403698	G	NAMBUKU MODEL HEALTH CENTRE	BUSIA	3
44403699	G	HAKATI DSPENSARY	BUSIA	2
44403700	G	CHANGARA (GOK) DISPENSARY	BUSIA	2
44403701	G	ABOLOI DISPENSARY	BUSIA	2
44403702	G	AKICHELESIT DISPENSARY	BUSIA	2
44403703	G	MALABA DISPENSARY	BUSIA	2
44403704	G	KAMOLO DISPENSARY	BUSIA	2
44403705	G	ANGURAI HEALTH CENTRE	BUSIA	3
44403706	G	MODING HEALTH CENTRE	BUSIA	3
44403707	G	KWANGAMOR DISPENSARY	BUSIA	2
44403708	G	NGELECHOM COMMUNITY DISPENSARY	BUSIA	2
44403710	G	OKOOK DISPENSARY	BUSIA	2
44403711	G	AMASE DISPENSARY	BUSIA	2
44403712	G	APOKOR DISPENSARY	BUSIA	2
44403713	G	MORU KARISA DISPENSARY	BUSIA	2
44403714	G	OBEKAI DISPENSARY	BUSIA	2
44403715	G	OCHUDE DISPENSARY	BUSIA	2
44403716	G	LUKOLIS MODEL HEALTH CENTRE	BUSIA	3
44406113	P	JAMU IMAGING CENTRE BUSIA	BUSIA
44406321	P	STIRLING MEDICAL CENTRE	BUSIA	3B
44406066	P	FAHELMA CFW COMMUNITY CLINIC	BUSIA	2
44406361	P	BLISS GVS HEALTHCARE LIMITED MALABA	BUSIA	2
44406378	P	ORION HEALTHCARE MEDICAL CENTRE	BUSIA	3A
44406380	P	ST MARY MISSION HEALTH CENTRE CHELELEMUK	BUSIA	3B
44406379	P	SAMAO MEDICAL CLINIC	BUSIA	2
44408352	P	BUBURI COMMUNITY HEALTH CLINIC	BUSIA	2
44408402	P	PYNET HEALTHCARE ADUNGOSI	BUSIA	3A
44408425	P	VISIONGATE EYE CARE CONSULTANT	BUSIA	2
44408500	P	WEST SIDE HEALTHCARE MALABA	BUSIA	3B
44408434	P	AMANE COTTAGE HOSPITAL	BUSIA	3B
44408442	P	CENTRE VIEW MEDICAL HEALTHCARE	BUSIA	3B
44408466	M	KOLANYA SALVATION ARMY HEALTH CENTRE	BUSIA	3A
44408612	M	LITTLE SISTERS OF ST.FRANCIS -ST CLAIRE MEDICAL CENTRE	BUSIA	3A
44408529	P	BLISS GVS HEALTHCARE LTD BUSIA	BUSIA	3A
44408539	P	BUSIA HEALTHSIDELAB MEDICAL CLINIC	BUSIA	2
44408635	G	IRANDA HEALTH CENTRE BUTERE	BUSIA	3
666615187	P	STETH HEALTHCARE LIMITED	BUSIA	2
001615356	P	NAMO HOSPITAL LIMITED	BUSIA	4
000315380	P	PREMIERCARE DIAGNOSTICS NAROK ANNEX LTD	BUSIA	4
333615427	P	THE AGA KHAN HOSPITAL KISUMU ð KISII BRANCH	BUSIA	3B
444015614	P	BRILLIANCE CARE MEDICAL HOSPITAL	BUSIA	3A
4440440	G	AMUKURA MISSION HEALTH CARE	BUSIA	3
44401007	G	BULAMA A. HEALTH CENTRE	BUSIA	3
4440970	G	BUSIA DISTRICT HOSPITAL(OPC)	BUSIA	4
4440982	G	ALUPE HOSPITAL (BUSIA)OPC	BUSIA	4
4446143	G	BUSIA DISTRICT HOSPITAL	BUSIA	4
44406590	G	AKIRIAMASI DISPENSARY	BUSIA	2
44406591	G	AMONG’URA COMMUNITY DISPENSARY	BUSIA	2
44406592	G	APETIT DISPENSARY	BUSIA	2
44406593	G	BEYOND ZERO MOBILE CLINIC -BUSIA	BUSIA	2
44406594	G	BURUMBA DISPENSARY	BUSIA	2
44406595	G	BUSAGWA DISPENSARY	BUSIA	2
44406596	G	BUSIA TRAILER PARK CLINIC	BUSIA	2
44406597	G	KAMURIAI DISPENSARY	BUSIA	2
44406598	G	KHAJULA DISPENSAY	BUSIA	2
44406599	G	MAFUBU DISPENSARY	BUSIA	2
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Subjects and lessons for Junior Secondary Schools learners – KICD final guidelines

October 5, 2025 Hillary Kangwana Leave a comment

Junior Secondary learners to study 14 subjects – KICD directs

The Kenya Institute of Curriculum Development, KICD, has given the final guidelines for Junior Secondary Schools curriculum. Learners joining Junior Secondary school at grade 7 to 9 will do 14 subjects with 12 being compulsory.

According to KICD design for Grade 7, the learners will take 45 lessons a week with each lesson covering a 40 minutes duration.

English, Kiswahili, mathematics, integrated science, health education, pre-technical and pre-career, social studies, religious education, business studies, agriculture, life skills education, physical education/sports, foreign languages (German, French and Mandarin), will be introduced alongside indigenous language as an optional subject.

Other optional subjects will include performing/visual arts and computer science.

English, mathematics and social studies have been allocated the highest number of hours with each having five subjects each week.

Pre-technical and pre-career studies is a subject that prepares the learner for technical and engineering and career and technology studies which are tracks in the Science, Technology, Engineering and Mathematics pathway.

“This will equip the learner with foundational knowledge, that is a prerequisite to specialise in subjects such as metalwork, woodwork, electricity, aviation technology, building construction, power mechanics, leatherwork, culinary arts, hairdressing and beauty therapy, marine and fisheries, manufacturing and media technology at senior school,” the curriculum design reads.

Integrated Science (Biology, Chemistry, Physics) and Kiswahili will be covered four times a week, Social Studies, Business and agriculture allocated with three subjects weekly.

Religious Education, Health Education, and PE/sports will have two periods every week while life skills will only have one subject per week.

The learners will join grade 7 at their current primary schools but will be taught by graduate teachers.

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